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CSOs’ Performance in Education Development in Tanzania

CSOs’ Performance in Education Development in Tanzania. Presentation for the Education Sector Review 2009, Waterfront NSSF Building, Dar es Salaam, 5-7 October 2009 Joseph Kisanji TEN/MET. Outline. Introduction: Who are they? Roles of CSOs Service delivery and innovations in education

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CSOs’ Performance in Education Development in Tanzania

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  1. CSOs’ Performance in Education Development in Tanzania Presentation for the Education Sector Review 2009, Waterfront NSSF Building, Dar es Salaam, 5-7 October 2009 Joseph Kisanji TEN/MET

  2. Outline • Introduction: Who are they? • Roles of CSOs • Service delivery and innovations in education • Education research activities • Advocacy Work • Ways forward

  3. What is Civil Society? Populated by organisations such as registered charities, development non- governmental organisations (NGOs), community groups, women’s and youth organisations, faith based organisations (FBOs), professional associations, trade unions, self-help groups, social movements, business associations, coalitions and advocacy groups

  4. Roles of CSOs in Education • Shift in roles: the role of the CSOs in Tanzania has evolved through two main overlapping phases: • A service delivery phase (from the pre-independence era to early 1990s); • A shift from service delivery to largely influencing policies and advocating for change (since late 1990s to-date).

  5. Roles of CSOs in Education • Roles specific to education • Service provision where state provision is absent or insufficient • Innovations and serving as sources of ‘new’ thinking and practices • Informed critics and advocates on a whole range of development issues. Research is an important tool for advocacy.

  6. Service Delivery A. Service delivery, especially FBOs • Establishment of education institutions (e.g., schools, seminaries, colleges and universities) • Establishing centres for orphans, street children and other vulnerable groups, e.g., Mkombozi • Running not-for-profit ECD centres (especially TECDEN members)

  7. Innovations in Education B. Education innovations: designed and implemented as models to be mainstreamed, e.g., • ECD and Pre-primary education centres • Pre-schools in Ngorongoro District (Oxfam GB, 2002-2009) – community based next to Maasaibomas • CDTFN Pre-school Centre (Mzumbe, Morogoro)

  8. Innovations in education II. Primary Education • EQUIP (Oxfam GB, 2003-2012) - focuses on INSET and professional development of primary school teachers so as to enhance learning outcomes • Newspapers in Education (NiE) Project by SNV and the Guardian Newspapers (2009-2011) - being implemented in Kahama, Maswa and Morogoro districts, through the use of newspapers in the classroom.

  9. Innovations in Education • Transforming Girls’ Education (Maarifa ni Ufunguo, 2008-2011) – in Monduli, Babati and Moshi Districts, mobilizing and building the capacity of girls on their education rights and on HIV and AIDS; changing attitudes, mindsets, values and traditional beliefs • CAMFED Tanzania Programme (2005-) – supporting girls to complete their primary and secondary education

  10. Innovations in Education 5. Tanzanian Education Alternatives for Children (TEACH) (Winrock) – reducing number of children in worst forms of child labour through support to COBET, mobilising community and providing scholarship in Igunga, Ilemela, Iramba, Kwimba and Urambo

  11. Innovations in education • Secondary Education • Support to Girls’ Education (CAMFED, 2005-2911 Coast Region;) – training female teacher mentors; provision of school fees, uniforms, etc; support young women to set up businesses • TUSEME Project (FAWE) – support to girls’ education; centres of excellence

  12. Research Activities • Ukio, L. (2005). Study on Adult and Literacy Initiatives in Ngorongoro District. Oxfam GB: Findings: - many literacy initiatives in Ngorongoro through the local government and development NGOs using different approaches; only 46.7% were active, mainly due to lack of facilitators

  13. Research Activities 2. Werue, M.R. and Puja, G. (2006). Education Options for Pastoralist Communities in Ngorongoro District – Tanzania. Oxfam GB: there is no particular education programme, which addresses the particular needs of pastoralist communities; negative attitude towards the Maasai culture and lifestyle; improved provision of education to involve different but integrated approaches

  14. Research Activities 3. Dyer, K. (2008). Cost Sharing in Education in Kilimanjaro III: 2008 - Gaps are Widening - A follow up to studies conducted in 2000 and 2002. Maarifa ni Ufunguo: Costs paid by parents and communities towards primary education have gone up about 10% in real terms since 2000

  15. Research Activities 4. BERE (2007). Education Watch in Tanzania. TEN/MET: related to implementation of EFA in Tanzania - established that EFA enrolment expansion has increased significantly, but re-emergence of pre-PEDP system inefficiencies resulting in wastage such as increases in drop-out rates, repetition rates and gender related wastage such as dropout due to pregnancies

  16. Research Activities 5. BERE (2007). Critical Issues and Challenges in Secondary Education in Tanzania. TEN/MET: teachers’ certification varies widely, due to differences in the length of professional development exposure; perverse teacher deployment, dropouts and repetitions among students; serious scarcity of standard inputs - low textbook to student ratios, but mainly in mathematics, physics, chemistry, biology and English

  17. Research Activities • HakiElimu (2008). Study on Quality Education in Tanzania (Elimu Bora ni Nini?): children unable to read and write • HakiElimu(2008). Do Children with Disabilities Have Equal Access to Education?: many barriers identified • TEN/MET (2007-2010). Developing an Index for Inclusion in Tanzania: to develop understandings and materials that can be used to improve and assess inclusive practice in other schools

  18. Research Activities 9. Osaki, K. and Tillya (2009). Status and relevance of school curricula. (TEN/MET/Oxfam GB:

  19. Advocacy Work • Friends of Education – initiated and supported by HakiElmu: individuals and groups discussing about education in the localities and supporting education efforts. • and National Workshop on Inclusive Education (TEN/MET September 2008) – provided for in Action Plan/Milestones 2007; contributed to development of national IE Strategy

  20. Advocacy Work 3. Review of ETP 1995 through TEN/MET participation in Task Force (2007-2009) 4. National CSO Consultative process and Workshop on Draft I ETP (September 2009) 5. Facilitation of the establishment of Teachers’ Professional Board (January – September 2009)

  21. Challenges • Slow flow of information; most of our members do not report on their work • Except for large organisations, costed plans and activities are not provided

  22. Ways Forward • Education stakeholders to appreciate CSOs’ three roles and the increasing shift from service delivery to advocacy, which is characterised by: • Advocacy work takes long to produce results • Advocacy results are difficult attribute due to many factors, but critical to development 2. Performance of CSOs is thus difficult to document

  23. CSOs are an Important Education Stakeholder We are her to complement government efforts and to promote accountability. Asantenisana

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