annual implementation report 2015 zanzibar · (the table combines answers for question 3, 4 and...

ANNUAL IMPLEMENTATION

REPORT 2015 ZANZIBAR GPE PROGRAMME 2014-2016

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LIST OF ABBREVIATION AND ACRONYMS

DCP-Developing Country Partner

DEO- District Education Office/Officer

CSO- Civil Society Organisation

ECACP - Early Childhood Advancement Certification Program

ECD- Early Childhood Development

EMIS Education Management Information System

ESA- Education Sector Analysis

GBS- General Budget Support

GPE- Global Partnership for Education

JESR- Joint Education Sector Review

LEG-Local Education Groups

MAS- Minimum Achievement Standard

MoEVT- Ministry of Education and Vocational Training

M&E- Monitoring and Evaluation

PMU-Procurement Management Unit

SDLM-Self-Directed Learning Modules

SIDA- Swedish International Development Cooperation Agency

STD- Standard

UNICEF- United Nations Children’s Fund

USD- United States Dollar

TUTU- Tucheze Tujifunze – Swahili for (play and learn)/ preprimary school centers

TZS- Tanzanian Shilling

ZANEN- Zanzibar Non-State Actions Network

ZEDP- Zanzibar Education Development Programme

ZESC-Zanzibar Education Steering Committee

ZIE- Zanzibar Institute of Education

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Table of Contents LIST OF ABBREVIATION AND ACRONYMS ........................................................................................ i

GPE PROGRAMME 2014-2016 ................................................................................................................ 1

ANNUAL IMPLEMENTATION REPORT - 2015 – ZANZIBAR .................................................................. 1

INTRODUCTION ............................................................................................................................... 1

1. Summary of Grant ............................................................................................................................... 2

2. Summary of Progress – Global Numbers ............................................................................................ 2

3. Summary of Progress – Sector indicators ........................................................................................... 4

4. Summary of Progress - Program results ............................................................................................. 4

5. Description of Program Implementation ............................................................................................ 4

5.1. Planned activities and targets & actual activities and results ..................................................... 4

5.2. Major Successes ......................................................................................................................... 25

5.2.2. Minimum Achievement Standards in Place ........................................................................ 26

5.2.3. Review of sector progress ................................................................................................... 26

5.3. Challenges and the way forward ............................................................................................... 26

5.3.1. Delay in development of next sector plan .......................................................................... 26

5.3.2. Delay in disbursement of textbooks ................................................................................... 26

5.3.3. Delay in decision regarding mobile library ......................................................................... 26

5.4. The capacity of Developing Country Partner (DCP) if any changes in capacity are noted in the

reporting year ................................................................................................................................... 27

6. Minor changes to the Programme .................................................................................................... 27

7. Major changes to the program (changes resulting in more than 10 percent of grant) ................... 27

8. Budget ............................................................................................................................................... 28

8.1. Actual Disbursement .................................................................................................................. 28

8.2. Future Disbursement ................................................................................................................. 28

8.3. Reallocation of funds ................................................................................................................. 28

9. Partnership ........................................................................................................................................ 28

10. Financing ......................................................................................................................................... 29

11. Knowledge management ................................................................................................................ 29

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GPE PROGRAMME 2014-2016

ANNUAL IMPLEMENTATION REPORT - 2015 – ZANZIBAR

INTRODUCTION

The Revolutionary Government of Zanzibar, in support of the isles’ long term education policy (the

Zanzibar Education Development Programme (ZEDP), applied for funds from GPE (Global Partnership

for Education) to speed up the implementation of the Education Sector Action Plan 2012/13-

2015/16. The GPE funds are offered to partner developing countries with the aim of enhancing the

quality of the education provided.

The government of Zanzibar has been granted USD 5.2 million to execute a three year ZEDP Action

Plan from 2014-2016. To ensure a successful implementation, the Zanzibar Education Sector

Committee (ZESC), with the GPE Board of Directors’ consent, put the finance part of the Programme

under SIDA’s supervision as the Grant Agent. In addition, UNICEF was selected as the programme’s

coordinating entity.

During the second year of implementation (January-December 2015), a total of USD 1,900 248 has

been disbursed. In total during the first two years of implementation USD 4,966 333 has been

allocated and committed to areas supported by GPE which all of them aim to improve the quality of

the education sector.

The overall objective of this programme is to improve equitable access to education and improve

relevance and quality of education throughout the sector. The idea of enhancing the access to

education is meant to go hand in hand with the idea of enhancing students’ ability to perform well in

their studies.

The GPE’s support to this programme intends to achieve the following:

I. Expanding and strengthening pre-primary education, such that it provides a greater number

of students with a strong foundation for primary education.

II. Improving students’ performance through better teaching and improved access to learning

materials with a specific focus on the sciences and mathematics.

III. Creating a safe learning environment which supports all learners according to their needs.

IV. Strengthening the accountability of the education system.

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1. Summary of Grant Beneficiary Country Tanzania

Grant Agent/Managing Entity Swedish Embassy (SIDA) in Tanzania

Reporting Period Jan to Dec 2015

Total Grant Amount USD 5 200 000

Amount Disbursed in 2015 USD 1 900 248

Start Date of Grant Jan 2014

Closing Date of Grant Dec 2016

Revised Closing Date N/A

2. Summary of Progress – Global Numbers Early Childhood

Development (ECD)

Primary Secondary

Number of schools built in 2015 30 pre-primary centers

4 schools of which 3 have 8 classrooms. The forth school has so far 2 classrooms and one office.

2 schools

Number of teachers trained in 2015 412 842 931

Number of textbook distributed in 2015 54 550 719 850 0

Number of textbook for special needs education distributed in 2015

0 2 550 (this number include books for pre- primary and secondary education)

0

3

“GPE support toward improving pupil text books ratio”

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3. Summary of Progress – Sector indicators

4. Summary of Progress - Program results

5. Description of Program Implementation

5.1. Planned activities and targets & actual activities and results

(The table combines answers for question 3, 4 and 5.1)

Output Indicator Sector

Indicator Baseline

(Dec 2014)

Planned Activities and

Targets (2015)

Actual Activities and Achievements

(2015) Comments

Component 1: Expand and Strengthen Pre-primary Education. A.4.2.1 By June 2016,

120 TUTU centres are able to deliver pre-primary education in North B and Mkoani districts.

Number of TUTU centres.

Access 51 TUTU centres established (25 in Mkoani and 26 in North B).

30 TUTU centres to be established (15 in Pemba and 15 in Unguja).

30 new TUTU centres have been established.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

Number of mentors trained for TUTU

102 mentors have been trained, hence each centre has 2 trained mentors.

Train 60 mentors and 2 District Coordinator (DiCos’).

60 mentors and 2 District Co-ordinators were trained on teaching children in TUTU centres using Interactive Radio Instruction program (IRI). All trained mentors are currently running the newly established TUTU centres. The training improved the teaching capabilities of the teachers.

Number of fully equipped centres

All Centres established are equipped with learning materials.

Procure and distribute teaching and learning materials.

Each centre has been posted with 2 newly trained teachers and supplied with teaching and learning materials (eg. slates, blackboard, rulers, attendance books, flash cards, ropes, cubes, balls, chalks).

Enrolment in TUTU About 2201 children have been enrolled (1047 in Mkoani, 1054 in North B).

Organise community mobilization meetings for TUTU centres.

Communities were mobilized in Mkoani (Pemba) and North B' (Unguja). 120 parents from North B' (Unguja) and 108 parents from Mkoani (Pemba) participated in the mobilization meetings. They gained experience on the benefits of their children attending pre-primary education, and committed to mobilizing their communities to establish TUTU centres. As a result, 510 children (300 girls and 210 boys) in Unguja, and 582 children (265 girls and 317 boys) in Pemba. Hence a total of 1092 children are attending the 30 newly established TUTU centres.

Department of pre-primary and primary met with the Aga Khan Foundation (AKF) to discuss strengthening the mobilisation plan and activities with North B and Mkoani communities. More mobilization meetings are needed in these communities because there are other areas which do not understand the pre-primary education is compulsory for all children aged 4 years

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

A.4.2.2 By June 2016, 167 new radio lessons for TUTU are in place.

Number of lesson scripts developed

Access 48 TUTU lesson scripts have been developed.

In total, 64 scripts to be developed during 2015 as 8 were delayed from 2014). Original activity target is 56 scripts per year.

84 radio lessons for year one of pre-primary have been developed. 73 out of 84 radio programs have been recorded and 59 lessons have been edited and 53 already evaluated. 7 out of 84 lessons for year two of pre-primary have been written as the first draft.

65 scripts remain to be developed during 2016. There are 84 audio programs for the first year and 84 audio programs for the second year of the two year TUTU Centre learning program for pre-primary.

Procurement of Radios for TUTU centers

130 Radios for TUTU centers have been procured, 81 radios have been distributed to newly established TUTU Centers and teachers were trained on the use of them, with the rest kept in storage until remaining TUTU centers are opened. About 8903 underserved children aged 4 and 5 are getting early childhood education through radio programs in Mkoani, Micheweni, and North A and B. All of Zanzibar’s children have access to aired TUTU programs.

The broadcasting costs remain a big challenge as the planned budget is insufficient to cover the costs of broadcasting with the national radio broadcasters, ZBC. So far in 2016, ZBC has waived fees but it is unclear when this will end. A quick assessment of alternative options is recommended, for example recorded on USB stick and played at TUTU centers, or using community radio stations.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

A.4.2.3 Mechanisms for monitoring and evaluating the performance of TUTU centres and implementing recommendations are improved.

TUTU impact study conducted.

Quality An impact study for TUTU was conducted in Nov 2009, this identified that TUTU was improving pupil test scores, existing of compiled annual TUTU monitoring report.

Conduct pre-TUTU test on learning outcomes in Unguja and Pemba.

-The pre-test was conducted under the reporting period. 854 children were pre-tested by Ministry of Education (MoEVT) officials in Mkoani (Pemba) and North B' (Unguja). The sample size of this test is 30% of the total number of children enrolled. Findings will be compared to the post test, to show performance differences.

The data of the pre-test is still being analysed. Post- test will be done in October 2016, to see the development change of the children. Testing will be done for three groups: those who attended TUTU centres, those who attended community pre-primary school, and those who have not attended any classes prior to Standard 1. This will help to show the effectiveness of TUTU centres and pre-primary education.

Number of recommendations from monitoring report implemented.

Monitoring and evaluation: Critical mentor observation.

40 mentors (20 in Unguja and 20 in Pemba) were observed to see their performance change after getting their first training. Observation showed that some of the mentors gained capacity and experience on how to control the class, use participatory approaches and follow the ICT pedagogy instructions. Other mentors who faced some challenges were given assistance to improve their teaching techniques. MoEVT official monitored 81 centers (40 in Pemba and 41 in unguja) in both Mkoani and North

On-going observation to be carried out in monitoring and evaluation visits. On-going trainings are needed for updating and improving teaching methodologies. It has been observed that there are frequent changes of mentors in some centres with some new untrained mentors leading classes.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

B'. They were monitored to see the children’s attendances and performance, mentors performance and center’s environments. Recommendations from monitoring visits were reported to the Department of Pre-Primary and Primary, and also communicated to District Education Officers (DEOs) and Teacher Centers (TC) coordinators. This helped to overcome some of the challenges.

D.1.3.1 By June 2016, 350 primary school teachers and current unqualified pre-primary teachers are prepared to teach pre-primary classes.

Number of teacher trained and shifted to pre-primary classes.

Quality 326 trained pre-primary teachers are in government schools.

By December 2015, 350 primary school teachers and currently unqualified pre-primary teachers are prepared to teach pre-primary classes.

A total of 335 teachers (196 Unguja and 139 Pemba) out of 352 enrolled teachers are carrying on with training on content and pedagogy of teaching pre-primary classes. The remaining 17 trainees have been unable to continue due to a number of reasons, including death, health problem, joining on other higher learning and family problems. The training started in September 2014 and will be completed by the end December 2016. The total of 6 modules of Self Directed Learning Modules (SDLM), 20 IRI programs, 12 workshops and 42 days of

The original target of 700 teachers being able to teach pre-primary class was reduced to 350 during the mid-term review due to budget constraints. The accumulated trained teachers are now 335. A total of 412 pre-primary and lower primary teachers were also trained under the Dubai Care "Mtoto Kwanza" program. This includes government school employed (204) and community school (208). Up the end of 2015 it makes total of 747 (335+412) pre-primary and lower

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

classroom practices will be covered. Up to December 2015 all 6 SDLM have been covered, one of two classroom observations conducted. The second observation expected to be conducted at April 2016. Moreover, each trainee has already spent 25 days of teaching practices. The deployment of teachers to pre-primary schools will be done after completion of the training.

primary teachers trained by both GPE and Dubai Care Program. A second cohort of an additional 200 teachers will be trained during 2016. However, then the total amount of trained teachers will equal 535, hence above the revised target of 350.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

D.2.1.4 By June 2014, children's books are in place and all pre-primary school teachers trained in effective use of them.

Pupils book ratio Books Quality /Books Accessibility

244,488 children´s books are under procurement process (122,244 books for year one and 122,244 for year two).

Publish 122,244 children’s books for year one, 40,748 for Kiswahili 40,748 for Science and Technology. 40,748 for Mathematics. Also publish 122,244 children’s books for year two, 40,748 for Kiswahili, 40,748 for science and technology, and 40,748 for mathematics.

Mathematics and science books are expected to be delivered in April 2016. Swahili books are in the validation process.

The procurement process has been extremely lengthy because Zanzibar Education Institute (ZIE) does not have capacity to develop textbook manuscripts; hence MoEVT is dependent on the textbook companies’ experts to write, publish and print textbooks. SIDA is proposing to hire TA to conduct capacity assessment gap and develop capacity building plan for ZIE. In order to measure pupil/books ratio, the number of pupils during the last years needs to be reported.

Number of pre-primary teachers trained.

Quality No teachers in pre-primary schools received training on the use of children's books.

Teachers are trained to use children’s books.

Pre-primary teachers have not been trained, as books have not been printed yet.

It has been proposed that pre-primary teachers are trained with existing pre-primary books, as skills learnt will apply to using all books while teaching, and not be content specific.

D.5.1.5 By June 2016, 3 Self Directed Learning Modules and 3 Workshops will

Number of modules in operation.

Quality 4 and 5 SDLM are in place.

In January- December 2015, SDLM 6 will be developed.

6 Self Directed Learning Modules have been developed and are currently being used in the Early Childhood Advancement Certification Program (ECACP)

There was no budget allocated for developing 3 workshops during 2015. Budget reallocation for 3

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

be developed for pre-primary teachers.

program. workshops has been requested and approved to be carried out during 2016.

D.2.5.1 By June 2014, the curriculum for pre-primary teachers is in place and operationalised.

Presence of a curriculum for pre-service pre-primary training.

Quality Need assessment and literature review of experience from other countries has been conducted.

Develop the curriculum for pre-primary teachers.

Draft of curriculum framework is in place and expected to be finalized in July 2016.

Technical assistance might be hired to assist the speed of finalising the curriculum.

Component 2: Improve student performance through better teaching and improved access with specific focus on mathematics and sciences.

D.1.3.5 By 2016, 450 additional primary Science, Maths and English teachers are conversant on teaching all aspects of the course.

Number of teachers trained.

Quality 2190 out of 4765 primary school teachers are conversant on teaching Science, Maths and English.

By the end of 2015, 300 primary Science, Math and English teachers are conversant on teaching all aspect of the courses.

600 upper primary teachers have been trained on difficult topics in Mathematics, Science and English subjects. These teachers included the first cohort of 300 teachers trained in January 2015, and 300 teachers which started training in September 2015. Observation of 292 out of 300 trainees in the first cohort of trainees was done two months after the training. The general performance of trainees during their classroom observation shows that 60% of trainees had good performance, 37% had satisfactory performance, and 3% had unsatisfactory performance. The second cohort training observation of 300 teachers is

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

planned to be conducted in February 2016.

D.2.1.3 By June 2016, all Standard (STD) 1-6 teachers trained in effectively using new primary education curriculum, textbooks and learning materials.

Number of teachers trained on new curriculum and on the use of textbooks.

Quality 2070 teachers (1,150 from Unguja and 920 from Pemba) have been trained in the for Std 1-4 Syllabi. 29 subject advisors (15 from Unguja and 14 from Pemba) have been trained on using Std 5 curriculum.

Train 560 primary school teachers in effectively using new primary education curriculum for Std 5.

479 Teachers have been trained on using new primary education curriculum for STD 5, including: 29 subject advisors (15 Unguja and 14 Pemba) and 450 teachers (290 Unguja and 160 Pemba).

Out of the planned number of

primary school teachers for

standard 5, 479 out of the

target of 560 for 2015 have

been trained.

Standard 6 teachers will be

trained in 2016.

D.2.3.1 By 2016, minimum achievement standards for primary (new curriculum) and secondary education are in place and operationalized.

Presence of minimum learning standards.

Quality Minimum achievement standards for primary (new curriculum) are in place.

Train 3000 Primary school teachers on how to apply minimum achievement standards.

3,699 Primary school teachers have been trained on how to apply minimum achievement including:

34 TC subject advisors(20 Unguja and 14 Pemba) 282 primary school head teachers (172 Unguja 110 Pemba) 3,383 primary school teachers including: 2,311Unguja (1,790 F and 521 M) and 1,072 Pemba (640F and 43M).

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

Minimum achievement standard for secondary education are in place.

Train 2500 secondary school teachers on how to apply minimum achievement standards.

3,183 secondary school teachers have been trained on how to apply minimum achievement including:

64 TC subject advisors (38 Unguja and 26 Pemba) 210 secondary school head teachers (130 Unguja 80 Pemba) 2,909 secondary school teachers including: 1,994 in Unguja (1,046 F and 948 M) and 915 in Pemba (276 F and 639 M). Additionally, 39 school inspectors have been trained (20 Unguja , 19 Pemba) and 48 education /monitoring and evaluation officers have been trained (29 Unguja, 19 Pemba). 8086 copies of the Minimum Achievement Standards (MAS) have been printed and distributed into primary and secondary schools through teacher centres (4,839 in Unguja and 3,247 in Pemba).

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

D.2.2.4 All primary schools make use of available textbooks for upper primary STD 5-6.

Percentage of schools that have the required number of textbooks.

Quality /Access

600 science kits and 600 mathematics kits have been procured. 110 Science Kits 110 Mathematics are in procurement process.

405 000 textbooks and 10 125 of teachers guide for Std 5 are in procurement process.

360 000 of textbooks and 90 000 of teachers guide for Std 6 are in procurement process.

Procure 3400 kits (1700 Science kits and 1700 Mathematic kits) of learning materials for Standard 5-6.

Publish 382 490 textbooks for 10 STD 5’s subjects.

Publish 348 700 textbooks for 10 STD 6 subjects.

3400 kits (1,700 science and 1700 mathematics) have been procured and distributed to 258 (141 Unguja and 117 Pemba) primary school through teachers' centers. Standard 5 and and 6 textbooks for Kiswahili, science, mathematics, english michezo, mafunzo ya amali, uraia and Historia were delivered in December 2015. Distribution of these books to schools is ongoing. Textbooks for geography and ICT are in production process and expected to be delivered in Feb 2016.

No information about percentage of schools that have the required number of textbooks.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

D.3.1.1 By 2016, establish 10 library tents and 3 district libraries and rehabilitate and distribute resources to school and class libraries, 800 teacher librarians trained.

Number of library tents and district libraries in operation.

Access 360 teacher librarians’ trained.

In January- December 2015, teacher librarians’ training to be conducted in 6 Unguja districts and 4 Pemba districts.

6 community reading tents have been conducted in six districts of Zanzibar, four in Unguja and two in Pemba.

600 teacher librarians have been trained in 15 training programs.

The total number of teacher librarians is 960. Out of the targeted 10 library tents, 6 have been held.

Number of books for reading tent.

6,106 books for reading tents procured.

Number of books to the school libraries.

20,357 books have been distributed to 96 school libraries.

In Unguja, 23 schools (8 secondary schools and 15 primary schools) have received 4600 books distributed to urban west and south regions. In Pemba, 73 schools (30 Primary, 3 primary and secondary and 40 secondary schools) have received about 12,907 extra books have been distributed to 54 school libraries instead of 7,450 books. 17,407 books have been distributed to 96 schools.

Books distributed to libraries are 20,357 from 2014 and 17,407 from 2015 making a total of 37,764. Contributions from other sources (eg Book Aid International) has increased book distribution: • 23 extra schools from

North and Urban West region of Unguja

• 19 extra schools from North and South Region of Pemba

• 15,757 books in South and North regions.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

Number of school libraries increased.

School surveys to establish the library data base for school library conducted (the total amount of school surveyed not completed).

As a result of contributions from other sources, number of school libraries will increase and students will be able to access library services.

Number of mobile libraries

Different proposals about mobile library have been presented and discussed.

In January- December 2015, Zanzibar library services to purchase one bus for running a mobile library.

Study visit for mobile library to Kenya was conducted, and funds are being sought from re-allocation process to fund procurement of buses as originally intended.

Additional funds from reallocation of resources are approved. A small committee have been formed to make sure the procurement process for the mobile library is happening quickly.

Revise school libraries.

D.3.1.2 By 2016, a reading culture that promotes independent learning, information seeking and skills development is developed.

Number of children attending programmes.

Quality /Access

17 children reading program conducted

In January- December 2015, 24 children reading program to be conducted (12 in Unguja and 12 in Pemba).

960 children have participated in 24 library programs.

In total, 41 reading programs have been conducted. Positive feedback from children who attend library programs and their parents.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

Number of children visiting libraries and borrowing books after attending the program.

Number of children visiting libraries and borrowing books after attending the program is estimated to be around nearly 28 - 30 children per month.

Component 3: Create a safe learning environment which supports all learners according to their needs.

A.4.1.2 By June 2016, safe play areas are established in 90 pre-primary schools or primary schools with pre-primary classes.

Number of schools with safe play areas.

Play areas in 30 schools are in place.

Establish play areas in 30 schools.

Procurement of safe play areas in 18 schools in Unguja are procured, and 12 safe play areas for Pemba pre-primary school are in the final process.

Out of 90 safe play areas, 60 have been established and 30 remain to be finished during 2016.

D.4.1.1 By 2016, 400 more guidance and counselling teachers trained.

Number of teachers trained on guidance and counselling.

Quality 133 (80 Unguja and 53 Pemba) school counselors have been attended in 5 days training. 406 counselling teachers remain untrained in 203 schools.

133 (80 Unguja and 53 Pemba) school counselors to attend 5 days training.

The training was conducted to 133 (80 Unguja and 53 Pemba) school counselors and they provide counseling services in their schools to reduce the different challenges facing students such as:

• Drug abuse • Sexual harassment • Misuse of technology • Peer pressure

The training is on track and another 134 teachers counsellors need to be trained during 2016 to reach the target of 400.

18


Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

D.4.1.2 By 2016, more schools have a safe and confidential counselling space

Number of furnished confidential counselling spaces

Quality /Access

49 schools have a confidential counseling

4 schools in Unguja have been provided with furniture for their confidential counseling spaces.

The furniture that provided to these schools helps the teachers’ use the counseling rooms effectively. Furniture has been supplied to 10 schools in Unguja.

Reallocation of funds in order to improve counselling services in Pemba has been approved.

D.4.1.3 By June 2014, the MoEVT is receiving feedback from school counsellors and implement the recommendations given.

Number of feedback reports from school counsellors

Efficiency/ Quality

88 school counsellors (52 in Unguja and 36 in Pemba ) came up with the following recommendation to improve counseling services:

To equip the counselling rooms with furniture,

To develop guidelines on how to handle students who misbehave.

To conduct a meeting of school counselors to discuss the previous recommendation and the existing challenges facing students.

From the 2014’s recommendations, there has been a delay on a UNICEF Project (from which funds were requested) to support the development of Teacher Guidelines. These funds are now being sought in GPE budget re-allocation.

In 2015, meeting of 88 school counselors (52 Unguja and 36 Pemba) was conducted and presented the implementation of the previous recommendations and discussed new challenges.

The recommendations were:

• Avoid transfer of the school counselors to other schools where possible. Frequent transfer is very disruptive to students.

• High number of periods of the school counselor.

In the mid-term review, it was noted that the work load of teacher counselors were overloaded as they had full teaching loads as well as perform counseling duties.

As a result, the directors of secondary and primary education have worked on this issue and teaching load has been reduced for teacher counselors.

Inspectorate Monitoring and Evaluation (M&E) form should be revised especially in the component of life skills. School counselors should equip the students on life skills in order to face the current challenges

19


Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

• No special consoling room. • No cooperation between

teachers and parents.

D.4.1.4 By June 2016, 1050 teacher counsellors trained on how to provide support to children in gender specific issues.

Number of counsellors trained on gender specific issues.

Quality 350 teacher counsellors trained on how to provide and support children in gender specific issues

To conduct the training to 350 teacher counselors on how they can provide support to children in gender related issues.

The training was conducted to 350 (155 male, 195 female) school counsellors in five districts in Unguja and Pemba. Issues discussed to help students included the following areas:

• To understand the barriers hindering learning processes and find the way to deal with them.

• It helps students to reach at their fullest academic potentials.

• It helps teachers to be gender sensitive in teaching process.

In total, 700 teachers have so far received training and an additional 350 will be trained during 2016. One day training for gender issues is not enough, and it was recommended that gender training is delivered to boys as well as girls. Up until now, only girls have received gender training. Funds for this have been approved in the budget re-allocation 2016.

D.4.3.4 By June 2016, 22 TC advisors and resource teachers are capable of delivering the full range of IE and Life skills programmes for teachers within their clusters.

Number of trained TC advisors.

Quality 11 TC advisors (in Pemba) have received first phase training for development of IE programmes.

Train 22 TC advisors and resource teachers to be able to deliver the full range of teacher training services required by the Inclusive and Life skills Unit.

24 advisors and resource

teachers trained on the second

phase of the Introduction on

Inclusive Education and life Skills.

These advisors received that first

phase of this training on 2014.

The advisors got four days of

delivering training in piloting

schools and observed by IE&LS

unit staffs. The result shows that

almost all advisors are improved

The training package delivered to the TC advisors and Resource Teachers did not include Sign Language and Application of Brail Machine. These topics require an extra 20 days of training and these funds have been approved in the budget reallocation 2016.

20


Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

their understanding and capacity

of training delivery on Inclusive

Education and Life Skills to

teachers in their clusters.

D.4.5.1 By June 2016, teachers trained in identifying the special needs of children and modifying teaching approaches accordingly.

Several meetings have been conducted with the purpose of improving teacher training that considers the special needs of children. Participants involved: • Department of Teacher

Education • SUZA • UCEZ Common topics of discussion included: • The challenges Primary

diploma course. • The possibility of putting the

topics of Inclusive education and life skills in Secondary Diploma course.

• Introduction of Inclusive Education resource room

• To review teaching inclusive education module.

• Introduction of inclusive education course at CCK –Kiuyu.

• Motivation for those teachers who completed the Inclusive Education course.

• To integrate the Inclusive education topic in there courses (UCEZ) but should be under the permission from

21


Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

T.C.U. • Very little expertise in the

department of blind, deaf, and developmental disabilities departments.

• The Unit of Inclusive Education and Life Skills should build the strong cooperation with UCEZ for the purpose of introducing the course of special needs of education in this college.

D.4.5.2 By 2015, materials to support learners with special needs are developed and distributed to these learners.

Number of leaners received special need materials.

Access /Quality

7 laptops, 7 Braille machines, 3 desktop computers, 30 hearing aids, 30 puzzles, 10 white canes and 3 software programs and distributed in 9 schools in Unguja and Pemba.

To receive and distribute equipment and devices to:

100 children equipped with read and learning materials.

100 children equipped with teaching and learning materials.

These materials help the leaning process to be easier between the students and the teachers due to the following reasons:

• The blind students can type their work by themselves. • Teachers can correct the blind student’s work even if they do not know the braille. • It helps to stimulate the understanding of students with developmental disabilities.

Availability of materials to support learners with special needs.

15 students equipped with 15 laptop and 10 schools equipped with desktops

15 students equipped with 15 laptop and 10 schools equipped with desktops.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

themselves) will be equipped with computers and 7 will receive braille machines.

Component 4: Strengthen the accountability of the education system.

C.1.1.5 By June 2016, school administration and management in primary and secondary schools is improved.

Inspectorate reports (pace of curriculum implementation; assessment of management); student dropout rates.

Efficiency Revised head teachers and DEOs responsibilities have been sent to stakeholders for comments before the ministerial approval meeting. The revised responsibilities need comments from stakeholders. Following ministerial approval the formalised responsibilities will be sent to the Procurement Management Unit (PMU) for printing and dissemination.

In January- December 2015, head teachers and DEOs management responsibilities document was to be finalized.

Management responsibilities for head teachers and DEOs have been approved by the Ministry.

The draft documents will be ready by end March, 2016 and is now in typing setting.

The budget for printing 1000 copies as suggested by the Ministry has been approved in the budget re-allocation 2016. Pace of curriculum implementation will be included in the impact report in the end of whole activity period.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

C.2.1.4 By 2015, head teachers, assistant head teachers and section leaders use basic education standards to manage schools and school. performance.

Number of teachers (head teachers, assistant head teachers and section leaders) trained.

Quality 860 head teachers, assistant head teachers, section leaders and TC coordinators trained on basic standards.

To conduct training on basic education standards to 77 participants that includes DEOs, NGOs, local gov. Leaders, special units, owners of private schools, MoEVT Officials and school committee members trained is basic education standards.

The office was able to train 77 members from a total of 316 potential participants. This is due to located budget.

Due to a growing number of schools in both public and private sectors, financial support is still needed to provide training related to basic education standards to new schools. Funds for this have been approved in the budget reallocation 2016. Consultation with the GPE Programme on Mainland will be conducted in leadership and training materials developed by ADEM.

C.3.1.6 By June 2016, the accuracy of Education Management Information System (EMIS) data is improved and information on school performance is in the public domain.

Number of statistical reports

Quality / Access

1400 school statistician trained statistical.

January-June meeting with DEOs and REOs and EMIS staff to be conducted to discuss the challenges on returning questionnaires on time and the accuracy and consistency of data. Conduct meetings with head

The two days meeting with DEOs, REOs, Registrar and EMIS staffs were conducted between 2nd and 3rd of February. During the meeting the participants identified a number of challenges affecting the returning of questionnaires on time. The meeting helped to increase the response on returning the questionnaire than it was before. The meeting with head teachers, school statisticians and DEOs was conducted between 24th February and 15th March. The

Efforts are still needed to make sure the questionnaires are returned on time particularly for private schools. They have been delaying to return their questionnaires despite the frequent follow up made by EMIS staff.

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Indicator Baseline

(Dec 2014)


Targets (2015)


(2015) Comments

teachers to discuss schools progress based on information collected from the annual school census. Prepare abstract brochure. Print abstract brochure.

meeting involved: • The dissemination of

information from annual school census. The dissemination was made based on the information of a particular district.

• The training of school statisticians and the head teachers on effective filling in of the questionnaire. The training involved 1474 participants (1004 from Unguja and 474 from Pemba).

The statistical brochure has been prepared. The printing of 1000 copy of brochure have not been completed, the activity is under procurement process.

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5.2. Major Successes

5.2.1. Increased collaboration between all actors in the education sector

In 2015, significant progress was made in collaboration and communication between all actors in the

education sector, namely MoEVT, development partners (DPs) and Civil Society Organisations

(CSOs). The following examples illustrate progress made:

UNICEF has been appointed to lead the Zanzibar Development Partners Group and has

assumed with role with energy and initiative, improving communications among DPs and

with the MoEVT.

Following years of discussions and encouragement from the MoEVT and DPs, UNICEF (GPE

Coordinating Agency) initiated CSOs to form the Zanzibar Non-State Actions Network

(ZANEN). This is a significant advancement for many organisations that were previously

working in isolation and/or without formal communication links to the MoEVT or other

CSOs. Members of the ZANEN that are permanent invitees to ZESC meetings will act as

representatives of the coalition, with a permanent agenda item at ZESC meetings being a

presentation of ZANEN activities, and ZESC meeting discussion points and outcomes will also

be reported back to ZANEN. It is hoped and envisaged that this improved knowledge sharing

will allow amplifying of successes and better coordination of activity implementation.

Encouraging, ZANEN have also applied for GPE funds to build capacity of its members.

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The Department of Teachers Education (MoEVT) has worked closely with the Madrasa Early

Childhood Program Zanzibar (MECPZ) to improve its ECACP to train pre-primary teachers in a

more efficient way. The original ECACP program took almost two years to complete at a cost

of 1.8 million TSH per teacher trainee. By considering the alternative pre-primary teacher

training programs the MECPZ offers, a modified ECACP has been developed, allowing an

additional 200 pre-primary teachers to be trained in three months under the GPE

Programme.

5.2.2. Minimum Achievement Standards in Place

A pilot implementing the MAS in 30 schools conducted in 2014 showed the MAS are very effective in

measuring and assessing student achievement. In 2015, the MAS were widely disseminated and

operationalized. 3699 primary school teachers, 3183 secondary school teachers, 39 school

inspectors and 48 monitoring and evaluation officers received training on using the MAS, and 8084

copies of the MAS were printed and distributed to primary and secondary schools. These activities

make the MAS ready for use and it is expected that student learning will improve significantly with

this tool.

5.2.3. Review of sector progress

Two significant reviews were undertaken in 2015; the Zanzibar Education Development Programme

(ZEDP) 2008-2015 Review and the Education Sector Analysis (ESA). By their nature, both were major

stocktakes of the sector, including successes and challenges, and will be instrumental towards the

development of the next sector plan 2016. Both studies were led by external consultants and

supported heavily by MoEVT staff, resulting in capacity building of local expertise.

5.3. Challenges and the way forward

5.3.1. Delay in development of next sector plan

The development of the education sector plan 2016-2020 was scheduled to take place in 2015 but

continual delays mean this is still yet to occur. This situation is partly due to the budget for the major

planning workshop, the Education Lab, “Lab”, to be from donor funds, which requires a lengthy

approval process. The MoEVT is hoping the Lab will take place in the first half of 2016.

5.3.2. Delay in disbursement of textbooks

Several outcomes in the Zanzibar GPE Programme involve procurement of textbooks (D.2.1.3,

D.2.1.4). These activities are implemented by the ZIE, who are currently short staffed and lack the

capacity to prepare textbook content. As a result, ZIE contracts companies to develop all aspects of

the textbook and plays a reviewer role. This method has resulted in many quality issues and delays.

SIDA is planning to provide technical support through a consultant. Although most textbooks have

now been delivered or are in the last stages of procurement, it will be a challenge to demonstrate

the impact of textbooks on student learning by the end of the GPE Programme.

5.3.3. Delay in decision regarding mobile library

The GPE Programme originally approved output D.3.1.1 to procure two mobile libraries, however,

allocated funds were insufficient even to purchase one library, and issues of cost effectiveness,

feasibility and equity were raised as reasons during supervision visits and the midterm review to

reallocate the funding for this activity. This was discussed but unresolved at numerous GPE Steering

27

Committee meetings. In August 2015, the implementing department, Zanzibar Library Services,

conducted a study trip to Kenya, agreeing to use available funds to procure a vehicle which would

serve a similar purpose. Finally, by year end, the Steering Committee agreed to allocate extra funds

from exchange rate gains to implement the original concept of procuring two fitted-out mobile

libraries.

This drawn out process has left just one year of the GPE Programme life to procure the libraries and

start implementation of a mobile library program. To ensure more timely decision making and

approvals, a sub-committee of the Steering Committee has been formed to oversee the rest of the

procurement process.

5.4. The capacity of Developing Country Partner (DCP) if any changes in capacity are

noted in the reporting year

• It has been discussed that the ZIE could benefit from a skills gap analysis with follow up

support for capacity building.

• The GPE grant agent SIDA were pleased to note an improvement in the quality of the

financial reports and the proactive approach of the project management team and finance

department to re-allocate exchange rate gains from the GPE project.

• The Chief Inspectorate of Schools retired in 2015, and was replaced by Dr Rashid Mukki,

formerly Director of the Zanzibar Examinations Council. It is hoped that Dr Mukki will have a

fresh and energetic approach to Inspectorate reform.

6. Minor changes to the Programme A modification of the output of GPE output D.1.3.1 “By June 2016, 700 primary school teachers and

current unqualified pre-primary teachers are prepared to teach pre-primary classes”, was reduced to

350. This was due to a budget constraint, or an underestimation of the training costs during program

planning. This reduction was recommended by the implementing Department, by the mid-term

review, and submitted and approved at the August 2015 Steering Committee meeting.

Several outcomes in the Zanzibar GPE Programme involve procurement of textbooks (D.2.1.3,

D.2.1.4). These activities are implemented by the ZIE who are currently short staffed and lack the

capacity to prepare textbook content. As a result, ZIE contracts companies to develop all aspects of

the textbook and plays a reviewer role. This method has resulted in many quality issues and delays.

Although most textbooks have now been delivered or are in the last stages of procurement, it will be

a challenge to demonstrate the impact of textbooks on student learning by the end of the GPE

Programme.

To raise the capacity of ZIE, SIDA is planning to hire a curriculum and textbook specialist to train ZIE

staff and dedicated teachers in textbook development and writing.

7. Major changes to the program (changes resulting in more than 10

percent of grant) There are no major changes into the program activities which resulted into more than 10% of grant

amount changes.

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8. Budget

8.1. Actual Disbursement

Year Actual annual disbursement to DCP in USD Planned Variance

2013 2 264 390 2 264 390 0

2014 800 716 800 716 0

2015 1 354 285 -1 354 285

2015 1 900 248 545 963 +1 354 285

Total 4 965 303 4 965 354 0

Find attached Annex 1(Financial Report 2015) to see planned budget VS expenditure as per

component.

8.2. Future Disbursement

Year Future planned disbursement to DCP in USD

2016 122 290

2016 112 610

Total 234 900

Total Disbursement

Actual disbursement USD 4 965 354

Planned disbursement USD 234 900

Total 5 200 254

8.3. Reallocation of funds

The Programme received exchange rate gains during the implementation year when funds were

transferred from the special account (USD) to the local account (TZS). A total gain of funds of TZS

526 000 000 will be reallocated. Most of the reallocated funds will be allocated to printing,

publishing and distributing text books and learning material since most of the procurement

processes have been delayed, and the costs have accordingly increased since most of the contracts

are in USD. It has been agreed that MoEVT shall request for no objection from SIDA before using the

reallocated funds.

See annex 2 (Revised reallocated funds 2016) to see the changes at component and sub-component

level.

9. Partnership Local Education Group/Development Partners (DPs)1 have participated in Zanzibar GPE Program

Implementation and monitoring in different ways as stipulated below:

The GPE secretariat visited Zanzibar in February and August, 2015 and the supervision

mission was joined by UNICEF and SIDA.

A mid-term review by SIDA consultants was conducted in July 2015.

1 AfDB, CIDA, DFID, Sweden/SIDA, UNESCO, UNICEF, USAID, WB, WFP

29

GPE steering committee meeting have been conducted quarterly to discuss the progress of

the Programme, budgets and challenges, and involved various partners (Local Education

Groups (LEG) and DP)) who provided their advice and aimed to improve the GPE program

implementation strategy.

Development Partners under the leadership of UNICEF have committed themselves to

provide ring-fenced ZEDP Programme support. The GPE Programme is an intrinsic part of the

ZEDP and its 4-year Education Sector Action Plan, hence through ZESC meetings DPs have

been participating in following up the progress of Programme. Hence they are fully involved

in the implementation and monitoring of the program activities.

In 2015, a Joint Education Sector Review (JESR) meeting did not take place as this was

assumed to happen at the Lab, which did not end up taking place. It is assumed this will be

resolved in 2016.

10. Financing Budget execution for education during 2014/15 measured 2.9% of GDP and 18.5% of

planned expenditures was allocated to education, however only 12.7% turned out to be

spent on education. This is a significant decrease from the financial year 2013/14 when 5.9%

of GDP was allocated to education and the actual education expenditures of the total budget

equalized 19.3 %. MoEVT at Zanzibar indicates that the cuts are mainly due to costs related

to a decline in General Budget Support (GBS) and raising costs related to the election.

Currently, following development partners are also supporting the education sector at

Zanzibar; OPEC fund that contributes with USD 10 986 000 in order to construct 10 schools

with 12 classrooms each (4 in Pemba, 6 in Unguja); the Korean government supports

construction of secondary schools and communication centers; the Chinese government

provides funds to construct one primary school; Badea has allocated USD 6 000 000 to build

2 secondary schools (1 at Pemba, 1 at Unguja); and African Development Bank has disbursed

a loan of USD 15 000 000 for an alternative learning and skills development program and to

improve vocational training centers.

See Annex 3 for development partner funded projects as of 2015.

11. Knowledge management The following knowledge projects were produced in 2015:

Zanzibar Education Situation Analysis (Annex 4)

Zanzibar Education Development Programme (ZEDP) 2008/9-2015/16 Review (Annex 5)

Education Statistical Abstract and Brochure 20142 (Annex 6)

2 Publication of Education Statistical Abstract and Brochure are still undergoing procurement process

annual implementation report 2015 zanzibar · (the table combines answers for question 3, 4 and...

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