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NATIONAL KEY RESULT AREA

2013/14 - 2015/16EDUCATION

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The 8-Steps of Big Results Now! Delivery Methodology is a holistic transformation approach that is designed to focus on delivering implementation of specific goals within a stipulated delivery timeline. The Methodology comprises a highly adaptable set of tools that enables proactive tracking, monitoring and problem solving across the implementation structure. Together, these eight steps established a developmental transformation framework that underscores inclusiveness, transparency and accountability.

The Big Results Now! Roadmap is an official publication by the Government of Tanzania that formally captures the President’s mandate to transform Tanzania’s public service delivery by adopting the 8-Steps of BRN Delivery Methodology. When embarking on a transformation programme, it is important to identify priority areas to ensure focus as well as enable effective deployment of resources and implementation within a specific time frame.

The Cabinet selected the priority sectors based on the highest relative impact in terms of projected number of beneficiaries, on quality of life as well as the feasibility of achieving measurable impact within a relatively short timeframe. These priority sectors, also known as the National Key Result Areas (NKRAs), aim to bring Tanzania closer towards realising the Tanzania Development Vision 2025.

This NKRA Roadmap publication serves as a comprehensive reference material for all implementing ministries, departments and agencies. It provides an in-depth understanding behind the rationale and prioritisation of issues to be addressed within the sector as well as a detailed action plan with a clear accountability and targets to be achieved within the committed time frame.

CONTENT

NATIONAL KEY RESULT AREA

EDUCATION

Minister’s Message

Introduction

Case for Change

Initiatives

1. Official School Ranking

2. School Incentive Scheme

3. School Improvement Toolkit

4 & 5. National 3R Assessment & 3R Teacher Training

6. Student-Teacher Enrichment Programme (STEP)

7. Basic Facilities Construction

8. Capitation Grants

9. Teacher Motivation

Governance Structure

04

05-06

07

08

08-09

10

11-12

13

14-15

16-17

18-19

20

21

CONTENT

ADEM Agency for Development of Education ManagementBEST Basic Education Statistics of TanzaniaCG capitation grantsCIDA Canadian International Development AgencyCSEE Certificate of Secondary Education ExaminationDAHRM Director of Admin and Human Resources ManagementDEO District Education OfficeDEOs District Education OfficersDPE Department of Primary EducationDPP Director of Policy and PlanningDSE Department of Secondary EducationEGMA Early Grade Mathematics AssessmentEGRA Early Grade Reading AssignmentEMAC Education Materials Approval CommitteeESMIS Education Sector Management Information SystemsHT Head TrainersKPIs key performance indicatorsLGAs Local Government AuthoritiesM&E monitoring and evaluationMDU Ministerial Delivery UnitMoEVT Ministry of Education and Vocational TrainingMoF Ministry of FinanceNACTE National Examination Council for Technical EducationNECTA National Examinations Council of Tanzania

GLOSSARY

NKRA National Key Result AreaPDB President's Delivery BureauPEDP Primary Education Development ProgrammePMO-RALG Prime Minister's Office - Regional Administration and Local

GovernmentPMU Procurement Management Unit POPC President's Office Planning CommissionPoPSM President's Office, Public Service ManagementPPA Public Procurement ActPS Permanent SecretaryPSLE Primary School Leaving ExaminationQA Quality AssuranceRAS Regional Administrative SecretariesREO Regional Education OfficeREOs Regional Education OfficersSEDP Secondary Education Development ProgrammeSIDA Swedish International Development AgencySTEP Student-Teacher Enrichment ProgrammeTEA Tanzania Education AuthorityTIE Tanzania Institute of EducationTSD Teachers Service DepartmentUSAID U.S Agency for International DevelopmentVETA Vocational Education and Training Authority

Tanzania BiG RESULTS nOW! Roadmap 03

EDUCATION NKRA

MINISTER’S MESSAGE

The provision of primary, secondary and Teacher training colleges’ education aims to deliver quality education for the nation’s development. We all understand that the Ministry of Education and Vocational Training has put in place sustainable programmes for improving, strengthening and developing the education sector.

To date, we have registered many achievements in the implementation of the Primary Education Develop-ment Programme (PEDP), Secondary Education Development Programme (SEDP) and other programmes.

So far, enrolment in primary schools has increased from 7,541,208 in 2005 to 8,231,193 in 2013. The number of primary schools has increased from 14,257 in 2005 to 16,343 in 2013. Teacher to pupil ratio in primary schools has also improved from 1:56 in 2005 to 1:43 in 2013.

In secondary schools, enrolment has increased from 524,325 in 2005 to 1,804,056 in 2013. The number of students who have completed ordinary level secondary education also has increased from 85,000 in 2005 to 368,875 in 2013.

Enrolment in Teacher Training colleges, likewise, has increased from 16,640 in 2005 to 35,645 in 2013. The number of government and non-government teachers’ colleges has reached 106 in 2013. In spite of the achievements attained, the education sector still faces a number of challenges. These include the following:

•overcrowding of classrooms in some schools;

• shortage of science and mathematics teachers;

• shortage of teachers’ houses, toilets for teachers and students, shortage of desks and teaching and learning materials;

•dilapidated school infrastructure;

• unsatisfactory learning outcomes in primary and secondary schools as well as in colleges.

It is my hope that, through the BIG RESULTS NOW initiatives we can improve:

• the pass rate in Primary School Leaving Examination (PSLE) from 31% in 2012 to 80% by 2015;

• the pass rate in Certificate of Secondary Education Examination (CSEE) from 43% in 2012 to 80% by 2015; and

•mastery of basic skills (reading, writing and arithmetic) in early grades of primary school.

This programme requires us to be innovative in using all available resources to bring about the desired changes. By doing this we can meet the expectations of Tanzanians.

Hon. Shukuru Jumanne KawambwaMinister of Education

MINISTER’S MESSAGE

Tanzania BiG RESULTS nOW! Roadmap04

EDUCATION NKRA

INTRODUCTIONEducation remains a strategic agent necessary for the continued development and economic growth of the country, as well as sustained improvement in the people’s general welfare. Spanning pre-primary, primary, secondary, and tertiary education, including vocational training, the Tanzanian Government has made education an important development priority over the past decade. In particular, basic education, consisting of primary and secondary education, has scored notable achievements in the area of education access.

Due to initiatives such as the abolition of fees in primary schools in 2001 and a Government edict making school attendance mandatory, school enrolment has increased in Tanzania. According to the Basic Education Statistics of Tanzania (BEST) 2011 report, primary school enrolment rose to 94% in 2011 for children aged 7 to 13 compared to 59% in 2000. Meanwhile, secondary school enrolment has also expanded quickly from 6% in 2001 to over 31% in 2011.

However, the sudden increase in the student population has placed greater pressure on the education infrastructure, which has not been able to cope with the additional demands.

As a result, there has been a steady decline in the quality of education in terms of pass rates (see Figure 1). To illustrate, primary student pass rates fell to 31% in 2012 from 70% in 2006 while secondary student pass rates declined from 90% to 43% during the same time period. While pass rates are not the only indicator of education, it is presently the most reliable one in Tanzania.

In 2012, the Government set new aspirational goals for the education sector, aiming to raise the pass rates for both primary and secondary school students to 60% in 2013 from 31% and 43% respectively. A new sheaf of initiatives will be introduced

under the BRN to address the decline while creating a new platform for further improvements.

Figure 2 provides an overview of the short- to long-term goals set for the education sector, which is primarily focused on improving pass rates forall students. Pass rates of three key

categories will be assessed:

i. pass rates for 3Rs (Reading, Writing and Arithmetic) tests;

ii. pass rates for sitters of the Primary School Leaving Exam (PSLE); and

iii. pass rates for sitters of the Certificate of Secondary Education Examinations (CSEE).

FIGURE 1 | Graphs showing the inverse relationship between increasing enrolment and falling pass rates

0

10

20

30

40

50

60

70

80

90

100

Pass Rate3

Percent, Grade A-CEnrolmentMillions

EnrolmentMillions

8.6

8.4

8.2

8.0

7.8

7.6

7.4

7.2201211100908072006

Pass Rate

Enrolment

0

10

20

30

40

50

60

70

80

90

100

201211100908072006

Pass Rate4

Percent, Div. I-IV

0

1.0

1.5

0.5

2.0

Primary level, PSLE1 Secondary ordinary level, CSEE2

1 Primary School Leaving Examination 2 Certification of Secondary Education Examination 3 Grade A-C 4 Div I-IV

Enrolment Pass rates

Although pass rate is not the only indicator for quality of education, currently it is the most reliable one in Tanzania

Source: NECTA, BEST 2012, BEST 2010, Team Analysis

FIGURE 2 | Tanzania’s aspirational goals for its education sector

Source: NECTA

PrimaryPSLE

SecondaryCSEE

31%

58%54%49%53%54%

70%62%

2012

43%54%50%

73%84%90%89%

2005 2006 2007 2008 2009 2010 2011

89%

80+%70%

60%

80+%70%

2013 exam

2014 exam

2015exam

60%

3Rs

CURRENT STATE FUTURE STATE

(Pass rate grade A-C)

(Pass rateDiv I-IV)

No national standard assessment in early grades for basic reading, writing and arithmetic skills (3R)

Establish baseline and improve 3R skill levels

SUCCESS IS…

Any improvement, especially from 50% and up should be considered a great success

Targets are set very ambitiously to stretch efforts

Overall, to kick-start quality transformation and see improvement

•

•

•

WhILE SchOOL ENROLmENT RATES hAvE INcREASEd hISTORIcALLY, ThE qUALITY OF EdUcATION hAS dEcLINEd

INTRODUCTION


EDUCATION NKRA

While the 2013 goal is to raise the pass rates of both the PSLE and CSEE to 60%, and to establish a baseline for 3R skill levels, the initiative would be deemed successful if PLSE and CSEE pass rates show any improvement at all, and even more so if the pass rates cross the 50% threshold.

The targets are admittedly ambitious, but they are necessarily so because of the need to kick-start the quality transformation and begin introducing improvements into the education sector.

Education reform is a long-term commitment that will require action be taken on key access and delivery areas. As a first step towards the overall reform of the education system, the Government’s immediate priority will be focused on improving quality.

Education quality is one of three

prongs in delivering basic education for all Tanzanians, with the other two being:

i. Education accessii. Education equity

From a macro perspective, the concentration in quality is the second phase of development in delivering basic education for all with the first phase focused on access to education. As there has already been significant progress made with regard to education access from previous Government efforts, the BRN has not made access a primary focus. Education equity, in the meantime, will be addressed through the introduction of targeted interventions.

The delivery of basic education coupled with programmes to develop the right skills for economic empowerment is thus a key enabler

of the Government’s target to achieve social and economic transformation through education. An illustration of the education blueprint is shown below.

FIGURE 3 | An overview of Tanzania’s education goals in the medium- to long-term

Access to education

Quality of education

Equity of education

Already made significant progress

Addressed across interventions

Deterioration observed over years

Focus of the labWhy focus on quality of basic education?

1. Economic growth and quality of basic education goes hand in hand

2. Urgent need for improvement dueto significant deterioration inpass rates in primaryand secondary schools

Potential focusof later labs

Achieving social and economic transformation

through education

Developing right skillsfor economic

empowerment

Delivering basic skills education for all

Basics in place, further improvement and collaboration with sectors possible

CASE FOR CHANGE

As a first step towards the overall reform of the education system, the Government’s immediate priority will be focused on improving quality

INTRODUCTION


EDUCATION NKRA

The existing education framework was not developed in tandem with the expansion of student enrolment in Tanzania. Therefore, it is unable to adequately support the surge in student volume, resulting in the decline in student pass rates. Insufficient resources and support has resulted in a demoralised teaching cohort and a decline in the ability to support struggling students and in the overall quality of school management.

There is recognition that the problems afflicting the education sector have

become a systemic issue, and must be addressed in a holistic fashion to deliver transformative change. Under the BRN, four strategic levers have been identified as key pressure points within the education sector:

•Transparency: to help better assess school and student performance;

• Incentives: to encourage better performance;

•Support: for both teachers and students;

•Teacher conditions: to improve teaching conditions within Tanzania.

The four strategic levers and a summary of their initiatives are illustrated in Figure 4 below.

Initiatives working on these strategic levers aim to address the general decline in pass rates. Meanwhile, it will also put the Tanzanian education framework on stronger footing to support further developments, including future initiatives to further increase the level of student achievement within the country.

INITIATIVES

FIGURE 4 | Framework for the improvement of student outcomes

STEp ChANGE IN ThEqUALITY Of bASIC EDUCATION

TEAChER CONDITIONSTeacher motivationRecognise teachers through non-monetary incentives, ensure 0 outstanding claims by end of June 2013, and 0 unresolved claims >3 months moving forward

PSLE and CSEE pass rates of 60% (2013), 70% (2014) and >80% (2015)

9

TRANSpARENCYOfficial School RankingRank 100% of all schools in the annual official school ranking, starting with the 2012 PSLE and CSEE results

School Incentive SchemeReward 4000 most improved schools every year with monetary & non-monetary incentives and recognise top 200 performers, starting with 2013 results

National 3R Assessment Conduct the first random-sample based 3R assessment (reading, writing and arithmetic) in Standard II in October 2013

INCENTIvES SUppORT1 2 School Improvement Toolkit

Create and distribute toolkit and train 19,000 school heads

3

3R Teacher TrainingTrain 12,300 Standard I and II teachers

5

STEP (Student Teacher Enrichment Programme)Train 17,000 primary and 8,000 secondary teachers to support low performing students in first year of implementation

6

Basic Facilities construction Construct facilities in 1,200 secondary schools

7

capitation GrantsEnsure 100% timely delivery of books and materials to all students

8

4

INITIATIVESTOpLINE KpI: Primary School Leaving Examination (PSLE) and Certificate of Secondary Education Examination (CSEE) pass rates of 60% (2013), 70% (2014) and >80% (2015)


EDUCATION NKRA

OFFICIAL SCHOOL RANKING1

The introduction of an official school ranking system aims to provide greater transparency of individual school performance, thereby enabling greater community engagement and the delivery of support where and when needed. School rankings will be based on two main criteria:

i. The school’s pass rates of the national examinations conducted by the National Examinations Council of Tanzania (NECTA).

ii. The school’s student performance improvement from the previous year.

Two lists will be produced corresponding to each metric above: a list that ranks schools based on absolute performance and a list that ranks schools based on school improvement. Other metrics that may be taken into consideration include classroom attendance of both teachers and students, pass rates for non-NECTA tests and other assessment devices, teacher qualifications and the quality of the school’s scheme of work and/or lesson plan.

Under this system, schools will be ranked on how well their students perform on the Primary School Leaving Examination (PSLE) and on the Certificate of Secondary Education Examination (CSEE). Depending on how their students perform or how well they have improved, schools will be divided into 10 bands with Band 1 indicating the best performance and Band 10 indicating the poorest performance.

Banding will be further simplified through a colour code with Bands 1 to 4 coded in green, Bands 5 and 6 in yellow, and Bands 7 to 10 in red. NECTA will then publish the schools’ statistical and ranking information online and in print, making it available to all schools and to the general

public. An example of the banding process is illustrated in Figure 5 on the next page.

NECTA and the Ministry of Education and Vocational Training’s (MoEVT) Communications Unit will bear the responsibility of publicly sharing the rankings, and will endeavour to do so across all media channels including through the internet, newspapers, broadcast, SMS systems and other forms of publication. Department of Education Coordination in the Prime Minister’s Office - Regional and Local Government (PMO-RALG) will also be responsible for disseminating the information to the wards and districts. This is to ensure that the general public is aware of the school rankings.

The NECTA exam results were chosen as the benchmark because of their reliability and because they represent a practical solution that does not require additional testing. The NECTA exams have also been designed to reflect the quality of education received by the students, thus providing further insight into school quality and not just on student ability alone.

An additional benefit of the colour-coding system is the way it enables stakeholders to make comparative analysis of school performances in various ways. For example, the ranking system may be used to aid demographic analysis and to help stakeholders deploy resources to areas that are in most need of help.

The information will be collated and disbursed by the Commissioner of Education from the MoEVT, the Department of Education Coordination within the PMO-RALG and Local Government Authorities (LGAs) who collectively bear the responsibility of ensuring that stakeholders receive the information they need to take appropriate action. This is a natural extension of the

INITIATIVES

An official school ranking system aims to provide greater transparency of individual school performance, thereby enabling greater community engagement and the delivery of support where and when needed


EDUCATION NKRA

decision to publicly publish rankings, which aims to instil a greater sense of urgency and accountability into the relevant stakeholders.

Finally, the publication of the rankings will take into consideration the existing examination schedule to ensure timely publication of the ranks.

The Government will first announce the raking of the results of both the PSLE and CSEE in May 2013. The results of the PSLE and CSEE will be aggregated in December

and January respectively, and both results published in the same months. NECTA will be the agency responsible for these first few initial steps of the process.

Upon the publication of the results, the MoEVT and PMO-RALG will announce and reward the schools that have shown the most improvement in their test performance. Primary schools will be rewarded in January 2014 and secondary schools in March.

FIGURE 5 | The school ranking system will be colour-coded to help identify a school’s performance level

The rankings will be presented in an easy-to-understand format

816

4%

6322%293

3%1,648

16%

2,481

21%

3,231

26%

4,044

405

4%

590

5%

8%

1,222

11%

Number of secondary schools (and %) by pass rate band

All schools grouped by pass rate (10 bands)

0-10% 10-20% 20-30% 30-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100%

SChOOLS wILL bE CLASSIfIED AS RED, YELLOw OR GREEN

SChOOLS DEpENDING ON pERfORmANCE AND

ImpROvEmENT

INITIATIVES


EDUCATION NKRA

SCHOOL INCENTIVE SCHEME2

The quality of schools plays an important role in determining the outcome of student performances. While schools generally strive to provide the best education environment possible for students, the provision of additional incentives to high-performing schools will create a greater impetus for administrators, teachers and students to work harder to improve their schools.

As Figure 6 indicates, both primary and secondary schools will be rewarded based on overall performance and improvement from

the previous year. Schools must also show an improvement of 10% compared to the previous year to be eligible for the prize, which means that there will be fewer schools incentivised with each passing year. The Certificates of Excellence will be distributed to the schools in public ceremonies.

Beginning 2014, monetary and non-monetary incentives will be awarded to schools that were either among the best performers or among the most improved based on the 2013 PSLE and CSEE examinations. The rewards

will be limited by regional quotas to ensure inclusiveness and fairness, and schools are free to utilise the rewards to further benefit the school learning environment and their students.

Finally, the Commissioner will establish a feedback mechanism to monitor the utilisation of the rewards issued to schools and create a channel where the public can voice their opinions on the ranking and incentive system. The feedback will be collated and the scheme revised by the stakeholders.

FIGURE 6 | Primary and Secondary schools who perform well or show significant improvement will receive awards and incentives

* NOTE: Award is given on the condition that there has been at least a 10% improvement in pass rates compared to the previous year. If a school is eligible based on the criteria above, but has not improved 10% or more from last year, then it will not receive the incentive. As a result, there can be fewer schools incentivised in total, based on each year’s performance.

cATEGORY

• Qualifying schools for (absolute performance)

• Qualifying schools for improvement

• Qualifying schools for (absolute performance)

• Qualifying schools for improvement

Annual public ceremony to hand out certificates

Primary

Secondary

ThE mOST ImpROvED SChOOLS wILL bE REwARDED

EvERY YEAR

INITIATIVES


EDUCATION NKRA

To help school heads and administrators improve the quality of their schools, a comprehensive programme comprising a School Improvement Toolkit, orientation programme and evaluation mechanism will be developed to address shortcomings within the school such as the lack of training and management experience.

The toolkit will focus on key information to help orient new school heads and provide practical advice for addressing issues with school quality. In addition to being distributed to new school heads, the toolkit will also be available online at the MoEVT website for public use. The Commissioner of Education for the MoEVT will be responsible for the creation of the toolkit.

School heads will also receive training to lead and drive quality improvement within their schools via a three-day training programme conducted by the Department of Education Coordination in PMO-RALG. An expected 15,525 head teachers and 3,510 head masters/mistresses will receive training in best practice guidelines, which will then translate into action in their schools.

The process of empowering school heads is broken down into three

components (Figure 7):

i) Introduction of a school improvement toolkit

ii) Provision of orientation sessions for school heads

iii) Evaluation of the empowering programme

School heads will be given a toolkit in the form of a guide book with practical advice. They will also receive orientation from trainers on best practices in school management. In the final step, examiners will visit the school to check on progress.

A “train the trainer” model based on Figure 8 will be adopted to create trainers at the national, regional and at each individual school levels. Facilitators at the national level will train trainers at the regional level, who will in turn train head teachers or school heads of each individual school. This will create a uniformly high-performing number of trainers and teachers at the individual school level to support the development of students in accordance with the national framework.

The progress of the programme will be monitored by the Commissioner to ensure that the programme is attaining its goals. Monitoring and evaluation (M&E) teams will be

deployed to all schools, and will observe and interview the school heads for two weeks.

If required, the M&E teams will give advice to the school heads during the visit. Each team will comprise the following persons:

i) an officer from the MOEVTii) an officer from the PMO-RALGiii) an officer from the Regional

Education Office (REO)iv) an officer from the District

Education Office (DEO)v) an inspector

Finally, this initiative also calls for the strengthening of the power of school heads in dealing with disciplinary issues. Based on the provisions of Government Gazette GN 309 (2011), the process of delegating disciplinary authority to Heads of Schools and Principals from the Public Service Commission is already in progress. Under this new arrangement, Heads of Schools and Principals will have the authority to:

a. Issue warningsb. Recover the cost or part of the cost

of breakage due to negligencec. Withhold increments

SCHOOL IMPROVEMENT TOOLKIT3

FIGURE 7 | The three main activities supporting and empowering school heads to improve school performance

A practical guide book is prepared to assist school heads

School heads receive orientation on the school management

Site visits are conducted afterwards to check progress

SchOOL ImPROvEmENT

TOOLKIT

ORIENTATION TO SchOOL hEAdS

EvALUATION OF ThE PROGRAmmE

INITIATIVES


EDUCATION NKRA

FIGURE 8 | A “train the trainer” model to be employed in orienting all school heads

The orientation to school heads will be conducted through a “train-the-trainer” model at both primary and secondary levels

FAcILITATOR

TRAINER

TRAINEE: SchOOL hEAd

These facilitators will design the final training content, using toolkit and existing materials

First, facilitators will be selected at the

national level

Trainers will be selected from educators with experience in school management

Facilitators will then train the trainers at the

regional level

All school heads will receive an orientation

Finally, trainers will provide orientation to

school heads

However, the decision has yet to be formally circulated to schools, causing delays to the new enactment. During the Education Lab, participants suggested the addition of assigning the authority to issue a reprimand penalty to school heads while abolishing the authority to withhold increments.

The Lab also argued for the need for the guides to be printed and disseminated to school heads for

immediate implementation. The suggestion was communicated to the Teachers Service Department (TSD) and, as a result, has seen the printing and sign-off of the communications guide in April 2013.

The Commissioner of Education will also be responsible for setting new limits on the powers of head teachers, while simultaneously updating the structure of the Teachers Service Department (TSD).

INITIATIVES

An expected 15,525 head teachers and 3,510 head masters/mistresses will receive training in best practice guidelines, which will then translate into action in their schools


EDUCATION NKRA

Following the completion of the initial assessment, the 3R assessments will be expanded to all 140 councils in mainland Tanzania by 2015. Twenty random pupils in Standard II from 10% of all schools in each council will be required to undertake the 3R assessment. A general result will be extrapolated for the entire country from this random sampling of Standard II students.

To support the improvement of 3R skills in primary school students, a teachers’ module on the teaching and assessment of 3Rs will be developed by the Department of Primary Education. The Department will then train Standard I and Standard II teachers based on a “Train-the-Trainer” model after the

initial assessment. The Department of Primary Education will be assisted by the Department of Education Coordination within the PMO-RALG.

Finally, the implementation of the 3R programmes will require the identification of existing facilities and tools available, and the gaps that need to be plugged immediately. Examples of gaps that need to be plugged include the lack of a math package for the 3R scope and insufficient funding for math training.

The Government is also considering reducing the number of subjects taught in the early grades to greater focus on basic 3R skills, which are crucial for the development of lifelong learning skills.

NATIONAL 3R ASSESSMENT & 3R TEACHER TRAINING

4 5

The 3Rs – reading, writing and arithmetic – are essential learning skills that need to be developed in the early stages of a student’s education. The development of a 3R assessment framework will help implementers determine the level of basic literacy and numeracy among students, and to take remedial action where necessary.

As a start, some 12,300 teachers from 40 districts will be trained to better teach the essentials of 3R to ensure the teachers meet requirements. This training will also help teachers better recognise when a student have fallen behind and to better help students improve should remedial action be required. The training will eventually extend nationwide.

The 3R Assessment mechanism will be introduced for students in Standard II, and will initially use existing assessment models and a national stratified random sample of schools in 140 councils. The Department of Primary Education in the MoEVT will undertake the initial assessment and establish the 3R proficiency baseline. Figure 9 provides a breakdown of the various baseline assessment tests for 3R proficiency.

Three types of assessments will be utilised including a household-based assessment for students in Standard III, an Early Grade Reading Assignment (EGRA) and an Early Grade Mathematics Assessment (EGMA). The latter two assessments will not be based on existing curriculum and will test specifically for the student’s ability to read and to do mathematics based on expected ability after two years of schooling.

The household-based assessment, also known as the Uwezo assessment, measures the mastery of Kiswahili, English and Mathematics by applying a randomised control trial method. The assessment will be based on the student’s existing curriculum.

FIGURE 9 | Existing 3R assessments that can be leveraged to establish the national 3R assessment

ASSESSmENT dEScRIPTION PROS cONS

Uwezo •Household-based assessment of Standard III literacy and numeracy mastery

•It measures mastery of Kiswahili, English and mathematics

•Applies randomised control trial methodology

•Based on the curriculum

•Not a classroom-based assessment

•Conducted for Standard III instead of Standard II

EGRA •Early Grade Reading Assessment

•International standardised assessment based on reading ability pupils should have attained at the end of two years of schooling

•Not based on curriculum

•Only specific to pupils’ ability to read

EGmA •Early Grade Mathematics Assessment

•International standardised assessment based on mathematics ability pupils should have attained at the end of two years of schooling

•Not based on curriculum

•Only specific to pupils’ ability to do mathematics

INITIATIVES


EDUCATION NKRA

STUDENT-TEACHER ENRICHMENT PROGRAMME (STEP)

6

The teacher-student relationship is the most basic level of interaction within a formal education setting and must be better fostered to ensure that students receive the attention they need. Currently, many classes are overcrowded, leading to a shortage of tools needed for teaching and having an adverse effect on student performance.

While the shortage of infrastructure and support will take time to rectify, the STEP programme will help alleviate some of the pressure on teachers by helping them identify and support poor-performing students. Poor-performing students will then be enrolled in focused “STEP” classes for remedial studies. The programme comprises two-steps:

1. The first step requires that teachers be capacitated to identify and enrich low-performing students. This includes identifying and appointing Head Trainers, Trainers and teachers whom are capable of conducting enrichment classes.

2. The second step is to address the needs of low-performing students through the administration of tests and exams, which will then be analysed by teachers. The teachers will identify the low-performing students whom are subsequently enrolled into enrichment classes.

The STEP Programme thus addresses student performance issues on two fronts: in incentivising and capacitating teachers to hold enrichment classes for low-performing students, while helping identify students who need help the most. The deployment of STEP will see primary and secondary school staffed by teachers who can conduct these classes, which will in turn translate to higher passing rates.

The STEP Programme will also adopt a “train the trainer” model (see Figure 10) which involves four discrete steps:

i. Appoint competent teachers from across the nation as Head Trainers

(HT) and subject-expert teacher as trainers across regions and districts

ii. HT and trainers train teachers within their region/zone with appropriate skills

iii. Teachers use the acquired skills assess performance levels of students

iv. Teachers conduct enrichment classes for low-performing students

The training for teachers will be conducted by the Departments of Primary Education and Secondary Education within the MoEVT and the Department of Education Coordination within the PMO-RALG. Teachers will be trained to identify students who need enrichment classes as well as identify key weaknesses within each student.

Due to the smaller pupil-to-teacher ratio in these enrichment classes, students will receive greater attention from teachers in addressing key gaps in their learning. Poor-performing students who will be sitting for the NECTA exams will be given priority under the STEP programme. These classes will be held outside of regular school hours.

The STEP Programme aims to make fundamental transformations to the

FIGURE 10 | Process flow of the “Train the Trainer” model

A b C Dhead Trainer trains the trainer

Trainer trains the teacher

Teacher conducts test exam, marks and performs item analysis

Teacher conducts enrichment classes

E monitoring & Evaluation

current teaching and student cohort. There programme addresses five issues with the existing teaching framework:

i. Addressing the limited number of competent teachers across region by creating a cohort of competent teacher-trainers who will function as role models and subject matter experts for other teachers.

ii. Addressing teachers’ lack of basic teaching skills and tools through the training scheme above, thus capacitating them to conduct enrichment classes.

iii. Addressing teachers’ lack of ability in addressing low-performing students’ learning needs by capacitating them with the ability to identify low-performing students through the analysis of test scores. This would ensure the optimised use of enrichment classes, as only needy students would be enrolled in them.

iv. Addressing overcrowded classrooms, i.e. high pupil to classroom and pupil to teacher ratios, which hamper teachers’ ability to address low-performing students through the creation of specialised enrichment classes where pupils can receive greater attention thanks to the lower

INITIATIVES


EDUCATION NKRA

FIGURE 11 | Owners and implementers of the STEP programme

STEP will be owned by moEvT in collaboration with PmO-RALG in the execution

INSTITUTION ROLE

MoEVT

• Oversee the effective running of the programme• Coordination of activities among stakeholder launch• Train, disseminate and sensitize at national level• Formulate the monitoring unit to ensure day to day

activities• Disbursement of funds at national level• Form the monitoring unit for this programme

PMO-RALG

• Accountable of implementing overall programme• Getting buy-in to various stakeholders who are key

implementers• Monitor and ensure effective implementation in each

chosen district/region• Dissemination and sanitization to Regional Educational

Officers (REOs) and District Educational Officers (DEOs)• Coordination of activities with REOs and DEOs

MoEVT – M&E unit

• Accountable of inspecting/assessing and Monitoring & Evaluation of overall programme

• In-charge of reporting to MoEVT (monitoring unit)• Ensure open communication of reporting from MoEVT to

PMO-RALG

Who will own the programme?

Who will lead the implementation?

Who will monitor and conduct m&E on schools?

pupil to teacher ratio.

v. Addressing the problem of unmotivated teachers who seek work outside the classroom by compensating them for conducting enrichment classes outside of regular school hours. This will also act as an incentive to teachers to be present in class thereby solving the problem of teacher absenteeism.

The STEP Programme thus addresses student performance issues on two fronts: in incentivising and capacitating teachers to hold enrichment classes for low-performing students, while helping identify students who need help the most. The deployment of STEP will see primary and secondary school staffed by teachers who can conduct these classes, which will in turn translate to higher passing rates.

The MoEVT, PMO-RALG and LGAs will also establish a monitoring and evaluation (M&E) unit to monitor the progress of the STEP programme. There are four steps to the establishment of the M&E system:

i. Establishment of M&E unit and system for STEP A STEP leader should be established with the M&E unit to oversee the entire implementation of the programme. A STEP team should also be in place to conduct M&E in selected regions and districts for both primary and secondary schools.

ii. Understanding KPIs of STEP The STEP team will receive orientation to familiarise themselves with the KPIs outlined for the programme. The STEP team will review and establish a reporting mechanism to track KPI progress on a regular basis.

iii. Establish M&E activities and timelines The M&E unit is to review, revise and plan the implementation of key activities for each of these four components. Examples of key activities include the assessment of the training of

trainers and teachers, inspecting schools and obtaining reports from head of schools and both district and regional education offices.

iv. M&E reporting of STEP progress The M&E unit will establish a centralised reporting system and/or dashboard for the MoEVT and the PMO-RALG. These reporting mechanisms will document performance against KPIs and other relevant data.

The STEP programme will be co-owned by the MoEVT and the PMO-RALG and supported by other implementers to deliver the various aspects of the programme. The division of roles is as follows:

i. MoEVT (Owner) MoEVT will oversee the running of the programme to ensure that it runs effectively. It is also responsible for:a. coordinating the various

stakeholders during launch,b. train, disseminate and

sensitise the public to the programme at a national level,

c. disburse funds at the national level, and

d. form the M&E unit.

ii. PMO-RALG (Implementation leader) PMO-RALG is accountable for the implementation of the overall programme. In addition, it will be responsible for:a. getting buy-in from

stakeholders whom are key implementers,

b. monitoring the implementation of the programme in select districts and regions,

c. disseminate information to both District and Regional Education Officers (DEOs and REOs), and

d. coordinate activities of DEOs and REOs.

iii. MoEVT – M&E Unit (Monitoring and Evaluation) The M&E unit will be accountable for inspections, assessments, and monitoring and evaluating the overall programme. It is also responsible for reporting to the MoEVT and ensure the open communication of reports from the MoEVT to the PMO-RALG (see Figure 11).

INITIATIVES


EDUCATION NKRA

BASIC FACILITIES CONSTRUCTION7

Overcrowded classrooms due to lack of classroom facilities have hampered student development. The Education NKRA aims to fast-track the existing Secondary Education Development Programme II (SEDP II) project. The Government believes that the construction of basic facilities in 1,200 schools can be achieved by the end of 2014, and is broken down into 3 separate phases:

i. Phase 1: 264 basic school facilitiesii. Phase 2: 528 basic school facilitiesiii. Phase 3: 408 basic school facilities

Through the Education NKRA Labs session, the delivery team has identified the bottlenecks that have stalled the implementation of SEDP II over the past three years. Under the new streamlined programme, the Government will work actively towards removing duplicate roles, outsourcing critical roles causing blockades, reallocating technical staff from the MoEVT to the PMO-RALG SEDP II team and Public Procurement Act (PPA) modifications to allow tender participation by proxy.

Figure 12 provides an overview of the simplified process and its goals.

Under this initiative, the Department of Secondary Education in MoEVT and the Department of Education Coordination in PMO-RALG will improve process efficiencies by outsourcing its needs assessment. The two departments will also review and simplify the existing communication system to improve transparency on the timeline, activities and targets for the delivery of basic facilities.

FIGURE 12 | An overview of the simplified tendering and awarding processes

We have simplified the tendering/contracting process

MoEVT PMO-RALG Region

Management committee

Regional secretariat

Executive Director

SEDP II coordinator

Infrastructure

Financing

Teaching

Capacity building

SEDP II coordinator

Infrastructure

Financing

Teaching

Capacity building

“Special team” for tender evaluation

LGAOutsourcing needs assessment

Quarterly SEDP II review meeting

Note: Suggestions in red

Progress update directly from PMO-RALG

Only coordinate activities by policy and planning to ensure needs assessment and

bidding docs go to PMO-RALG on time. Remaining execution and reporting to be managed by

PMO-RALG SEDP II team +1 additional technical engineer (focal point for

LGAs on technical construction matters) Participation by proxy = PPA

modifications

Policy and planning

Accounts

Accounts

¥ Quarterly review¥ All MoEVT directors,

chaired by Permanent Secretary

¥ Reviews¥ Directs, chaired by PS

Forwards bidding docs to DEOs

Signs contract

Forwards bidding docs to PMU

¥ Programme coordination¥ Progress reporting

Reporting progress

PMU forwards bidding docs

Bids from contractors

¥ Issues tender¥ Prepares contracts

¥ Verifies bidding docs¥ Supervises school

construction

¥ Tender evaluation by qualified team from the LGA

¥ Reviews bids and suggests winning contractor

¥ Oversees and approves recommendations from the Òspecial teamÓ

¥ Monthly meeting cycle, but frequently not adhered

¥ Needs assessment¥ Bidding doc preparation

(construction)

¥ Programme coordination¥ Progress reporting

Rep

ortin

g pr

ogre

ss

Rep

ortin

g pr

ogre

ss

Management team

Secondary education

SEDP II team

Education coordinator

SEDP II team

District engineer

DEO

PMU

Tender board

1

3

4

5

6

7

8

9

10

2Procurement Management Unit (PMU)

We have simplified the tendering/contracting process

INITIATIVES


EDUCATION NKRA

also be appointed to the SEDP II Implementation Team to simplify communication. A bi-monthly SEDP II review forum will be held at the PMO-RALG attended by both the SEDP II Quality Assurance and Implementation Teams. To further simplify communication, bidding documents will be sent directly from PMO-RALG to Local Government Authorities (LGAs),

and not through Regional Administrative Secretaries (RAS) as is the case with the current practice.

3. Capacity Building Training programmes focusing on specialised skills will be conducted for key SEDP II staff, e.g. in financial and procurement management, coordination skills, monitoring and evaluation and reporting.

Key activities under this initiative are as follows:

1. Outsource consultants The procurement plan for construction will be updated according to the NKRA’s plans (14 days). Terms of references and bidding documents will be prepared (2 days) and tenders advertised for needs assessment (30 days). Tenders will then be evaluated (7 days) before contracts to the winning bidder are prepared and signed (1 day). Needs assessment will be conducted if necessary (3 days). The entire process should thus take no more than three months to complete.

2. Reviewing and simplifying the existing communication system In the fourth quarter, the Director of Education from PMO-RALG will attend a management committee meeting at MoEVT. The roles will be divided between the PMO-RALG and the MoEVT with the former providing oversight of all implementation of construction-related activities and capitation grants (CG). Meanwhile, MoEVT will provide oversight via its M&E unit over all construction and CG, and retains overall responsibility for the SEDP II and its reporting. It will also be responsible for teacher training and capacity building, i.e. for non-school related activities. Teams will be set up reporting to either of the PMO-RALG or MoEVT according to the following SEDP II Quality Assurance Team at MoEVT and SEDP II Implementation Team at PMO-RALG. The SEDP II Quality Assurance Team will report to the Director of Secondary Education, while the SEDP II Implementation Team will report to the Director of Education Coordination. Three technical personnel will

FIGURE 13 | An overview of the simplified tendering and awarding processes

What is different after the simplification?

TOdAY TO BE (WhAT IS dIFFERENT)

(i) Duplicate management committees exist one at MoEVT and one at PMO-RALG (chaired by respective PS); review of quarterly progress of SEDP

•Representative from PMO-RALG (Director of Education) to attend management committee at MoEVT HQs

(ii) No representation of counterpart SEDP II member at PMO-RALG from MoEVT

•SEDP II QA coordinator to attend SEDP II implementation review meeting at PMO-RALG

(iii) SEDP II coordinator reports directly to Deputy PS, but the coordinator does not attend management committee at MoEVT

•SEDP II QA team reports to Director of Secondary Education at MoEVT

(iv) Director of Secondary Education was by-passed in reporting of SEDP II progress

•Secondary Education director reports to the Management Committee at MoEVT HQs. Establish a bi-monthly SEDP review forum (SEDP QA and Implementation teams)

(v) Role ambiguity and duplication between SEDP II Implementation teams at MoEVT and PMO-RALG

•SEDP II QA team to only coordinate activities by policy and planning to ensure needs assessment and bidding documents go to PMO-RALG on time. Remaining execution and reporting to be managed by PMO-RALG SEDP II team. MoEVT retains overall responsibility for SEDP programme and its reporting, plus teacher training and capacity building (non-school related activities). All implementation related activities under construction and capitation grant to be handled by PMO-RALG

(vi) Insufficient technical staff at LGAs •Additional three technical staff for LGAs on technical construction matters

(vii) Needs assessment conducted in-house •Outsource needs assessment

(viii) Long procurement procedure – bid docs prepared by DPP at MoEVT goes to PMU at PMO-RALG, then forwarded to Regional Secretariat who forwards them to DEO, PMU, District Engineer and Tender Board

•Bidding docs to be sent from PMO-RALG to LGAs; not through RAS. Procurement process shortened

(ix) Planned monthly tender board meeting frequently not held due to lack of quorum

•Allow participation by proxy in tender board

INITIATIVES


EDUCATION NKRA

CAPITATION GRANTS8

The surge in enrolment over the last 10 years has created a shortage of books and materials resulting in a situation where an average of five students share a single study book. This issue has been compounded by a delay in the release of capitation grants and process inefficiencies that impacted the delivery of teaching and learning materials to schools.

There is a lack of transparency and accountability with respect to the deployment of funds and their use. As the figure below indicate, the current delivery chain of capitation grants is rife with issues, specifically in areas related to:

i. The adequacy of funding at the Ministry-level The uncertainty of the amount of funds available at required times has made procurement unreliable. The root cause of the problem is the unpredictability of the budget implementation. A potential solution is for the Ministry of Finance (MoF) and Planning Commission to ring-fence the education budget as a first-charge item, which will ensure that education funds are ever present.

ii. Insufficient amounts and variations of funds channelled to schools

Large variations in the amount of grants sent to LGAs (on a per student basis) have in places resulted in insufficient amount of funding. This is due to a lack of adherence to funding commitments. A potential solution requires that the MoF commit to release ring-fenced funds in line with the budget specifications.

iii. Delays in the disbursement of funds to schools The lack of adherence to capitation grant (CG) guidelines and inaccurate student data has delayed the disbursement of funds to LGAs. A greater accountability

FIGURE 14 | Analysis of capitation issues and solutions

Funding availability

Release of funds to LGAs

Use of funds (procurement)

Use of books and materials

monitoring and reporting

Use of cG (feedback)

disbursement to school accounts

chALLENGE OBSERvEd ROOT cAUSES STAKEhOLdERS INvOLvEd POTENTIAL SOLUTIONS

Inadequate funds available at required time

• Budget implementation is unpredictable

• MoF, Planning commission

• Make education budget ring-fence first change item

Insufficient amount and large variations in the grants sent to LGAs (per student)

• No adherence to commitments

• MoF • Release funds as per ring-fence budget

Delay in disbursement to LGAs

• No adherence to CG guidelines

• Inaccurate student data

• LGAs • Enforce accountability

• Put in place an effective monitoring system

Funds not used according to CG guidelines / procurement process

• Lack of accountability

• Lack of transparency

• No adherence to quality assurance mechanisms

• Head Masters, School Boards

• Enforce accountability at school level

• Capacity building for SB members

• Annually updated public list of approved and recommended text books (EMAC)

No reliable info on availability of books, sometimes kept in storage

• Lack of inventory system at school level

• Head Masters • Introduce inventory system at the school level (national system)

• System monitoring the use of books

• Guidelines on easy access

School data not available in digital form, problematic for effective monitoring

• CG data not captured in the ESMIS

• MoEVT (ESMIS unit) • CG data should be captured in ESMIS by school (not counsel level only)

No effective feedback at all levels

• Instrument and mechanisms for feedback missing

• MoEVT (ESMIS unit) • ESMIS to develop instruments for feedback for CG information

INITIATIVES


EDUCATION NKRA

tool is required, as is the presence of a more effective monitoring mechanism.

iv. Funds inappropriately used Funds are not always used according to CG guidelines and procurement processes due to a lack of accountability, transparency and the failure to adhere to quality assurance mechanisms. The Education Lab recommends that there be greater enforcement of accountability at the school level, capacity building for SB members and the creation of an annual public list of approved and recommended text books by the Education Materials Approval Committee (EMAC).

v. Lack of reliability on the availability of books With no reliable information on the availability of books, which are sometimes kept in storage, students often go without texts even though they may be available. The lack of an inventory system at the school level is the root cause of this problem. The solution will see the introduction of an inventory system at the school level, which monitors the use of books and is accompanied by guidelines on easy access.

vi. Unavailability of digital school data The lack of digital data means that CG data is not fully captured by the Education Sector Management Information Systems (ESMIS). The proposed solution here is to capture ESMIS data on the school level and not just at on council level, which is current practice.

vii. Lack of adequate feedback There is presently a lack of adequate feedback on CG use at all levels as there are no instruments or mechanisms available to capture this information. ESMIS will develop a system to fill this missing link.

To overcome these issues, the NKRA delivery team will improve monitoring of the use of capitation funds by schools through the introduction of key performance indicators (KPIs). Greater transparency and accountability will expedite the disbursement process and encourage schools to be more efficient and careful in their spending.

Other solutions that may be implemented include ring-fencing the education budget to ensure funds are first channelled to critical areas, and the introduction of an inventory system at the LGA level, via the “LGA to classroom monitoring system” to monitor the availability and use of school materials such as books.

In addition to this, as a new innovative source of funding, the Government has proposed the imposition of a special Education Investment Levy by the Ministry of Finance. If approved, the levy will generate TZS 158 billion by 2015 for books and other materials.

To overcome these issues, the NKRA delivery team will improve monitoring of the use of capitation funds by schools through the introduction of key performance indicators (KPIs)

INITIATIVES


EDUCATION NKRA

Teachers are at the frontlines in delivering education, and must be supported with the proper incentives and encouragement to carry on with their work. However, the prevailing negative perception of the teaching profession has discouraged high-performing candidates from applying for the post, as well as lowered morale of those already in the teaching profession.

As part of a wider effort to change the perception of teachers among the Government and the general public, which will, in turn, motivate teachers to lead the quality transformation and increase the attractiveness of teaching in the long-term, the lab proposes monetary and non-monetary measures to acknowledge teachers.

The Commissioner of Education will be responsible for ensuring that greater appreciation and recognition of teachers is felt. Measures will also be taken by the Ministry of Finance, the MoEVT’s Department of Human Resources and the

PMO-RALG’s Department of Human Resources to address the backlog of teachers’ claims and prevent future accumulation. To this end, the Government will streamline the claims process and also develop other rewards for teachers.

The specific implementation plans and owners for this initiative are as follows:

1. The sub-initiative to pay both the salary and non-salary claims of teachers under PMO-RALG will be owned by the Permanent Secretary of the PMO-RALG. The Director of Education Coordination will implement the sub-initiative and the syndication/decision of the project executed by the Permanent Secretaries of both PMO-RALG and MoF.

2. The sub-initiative to pay both the salary and non-salary claims of teachers under MoEVT will be owned by the Permanent Secretary of the MoEVT. The Director of Administration and

Human Resource Management will implement the sub-initiative and the syndication/decision of the project executed by the Permanent Secretaries of both MoEVT and MoF.

3. The sub-initiative to eliminate the root causes of further claims will be owned by the Permanent Secretaries of both MoEVT and PMO-RALG. The two secretaries will also implement and syndicate the project.

Finally the President’s Office, Public Service Management (PoPSM) will establish hardship allowances to incentivise teachers to work in rural areas with hard-to-reach areas. Schools that fall under this category will be identified and subsequently be assessed to determine if they have sufficient or insufficient number of teachers. Thereafter, teachers keen to move to these schools will be identified and given the hardship allowance to motivate and retain them to stay in rural areas.

FIGURE 15 | Owners and stakeholders responsible for the settling of outstanding monies

KEY STAKEhOLdERS FOR SUccESS

Sub-initiative Owner Implementers Syndication/decision

Payment of salary and non-salary claims for teachers under PMO-RALG

• PS PMO-RALG • Director - Education coordinator

• PS PMO-RALG• PS MoF

Payment of salary and non-salary claims for teachers under MoEVT

• PS MoEVT • DAHRM (Director of Admin and Human Resources Management)

• PS MoEVT• PS MoF

Elimination of root causes of further claims

• PS MoEVT• PS PMO-RALG



TEACHER MOTIVATION9

INITIATIVES


EDUCATION NKRA

GOVERNANCE STRUCTURE

GOVERNANCE STRUCTURE

Official School Ranking

•NECTA

3R Teacher Training

•DPE

Basic Facilities Construction

•PMO-RALG

Capitation Grants

•PMO-RALG

Teacher Motivation

•MoEVT•PMO-RALG

School Incentive Scheme

•Commissioner

STEP

•DPE•DSE

3R Assessment

•DPE (via USAID & RTI)

Secretariat:ministerial

delivery Unit

(mdU)

NKRA Steering committee Chair: Minister of Education & Vocational Training

members:•Deputy Minister of Ministry of Education & Vocational Training•Permanent Secretary of Ministry of Education & Vocational Training•Deputy Permanent Secretary of Ministry of Education & Vocational Training•Permanent Secretary of Prime Minister’s Office – Regional Administration and Local Government

(PMO-RALG)•Commissioner of Education•President’s Delivery Bureau

Project/initiative owners

PRESIdENT

President’s delivery Bureau (PdB)

Transformation & delivery council


EDUCATION NKRA

EDUCATION NKRA LAB MEMBERSAnthony John Mtavangu Tanzania Teachers’ Union - Chama cha Walimu

Arun R. Joshi World Bank

Athumani Salumu Amasi National Exam. Council of Tanzania (NECTA)

Atupele Mwambene Ministry of Education and Vocational Training

Beatrice Omari Canadian International Development Agency (CIDA)

Bernadetta N. Ndunguru Vocational Education and Training Authority (VETA)

Bernard Makali PMO-RALG

Bugendi Joseph Agency for Dev. of Edu. Management (ADEM)

Charles Y. Senkondo Tanzania Global Learning Agency

Christine Hape PO-PSM

Doroth Mhaiki Mpuguso Teacher Training College

Doroth Mwaluko Ministry of Education and Vocational Training

Enedy Mlaki University of Dodoma

Enock Kibendela Vocational Education and Training Authority (VETA)

Euphrasia C. Buchuma PMO-RALG

Evarist Kamwaga Twaweza

Florence Mvanri President’s Office Planning Commission (POPC)

Fulgence Swai Tanzania Education Network

Henry L. Mambo Tanzania Public Services College

Hilda Mkandawile Ministry of Education and Vocational Training

Ibrahim D. Kalengo President’s Office Planning Commission (POPC)

Jamila A. Seif President’s Office Planning Commission (POPC) - Zanzibar

Julius Rugemalila Tanzania Education Authority (TEA)

Juma Kabelwa PMO-RALG

Monica Mkoma National Examination Council for Technical Education (NACTE)

Ms Madina Mjaka Ministry of Education and Vocational Training

Mwanahamisi A. Jakolo Tanzania Institute of Education (TIE)

Nganga Maduhu Nkonya TAMONGSCO

Paulina Nkwama PMO-RALG

Pepetua John Urio Dar es Salaam University College of Education

Petro Masatu Pamba Christian Social Services Commission

Robert Mihayo HakiElimu

Samuel Makundi Ministry of Education and Vocational Training

Stellan Arvidsson Hyving Swedish International Development Agency (SIDA)

Sulayman Hamdun Ibrahim Muslim University of Morogoro

Thomas LeBlanc US Agency for International Development (USAID)

W. Ngonyani Kigurunyembe Teacher Training College

Willy L. M. Komba Mkwawa University College Education


EDUCATION NKRA

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