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THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

FINAL Programme Document

Application for the Global Partnership for Education (GPE)

Teaching and Learning Education Support (GPE LANES II) Grant

TANZANIA MAINLAND

Submitted to GPE Secretariat 21 November 2018

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Table of Contents

Executive Summary .......................................................................................................................... 8

1 Introduction .............................................................................................................................. 10

2 Country Context ........................................................................................................................ 11

3 Education Policy Context ........................................................................................................ 12

4 Overview of Education System Features ..................................................................................... 14 4.1 Basic Education - Cycle 1 Indicators by Learning, Equity, and Efficiency .............................................. 16

4.1.1 Learning .................................................................................................................................. 16 4.1.2 Equity ...................................................................................................................................... 20 4.1.3 Efficiency ................................................................................................................................. 25

4.2 Education Sector Financing ................................................................................................................... 28 4.3 Roles and responsibilities of MoEST and PO-RALG in the Education Sector ....................................... 30

5. Programme Justification for GPE-LANES II - Rationale and Objectives ...................................... 32 5.1 Rationale for GPE-LANES II Programme Focus ..................................................................................... 32 5.2 Choice of GPE-LANES II programme financing modalities ................................................................... 33 5.3 Aid Effectiveness .................................................................................................................................. 34 5.4 Alignment with GPE and the ESDP Strategic Goals and Objectives ...................................................... 36 5.5 Lessons learned from the GPE LANES programme ............................................................................... 39 5.6 Overall GPE-LANES II Programme Development Objectives ................................................................ 41 5.7 Roles and responsibilities of MoEST and PO-RALG in Implementing GPE-LANES II ............................. 42 5.8 Roles and Responsibilities of the Grant Agent and Coordinating Agent .............................................. 43

5.8.1 Programme Management Financing ............................................................................................. 44 5.9 Complementarity of GPE Funds in relation to Government and External financing ............................ 45

6 The GPE-LANES II Fixed Part (Scope of Work) .............................................................................. 47 6.1 The GPE-LANES II Fixed Part Objectives ................................................................................................ 47 6.2 The GPE-LANES II Fixed Part Components ............................................................................................ 47 6.3 Theory of Change for the GPE-LANES II Fixed Part ............................................................................. 48 6.4 Scope of Work: Fixed Part Components ............................................................................................. 50

6.4.1 Initial Baseline Phase..................................................................................................................... 50 6.4.2 Component 1: Teacher Professional Development ....................................................................... 50 6.4.3 Component 2: Development and Supply of Teaching and Learning Materials .............................. 63 6.4.4 Component 3: Efficiency in Education Management ..................................................................... 74

6.5 GPE-LANES II Fixed Part Timing, Results Framework and Budget Summary ........................................ 84

7 The GPE-LANES II Variable Part ................................................................................................... 86 7.1 Theory of Change for the GPE-LANES II Variable Part .......................................................................... 89 7.2 Process of Selection of Indicators for the Variable Part ....................................................................... 90

7.2.1 Relevance of GPE-LANES II DLIs ..................................................................................................... 91 7.2.2 Results Chains for Equity, Efficiency and Learning ......................................................................... 93 7.2.3 Transformative Effect and Stretch Effects of GPE-LANES II DLIs .................................................. 96 7.2.4 Adequacy of Indicators and Targets of GPE-LANES II DLIs ........................................................... 100

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7.2.5 Reliability of Means of Verification of GPE-LANES II DLIs ........................................................... 103 7.3 Clarity and Adequacy of the GPE-LANES II Variable Disbursement Mechanism and Flow of Funds . 104 7.4 Synergy between the Fixed and Variable Parts of the Grant .............................................................. 106

8. Fiduciary and Implementation Arrangements .......................................................................... 108 8.1 Fixed Part Funding and Implementation Arrangements .................................................................... 108 8.2. Variable Part Funding and Implementation Arrangements ............................................................... 109 8.3 Education Sector Monitoring and Evaluation ..................................................................................... 110 8.4 Sustainability ....................................................................................................................................... 113

9 Opportunities and Risk Analysis ............................................................................................ 115

Annex 1 GPE-LANES II Indicative Budget Summary ...................................................................... 124

Annex 2 Flow of Funds ................................................................................................................ 126

Annex 3 Program costs and expected disbursements by year – in USD (Fixed Part) ..................... 128

Annex 4 GPE-LANES II Results Framework ................................................................................... 129

Annex 5 Fixed Part Two Year Implementation Work Plan ........................................................... 138

Annex 6 GoT Budget Cycle ........................................................................................................... 139

Annex 7 Discussion on Choice of Funding Modality .................................................................... 140

Annex 8 EPforR DLIs Allocations, Verifications and Disbursements ............................................ 143

Annex 9 ESPIG Budget Template for GPE-LANES II ....................................................................... 151

Annex 10 Documents Consulted .................................................................................................. 152 Tables Table 1. Financing gap for the total education budget 2016/17-2020/21 Table 2. Education Sector Budget as Percentage of Total Budget Table 3. Fixed Part Components – Alignment with the ESDP Table 4. ESDP Alignment with EPforR Disbursement-Based Indicators Selected for the Variable Part Table 5. Potential bottlenecks and mitigation measures for Fixed Part Component 1 Table 6. Potential Bottlenecks and mitigation measures for Fixed Part Component 2 Table 7. Potential Bottlenecks and Mitigation measures for Fixed Part Component 3 Table 8: Proposed Roll Out of the Fixed Part Subcomponents over the Three-Year Program Table 9. GPE-LANES II Variable Part Co-financed Disbursement Linked Results Table 10. Relevance of Selected Results Table 11. GPE Variable Part funded EPforR DLIs Targets and Maximum Releases by Partners Table 12. Illustrative Timing of Annual Disbursement Flow of DLIs in 2019 Table 13. Variable Part DLIs and Fixed Part Activities Table 14. GPE-LANES II Risks and Mitigation Measures Already Undertaken Table 15. Risk Analysis Summary chart - Amalgamated ESDP Risk Register and GPE LANES II Survey Table 16. GPE-LANES II Risk Matrix Table 17. Results Framework Overarching Indicators Table 18. Results Framework Fixed Part Indicators Table 19. Results Framework Variable Part Indicators

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Table 20. Summary of GPE VP funded EPforR DLIs with Partner Funding Table 21. Disbursements of GPE VG DLIs Figures Figure 1. Summary of Primary School Leaving Exam (PSLE) Results, 2012-2016 Figure 2. Primary GER and NER Trends, 2004-2017 Figure 3. Enrolment of students with disabilities, 2012-2017 Figure 4. School Attendance Status by Age Figure 5. Link between GPE LANES and GPE-LANES II design Figure 6. GPE-LANES II Fixed Part Theory of Change Figure 7. Results Chain: Teacher Professional Development on new competence-based Curriculum and

continuous, school-based assessment (Subcomponents 1.1a, 1.1b, 1.2, 1.3) Figure 8. Implementation Arrangements for Fixed Part Subcomponent 1.1 Figure 9. Implementation Arrangements for Fixed Part Subcomponent 1.2 Figure 10. Implementation Arrangements for Fixed Part Subcomponent 1.3 Figure 11. Results Chain for Special Needs Assessment (Subcomponent 1.4) Figure 12. Results Chain: Development and Distribution of Teaching and Learning Materials

(Subcomponents 2.1, 2.2, 2.3, 2.4, 2.6) Figure 13. Implementation arrangements for Std. V and VI textbooks and teacher guides Figure 14. Implementation arrangements for COBET modules and teacher guides Figure 15. Implementation Arrangements for Pre-Primary TLM sets (PP-TLM) Figure 16. Implementation arrangements for Special Needs Materials and Equipment Figure 17. Implementation Arrangements for TRC Equipment Figure 18. Results Chain: Component 3: Strengthening Educational Efficiency, Management and

Coordination Figure 19. Implementation Arrangements for SQA Training of Head Teachers, WEOs, DEOs, REOs Figure 20. Implementation Arrangements for National 3Rs Assessment Figure 21. Results Chain: Improved Equity: (DLIs 2.2, 7.2) Figure 22. Results Chain: Improving Efficiency (DLIs 3.1, 3.2 and 7.1) Figure 23. Results Chain: Improved Learning Outcomes (DLIs 5.2, 6.4 8.1) Figure 24. Organisational Arrangements for GPE-LANES II Fixed Part Figure 25. Flow of Funds for GPE LANES II Fixed Part Funds Figure 26. Flow of Funds for GPE LANES II Fixed Part Funds Figure 27. The GoT Budget Cycle Synopsis

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Acronyms and Abbreviations

AESPR Annual Education Sector Performance Report ANFE Adult and Non-Formal Education 3Rs Reading, Writing, and Arithmetic CAG Controller Auditor General CFS Consolidated Fund Services BEMIS Basic Education Management Information System BEST Basic Education Statistics for Tanzania BOT Bank of Tanzania BPR Textbook Pupil Ratio CA Coordinating Agent COBET Complementary Basic Education in Tanzania CPD Continuous Professional Development CSEE Certificate for Secondary Education Examination DCF Development Cooperation Framework DEO District Education Officer DFID United Kingdom’s Department for International Development DLIs Disbursement Linked Indicators DLRs Disbursement Linked Results DSQA Department of School Quality Assurance DPs Development Partners DPP Director of Policy and Planning EGMA Early Grade Mathematics Assessment EGRA Early Grade Reading Assessment EMIS Education Management Information System EPforR Education Programme for Results ESMIS Education Sector Management Information System ESDC Education Sector Development Committee ESDP Education Sector Development Plan ESPIG Education Sector Programme Implementation Grant ETP Education and Training Policy FEDP Folk Education Development Plan FP Fixed Part FYDP Five Year Development Plan GA Grant Agent GBP Great Britain Pound GER Gross Enrolment Rate GIR Gross Intake Rate GoT Government of Tanzania GPE Global Partnership for Education GPE-LANES II Global Partnership for Education – Literacy and Numeracy Education Support HEMIS Higher Education Management Information System IIEP International Institute for Education Planning IFMIS Integrated Financial Management Information System INSET In-Service Training IPOSA Integrated Programme for Out of School Adolescents

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JAST Joint Assistance Strategy for Tanzania JESR Joint Education Sector Review LANES Literacy and Numeracy Education Support LGA Local Government Authority M&E Monitoring & Evaluation MCA Maximum Country Allocation MDAs Ministries’ Departments and Agencies MoEST Ministry of Education, Science and Technology MoFP Ministry of Finance and Planning MTEF Medium-Term Expenditure Framework NECTA National Examinations Council of Tanzania NER Net Enrolment Ratio NFE Non-Formal Education NF-CPDPT National Framework – Continuous Professional Development for Practicing Teachers NSA Non-State Actor NSC National Sanitation Campaign NSGRP National Strategy for Growth and Reduction of Poverty (MKUKUTA in Swahili) OOSC Out of School Children PCR Pupil Classroom Ratio PD Programme Document (GPE) PEDP Primary Education Development Plan PGC Primary Gross Completion Rate PO-RALG President’s Office, Regional Administration and Local Government POM Programme Operations Manual PPRA Public Procurement Regulatory Authority PReM Primary Records Manager PSLE Primary School Leaving Examination PTR Pupil Teacher Ratio QA Quality Assurance QAR Quality Assurance Review RBF Results Based Financing REO Regional Education Officer Sida Swedish International Development Agency SDG Sustainable Development Goal SIG School Incentive Grant SIS School Information System SMT Strategic Management Team SNE Special Needs Education SQAF School Quality Assurance Framework SQAS School Quality Assurance System STD Standard SWASH School Water, Sanitation and Hygiene TA Technical Assistance TEA Tanzanian Education Authority TENMET Tanzania Education Network/Mtandao wa Elimu Tanzania TESP Teacher Education Support Project TIE Tanzania Institute of Education TLM Teaching and Learning Materials

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ToR Terms of Reference TRC Teacher Resource Centre TVET Technical and Vocational Education and Training TVETMIS Technical and Vocational Education and Training Management Information System TWG Technical Working Group TZS Tanzanian Shillings UIS UNESCO Institute for Statistics USAID United States Agency for International Development USD United States Dollars VETMIS Vocational Education and Training Management Information System VP Variable Part WASH Water, Sanitation and Hygiene WEO Ward Education Officer

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Executive Summary

Programme overview

This Programme Document (PD) works toward fulfilling the requirements of the Global Partnership for Education (GPE) application for an Education Sector Programme Implementation Grant. This is the second application for the Tanzania Mainland, which has received a Maximum Country Allowance of 90 million United States Dollars (USD). The Government of Tanzania (GoT), through consultation with Development Partners and other education stakeholders, has decided to use both the fixed and variable modalities of the GPE Grant and to apply for both at this time. The Fixed Part represents approximately 40%, and the Variable Part 60% of the Grant. The program will be implemented over a four-year period (2019/20 to 2022/23) for the Fixed Part and two years for the Variable Part (2019/20 to 2020/21). The GPE-LANES II is a successor programme to the GPE LANES (Literacy and Numeracy Education Support Programme). Implementation is supported by the same Grant Agent (GA) – the Swedish Embassy - Sida, and the Coordinating Agency (CA) is DFID.

Programme Objectives and Alignment

The overall objective of the GPE-LANES II grant for Tanzania is “To enhance universal access to and participation in quality Pre-primary, Primary and Non-Formal Education with particular attention to learners from vulnerable groups who need greater opportunities for primary education”.

The Fixed Part components and Variable Part indicators both support the objectives of the Education Sector Development Plan (ESDP – 2016/17-2020/21) and the GPE Strategic Plan (2016-2020). Two GoT ministries hold the majority of responsibilities in planning and management of the Education Sector on the Tanzania Mainland, the Ministry of Education, Science and Technology (MoEST) and the President’s Office – Regional Administration and Local Government (PO-RALG). The Ministry of Finance and Planning (MoFP) also plays a key role in the success of education strategies, in determining, managing and providing funding.

Programme Design

The Fixed Part will be implemented within the existing GoT structures, providing inputs and capacity building to improve learning, equity and efficiency in Primary Education. It is divided among three components:

• Component 1: Teacher Professional Development

• Component 2: Teaching and Learning Materials

• Component 3: Strengthening Efficiency, Planning and Management in Education

Components 1 and 2 focus on supporting evidence-based, continuous professional development for teachers and teaching and learning materials in pre-primary, primary, special needs and Complementary Basic Education in Tanzania (COBET). The 3rd component supports strategic interventions to strengthen coordination, planning and management through School Quality Assurance, National Assessment, and understanding of the ESDP and data-driven planning at local levels. The Variable Part will support Tanzania Mainland already-existing results-based funding modality known as Education Program for Results (EPforR). Eight Disbursement-Linked Indicators (DLIs) from EPforR which have most potential to be transformative and to stretch the education sector have been selected, taking into consideration where GPE-LANES II can strategically add value to the existing EPforR agreements.

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Funds released from the GPE-LANES II Variable Part upon successful attainment of EPforR DLIs are earmarked for the education sector, and will be used for priority areas, which may include school infrastructure, a key priority of the ESDP, to improve access and equity for all learners and to improve the quality of learning by reducing class sizes. The activities developed under each component of the Fixed Part support each other and complement the Variable Part DLIs. The fixed part also complements other government and Development Partner programmes in primary education, with GPE-LANES II filling important gaps in funding for this sub-sector.

Policy Dialogue

Policy dialogue is led by the Government of Tanzania, in collaboration with Development Partners, Civil Societies and Faith-based Organizations under the auspices of the Education Sector Development Committee (ESDC) and attendant Technical Working Groups (TWGs).

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1 Introduction

1. This Programme Document works toward fulfilling requirements of the Global Partnership for Education (GPE) Quality Assurance Review Phase III (QAR III - out of three required QARs) which assesses the readiness of the Government of Tanzania (GoT) - Mainland to access GPE funding. The Programme Document aims to develop the basis for completion of the Education Sector Programme Implementation Grant (ESPIG) application for November 2018 submission to the GPE Secretariat. In addition to providing the context for the GPE funds application, this Programme Document presents details regarding the choice of funding modality and the outline and scope of the programme. 2. The Maximum Country Allocation (MCA) for this Tanzania Mainland GPE application is US$ 90 million. It is the second application for GPE funds by the Tanzania Mainland. The current GPE grant (GPE Literacy and Numeracy Education Support Programme – LANES) anticipates a no-cost-extension up to June 2019. Because the proposed programme continues much of the work begun in GPE-LANES, with greater emphasis on the quality of teaching and learning throughout primary education, the programme will be called GPE-Literacy and Numeracy Education Support II, or GPE-LANES II. The GPE-LANES II application is expected to be approved in early 2019 and the grant implemented from July 2019 to June 2023. The first GPE LANES programme implementation was supported by the Embassy of Sweden - Sida, appointed as the Grant Agent (GA) and Global Affairs Canada as the Coordinating Agency (CA). The GPE-LANES II programme is supported by the same GA and the CA responsibility has been assumed by DFID. 3. Funding priorities were determined through a consultative process led by the Government of Tanzania, Ministry of Education, Science and Technology (MoEST) and the President’s Office – Regional Administration and Local Government (PO-RALG). Priorities were developed in coordination with Development Partners and a Technical Assistance Team. The GoT and partners decided that approximately 38% of the grant allocations will be a continuation of the current output based stand-alone (Fixed Part) modality. Approximately 57% of the grant (Variable Part) will support select co-financed Disbursement Linked Indicators (DLIs) embedded in the Government of Tanzania Results Based Financing (RBF) modality called Education Programme for Results (EPforR) which is 100 percent results-based. Approximately 5% of the grant will be reserved for project management and risk assessment and will be disbursed within the Fixed Part. 4. The QAR Phase I process began in September 2017 during the Joint Education Sector Review (JESR). The QAR I was completed in May after submission of the Concept Note (April 2018) and issuance by the GPE Secretariat of the QAR 1: Initial Program Consultation Tanzania-Mainland 16 May 2018 indicating that the requirements had been fulfilled. These requirements are:

• A credible endorsed Education Sector Plan (Tanzania Mainland Education Sector Development Plan – ESDP 2016/17 – 2020/21)

• Evidence of commitment to finance the endorsed EDSP. This requirement has two elements: a) Government commitment; and, b) development partners’ commitment

• Availability of critical data and evidence for planning, budgeting, managing, monitoring and accountability or alternatively, a strategy to develop capacity to produce and effectively use critical data.

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5. The GPE Secretariat QAR Phase I report (16 May 2018) issued nine recommendations to be discussed within the Local Education Group (LEG) and taken into consideration in the preparation of this Programme Document and the ESPIG application. Particularly relevant to this Programme Document, care is taken to closely follow the ESDP particularly its operations planning; addressing key challenges for equity, efficiency and learning; and, paying particular attention to the Variable Part of the grant including clarifying how the indicators respond to learning, equity, and efficiency.

6. The second draft of the Programme Document was submitted on time and the GPE Secretariat’s QAR Phase II Programme Review Report was received on 10 October 2018 as planned. From the recommendations emanating from the report, responses were formulated which included refinement and seeking consistency across the documentation. The refinement process was led by the GoT in collaboration with the GA, CA, and Education Sector Development Committee (ESDC) GPE-LANES II Task Force. To ensure ownership, the updated (third) draft was shared with the full ESDC for approval.

2 Country Context 7. Tanzania, located on the Indian Ocean between latitude 1o S to 12o S and longitude 29o W and 41oE, has a total area of 947,300 sq. km. It borders eight countries - Burundi, the Democratic Republic of Congo and Rwanda to the West; Kenya and Uganda to the North; Malawi, Mozambique; and Zambia to the South.1 Mainland Tanzania is divided into 26 administrative regions and 185 (including Dar Es Salaam City) District Councils, or Local Government Authorities (LGAs). Tanzania Mainland places a strong emphasis on decentralization and bringing policies on health, nutrition and education closer to the communities. 8. The population of Tanzania in 2018, according to National Bureau of Statistics projections, is 54,199,163; with approximately 44% being children under 14 years of age.2 Tanzania has the largest population in East Africa and lowest population density; almost a third of the population lives in urban areas. Tanzania is home to 130 ethnic groups and hosts a large refugee population. Population growth is high and is expected to place a heavy burden on the education system, compounding the already serious shortage of classrooms. The adult literacy rate remains low (77.9% in 2012), and more men (83.2%) than women (73.1%) are literate. Tanzania has improved on the Human Development Index since 2001 and currently ranks 151 out of 188 countries (2016).3 Improved health and education outcomes have driven this progress – life expectancy has increased by 15.5 years and expected years of schooling increased by 3.4 years.4 The high rate of malnutrition is a concern for childhood cognitive development- 34.4% of children under 5 years of age suffer from chronic malnutrition and 58% from anaemia.5 9. The Tanzania Mainland economy has steadily grown at a rate of 6% to 7% over the last 10 years, however, there has not been a corresponding reduction in poverty, nor increase of productivity and quality jobs.6 Basic poverty declined from 34.4% in 2007 to 28.2% in 20127. Many of the gains made

1 Zanzibar, which is part of the United Republic of Tanzania, operates its own basic education system and has its own GPE allocation and application process. 2 Sources: National Bureau of Statistics: NBS.go.tz Aug 13, 2018 for total population; NBS: Tanzania in Figures 2016 for percent under 14. 3 http://hdr.undp.org/en/countries/profiles/TZA 4 World Bank Tanzania Overview, and UNDP Human Development Index, 2016, narrative report 5 Tanzania Demographic and Health Survey and Malaria Indicator Survey (TDHS-MIS) 2015–16. Dar es Salaam, Tanzania, and Rockville, Maryland, USA: MoHealth Community Development Gender Elderly and Children, MoH, NBS, OCGS, and ICF. 6 FYDP 2016/17-2020/21, p. iv 7 FYDP 2016/17-2020/21, p. 8

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over the past decade were unevenly distributed along rural-urban lines and across income quintiles. The National Development Vision (2025) aims for attaining middle income country status by 2025. The FYDP II highlights education as important to promote its objectives such as increasing the availability of requisite industrial skills and skills for other production and services delivery, as well as to increase productive capacities and job creation, especially for the youth and disadvantaged groups.8

3 Education Policy Context 10. Tanzania’s education policies align with the priorities of the Government of Tanzania which are set out in the Tanzania Development Vision 2025 and the National Five-Year Development Plan (FYDP) 2016/17-2020/21. The 2014 Education and Training Policy clearly stipulates the role of the education sector as one of preparing human resources for the country’s economic development. Basic education has been extended to age 16, and in 2016, fee-free basic education was introduced, necessitating a significant amount of resources allocated toward the Education Sector. The FYPD includes specific indicators related to education, particularly in terms of enrolment and infrastructure, as well as literacy rates and skills acquisition. 11. The mission of the Ministry of Education, Science and Technology (MoEST) is: “To improve the quality of education and training and put in place structures and procedures that will enable the country to have a critical mass of educated Tanzanians who desire to continue learning to add value in achieving national development goals”. In order to support this mission and contribute to the development vision, Tanzania Mainland adopted the first Education Sector Development Plan (ESDP) in 2008. The second ESDP (2016/17-2020-2021) is synchronized with the current FYDP. The ESDP has been developed in cognizance of the African Union Agenda 2063 and the related Continental Education Strategy for Africa (2016-2025) as well as the Sustainable Development Goals (SDGs). Intrinsic to the ESDP strategies are the Inclusive Education Strategy (2017 - 2021), the Primary Teacher Deployment Strategy (2017) and the National Framework for Continuous Professional Development for Practicing Teachers (NF-CPDPT, 2017).9 12. The ESDP was developed through a participative process over a two-year period, involving national and local level consultations with stakeholders including students, community leaders, civil society organizations, and GoT staff and ministers. Tanzania’s Development Partners (DPs) were also consulted extensively and provided technical assistance to the preparation of the final document. Work toward developing the ESDP began with an Education Sector Analysis (ESA) in 2015-2016 to support the evidence base. The ESDP evolved from programme to plan from the ESDP cover version of August 2017, to that of December 2017. The ESDP was endorsed by the Education Sector Development Committee (ESDC) in December 2017 and an independent appraisal was conducted in January 2018. Recommendations from the appraisal were incorporated while the ESDP was already in use. 13. The overall aim of the ESDP is to ensure that the entire education sector and all activities within it are focused on the overarching goal of improving learning outcomes and relevant skills acquisition. A key policy initiative that distinguishes this ESDP from previous plans is Tanzania’s commitment to providing eleven years of free and compulsory Basic Education to the entire population,

8 FYDP 2016/17-2020/21, p. 2 9 The CPD framework includes pre-service training (PRE-SET) and in-service teacher training (INSET) as part of the Teacher Development and Management Strategy (TDMS, 2009); National Framework for Continuous Professional Development of Practicing Teachers, (NF – CPDPT 2017-2018-2021-2022); MoEST, December 2017.

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leaving no one behind (ESDP 2016/17-2020/21 p. ii). The ESDP specifically aims for equity through “Ensuring out-of-school children, illiterate youth and adults and other vulnerable groups can access quality learning opportunities and thus obtain knowledge and vocational skills” (p. 49). 14. The strategic focus of the ESDP is to improve quality at all levels of learning. As such, the ESDP aims to improve the education sector through “purposive reform” and coordinated activities including the achievement of “a properly managed, better performing and more motivated teaching force.” (ESDP 2016/17- 2020/21, p. 40). 15. The ESDP includes an Operational Plan (OP), a Monitoring & Evaluation Framework, a Risk Register, and a simulation model exercise that was used to develop a costed policy scenario and a financing framework with indicative funding gap. As part of response to the ESDP appraisal process, the simulation model was refined10. The GPE-LANES II and other donor programmes will benefit from clear operational plans that contain detailed descriptions of the activities being carried out with GPE-LANES II

and other development partner financing. 16. The independent ESDP Appraisal Report (February 2018) concluded that a main strength is the strong linkages to strategic documents, such as the Tanzania Vision 2025 and the National Five-Year Development Plan, 2016/17-2020/21. It is an evidence based comprehensive plan and includes all education sub-sectors, including formal and non-formal education. Some suggested areas of improvement included noting challenges in the management partnership between the Ministry of Education, Science and Technology (MoEST) and the President’s Office - Regional Administration and Local Government (PO-RALG) for implementation and monitoring of the ESDP, detailing the activities in the Operational Plan, and reviewing the 2020 government funding targets as perhaps too ambitious. Other areas for improvement include elaborating a capacity development plan, stronger planning for gender mainstreaming, and development of a communication strategy. 17. In light of the recommendations of the Appraisal Report and according to the GoT’s management response, a number of adjustments were made to strengthen the ESDP. These included clarifying the inter and intra-organizational implementation challenges, and specifying that the ESDP represents the overarching framework under which the 184 District Councils and multiple partners’ plans will be aligned. In terms of the financial issues, the ESDP considers debt servicing in narratives attached to budgets. The ESDP underscores need for conducting jointly agreed studies during its implementation including those focusing on market demands. Other revisions included clarification of resources dedicated for Local Government Authorities (LGAs); more detail on the identification of the most vulnerable regions; additional wording on gender related issues; greater alignment with the National Strategy for Inclusive Education; strengthened discussion on coordination of the various education information management systems; and a communication strategy for dissemination of the ESDP. 18. Work is underway for preparation of a supporting document for new targets for government contribution to education; devoting greater efforts and dialog with development partners and the private sector to support Technical and Vocational Education and Training (TVET); strengthening baseline data; and, elaborating a capacity development plan for which a timeline has been established.

10 It is important for the country partnership to work towards ensuring that the OP is used for annual planning and reporting as a reporting tool for the Joint Education Sector Review (JESR). Going forward, the OP will have to be tested, adjusted and further developed as a practical annual planning, budgeting, accounting and reporting tool.

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4 Overview of Education System Features 19. Over the past decade, the education sector has received well over 4% of the GDP with an average of 9% since 2015, demonstrating a high level of commitment by the GoT to education. The share of the government budget allocated to education has steadily increased and the 2018 commitment is reported at 23.6% of the national budget after debt servicing, which is very high. Development Partners contribute approximately 7-10% of the education budget and have expressed their intention to align their contributions to the ESDP. The government is responsible for 95.2% of pre-primary and 96.6% of primary, while the remainder is privately provided.11 20. Two GoT ministries hold the majority of responsibilities in planning and management of the Education Sector on the Tanzania Mainland. The Ministry of Education, Science and Technology (MoEST) is responsible for policy formulation, planning, monitoring and evaluation of Basic, Technical, Vocational, Folk Education, Non-Formal Education, and Higher Education. Through its parastatals MoEST is also responsible for the implementation of Technical and Vocational Education and Training (TVET) and Higher Education (HE). The President’s Office – Regional Administration and Local Government (PO-RALG) coordinates the administration, delivery and management of pre-primary, primary and secondary education through a decentralized system involving 184 Local Government Authorities (LGAs) in the 26 regions of the Tanzania Mainland. The PO-RALG also oversees teacher deployment. The Ministry of Finance and Planning (MoFP) also plays a key role in the success of education strategies, in determining, managing and providing funding. With the fiscal year running from July 1 – June 30, ministerial budgets are prepared in March-April and Parliament meets to approve budgets in June each year. 21. The Local Government Authorities (LGAs) including regional, district and ward level education officers and quality assurance officers, provide supervision for schools. Curriculum and materials development for basic education (including teacher training modules) is under the purview of the Tanzania Institute of Education (TIE), which has parastatal status. Capitation grants (to finance textbook replenishment12, repairs, administration, and examination expenses) are released directly to the schools. Basic education examinations and learning assessments are developed and administered by another government institution, the National Examinations Council of Tanzania (NECTA). 22. The Department of Schools Quality Assurance (DSQA), a change in name from the former School Inspectorate Division, continues to visit schools to monitor the quality of educational provision. School inspections have vastly improved in the primary and secondary sub-sectors in comparison to previous years. During 2017, a major reform of the Schools Quality Assurance System (SQAS) took place, with a new framework and modus operandi launched at the beginning of 2018. School Quality Assurance Officers are tasked with conducting whole school visits covering all aspects of teaching, learning and administration, a process which takes several days. This is a transformation not only in name, from “inspections” to “quality assurance” but also in the total approach and culture within the system of supporting schools. (ESDP, pages 33 and 34). Since the SQA officers visit every region, the inclusion of SQA officers in 3Rs teacher training through GPE-LANES, EQUIP-T (DFID) and Tusome Pamoja (USAID)

11 ESDP, 2016/17 – 2020/21 p. 17 12 NB: The new, government-issued textbooks for Standard I – IV and pre-primary were issued by TIE to all schools, and capitation grants are only expected to be used for replenishment.

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enables the SQA process to reinforce and support the changes in teaching practice expected at school level. 23. Joint policy dialogue is structured through the Education Sector Development Committee (ESDC), which includes several cross-sectoral ministries, as well as Development Partner (DP) and Non-State Actor (NSA) representation. The ESDC is chaired by MoEST and coordinated by a DP on a rotational basis, currently the Chair is DFID and the co-Chair is USAID. The ESDP sets out a streamlined dialogue structure with the ESDC meeting quarterly and an ESDC Task Force to scrutinize technical matters emanating from the Technical Working Groups (TWGs) before they go to the ESDC for approval.13 The three TWGs consist of i) Planning and M&E ii) Resource Mobilization iii) Quality Improvement. There is also a Development Partners Group to facilitate dialogue and harmonize DP positions, coordinated by a rotating Chair and co-Chair. In July of each year the EMIS data is published and by mid-September, the education stakeholders gather for the annual Joint Education Sector Review (JESR) which is timed to input into the budget preparation for the following year. The national leadership and ownership of coordination as well as timeliness in decision making and approvals will be important to enhance effective coordination across the board. The challenge continues to be around ensuring overall coherence through clear coordination mechanisms and through streamlined support to MoEST and PO-RALG (particularly at the LGA level) within the overall planning framework. In December 2017, the ESDC instructed PO-RALG to replicate the TWGs and the ESDC in the LGAs and regions. 24. It is noted that in relation to the ESDP development, the MoEST and the PO-RALG continue to have their own five year strategic plans as well as annual plans. However, the GoT and Development Partners have attested that the MoEST five-year plan is aligned with the ESDP as is the education section of the national level PO-RALG strategic plan, while the PO-RALG 5-year plan covers several additional sectors. The MoFP provides guidelines, ceilings and priorities that have to be followed by all ministries in strategic and annual planning, and both ministries have sub-sections not related to education (e.g. Science for MoEST and several other sectors for PO-RALG). While this arrangement creates some constraints in aligning at the detailed, operational level, the strategic and annual plans are already aligned with the ESDP at the level of the Key Performance Indicators (KPIs). MoEST has conducted a review of its current Strategic Plan to ensure alignment with the ESDP, and PO-RALG has done so at national level. Because strategic plans are noted by some stakeholders to be less effectively aligned at the LGA level, in the Fixed Part of GPE-LANES II, the alignment of LGA strategic plan results with the ESDP is expected to be further consolidated during the planned ESDP training (Subcomponent 3.1a).

25. The Tanzania Mainland education system currently follows a 1+7+4+2+3+ model for pre-primary, primary, secondary ordinary, secondary advanced, and higher education respectively. Basic Education now comprises a one year compulsory pre-primary education, followed by seven years of primary education (Standard I to VII), and four years of ordinary level secondary education (Form I to Form IV). Free and compulsory Basic Education is divided into Cycle 1: primary (including pre-primary) and Cycle 2: lower secondary (Form I – Form IV). The official language of instruction in primary schools is Kiswahili and English.14

13 ESDP, page 122, as mentioned in the GPE QAR 1: Initial Programme Consultation, 16 May 2018 14 The majority of schools are Kiswahili medium, but there are government and private primary schools which are English medium.

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26. For children who do not enrol in school at the appropriate age, Tanzania has developed the Complementary Basic Education in Tanzania (COBET) program. In COBET Cohort 1, children 9 – 13 years of age undergo a three-year condensed curriculum delivery, and take the Standard Four National Assessment (SFNA). Upon successful achievement on the SFNA, they are mainstreamed into formal schools at Standard V. COBET Cohort 2, for children 14 – 17 years of age, is also a condensed three-year program, but upon completion of the curriculum, Cohort 2 pupils take the national Primary School Leaving Exam (PSLE). The COBET curriculum, materials and training are developed by the same institutions responsible for formal education, with TIE taking the lead. 27. The Government of Tanzania was supported by the GPE grant - Literacy and Numeracy Education Support (LANES) Programme in the amount of US$ 94.8 million for a 3-year programme (2014/15 - 2016/17). The LANES Programme was extended by 18 months to December 2018. (See discussion on lessons learned from GPE LANES below.) The main focus of the GPE LANES programme was to improve literacy and numeracy among children 5 to 8 years of age enrolled in the early grades; particularly Pre-primary grades, Standards I to IV and children enrolled in COBET Centres who are 9 to 13 years of age. 28. The ESDP has mapped the contributions of 14 development partners and implementing partners.15 In addition to the nine major GoT funding agencies, support is provided by the African Development Bank, Global Affairs Canada, DFID, GPE, JICA, Sida, UNESCO, UNICEF, USAID, WFP, World Bank, BRAC, PLAN International and Save the Children with additional support from numerous NGOs and civil society organizations. The TENMET Tanzania Education Network/Mtandao wa Elimu Tanzania is an NGO as well as a national umbrella for 150 to 180 CSOs. The Education Sector is supported by the UN agencies (e.g. UNICEF, UNESCO, ILO, UNFPA) within the UN Development Assistance Framework (UNDAF). The UN also supports emergency education response for refugee children and host communities in Kigoma region.

4.1 Basic Education - Cycle 1 Indicators by Learning, Equity, and

Efficiency

4.1.1 Learning16

29. The Education Sector Development Plan (ESDP 2016/17-2020/21) places strong emphasis on the need for significant improvements in learning in Primary Education. National exams of all pupils are administered in Standards IV and VII. The establishment of a baseline for basic literacy and numeracy learning based on a national sample at Standard II started in 2013 with mid-line indicators determined in 2015 and in 2017, and a follow-up and final assessment conducted in 2018 through USAID, Global Affairs Canada and GPE LANES support.17

15 ESDP (2016/17-2020/21) Details of Development Partner contributions to the ESDP sub-sectors and KPIs, pages 136-157 16 GPE Strategic Plan (2016-2020) Goal 1 Improved and more equitable student learning outcomes through quality teaching and learning; Indicators - Improved learning outcomes at primary level ; More children under 5 years developmentally on track in health, learning and psychosocial wellbeing 17 The assessment process involves sample areas in the eleven education zones, taking one region from each zone; and in that region, one rural district with selected three schools; and one urban district with three schools and one additional English medium school. In the 2015 exercise, a total of 66 schools were sampled with a population of around 5,000 children.

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30. In a 3Rs assessment administered by the National Examinations Council of Tanzania (NECTA) to a sample of Standard II pupils nationwide, a small improvement was noted in reading and writing, and a decline in arithmetic scores were documented between 2015 and 2017. For reading, 90% of pupils could read from 5 up to 20 words per minute in Kiswahili18. However, this report also indicated that significant improvement is needed in reading comprehension and in arithmetic skills – a finding that applies to all schools teaching either in Kiswahili and/or English, as well as both urban and rural settings. Similarly, the 2016 Early Grade Mathematics Assessment (EGMA) and Early Grade Reading Assessment (EGRA) report indicated that fewer children are scoring zero on reading and arithmetic sub-tasks compared to 2013, yet the targets for students’ reading benchmarks had not been met.19 The reports recommend the training in and application of innovative teaching and learning strategies and increasing the availability and quality of teaching and learning materials. 31. Despite slower improvement in learning achievements in the early grades, performance on the Primary School Leaving Exam (PSLE) has steadily increased from a pass rate of 30.7% in 2012, to a pass rate of 70.4% in 2016 (See Figure 1).

Figure 1. Summary of Primary School Leaving Exam (PSLE) Results, 2012-2016 (source: BEST 2017)

32. The GoT is implementing a National Curriculum Reform program, which included the revision of curricula for all subjects at pre-primary and primary level. This program was supported by GPE LANES, and the new curricula, developed by TIE, were published in 2014 for the lower grades (up to Standard II), and for upper grades (Standard III-VI) in 2016. The new curricula are competence-based, and include rubrics for student performance. 33. The new approach in the revised curriculum requires new textbooks and other Teaching and Learning Materials (TLM) to support teachers in its implementation. The Tanzania Education Sector Analysis (2016) notes that textbooks are often not aligned with curriculum content or prescribed teaching approaches, and are belatedly available in insufficient numbers. The 2016/17-2020/21 ESDP refers to a general shortage of textbooks. In 2018, the Textbook: Pupil Ratio (BPR) for Standards I to IV on average is

18 MoEST Communication, September 2018 19 RTI International, 2016

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

2012 2013 2014 2015 2016

Male Female % Average Passed

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1:320 while the V-VII ratio ranges up to 1:9 in several regions for various subjects.21

The GPE-LANES and complementary DP programmes have supported improvement in the BPR for Standards I-IV. GPE LANES provided textbooks nation-wide, while EQUIP-T and Tusome Pamoja provide supplementary readers in their respective regions (9 for EQUIP-T, 4 for Tusome Pamoja). According to the GPE-LANES 2017/18 Annual Report (p. 49), 22,390,089 textbooks have been printed and distributed to schools since the inception of the programme. Furthermore, a total 20,516,442 textbooks are in the printing process, with a completion date of distribution to schools before the end of 2018. GPE-LANES provided books for pre-primary through Standard IV. EQUIP-T (DFID) and Tusome Pamoja (USAID) have developed supplementary readers for Standards I and II with TIE, and distributed to all schools in their respective programme regions. In addition, Tusome Pamoja developed with TIE supplementary readers for Pre-Primary, and distributed them in one region (Mtwara). UNICEF supported the procurement and delivery of supplementary readers for all 225,000 pupils in Standards I and II in four targeted regions. The GoT intends to provide textbooks for all subjects in the upper standards and for COBET nationally, as well as supplementary readers in Standards I and II to the regions not covered by EQUIP-T or Tusome Pamoja through GPE-LANES II funding. This will include large print and braille texts for the visually impaired. Furthermore, the GPE-LANES II Fixed Part will be used to provide non-textual teaching and learning materials to enhance the quality of learning in pre-primary and special needs classes.

34. A number of environmental factors affect children’s learning, well-being and ability to stay in school. These factors include overcrowding in classrooms; inadequate Water, Sanitation and Hygiene (WASH) ), which is a particular obstacle for menstruating adolescent girls; need for stronger safeguarding mechanisms such as community protection of children from personal insecurity, inadequate school safety, and long distances from school; ineffective life skills learning; and, need for nutrition and health support. “Accommodating the large number of additional students [as a result of the fee-free basic education policy] while simultaneously improving the quality of learning outcomes will present a major challenge” (ESDP, page 47). “Greater attention to be given to construction of classrooms and teacher allocation to keep pace with the rapid increase” (ESDP, page 18) In 2017, there was a total of 179,290 primary and 9,053 pre-primary teachers deployed, and 116,681 classrooms completed. The ESDP (2016/17-2020/21) points out that standards for teacher and classroom utilization that have been applied to date are clearly unrealistic (i.e. a class size of 40 students in primary and 25 in pre-primary). Consequently, the new primary teacher deployment strategy and the revised costing simulation for the ESDP have set an interim target of a class size of 60 for both pre-primary and primary.22 The strategy also proposes a more rational teacher deployment system within schools (emphasizing that class teachers in Pre-Primary and Standards I and II should teach only their early grade classes and subject teachers in Standards III and VII should teach at most three subjects) and a policy of operating double shifts for Pre-Primary and Standard I to IV to improve classroom utilization. The objective of the ESDP is to reach an interim goal of 60 pre-primary students per stream, requiring construction of 11,000 pre-primary classrooms, and 33,000 classrooms are needed in primary. This also implies the addition of 9,000 pre-primary teachers and 35,000 in primary (ESDP p. 139). These are still challenging needs, but more achievable targets for the future.

20 Source: MoEST/PO-RALG EMIS Departments 2018 21 BEST, 2017 22 EDSP (November 2017 version), page 32

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35. Access will be improved through reviewing, mapping and expanding the provision of infrastructure (e.g. schools, classrooms, toilets, teacher offices) to meet rising demand at all levels. The Primary Teacher Deployment Strategy (2017) pays attention to cost-efficiency and the use of satellite schools for pre-primary and the lower primary grades where appropriate to reduce gaps in distance to school. A new Infrastructure Strategy for schools is being finalized. This will include up-dated construction standards (including being disability- and girl-friendly), which have already been prepared, as well as all aspects of maintenance of infrastructure. This will be the key document used in the implementation process of all infrastructure aspects of this ESDP (ESDP Operations Plan, page 5).

36. The Government of Tanzania launched a National Sanitation Campaign (NSC) in 2012 to stimulate demand for School Water, Sanitation and Hygiene (SWASH) and water supply in rural areas. The approach featured use of community- and school-led total sanitation and sanitation marketing approaches and was aligned with the MoEST National Strategic Plan for School Water, Sanitation and Hygiene (SWASH) 2012 -2017. The Education Programme for Results (EPforR) cites the strategic plan and incorporates WASH into the DLI 1.4 – “To improve environmental and social management systems in education sector”.23

A study of progress on the NSC SWASH in 70 schools found that although WASH facilities were available, in some schools they were inadequate in terms of facility-user ratios, functionality and proper operation and maintenance. Positively, there was active participation in SWASH activities by key actors such as teachers, school children, the community and the various government departments. However, inadequate funding and budgeting, and a lack of spare parts for repairs and maintenance were the main challenges to improved SWASH. Further, the availability of water and soap were major determining factors of success.24 A study of 7 regions (2018) noted that special education units were found in all

districts inthe regions visited, however, they lacked adequate facilities for children with disabilities (e.g. special toilets, ramps, spacious doors for wheelchairs).25

While the ESDP Operations Plan (OP) targets “Strengthen school WASH” there are no associated specific interventions detailed in the OP. The ESDP Appraisal report (2018) notes that strategies need to be concretized into specific interventions or activities, or the staff of MoEST and PO-RALG will not have sufficient information to put those strategies into practice.

37. Distance from school was identified as one of the major reasons preventing children from enrolling in school. In an Out of School Children (OOSC) study of seven regions, many children of pre- and primary Standard I school going age were still at home because they were not able to walk long distances to and from school. In some districts school children were expected to cover more than six kilometers per day. The findings revealed that some children in pastoral communities, for instance, walk for more than three hours, which affected their interest in school. (Other safety issues mentioned include protection from corporal punishment and bullying, and need for school fences.) 26 An ESDP priority programme includes establishing satellite centres to accommodate children living far away from schools.

23 International Development Association Program Paper On A Proposed Additional Credit In The Amount Of Sdr 59 Million (US$80

Million Equivalent) To TheUnited Republic Of Tanzania For AnEducation Program For Results May 2, 2017, World Bank Document,

page 105 24 Water, sanitation and hygiene (WASH) in schools: results from a process evaluation of the National Sanitation Campaign in Tanzania; Prince Antwi-Agyei et al, Journal of Water, Sanitation and Hygiene in Development, 2017 25 Tanzania Verification of the Out of School Children Study, 2015-2016, Government of Tanzania, MoEST, UNESCO and UNICEF – reported in Global Initiative on Out of School Children, March 2018, page 8 26 Tanzania Verification of the Out of School Children Study, data collected in 2015-2016, Government of Tanzania, MoEST, UNESCO and UNICEF – reported in Global Initiative on Out of School Children, March 2018, page 8

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38. The physical well-being of students, through health and nutrition, is a central concern of the GoT and Development Partners. While lack of school meals is a significant factor in learning and staying in school, the availability of school meals has proved to be among the factors that motivate learners to attend school. On introduction of the Fee Free Basic Education Policy some parents have been reluctant to contribute to meals for their children due to the misconception of the policy where they perceived that the government would provide school meals.27 Porridge is provided in some schools in the morning while the GoT is promoting plans for encouraging community supported school lunch programmes. An ESDP indicator under the Subcomponent 1.B “Household contributions to education” is: “the percentage of pre-primary and primary pupils benefitting from materials, porridge and lunches” (page 180).

4.1.2 Equity28

39. The Tanzania Mainland education sector faces several equity challenges. These challenges pertain to needs for greater inclusion through the full cycle of education for all children. The ESDP includes “Inequity of access and learning outcomes” as one of the four main challenges faced by the education sector (ESDP, 26). The ESDP identifies factors associated with increased vulnerability such as: 1) high poverty levels; 2) a high prevalence of HIV infection, especially among women; 3) large numbers of orphans29; 4) refugees resulting from political and armed conflict in neighbouring countries; 5) migration due to nomadic pastoralism; 6) rural-urban patterns; 7) hard to reach areas; 8) children with disabilities; and, 9) out-of-school children. Data analyses that illustrate equity issues are covered below as well as measures that have been taken to improve inclusion for the most vulnerable children who have been identified. Main issues include: a) deficits of pupils and qualified teachers in the pre-primary sector; b) capacity of schools to cope with fee-free enrolment increase and population growth; c) large numbers of Out-of-School Children (OOSC); and, d) weak coverage of the children with special needs including limited access to relevant equipment and qualified teachers. 37. Although gender parity among students in primary education is considered to be generally acceptable, there are gender-related issues, particularly concerning late enrolment, PSLE performance, early dropping out and transition to secondary in some regions. Boys or girls who drop out of school for one reason or another are encouraged to continue through non-formal education programmes. Tanzania has endorsed the African Union Continental Education Strategy for Africa (2016-2025) and associated Gender Equality Strategy. The strategy endorses the use of the GPE Gender Responsive Education Sector Planning (GRESP) guidance. Tanzania hosted, and participated in, the GPE regional training on Gender Responsive Education Sector Planning workshop in April 2017. Furthermore, TIE, in collaboration with the Forum for African Women Educationalists and local CSOs has developed Gender Responsive Pedagogy manuals (TIE, 2016 a and 2016 b) for the Tanzanian education sector.

27 Tanzania Verification of the Out of School Children Study, data collected 2015-2016, Government of Tanzania, MoEST, UNESCO and UNICEF – reported in Global Initiative on Out of School Children, March 2018, page 8 28 GPE Strategic Plan (2016-2010) Goal 2 Increased equity, gender equality and inclusion for all in a full cycle of quality education, targeting the poorest and most marginalized, including by gender, disability, ethnicity and conflict or fragility. Indicators: Increased

number of children in school supported by GPEImproved primary and lower secondary completion rates, total and by gender

Increased pre-primary enrolmentReduced out-of-school rates, total and by genderImproved equity in lower secondary completion

rates (gender, geography and wealth) 29 UNICEF 2013, 1.3 million children AIDS orphans; 3.1 million from all causes https://www.unicef.org/infobycountry/tanzania_statistics.html

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40. Tanzania has promoted significant increases in gross enrolment at the pre-primary and primary levels, but further improvement is needed. As an illustration of the pre-primary deficit of pupils, just over 1.4 million were enrolled in pre-primary against 8.9 million enrolled in primary grades in 2017. The Pre-Primary Gross Enrolment Rate (GER) grew from 39.5% in 2010 to 102.6% in 2016 while the Net Enrolment Rate (NER) grew from 37.5% in 2010 to 46.7% in 2016. The majority of students at Pre-Primary education level are enrolled in public primary schools (95%). Pre-Primary enrolment has increased in absolute terms from 1,034,729 pupils in 2012 to 1,562,770 in 2016 and is projected to grow to 1,738,843 students by 2021. However, there is still a large number of over age and a small number of under age children enrolled in Pre-Primary.

Total enrolment of Pre-Primary students indicates a steady increase since the 2016 school year, attributed to a large extent to the GoT policy on fee-free basic education. One of the key challenges in provision of Pre-Primary education is the low enrolment of age-appropriate children and some children entering Standard I without having passed through Pre-Primary.30 There is also an acute shortage of qualified pre-primary teachers. In government schools, the Pupil-Qualified Teacher Ratio (P-QTR) for pre-primary was 1:183 in 2017. One strategy to address this deficit has been the shifting of primary teachers to pre-primary; and GPE LANES provided training for 16,126 of these teachers. The GPE-LANES II Programme proposes continued support with further in-service training to equip teachers to effectively teach the pre-primary level.

41. While Primary GER growth is significant, the NER continues to decline, indicating that enrolment is not keeping pace with population growth, and enrolment at the appropriate age is inefficient. The Primary GER took an upturn in 2016 and 2017, reversing a previous downward trend: by 2017 it had reverted to 96% (ESDP, 2016/17-2020/21), while the NER was 84%31. The Primary Gross Intake Rate (GIR) was fairly steady from 2012 – 2014, with a GIR of 107, 103, 105, percentages respectively.32 Fee-free education again led to a corresponding increase. The GIR in 2016 was 141, and unlike in 2012-14, boys had a slightly higher intake rate than girls. However, the GIR dropped back down to 121 in 2017. 42. The 2014 Education and Training Policy (ETP) called for children to be enrolled in Standard I at 5 or 6 years of age. The increase in the number of children enrolled who are younger than the recommended ages as well as enrolment of older children who did not enroll before fee-free education may both have contributed to the higher GIR in 2016. The ESDP appraisal report notes that while regional disparities in NER occur in primary, (e.g. 111.6% in Mara region, 72.5% in Kigoma region (ESDP, p. 20)), no specific regional strategies to address them are mentioned 33 with the exception of the UN Joint Programme for Kigoma which supports the reduction of inequity in education through inclusive education, including tackling gender disparities. 43. According to the ESDP (p.36), 57% of pre-primary and 23% of primary school-aged children are out of school. The ESDP notes that there are wide regional disparities and that 50% of OOSC were located in the nine regions of Tabora, Dodoma, Geita, Kagera, Mwanza, Simiyu, Kigoma, Morogoro and Shinyanga. The 2016 EMIS data indicated that 1.33 million (14.4%) primary school age children (7—13

30 ESDP, page 31 BEST, 2018 32 A high GIR indicates a high degree of access to primary education. As this calculation includes all new entrants to first grade (regardless of age), the ratio can exceed 100%, due to over-aged and under-aged children entering primary school for the first time. 33 Appraisal Report On The Education Sector Development Plan 2016/17-2020/21in Tanzania; Commissioned by the Swedish Embassy in Tanzania on behalf of the Ministry of Education, Science and Technology, Development Partners, and the Education Sector Development Committee, page 21.

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years) are out of school and 2.3 million (57%) of secondary school age children (14—17 years) are out of school, totaling 3.6 million OOSC.

Figure 2: Primary GER and NER Trends, 2004-2017 (source ESDP, p. 20)

44. There are three main categories of OOSC: (i) children who have never attended school; (ii) the late entrants; and, (iii) children who drop out. The Tanzania studies on OOSC (2018) flag for attention the very high percentage of children who have never attended school. Further, the report predicts that mitigation measures are needed in the next decade, to avoid at least 10 per cent of the entire young adult population never attending school.34 45. There are both demand and supply factors related to the OOSC opportunities to acquire a quality basic education. The demand factors include: Perception of low value of education; Poor parental care and support; Poverty; School costs; Child labour and child work; Distance to school; Gender discrimination; Peer pressure; Household migration; and, Disability. Supply side issues that affect the OOSC are those which generally plague the education system. 35 Children who are most vulnerable to being out of school include those who come from unstable families and those who use their time for income generation.36 The Tanzania OOSC study (2016) has established that lack of school meals, unfriendly school environment, corporal punishments, shortage of good teachers, and shortage of facilities and infrastructure, are among chief reasons for dropping out of

34 Tanzania Country Report, March 2018, Government of Tanzania, MoEST, UNESCO and UNICEF - Global Initiative on Out of School Children, page 8. 35 Supply issues include: Shortage of teachers; Poor teaching quality; Poor motivation of teachers; Insufficient or poor school infrastructure, shortage of classrooms, desks and facilities; Limited supply of learning materials; Unsafe school environment; and Poor educational provision for children with disabilities. Tanzania Country Report, March 2018 Government of Tanzania, MoEST, UNESCO and UNICEF - Global Initiative on Out of School Children 36 Tanzania Country Report, March 2018 Government of Tanzania, MoEST, UNESCO and UNICEF - Global Initiative on Out of School Children, page 8.

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school.37 Being over-aged is a major issue: many primary-aged children have not yet started school, and many children of lower secondary age are still in primary schools.

The Fee-Free Basic Education Policy (2016) is attracting large numbers of out-of-school children into schools, as evidenced by enrolments in Standards I and II in both 2016 and 2017. A number of initiatives have been undertaken by the GoT and DPs to address OOSC issues at the community level in order to garner more support from parents, caretakers, and community leaders, among others. From 2012 to the present, initiatives to address the problem of OOSC include GPE LANES and other support for non-formal training programmes (COBET), and numerous efforts of NGOs and civil society organizations. The Tanzania OOSC study (2018) has indicated, however, that the efforts need to be more coordinated, integrated, and sustained over a long period of time for positive change to occur.38 46. In terms of gender parity, enrolment and completion of primary school for girls has exceeded those of boys, however, boys slightly outperform girls on the national Primary School Leaving Exam39 and boys still have higher transition rates to secondary education. While the overall transition rate to secondary education fluctuated from 43% to 57% between 2007 and 2014, in 2015 and 2016, 70% of primary school graduates transitioned to Form I. Compared with boys, girls enter school earlier and also leave formal schooling earlier. Some reasons are poverty, early marriage and pregnancy. The Government of Tanzania through the Ministry of Health is developing a comprehensive National multi-sectoral Action Plan on Adolescent Health and Wellbeing which seeks, to implement measures to keep adolescent girls in schools through prevention and response measures (including making schools safer for girls; improving WASH in schools; improving the delivery of life skills learning and guidance and counselling services; supporting alternative learning programmes for adolescent drop-outs). Other components of this action plan include the prevention of teenage pregnancies; prevention of violence; prevention of HIV; economic empowerment and nutrition for adolescent girls (iron and folic acid supplementation for anemia prevention). The ESDP also offers the education specific initiatives through the approved Inclusive Education Strategy and the Adult and Non-Formal Education programmes. Compared to girls, the attendance of boys in school is less impressive. They are also more likely to be overage in primary, and are more likely to repeat grades.40 There are several initiatives to address gender equity in schools, such as the UNICEF friendly schools program. Another example is Education Quality Improvement Programme in Tanzania (EQUIP-T), funded by DFID, aimed at promoting better learning outcomes among primary school children, marginalised girls in particular. Currently EQUIP-T trains pre-primary and primary school teachers in nine regions (Dodoma, Kigoma, Lindi, Mara, Shinyanga, Simiyu, Tabora, Katavi and Singida) to ensure that children acquire competency in reading, writing and arithmetic.41 In addition, to address another issue affecting OOSC and school attendance, numerous programmes including Tusome Pamoja, EQUIP-T, PCI Tanzania, WFP programmes and GPE-LANES among others, have encouraged the establishment of locally-sustainable school feeding programmes.

37 Ibid. 38 Op cit. page 28. 39 The data on enrolment and COBET learners, among others, are being captured within the Basic Education Statistics for Tanzania (BEST). 40 Tanzania Country Report, March 2018; Government of Tanzania, MoEST, UNESCO and UNICEF - Global Initiative on Out of School Children 41 Tanzania Qualitative Study Report- Toward Reaching the Remaining Children, March 2018; March 2018 Government of Tanzania, MoEST, UNESCO and UNICEF - Global Initiative on Out of School Children, page 13

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47. A large percentage of children with disabilities are not enrolled in Basic Education (ESDP, p. 38) and only 2,179 teachers working in primary schools are qualified to work with learners with special needs. Children with special needs, according to GoT policy, include girls and boys with 1) Albinism, 2) hearing impairment, 3) vision impairment, 4) mental disabilities (including Down Syndrome and Autism), 5) deaf, 6) deaf-mute, 7) children with physical disabilities, and 8) a combination of disabilities. However, the number enrolled has increased to 43,020 in the past two years, as can be seen in Figure 3 below.

Tanzania Mainland currently has 41 Special Schools (i.e. schools for children with specific disabilities, for example, deaf, blind and autism) in 24 different LGAs, and 561 Special Needs Units (these are units within regular schools) distributed across 144 LGAs; while 2,485 mainstream schools in all 184 LGAs accept students with minor disabilities, and are called “inclusive schools”. The most common barriers to the education of children living with disabilities include: qualified teacher shortage; very weak community awareness about the possibilities that exist for children living with disabilities; long distances to specialised schools; opportunity costs; and resistance from regular schools to register children with disabilities. (ESDP, p. 38). The ESDP Operations Plan cites need for 45,600 new pre-primary teachers and 48,167 primary teachers but does not stipulate the number of qualified teachers needed to teach children with disabilities.

Figure 3: Enrolment of students with disabilities, 2012-2017

48. Through GPE LANES, Education Support Resource and Assessment Centres (ESRACs) were established in all 26 regions and a national assessment exercise to identify children with special needs was conducted. In 2018, a nation-wide screening took place to identify children from 4-6 years of age with disabilities, and pre-enrolment assessment of these children was carried out in 175 out of 184 LGAs (95%). This exercise was successful in identifying over 16,000 children with eight types of special needs and referring them to relevant schools and service providers.42 The 175 LGAs which received the training and assessment kits will continue to perform the assessment on an annual basis. Under GPE-LANES II, the

42 PO-RALG “Report on Special Needs Assessment Exercise”, May 2018

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GoT plans to continue the screening by extending it to the LGAs that have not yet participated and replenishing the Assessment Kits. In complementarity to this support, the GoT has also developed and costed the Inclusive Education Strategy (2017 – 2021) which aims to mainstream disability in teaching and learning and reduce other vulnerability factors. With UNICEF support, Patandi Teachers College has developed and is implementing the in-service teacher training on special needs through a combination of distance learning and face to face training modalities.

4.1.3 Efficiency43

49. The Pupil-Teacher Ratio (PTR) in primary education fluctuates but remains higher than the internationally accepted standard of 40:1 (ESDP, p. 25). The PTR was 55:1 in 2009, 42:1 in 2016, and 51:1 in 2017 (BEST data). A key aim of the ESDP, in order to improve the quality of learning, is to achieve a “better performing and more motivated teaching force” (p. 49 ). Improving the PTR and work environment for teachers will have a positive impact on efficiency at the school level. 50. The GoT is taking several steps to improve the work environment for teachers. The Teacher Deployment Strategy which began implementation in 2018 aims to improve equitable and efficient deployment of pre-primary and primary school teacher to ensure equal distribution of workload. Prior to 2015, teacher salaries were frequently delayed however, the GoT increased internal revenue sources since 2016 and all outstanding teacher salaries were paid; salaries have generally been dispensed on time each month. Very recently, in September 2018, the Tanzanian Parliament passed the Tanzania Teachers’ Professional Board Bill to oversee teacher licensing. The EPforR programme is also incentivizing for a better distribution of teachers through a DLI on PTR. Another step in the GoT strategy to enhance and motivate the teaching force, is providing continuous professional development for in-service teachers to keep teachers abreast of new developments in the teaching approach. GPE-LANES II will support this strategy under the fixed part of the grant (Component 1).44 51. A significant percentage of students drop out of the primary education cycle, particularly in the upper primary grades. The Primary Gross Completion Rate (PGC) in 2012 reached a high of 87.3% in 2013, but dropped to 75.4% in 2016, increasing slightly to 80.4% in 2017. While girls’ completion rate has been consistently higher than boys since 2012, the total Primary Gross Completion Rate and Net Completion Rate have dropped since 2012. The Net Completion Rate for primary school is only 34%, due to a high percentage of children who do not enrol at the official age. It is notable that while the Primary Gross Completion rate has not markedly improved, the survival rate, which calculates the number of children who are successfully promoted from one grade level to the next each year, has improved, as evidenced by achievement to date in meeting the EPforR DLI related to survival rate. This suggests that the system is becoming more efficient at ensuring quality of learning for those who remain in school (i.e. less repetition of grade levels). The drop-out rate from Standards IV and VII has also been reduced significantly in 2017.

43 GPE Strategic Plan (2016-2020) Goal 3: Effective and efficient education systems delivering equitable, quality educational services for all. Indicators Increased public expenditure on education; Equitable allocation of teachers; Improved ratios of pupils to trained teachers; Reduced student dropout and repetition rates Improved data reporting Improved learning assessment systems 44 The CPD framework includes pre-service training (PRE-SET) and in-service teacher training (INSET) as part of the Teacher Development and Management Strategy (TDMS, 2009); National Framework for Continuous Professional Development of Practicing Teachers, (NF – CPDPT 2017-2018-2021-2022); MoEST, December 2017.

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52. It is critical to note that children who are not within the appropriate age classes have a much higher drop-out rate than those in the recommended ages. Due to high repetition rates in the lower grades of primary education, the over-age rate builds up rapidly from 24.2% in Standard I to 42.8% in Standard IV. Its effect continues into later stages of education. At the lower secondary school, 46.9% of children are over-age for their grades. The National Strategy for Inclusive Education, approved in December 2017, strongly emphasises the need to raise community awareness of the appropriate ages for children to enrol in Pre-Primary and Primary Standard I. The government, non-state actors and Development Partners will continue with community sensitization within their various programmes. In the long term, this will be a more efficient and effective strategy and possibly reduce the need for re-entry programmes (e.g. COBET) for children who have missed out on age-appropriate primary schooling.

Figure 4: School Attendance Status by Age

Source: ESDP (2017) p. 36, Hasan, MQ (2015), Profile of Out of School Children, Tanzania.

Although data collected between 2013 and 2015 is not considered as reliable45, enrolment for COBET pupils is estimated to have increased by an average of 15% per year since 2013. The gender disparity is also persistent in COBET, indicating that girls enrol at 12 percentage points less than boys do. While a greater percentage of girls are mainstreamed into Standard IV, more boys are mainstreamed into Standard V and Form 1, and accepted into vocational training. (ESDP, page 28) Moreover, the lack of a designated management team to oversee COBET operationalization and follow-up (e.g. monitoring of planned outputs) was considered a significant weakness. Subsequently, through the GPE LANES programme, an oversight section under the PO-RALG Department of Education Administration was established with on-going collaboration with the Adult Education, Non-Formal Education (ANFE) Unit at the MoEST, which is responsible for reporting. 53. Tanzania has a reliable and comprehensive system for capturing annual school data through the Basic Education Management Information System (BEMIS). The BEMIS, part of the Education Sector

45 Data collected by external sources were not considered reliable and are not quoted by the GoT.

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Management Information System (ESMIS), is able to collect, store and analyse data pertaining to the 12 main UNESCO Institute for Statistics (UIS) indicators. Education data from all subsectors are collected in late March on an annual basis and the results published by the end of July in the Basic Education Statistics-Tanzania (BEST). The publication includes all indicators listed in the Results Framework of the ESDP, which serve as inputs for the Joint Education Sector Review (JESR). The data analyses are used for policy and planning, particularly at the national level. Financing data related to expenditure has not been reported to UIS due to complexities in its compilation. However, finance data will be reported, in collaboration with the MoFP, starting in 2018. 54. According to the ESDP Monitoring and Evaluation Annex 4, The Education Sector Management Information System (ESMIS) comprises three sub-sector Management Information Systems, including BEMIS. All sub-sector MIS are consolidated in one database, namely the National ESMIS, which is housed at MoEST. The database operates on an SQL (Microsoft) Server system and has provision for unlimited additional MIS, developed under the single 'umbrella' system, ESMIS. Further linkages will be developed between the ESMIS sub-systems and related databases, including, for example, real-time data collection such as the Primary Records Manager (PReM) and School Information System (SIS); PO-PSM (HR-MIS); and PO-RALG-systems (EPICOR). The PReM enables pupils' records on their academic performance and exam results to be maintained from primary to secondary and higher education and facilitates transfers of pupils from one school to another. 55. Tanzania has recently initiated a transformative change in monitoring and evaluation of the sector, moving from an inspection-based system to a School Quality Assurance System (SQAS). The former system operated in isolation from educational planning and school-level operations, whereas under the new framework, based on six domains of quality indicators, schools will carry out a self-evaluation. The self-evaluation will be verified through Whole School Visits conducted by School Quality Assurance Officers who then provide timely feedback to the school through a School Report Card Summary. Both the domains and the feedback process emphasize the use of evidence-based planning. With the support of GPE-LANES, all 1,400 school quality assurers have been trained in the new system and GPE-LANES II will further support the implementation by facilitating whole school visits and training head teachers, teacher education college principals, WEOs, DEOs and REOs on the new framework. 56. In order to provide continuous professional development to teachers and to facilitate the implementation of national level strategies and plans at local level, the GoT plans to revive Teacher Resource Centres (TRCs). The TRCs were initially established in every district in the 1980s.46 Currently there are 614 TRCs (283 of them are not considered to be fully functional) with 311 full time coordinators, 264 acting coordinators, all falling under the administration of PO-RALG and the LGAs. These TRCs are supporting 14,761 primary schools. A study of the TRCs was discussed by the ESDC as part of the development of the current ESDP, with the conclusion to support the strengthening of the TRCs as a matter of importance in the current education sector strategy.

Studies have shown that TRCs contributed to teacher professionalism and to training teachers. 47 Yet the TRCs have faced many challenges, including insufficient funds, unavailability of learning and teaching materials, and under-utilisation of the centres. When adequately funded and integrated into the administrative system of school supervision and quality assurance, TRCs can empower and build the

46 Mosha, M.A. (2015). The Role of Teachers’ Resource Centres in Teachers’ Professional Development and Enhancing Primary Education in Zanzibar. Journal of Education and Practice (6)8:44-61. 47 The Impacts Of Teachers’ Resource Centres In Public Primary Schools In Kinondoni Municipality; Beatrice Nziku Hengelezi 2016 MS Thesis Open University Of Tanzania

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capacity of teachers, provide teaching and learning materials for both students and teachers, and integrate with local government structures.

The 2016/17-2020/21 ESDP recognizes the potential efficiency and efficacy of TRCs, particularly as a strategy toward addressing the ESDP indicator of “percentage of teachers having benefitted from at least three weeks of in-service training in the past 3 years” (ESDP Annex 2, p. 167). One strategy contributing to the strengthening the TRCs is the use of TRC Coordinators in the teacher training activities of GPE-LANES II. This will ensure that all the TRC coordinators are a part of the latest teacher training and can therefore understand and identify areas of difficulty requiring further support for the teachers.

4.2 Education Sector Financing

57. The costs and financing requirements for the ESDP were revised in July 2018 in response to the ESDP appraisal. The updated costing in the updated ESDP is based on budget data for fiscal year 2016-17 (actual budget) and 2017-18 (provisional budget). The projected costs for the ESDP are aligned on the perimeter of the education sector within Government budget as set by MoFP and displayed in the annual statistical yearbook (ESDP, p. 136).

58. Basic education will continue to account for around two-thirds of total expenditure over the next five years. However, this share will expand rapidly to over 75% (excluding expenditure on non-costed strategies) by 2025/26 as a result of the exponential growth in lower secondary enrolments (driven by the full implementation of the Universal Basic Education policy with fee free education introduced in 2016) coupled with appreciably higher unit costs. The ESDP (relative) financing gap is 9.7% based on government resources, and 1.5% when DP commitments are included, for the five-year plan period, 2016/17 to 2020/21.48 (See Table 1 below.) Table 1. Financing gap for the total education budget, 2016/17-2020/21 (TZS billions)

2016/17 2017/18 2018/19 2019/20 2020/21 Total

On Domestic resources

Total Projected costs 4,029 4,810 5,259 5,782 6,315 26,195

Financing from domestic sources 3,682 4,377 4,786 5,223 5,786 23,854

Financing gap on domestic resources -347 -433 -473 -559 -529 -2,342

Gap as % of projected expenditures -8.6% -9.0% -9.0% -9.7% -8.4% -8.9%

With contributions from partners

Commitments from Partners 383 382 366 411 399 1,941

Remaining financing gap 35 -50 -107 -148 -131 -401

Remaining gap as % of projected exp. 0.9% -1.0% -2.0% -2.6% -2.1% -1.5%

59. As per the ESDP Appraisal Report (February 2018) the ESDP financial framework is overall consistent, based on the Simulation Model (SM), a comprehensive document designed on Excel spreadsheets, with multiple sheets that include all the sub-sectors of the ESDP. It was originally developed by the UNESCO consultants and then completely reviewed by Cambridge Education, however, the projections in Chapter 7 of the ESDP have been updated with more recent data, setting a reliable

48 Reviewed ESDP Costing, ESDC Presentation Aug 2nd 2018

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baseline of data for the costing and financing projections.49 The SM was revisited as part of the response to the appraisal process, with the support of an external consultant.50 60. The overall education budget has steadily been increasing, but the share of the government budget allocated to education has decreased because debt servicing has rapidly increased.51 Since 2009, the education sector has received more than 4% of the GDP, which is within the international benchmark of allocating at least 4% to 6% of the GDP to education. Regarding the other benchmark of allocation, at least 15% to 20% of public expenditure goes to education, however, the GoT calculates this percentage without considering the amounts paid in debt servicing. If the debt servicing is not included, the trend in financing the education sector has been much more erratic (see Table 2 below.) Table 2: Education Sector Budget as Percentage of Total Budget

Year Education Sector Budget as % of Total Budget

Education Sector Budget as % of Total Budget (without debt servicing)

2009/10 18.3% N/A

2010/11 17.6% 18.7%

2011/12 16.9% 18.3%

2012/13 19.1% 21.0%

2013/14 17.4% 19.6%

2014/15 17.6% N/A

2015/16 17.2% 24.0%

2016/17 16.2% 22.1%

2017/18 14.8% 21.2%

Source: BEST 2016, mentioned on ESDP, 9 y 39, and ESA, p. 43. 61. Nevertheless, Government expenditures for education would remain at a stable share of Government budget (recurrent and development, excluding Consolidated Fund Services (CFS), above 21%, and the part related to pre-primary and Primary level would stay high, above 50%.52 Pre-primary is receiving more attention than in the past, and its budget will increase from 4% of the education budget in 2016 to 7.9% in 2020. Teacher education, praised as one of the most important elements, and despite deteriorating PQTRs, sees a budget increase from 2.2% in 2016 to 3.0% in 2018, only to be reduced again in 2020 to the 2.5%. Primary and lower secondary, despite absorbing more than half of the education budget, will substantially reduce their weight, from 64.7% to 53.9% (ESDP Appraisal report, page 18).

49 Analysis of Tanzania’s draft 5-year Education Sector Development Plan and Financial Simulation Model (no date or author) 50 Appraisal Report On The Education Sector Development Plan 2016/17-2020/21in Tanzania; Commissioned by the Swedish Embassy in Tanzania on behalf of the Ministry of Education, Science and Technology, Development Partners, and the Education Sector Development Committee, page 21. 51 The Multilateral Debt Relief Initiative (MDRI) in 2006/07 reduced total public debt-to-GDP ratio from 47% to 19%, but that ratio was 38% in 2016/2017. Tanzania maintained a low risk of debt distress, but the debt servicing has been increasing from 3% in 2012 to 8% in 2018, significantly affecting the percentage of the budget allocated to the different public services, including education. http://www.imf.org/en/Publications/CR/Issues/2018/01/16/Republic-of-Tanzania-Seventh-Review-Under-the-Policy-Support-Instrument-Press-Release-Staff-45565 53 ESDP 2016/17-2020/21, (July 2018 version) p. 149

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4.3 Roles and responsibilities of MoEST and PO-RALG in the Education

Sector 53

62. Education has evolved to be solely under the auspices of MoEST and PO-RALG. PO-RALG has been given a more pivotal role since it inherited the administration of secondary education from MoEST in 2008, making it wholly accountable for the implementation of basic education. Following this, in 2011 its organizational structure was reviewed, creating the Basic Education Coordination Division (now called Department for Education Administration) to administer the delivery of pre-primary, primary, adult and non-formal, and secondary education. The role of the MoEST was adjusted accordingly, to focus on policy and planning, monitoring and evaluation and quality assurance, through school registration, supervision and inspection. The MoEST also retains responsibility for TVET, Higher Education and Teacher Education. It is furthermore primarily responsible for adult and non-formal education, providing it through the Institute of Adult Education. 63. The PO-RALG is responsible for administration of Basic and Secondary Education overall. PO-RALG is therefore responsible for the attainment of key targets for Basic and Secondary Education through the coordination of regions and LGAs. Key duties include:

• Participate fully in the development of the ESDP and its operational plans

• Solicit funding for implementation of the Basic & Secondary Education components of the programme

• Plan with Regional Education Officers the implementation of the ESDP at the regional level

• Supervise implementation by regions, including ensuring compliance with the monitoring and reporting requirements by regional level implementers: Regional Offices, LGA Offices, Ward Education Offices and schools

• Consolidate and disseminate periodic reports of ESDP implementation regarding Basic &Secondary Education components

64. The Regional Education Officers (REOs) are responsible for coordinating, supervising and monitoring of ESDP implementation at all levels in the region through:

• Developing regional level action plans for operationalization of the Basic & Secondary Education components of the ESDP

• Monitoring and evaluating implementation of the ESDP at the levels of LGA, ward and school

• Holding follow up meetings with key implementing officers from both the regional and LGA offices to discuss progress of ESDP implementation

• Consolidating regional implementation progress reports and submit to PO-RALG

65. The District Education Officers (DEOs are responsible for coordinating, supervising and monitoring of supported activities at the level of LGA. They do this through:

• Developing LGA level action plans for operationalization of the Basic & Secondary Education components of the ESDP

• Monitoring and evaluating implementation of the ESDP at the levels of the wards and schools in the LGA

• Holding follow up meetings with key implementing officers to discuss progress of ESDP implementation

• Consolidating LGA implementation progress reports and submit to the region

53 largely quoted from the ESDP pages 116-119

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66. Through the process of Ward Education Coordination, the Ward Education Officer (WEO) is tasked with conducting regular whole school supervision and, working with the Head Teachers of schools in the ward, following up on implementation of the Whole School Plan. In turn, schools are supposed to provide periodic reports to the ward focusing on to what extent the School Plan has been implemented based on agreed school level indicators. Reporting templates are provided to ensure consistency in reports that are submitted to different levels.

67. School Management Committees (SMCs) were established for the purpose of supervising and advising on the management of pre-primary and primary schools. The representation of the community in the School Committee presupposes that membership of the SMCs is inclusive of school staff and representatives from the community surrounding the school. It also presupposes that members of the Committee are chosen by the community in collaboration with the school leadership. Each Pre-Primary and Primary School in Tanzania is supposed to have an operational SMC with the key role of ensuring the school, in collaboration with the community served by the school, has a development plan that is effectively implemented and monitored.

The SMC’s key functions have been described in the Primary Education Development Plan (PEDP I – 2002-2006). PEDP further notes that SMCs have been given authority of connecting the community with schools, meaning that the community must effectively participate in looking for solutions to ensure learning achievements are attained. It also notes that SMCs need not to wait for directives from higher authorities on all matters but need to use their mandate to call on community participation on key aspects that will bring development to the School. According to the Circular released in 2016, SMCs comprise of 13 members.

68. In addition, each school has a School Management Team comprised of the Head of School, Deputy Head, School Accountant (in primary schools usually a selected teacher), Academic Master and Discipline Master. The School Management Team is responsible for ensuring proper implementation of the ESDP by:

• Preparing school development plans and budgets aligned to the key strategies of the ESDP

• Tracking learning achievements with particular emphasis on student basic skills in reading, writing and arithmetic

• Ensuring high quality of new construction, repairs and general school and school property maintenance

• Ensuring a conducive teaching and learning environment, including integrating of sports and games in the school timetable

• Supervising and ensuring high quality teaching and learning, including observing time on task

• Receiving school supervision and inspection reports and implementing inspection recommendations

• Ensuring proper record keeping and management of funds collected and grants received from the Government

• Preparing quarterly school performance reports on learning achievements.

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5. Programme Justification for GPE-LANES II - Rationale and Objectives

5.1 Rationale for GPE-LANES II Programme Focus

69. Key education sector challenges to improve learning, equity, and efficiency form the basis and justification for the GPE-Teaching and Learning Education Support (GPE-LANES II) application. Wide consultations among stakeholders at policy and decentralized levels resulted in agreed priorities for the GPE-LANES II focus areas. For the Fixed Part of the GPE-LANES II Grant (38%), priorities are pre-primary and primary education (with Special Needs Education and Non-Formal Education cross-cutting the two areas), and educational management and planning. 70. The Variable Part of the grant serves a two-fold purpose: the first is ensuring Government of Tanzania (GoT) focus on key Disbursement Linked Indicators (DLIs) in the areas of learning, equity, and efficiency. The second is ensuring that upon successful attainment of these DLIs, the released funds are earmarked for the education sector. The GoT has prioritized construction which will directly contribute to equity and learning by increasing the numbers of classrooms, and reducing the pupil classroom ration (PCR) and distance to school in the most overcrowded and under-served Local Government Authorities (LGAs). The Fixed Part aims to achieve gains in learning, teacher competency, quality assurance and reliable data analysis, among others, that move the education system closer to achieving the targets set by the EPforR DLIs so that pooled funds can be released. 71. In view of the education sector issues highlighted above, the GPE-LANES II programme will focus on the following while ensuring complementarity with inputs from the government and development partners and between the Fixed and the Variable Parts.

• Building on and consolidating the gains already made in the education sector through support from the GPE LANES grant which focused on 3Rs initiatives. This will be done not only by extending the teacher training and textbook components, but also by the GPE-LANES II Coordination team bringing together partners who have worked in various 3Rs initiatives, to analyze and document evidence of what has worked, to ensure a common vision and practices in the continued development of the primary sector.

• Addressing in part the financing gaps of the ESDP, funding needed to support key strategies, in particular issues of equity in terms of facilitating access and promoting inclusive quality education for pre-primary, primary schooling and out-of-school children needing education opportunities at this level.

• Ensuring the ESDP goal of promoting quality education through enhancing the professional development of teachers, in alignment with the National Framework for Continuous Professional Development of Practicing Teachers, and based on inclusive principles and assessment practices as well as quality assurance norms and standards, reinforcing linkages to the new curricula being used in schools. This includes COBET facilitators.

• Ensuring the supply of teaching and learning materials - GPE LANES has provided support for competence-based curriculum textbooks to Standards I – IV. The GoT provided funding for the Standard V textbooks. The GPE-LANES II grant will support the completion of the development, printing, and dissemination of Standard VI and VII textbooks to all schools. Additionally, other text

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and non-textual materials to support teaching and learning in pre-primary, primary and COBET and special needs classes will be developed and distributed.

• Strengthening the capacity of GoT to efficiently plan, manage, coordinate and course correct to deliver quality education. New strategies of quality assurance, national learning assessment and use of data at local as well as national level, need to be complemented with GPE support.

• Ensuring equitable coverage in the delivery of interventions across regions which targets the more vulnerable areas of the country where children are lacking access to quality education services.

• Complementing and extending the objectives of the Education Programme for Results (EPforR)

beyond 2019/20. These objectives target related ESDP goals to sustain the achievements of the GPE

programme.

5.2 Choice of GPE-LANES II programme financing modalities

72. The modality concerns the type of funding mechanism and approach to be used for the implementation of the programme. This will typically involve: (i) the degree of alignment and use of country systems (PFM54 processes); (ii) the degree of Development Partner (DP) co-financing (harmonization, reduced fragmentation of external aid); (iii) scope of funding (degree of integration into the national budget as discretionary or non-discretionary funding); and, (iv) outline of approach towards opportunity and risk management.55 73. Out of the Maximum Country Allocation (MCA) for Tanzania Mainland of US$ 90 million, approximately 40% will be devoted to the fixed part and approximately 60% committed for the variable part. Five percent will be reserved for project management, and monitoring and evaluation which will disburse with the Fixed Part (see Annex 1 for the Indicative Budget Summary). The Fixed Part and the Variable Part of the grant are both aligned with the ESDP objectives. The Fixed Part will support stand-alone programmes, some of which support achievement of select DLIs in the variable part, and some of which are co-financed by the GoT and in complementarity to other support. The Variable Part will consist of co-financing specific Disbursement Linked Indicators (DLIs) embedded in the Government of Tanzania results based financing (RBF) modality called Education Programme for Results (EPforR) which is 100 percent results-based.

74. The choice of programme financing modalities supports GoT priorities and was reached in consultation with the Education Sector Development Committee. Through iterative consultations56, the government and partners agreed on the modalities that could be efficiently implemented, in view of administrative parameters. Consultations regarding the selection of the financing modality were held with the GPE-LANES II Task Force consisting of representatives from: MoEST (2), PO-RALG (2), Development Partners (Grant Agent/Sida, Canada, DFID57 and UNICEF) and TENMET (a Civil Society umbrella group).

54 Public Financial Management 55 Including the management of fiduciary risk 56 e.g. Technical Assistance group consultations with stakeholders 5-15 February, 2018; ESDC Meeting, 13th Feb, 2018 Dodoma; Task Force discussion, 16 March Swedish Embassy; and skype discussion with the Task Force and GPE Secretariat, 12 April 2018; TWG 1st August; ESDC Meeting 2nd August, Task Force Meeting 3rd September; and ESDC Task Force meeting November 7, 2018 57 Canada was Coordinating Agency until July 2018, after which DFID became the Coordinating Agency

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Consultations took place with key education sector stakeholders including Adult and Non-Formal Education (NFE), Special Needs Education, EMIS, and the Dodoma Regional Education Officers (REOs) and District Education Officers (DEOs). Other consultations were conducted with GPE LANES, SQA Department, NECTA, TIE, EQUIP-T, Tusome Pamoja, Education Sector DPs, EPforR DPs, COBET and the ESDC. The ESDC is a robust group including not only DPs and Government officers, but also representatives from the Teacher Trade Union, faith-based organizations, TAMONGSCO (Tanzania Managers and Owners of Non-Governmental Schools and Colleges Organization) and TENMET.

5.3 Aid Effectiveness

75. The choice of financing modalities aligns with aid effectiveness principles, including ownership, harmonization and flexibility. Ownership of GPE-LANES II is strengthened through the strong alignment of the Fixed Part (FP) and Variable Part (VP) with already agreed GoT priorities in the ESDP. Harmonization is strengthened through GoT’s coordination of Development Partners contributions and their inputs to the ESDP and to the design of the GPE-LANES II programme. In addition, the continuation of the FP modality from GPE LANES builds on the understanding that GoT and other partners gained through implementation. For the VP, the Disbursement Linked Indicators (DLIs), and their targets are carefully calibrated in a harmonized approach, balancing the interests of the contribution of Development Partners supporting the EPforR Programme (e.g. World Bank, DFID, Sida), the Government (MoEST, PO-RALG, MoFP) and the context of the education sector. GPE support for EPforR will impose no additional burden on the GoT as GPE-LANES II does not increase the number of DLIs, and monitoring and verification processes are the same.

76. The choice of modality for the GPE-LANES II grant also supports the overall principles of the GPE Strategy, including aligning with national systems and co-financing with other sources of external aid. These are reflected in the GPE Strategic Plan (2016-2020) and its objective for more and better financing, expressed through specific Partnership indicators on more alignment and harmonization (co-financing and sector pooled funds).58 The EPforR DLIs under the VP are considered a form of education sector budget support. The GPE ESPIG guidelines indicate that:

“The choice of the funding modality for the ESPIG support should be underpinned by the principles of aid effectiveness, and is made through the local education group based on existing fiduciary risks. Budget support is the preferred modality where conditions permit to allow for full use of country systems. In countries with an operational joint financing mechanism (pooled fund), GPE financing will be expected to co-fund. In other instances, a project in support of the {ESDP} may be the appropriate option where a more aligned modality is not considered to be viable. In the last case, it is encouraged to envisage a co-financing mechanism.”59

77. The GoT priority of education infrastructure development can be addressed through the flexibility inherent in the Variable Part. This funding modality allows the Government to allocate the additional released funds triggered by EPforR achievements to other ESDP priorities, such as building educational infrastructure.60 The EPforR disburses faster and results in a stronger flow of funding, using the national disbursement systems and being in full alignment as well as coordinated, which facilitates aid effectiveness. To access the variable portion of the MCA, Tanzania has identified key DLIs in the three

58 https://www.globalpartnership.org/content/gpe-2020-strategic-plan (Objective 4, page 17) and https://www.globalpartnership.org/download/file/fid/56003 (indicators 29 and 30, page 8) 59 https://www.globalpartnership.org/content/global-partnership-education-program-implementation-grant-guidelines (Chapter II.3 on Modalities, page 6) 60 EPforR funds are unearmarked funds for the education sector.

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areas of learning, equity, and efficiency outcomes, deemed likely to lead to substantial progress in the medium-term, and hence to be transformational. (See Annex 7 - Discussion on modalities considered by ESDC). Adopting this strategy for the variable grant ensures better alignment of international financing for education within the national system, and enhances the likelihood of achieving ESDP goals given the past successes.

78. Coordination and inclusive partnerships are strengthened through the extensive usage of stakeholder coordination groups and consultations to ensure complementarity and prevent overlap and duplication between components and activities. Another important contribution to Aid Effectiveness is the process through which both the Fixed and Variable Parts were developed. The GoT led the process and DPs and CSOs participated and validated the choices made. The ESDP Operation Plan emphasizes the roles and responsibilities of various actors from national, regional and LGAs and between the sub-sectoral streams (i.e. Pre-primary, Primary) in order to streamline coordination and promote accountability. More emphasis on partnerships with the LGAs and communities will more definitively promote inclusion of Out of School Children (OOSC), children with special needs, and the most vulnerable children, such as those living in extreme poverty, those from marginalized groups, and those living long distances from schools, among others. 79. Capacity development is strengthened through the alignment with the ESDP and plans to design and implement a sustainable professional and capacity development programme for all relevant staff according to sub-sector needs and ensure its implementation during the 5 years of this ESDP. Regularization of the appointment processes within the educational administration will be emphasized, focusing on ensuring conducive working environments, and building capacities for evidence-based prioritization, programming and monitoring. The MoEST and PO-RALG should ensure they have the competent staff to oversee the implementation of the current plan. 80. In terms of delivering results, the choice of the two different modalities will necessitate more complex grant monitoring and reporting, across the modalities. The Variable Part will follow the existing program operations as outlined in the EPforR Program Operations Manual (POM) which clearly spells out roles and responsibilities on reporting, the expected results, methods of verification and timing of disbursements. The POM describes EPforR context and objectives; EPforR activities, the results and process for performance assessment of results, how each DLI will be reported and the technical support provided to the programme. For the Fixed Part, the ESDP system-wide Monitoring and Evaluation Framework (MEF) will be implemented at all levels of education. This will improve feedback to data users at all levels and throughout all sub-sectors to enhance performance monitoring, sector analysis and evidence-based decision-making. The Education Sector Performance Report will continue to be issued annually, to be discussed at the relevant dialogue structure levels, especially the annual Joint Education Sector Review, which is supported by the GPE-LANES II Fixed Part. This ESDP, and several of the recently created or improved sub-sector strategies and policies, are not set in stone but will be reviewed and adjusted as necessary on an annual basis as a result of this enhanced information flow and sector analysis. (See detailed description in M&E section.)

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5.4 Alignment with GPE and the ESDP Strategic Goals and Objectives

81. The components of the Fixed Part of the GPE-LANES II programme align closely with GPE Strategic Goals (GPE Strategic Plan 2016-2020). Components 1 and 2 contribute toward improving equity and learning, through the enhancement of teaching skills and their application as well as the provision of textbooks in mainstream and COBET (non-formal) classrooms. Capacity building for teachers and non-textual Teaching and Learning Materials (TLM) for pre-primary and special needs learners will also be provided through these components. Specifically, Component One on Teacher Professional Development supports GPE goal 1, “improving learning outcomes” and relates to indicators 1 and 2 in GPE 2020. The component also supports GPE goal 2, as COBET is a non- formal programme targeting the most marginalized children. Component 2 addresses indicators under GPE-LANES II020 Objective 3. In addition, Component 3 promotes efficiency, and demonstrates GoT commitment to improving data collection and quality assurance. This component relates directly to Goal 3 under the GPE strategic plan: “improved data reporting”. (See Section 6 for a detailed description of the Fixed Part components.) 82. For the Variable Part, the EPforR DLIs selected for GPE support under the variable grant further support GPE Goal 3. In particular, these include encouraging “increasing public expenditure” through the incentive for disbursement of capitation grants, and the improvement of student retention. (See section 6 for a detailed explanation of the DLI selection.) 83. The two funding modalities are complementary to each other and to inputs from the GoT, Development Partners and communities. The complementarity is described in detail in the section below on the GPE-LANES II Variable Part programme details. The scope of work for the Fixed Part refers to the relevant DLIs to which the activities contribute. 84. The GPE-LANES II programme is strongly linked to the Education Sector Development Plan (ESDP) and its Operations Plan. The Fixed Part (FP) continues the work of the GPE LANES stand-alone programme and will be implemented over four years. The Variable Part (VP) supports key sector strategies around learning, efficiency, and equity described by Disbursement-Linked Indicators (DLIs) within the Education Program for Results (EPforR) supported by DFID, Sida and the World Bank, and will be implemented over two years. 85. The MoEST supported a long process of sector wide engagement on the ESDP with representative structures and stakeholders. These included the Education Sector Development Committee (ESDC) composed of government, development partner, private sector and civil society members managing its formulation and appraisal. Similarly, this group was engaged in the process of endorsing the GPE-LANES II Variable Part (VP) indicators. As the table below illustrates, there is a strong correspondence among selected GPE VP EPforR DLIs and the ESDP outcomes and indicators.

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Table 3. Fixed Part Components – Alignment with the ESDP

ESDP Outcome Area (ESDP 2016/17-2020/21 Fig. 5.1)

ESDP Output (ESDP 2016/17-2020/21 Fig. 5.1)

GPE-LANES II Fixed Part Program Activity (Subcomponent)

Access, Participation and Equity: Equitable participation in and completion of basic education for all, through both formal and non-formal pathways;

Increased capacity of schools and communities to ensure inclusive access and completion of basic education, with special focus on pre-primary education, and the most vulnerable children and adolescents Increased learning opportunities of youths, adults and marginalized groups

(2.1, 2.2, 2.3) Pre-primary, primary COBET materials are printed and supplied to targeted schools

(1.4) Special Needs assessment training and exercise

(2.4) Provision of special needs materials and equipment

Quality Education:

Improved learning outcomes and learning environments for children, youth, and adults at all schools/institutions of learning

Increased availability of qualified teaching staff and non- teaching staff at all levels Strengthened capacity of Quality Assurance bodies and training institutions to conduct curriculum based assessments Curriculum at all levels is competency based and competitive

(1.1, 1.2, 1.3) Teacher continuous Professional Development through strengthening of the role of TRCs

(2.5) Provide TRCs with furnishings/equipment for their role in teacher professional development

(3.2c) Quality Assurance training for Head Teachers and WEOs/DEOs/REOs

(3.2a, 3.2b) Fund QA whole school visits and SQA Monitoring Reviews

(2.1, 2.2) Development and distribution of Standards VI and VII and COBET curricula materials

(2.3) Pre-primary materials supplied to targeted schools

(2.6) Printing and distribution of additional textbooks (to meet population growth) and supplementary readers for std. I and II in all regions not covered by EQUIP-T or Tusome Pamoja.

Governance and Management Systems & Structures:

Improved performance of education sector governance, planning, management and coordination systems at national, regional and LGA levels

Improved capacity at national, regional and LGA levels to monitor and evaluate education policies, plans, programmes and interventions

(3.1) Strengthening of the Education Sector Management Planning and Coordination

(3.3) Facilitating NECTA’s administration of Standard II national 3Rs Assessment

(3.4) Monitoring and Evaluation of GPE-LANES II Program, including one administration of EGRA in national sample of schools

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Table 4. ESDP Alignment with EPforR Disbursement-Based Indicators Selected for the Variable Part

ESDP Outcome Area ESDP Output/Outcome

ESDP Indicator GPE-LANES II Variable Grant EPforR DLI

Access, Participation and Equity: Equitable participation in and completion of basic education for all, through both formal and non-formal pathways;

Main education costs borne by households are reduced by half for all pupils, and further still for those from poor and disadvantaged backgrounds

1B. 10% of schools which receive the full capitation grant in time

DLI 2.2 Release total amount of capitation grants to schools monthly

Reducing drop-out, with a focus on preventive measures

1D01. Dropout rate, by cycle, region and gender

DLI 7.2 LGAs improve girls’ transition rates

DLI 7.1 Improved student retention rates in primary/basic education

System Structure, Governance and Management: Ensure an effective management and administration system is in place, including sector-wide accountability and sustainable, equitable financing modalities, which enable mobility through multiple pathways within and across education sub-sectors

Harmonized ESMIS generates timely, reliable and accessible quality data, utilized across all education sub-sectors

6A08. Number of KPIs that are tracked and analysed on an annual basis

DLI 3.1 Release education sector performance report (ESPR)

DLI 3.2 Annual school-level EMIS data available by all LGAs

Quality of Basic and Secondary Education Improved and equitable learning outcomes for all in Basic Education and Advanced Secondary

Quality Assurance processes are used to monitor teacher, student and school performance against standards and findings are used to improve practice

2A15. % of schools having undergone a WSI once during last two years, by level and region

DRL 8.1 Meet annual target for conducting Whole School QA Visits

Relevant competency-based curricula are in place and textbooks and teacher guides are updated accordingly

H05 PSLE Pass Rate

DLI 5.2 Meet target for number of schools receiving school incentive grants (SIGs)

K13 % Std. II learners achieving the national benchmark reading words per minute

DLI 6.2 Meet annual target of improvement reading of words per minute

Source: ESDP 2016/17-2020/21 Annex 2: Indicators and Results for the ESDP Priority Programmes

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5.5 Lessons learned from the GPE LANES programme

86. The Government of Tanzania (GoT) education sector was supported by the GPE grant - Literacy and Numeracy Education Support Programme (LANES) in the amount of US$ 94.8 million for a 3-year programme (2014/15 - FY2016/17) which was extended by 18 months to December 2018. The extension was due to initial slow disbursement rates which subsequently improved and indicated that the remaining activities could likely be achieved. The LANES programme implementation is supported by the Swedish Embassy - Sida, appointed as the Grant Agent (GA). USAID followed by Canada acted as the Coordinating Agency (CA) with co-chair DFID since January 2017, and since July 2018, DFID is acting as CA with USAID as co-chair. Lessons learned and good practices emanating from the GPE LANES experience provide important guidance for the design and implementation of the GPE-LANES II Programme.

87. The main focus of the GPE LANES programme was to improve literacy and numeracy among children 5 to 8 years of age enrolled in the early grades; particularly Pre-primary grades, Standards I to IV and children enrolled in COBET Centres who are 9 to 13 years of age. The programme was effective in initiating the shift from knowledge-based to competence-based curricula, the development of appropriate and relevant materials for numeracy and literacy (known as the 3Rs), the orientation of Standards I to IV teachers, as well as Heads of Schools, Ward Education Coordinators and Quality Assurers on the implementation of the new curricula. The programme covered national needs but where regions were receiving similar support from other Development Partners, steps were taken to avoid duplications. However, the cascade model, whereby on average two teachers per school received training and were expected to share the new skills and knowledge with the rest of their school’s staff, unfortunately did not trickle down as envisioned.

88. The GPE LANES programme was aligned to the objectives of the previous ESDP (2008/09-2016/17) as well as priorities reflected in the Primary Education Development Programme (PEDP III); Adult and Non-Formal Education Programme ; and Folk Education Development Programme (FEDP). 61

Moreover, the programme provided additional financing required to support PEDP III, ANFE Development Programme, all within the framework of the ESDP.

89. Preliminary findings from the GPE LANES Evaluation (2018) suggests that at its inception, GPE LANES was intended to become a ‘national programme targeting especially children in difficult, hard-to-serve areas, and those in vulnerable and marginalized environments’.62 It was seen as an opportunity to ‘build the education system’s capacity to provide quality education, including institutional capacities at decentralized levels’. The LANES programme has been adapted to link with emerging global, continental and national policy contexts, including the Sustainable Development Goals (SDGs), African Union Agenda 2063 and the related Continental Education Strategy for Africa (2016-2025). Tanzania, under a new administration, is implementing a development agenda focussing on a broad-based industrialized and middle-income economy. Implications for education and training that have resulted from this agenda include fee-free basic education and alignment to the new (2016/17-2020/21) ESDP.

90. The 2016/17 GPE LANES Annual Implementation Report noted a steady improvement and

progress in the achievement of results. The report concluded that the programme implementation was

61 Reports consulted: GPE LANES Mid term report; 2016/17 GPE LANES Annual Implementation Report; GPE LANES Sub-national Monitoring Report (October 2017); GPE LANES Revised programme; GPE LANES Evaluation Report 2018 62 The identification of disadvantaged and marginalized areas was based on PSLE performance for 2012 and a list of 500 hard-to-serve schools provided by the former PMORALG, as a guide for the location of Satellite Schools; and ‘disadvantaged and marginalized children’ were defined as ‘those living in hard to reach areas, children with special learning needs, children with disabilities, orphans and vulnerable children (OVC) and children from poor families’.

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satisfactory, with over 55% of the key activities completed. However, some of the planned activities were

delayed, necessitating an extension of the programme to December 2018.

91. The 2018 GPE LANES evaluation concludes that the programme remains flexible relevant to the education sector needs, while the Education and Training Policy (2014) and the ESDP (2016/17 to 2020/21) legal frameworks are incomplete. The Evaluation notes a “weak planning culture” in the absence of a strong strategic vision to take forward the transformation required in the sector as detailed in the theory of change. In addition, there were a high number of entities involved in implementation, without clear roles and responsibilities. However, the programme itself has benefitted from strong leadership and thus a good achievement of results. For those areas not achieved, the evaluation cites sector coordination issues.

92. GPE LANES in the area of efficiency demonstrated significant improvement over time in resource management, including transparent and accountable resource use. There was good complementarity with partners implementing similar programmes. Finally, while the programme is applauded for its contribution in the development of the ESDP M&E framework, the gap in its own baseline and monitoring framework is problematic in harnessing evidence in the achievement of results.

The design then for GPE-LANES II will need to make strategic reinforcement of what worked in GPE LANES and build on areas for solidifying improvement in the weak points. Importantly, a baseline planning phase has been built in to the GPE-LANES II programme. See Figure 5 for highlights of more specific links between the GPE LANES evaluation and the GPE-LANES II design. Figure 5. Link between GPE LANES and GPE-LANES II design

93. While recommendations from the LANES evaluation regarding sector dialogue, coordination and vision will be taken up by GoT and DPs in an upcoming policy review, wherever possible recommendations specific to programme activities are incorporated into the design of GPE-LANES II. A more rigorous M&E framework to support the programme is being developed from the outset of GPE-

•Under GPE LANES: There was only input-based (fixed) payment modality

•Under GPE LANES (Learning): Weaknesses in procurement, especially for textbook production, including sequencing for improved results

•Under GPE LANES (Efficiency): Capacity building of Teachers, SMCs, Head Teachers, WEOs, Quality Assurers in planning and monitoring quality education incl. performance

•Under GPE LANES (Equity) : Teacher training as a strong intervention, mainly for formal school teachers

Under GPE-LANES II: Component 1:

Teachers’ Development

through CPD rather than one-off

trainings, inc. COBET, special needs

teachers

Under GPE2: Component 3:

Efficiency in Educational

Management and Planning

Under GPE-LANES II:

Mixed modality Construction of

classrooms (8 DLIs thru EP4R

addressing equity,efficiency and

learning)

Under GPE-LANES II:

Component 2: Development and Supply of Teaching

and learning materials using new frameworkcontracts to improve

procurement

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LANES II. The GPE-LANES II application not only led to a strengthening of the ESDP costing and simulation model, but the alignment of national level and local-level strategic plans to the ESDP is ongoing and is part of the fixed part Component 3 (Strengthening Educational management and coordination). A baseline phase, led by MoEST Director of Policy and Planning (DPP) through the GPE-LANES II coordination unit, is planned for the first quarter of Year 1 to ensure that a common vision is developed, that all implementers understand roles and responsibilities, and to gather baseline data and put monitoring systems in place from the start. GPE-LANES II aims to improve the synchronization of inputs (e.g. textbooks and teacher training), while continuing to further areas initiated under GPE LANES. Essential in this area is the issue of addressing capacity for educators to provide quality service delivery. An important intervention is in setting quality standards through the SQAS and support to teachers on a regular and continuous basis through the strengthening of the Teachers’ Resource Centres (TRCs). GPE-LANES II will offer a holistic approach to teachers’ professional development under Component 1, aligned with materials development under Component 2, and in collaboration with the administrators, planning and SQA processes being strengthened under Component 3.

5.6 Overall GPE-LANES II Programme Development Objectives

94. The overall development goal of the GPE-LANES II programme is: To enhance universal access to and participation in quality Pre-primary, Primary and Non-Formal Education (COBET) with particular attention to learners from vulnerable groups who need greater opportunities for primary education. The GPE-LANES II objectives are compatible with ESDP objectives. More specifically the objectives are to:

Improve Learning

➢ Improve the quality of teaching by contributing to continuous professional development for teachers and facilitators in primary, pre-primary, COBET programmes and special needs.

➢ Improve learning outcomes in pre-primary, primary and COBET through the development, procurement and distribution of appropriate teaching and learning materials

➢ Strengthen the school quality assurance system and leadership training to improve the quality of learning outcomes.

➢ Strengthen the capacity of the Teaching Resource Centres to effectively serve as training centres and support continuous teacher professional development.

Improve Access and Equity

➢ Reduce dropout rate by cycle, region and gender. ➢ Improve quality of COBET and ensure more COBET pupils are mainstreamed into the appropriate

Standard. ➢ Ensure that each primary cycle learner receives a capitation grant to support their teaching and

learning, and additionally include COBET and pre-primary pupils who previously were excluded from the capitation formula.

➢ Promote regularized identification of children with special needs and referral to appropriate services

➢ Strengthen the education sector capacity to promote learning for children with special needs through enhanced teacher skills, materials and equipment to facilitate their learning

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Improved Efficiency

➢ Strengthen the capacity of government to plan, manage, coordinate and monitor education and training in the sector.

➢ Ensure accurate, comprehensive and timely data supports not only national but also LGA reviews of inputs relative to expected outputs and indicators of the ESDP and GPE-LANES II.

➢ Improve student survival rates ➢ Ensure that the Quality Assurance system is institutionalized as a method of improving schools to

achieve minimum quality standards.

5.7 Roles and responsibilities of MoEST and PO-RALG in Implementing

GPE-LANES II

95. Governance, support and dialogue structures currently followed by GPE LANES for Tanzania Mainland will be adapted for the GPE-LANES II programme, to ensure a smooth transition. The Permanent Secretary, MoEST, will formally be responsible and will work in collaboration with the Permanent Secretary, PO-RALG, for implementation. In order to ensure efficient and effective implementation, the main GPE-LANES II Coordination Unit will be based in MoEST, accountable to the Director of Policy and Planning (DPP - MoEST) with support of the GPE-LANES II Deputy Coordinator in PO-RALG under the Director of Education Administration (PO-RALG). Both the MoEST GPE Coordinator and PO-RALG GPE Deputy Coordinator will work directly with the ESDP Technical Working Groups in order to harmonize programme activities with all stakeholders implementing the ESDP priorities.

The first GPE LANES programme has had one Coordinator and a Deputy Coordinator in MoEST, a Focal Person in PO-RALG, and three support staff, namely a procurement officer and two Financial Specialists (one each for MoEST and PO-RALG). For GPE-LANES II, the Coordinator will come from MoEST, and the Deputy Coordinator from PO-RALG. There will continue to be two financial specialists (one from each ministry), as well as two procurement specialists, and two M&E specialists. This group will be referred to as the GPE-LANES II Coordination Unit. As far as possible, the positions will be seconded from within the two ministries, therefore, the GPE-LANES II delegated staff and procedures will be much more integrated within the GoT systems and procedures. There may be short term contracting as the need arises. This only pertains to the Fixed Part as the Variable Part will be managed through the strategic management committee which will include both MoEST coordinator and PO-RALG Deputy Coordinator, along with the Director of Policy and Planning, DPs and the EPforR TA Team.

96. The GPE-LANES II Fixed Part is closely aligned with and integrated into the ESDP and the same administrative arrangements will apply, as described in the Operational Plan. The ESDP is implemented through a three-tier administrative structure consisting of 1) MoEST, 2) PO-RALG (see Figure 24), and 3) LGAs; complemented by the efforts of the Development Partners, Civil Society Organizations (CSOs), Faith-based organizations (FBOs) and Private Sector Organizations (PSOs). The process of managing and monitoring implementation of the ESDP and processes for sector dialogue is led by MoEST involving a number of Committees. The efficacy of these support systems and structures at all levels will be key to the implementation of the ESDP and to the respect for accountability mechanisms. The sector dialogue structure includes the following.

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• The Joint Education Sector Working Group (JESWG) attended by Directors of Planning, NSAs and DP representatives deliberates issues that have been discussed and agreed upon at the ESDC.

• The Education Sector Development Committee (ESDC) will continue to be an important advisory and decision-making body, taking into account all the substantive issues raised by the Technical Working Groups and in consideration of the agreed priorities for the year. Chaired by the Permanent Secretaries of MoEST and PO-RALG and co-chaired by DP Chair, it includes representatives from Development Partners (bilateral and multilateral donors), non-state actors, the teacher’s union, and the private sector. It will be responsible for approval of sub sector education plans and for reviewing implementation.

• The Technical Working Groups (TWGs) are sub-divided under three main themes: Quality Improvement (QI); Monitoring, Evaluation, and Learning (MEL); and Resource Allocation, Cost Efficiency and Financing (RACEF), and provide a forum for technical staff to deliberate on the priorities, actions, studies, research and recommendations that facilitate progress in the education sector.

The GPE LANES II Task Force, which was formed by the ESDC to facilitate this ESPIG application, will continue during implementation in order to support continuous monitoring and follow up of risk mitigation for the Fixed Part. The modality of the task force will be detailed in the LANES II Operations Manual, the development of which will be the first activity of the GPE-LANES II. 97. The GPE-LANES II Variable Part of the grant will be incorporated into the EPforR programme management. The EPforR is managed through MoEST in collaboration with PO-RALG, relying on specific implementation structures, with financial release and engagement from the Ministry of Finance and Planning (MoFP). In order to ensure swift and focused implementation, EPforR implementation mapping has been created with clear roles and responsibilities, reporting, and accountability channels. DFID is currently providing funding for a Technical Assistance (TA) Support Team, managed by Cambridge Education, which provides TA to the Government of Tanzania as directed by MoEST, PO-RALG and MoFP. Under current institutional arrangements, EPforR is overseen by the Department of Policy and Planning (DPP) in MoEST with EPforR focal persons in PO-RALG and the MoFP.

98. The EPforR progress is examined quarterly by the EPforR Strategic Management Strategic Management Committee (SMT) which is composed of representatives from MoEST, MoFP, PO-RALG, NECTA, TIE, DFID, World Bank and Sida. The GPE coordinators from MoEST and PO-RALG are currently represented in this Committee. The SMT generally meets quarterly and two of the four annual meetings are timed to coincide with approving the 6-monthly DLI disbursements. Ad hoc meetings are also held if required. The focus is to review the achievements of the DLIs, the Government budget releases, risk management and other fiduciary issues. In addition, meetings provide an opportunity for the presentation of study report findings. Being a results based programme the quarterly SMT minutes and the annual report will be the narrative progress updates. The World Bank in compliance with the legal requirements the Action Plan and Fiduciary Assessment and risk assessment are updated on an annual basis. Annual audit reports by the National Audit Office of Tanzania (NAOT) are submitted according to Sida’s bilateral agreement.

5.8 Roles and Responsibilities of the Grant Agent and Coordinating Agent

99. The GoT has full ownership of GPE-LANES II and the MoEST has the formal responsibility in coordination with PO-RALG for the program design and program implementation. The GA will provide

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fiduciary oversight and technical support for GPE-LANES II in full alignment with national procedures. National procedures will be used regarding the budgeting process, financial management, implementation monitoring, and auditing. The GPE grant will be included in the Medium-Term Expenditure Framework (MTEF). The Controller Auditor General (CAG) will conduct annual audit of GPE-LANES II, and the budget for this is included in the GPE-LANES II budget. The GA will only cover the costs of any additional audit would be required during the implementation period. As the results of the Variable Part will be assessed through the independent verification processes of EPforR, the GA will ensure that reports are shared with the GPE Secretariat. This includes EPforR verification reports as well as GoT annual reports on DLR performance and annual financial audit reports of MoEST and PORALG.

100. The GA will strengthen institutional capacity and learning. The GA will support the government institutions in the planning, implementation and follow-up of the programme. The GA will provide its own resources if necessary for additional monitoring and evaluation of the programme with the aim to use a continuous monitoring and participatory learning approach, in addition to/replacing Mid-Term Review and End-term Evaluation. The GA will also provide its own funds for continuous (rolling-audit) support to the Government in the areas of procurement, financial monitoring, monitoring and results framework. Capacity development activities based on lessons learned will be planned and provided upon GoT’s request. 101. The CA will coordinate ESDC support to sector and programme monitoring including the variable part. Further, the CA will support the GoT in the preparation and reporting of JESR and sector implementation reports. The GA together with the CA will strive for increased coordination and harmonization among the donor community to the national priorities. The GA and CA will strive to increase coordination and harmonization of the donor support to the ESDP, supporting GoT priorities. The GA will continue to have a consistent presence and dialogue with the different governmental institutions to focus on strengthening the institutional capacity to respond to the challenges that were apparent in the first GPE program. The CA, as co-chair of the ESDC, will continue to facilitate dialogue on ESDP and grant implementation progress and challenges.

5.8.1 Programme Management Financing

102. Five percent of the total MCA is set aside for programme management. This budget will be shared between the GA and GoT, MoEST and PO-RALG. This five percent covers central administrative costs related to overall coordination only. Administrative, monitoring and implementation costs for each fixed part activity are allocated under the respective program subcomponents.

The GA supervision budget of USD $1.8 million for GPE-LANES II supports the GA’s supervisory role, including staff costs (one local and one international, including administrative, travel, reimbursable costs), as well as country office program administration costs, and short-term consultancy costs. In addition, as noted above, the GA will provide its own contributions as needed for technical assistance for the GoT, Rolling Audit, capacity development, monitoring and evaluation amounting up to around USD $2 million. The GA does not charge any agency fee.

The GoT will use USD $2.7 million of this budget for running and coordination of the project, including staff for the national coordination unit, internal auditing and institutional support. Most of the national coordination staff, and in particular the Coordinator and Deputy Coordinator, will be civil servants

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seconded from MoEST and PO-RALG, respectively. The GoT will contribute to the program the base salaries for all civil servants, and the GPE-LANES II programme management budget is being used to provide responsibility allowances for the additional responsibilities entailed in the Coordination roles. This is in line with government guidelines while managing large projects. The GoT also contributes toward external auditing of the programme by the CAG, and provides office space for the programme.

5.9 Complementarity of GPE Funds in relation to Government and External

financing

103. The funding of the current ESDP has been carefully estimated using a simulation model to project possible scenarios on financing requirements, taking into consideration the policy objectives and likely domestic and external funding sources. The simulation model (SM) was developed by a team led by MoEST and PO-RALG with technical assistance from the UNESCO International Institute of Educational Planning (IIEP) and reviewed by Cambridge Education. The SM was then updated when costing was reviewed in July 2018, based on the ESDP appraisal, with technical assistance from an outside consultant. The Ministry of Finance and Planning was also consulted to discuss future budget allocations for the education sector and the most appropriate macro-economic framework to use. Directorates of Primary, Secondary, TVET and Higher Education were involved to ensure that all costs were included, the unit costs were correct, and accurate assumptions had been made for drop-out and repetition rates, pupil-teacher and pupil-classroom ratios, among others.

Estimations of future funding commitments were submitted by DPs for the duration of the plan. These figures were then used to estimate the overall financing gap over the lifetime of the ESDP. Noting the international best practice of a maximum 10% financing gap, scenario planning strategies were used to produce a credible sector plan that could be supported by domestic and external financing.63 As noted above, GoT carried out further review of the financing strategy as part of the ESDP finalization process to completed in August 2018. 104. In recent years, the GoT expenditure on basic education rose from 24% in 2014/15 to 26.1% in 2016/17 of total national budget. The government allocated Tsh. 4,770.4 billion64 to the education sector in 2017/18, which is 21.6% of the entire national government budget (excluding Tsh 22,251 billion from the overall budget for servicing the national debt65). This indicates that the GoT is allocating more than the GPE requirement of 20% of its domestic resourcing to education. It is worth noting that in preparation for this GPE application, there was a challenge in getting figures for education, because funds sent to LGAs include education, health, and other sectors. GoT has formulated a way to clearly account for the money sent to LGAs for education from this year forward to ease the process of tracking this data going forward.

The GoT expends almost two thirds of the entire education sector budget in implementation and provision of basic education. In recent years, the allocation of the education budget has consistently exceeded the GPE requirement of apportioning a minimum of 45% of financing to primary education. In 2016/17 the Government assigned 64.7% for basic education (primary and lower secondary) while 53% had been allocated for primary alone as reflected in ESDP financing model.

63 EDSP Operational Plan 64 MoEST budget is approx. Tsh 1,30 billion which leaves over Tsh 3 billion for the other Ministries including PO-RALG 65 MoFP Budget Framework 2017/18

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Additionally, the GoT has ensured domestic commitment to finance the ESDP as it has aligned the five-year ESDP (2016-17 to 2020-21) with the current National Five-Year Development Plan (2016/17-2020/21) and hence it is integrated into the national Medium-Term Expenditure Framework. This will assure the sector a tool to advocate for public financial commitment to its objectives.

105. Based on current public commitments, funding from development partners (DPs) will remain roughly at current levels during the time frame of the National Five-Year Development Plan period. According to the Development Partner Contribution Matrix in the ESDP, DPs are expected to contribute 7% to 10% of the sector development budget for five years. 66 This should ensure that there are no funding gaps for the initial years of the ESDP. The GoT estimates that new DP projects which have not yet been publicly disclosed if they all come to fruition, will double the level of overall DP funding by 2020/21.

106. Currently the US$ 437.5 million Education Programme for Results (EPforR), funded by World Bank, DFID and Sida, contributes a significant amount to the sector annually through a results-based financing modality. In 2017/18, up to $114.8 million67 EPforR funds were potentially available for achieving progress on a variety of DLIs. Given the satisfactory results achieved by the GoT in maximizing the EPforR funds to effect change over the past two years, adding the GPE variable funds will further the organizational changes needed to improve sector performance. Furthermore, the GPE co-financing of selected DLIs, once achieved, trigger important funds for the education sector.

107. Other externally-funded programmes in pre-primary, primary education and capacity building that will complement the GPE-LANES II programme include the following.

➢ Education Quality Improvement Programme in Tanzania (EQUIP-T) supported by United

Kingdom’s Department for International Development (DFID) through Cambridge Education Ltd. is operating in nine of the “least” performing regions in Tanzania to improve quality in primary education and ensure students, particularly girls, transition to secondary.

➢ Tusome Pamoja supported by the United States Agency for International Development (USAID), managed by RTI International (RTI) supports teacher training, leadership and materials for the 3Rs in early grades in four Mainland regions and in Zanzibar.

➢ UNICEF technical support to the development and approval of the SB-CPD framework, the Inclusive Education Strategy, National Satellite and Guidance/Counselling Guidelines; In-service training of pre-primary and primary teachers (3Rs programme + life skills), mainstreaming of disability in education; prevention of violence in schools; and improvements in gender responsiveness in four Mainland regions (Mbeya, Iringa, Njombe and Songwe).

➢ Global Affairs Canada supports the Teacher Education Support Project (TESP) that aims to improve the quality and relevance of pre-service teacher training at Government teachers’ colleges, to upgrade teacher training colleges, and to enhance the MoEST’s capacity to manage the national teacher training college system.

➢ Worldbank, Sida, and DFID co-financing Education Programme for Results (EPforR) – to which the GPE LANES II Variable Part is pool financed.

108. The GPE-LANES II Fixed Part of the programme targets inputs not covered by others, and for early grades, the regions that are not covered by other programmes, thereby complementing GoT and DP inputs. This includes a focus by GPE-LANES II on COBET, the non-formal education specifically for over-

66 DPs Education Contribution Matrix 2017 67 from Table 1, EPforR Program Operations Manual, Revised August 2018

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age and out of school children. Special Needs Primary Schools and Units will also benefit from GPE-LANES II funding. Further, the Fixed Part includes in-service training and textbooks focused on the upper grades not yet provided by other partners. Given this focus, attention will be given to ensure there is no duplication of effort but rather harmonization with existing initiatives. 109. GPE funding will benefit from existing “fixed costs” investments in EPforR that other donors are already providing, increasing the Value for Money of the investment. In particular, a high level Technical Assistance- a critical piece for the success of the programme- is already fully funded by DFID. An Independent Verification Team that independently verifies the results claimed by the Government- also a necessary part of a pay for results scheme- is also contracted and paid in full by DFID until 2020.

6 The GPE-LANES II Fixed Part (Scope of Work)

6.1 The GPE-LANES II Fixed Part Objectives

110. In order to achieve the overall GPE-LANES II objective of Enhancing universal access and participation in quality Pre-primary, Primary and Non-Formal Education (COBET), with emphasis on vulnerable children, the three objectives of the Fixed Part of the grant are as follows.

• Improve learning outcomes by enhancing the quality of teaching through the provision of continuous professional development in pre-primary and primary, including COBET facilitators and special needs teachers.

• Improve learning outcomes in pre-primary, primary and COBET through the development, procurement and distribution of appropriate teaching and learning materials, including materials and devices for learners with special needs.

• Improve learning outcomes in pre-primary, primary and COBET through Strengthening Efficiency, Planning and Management in Education

6.2 The GPE-LANES II Fixed Part Components

111. These objectives will be addressed through three components linked to Learning, Equity, and Efficiency, each directly contributing to meeting the three GPE strategic goals. These components are:

Component 1: Teachers’68 Professional Development - The activities supported in this component are designed to improve the quality of teaching through strengthening the role of the Teacher Resource Centers (TRCs) for provision of continuous professional development training for pre-primary, primary, COBET and special needs teachers in the new competency-based curricula, inclusive education and assessment of children’s learning needs and outcomes.

Component 2: Development and Supply of Teaching and Learning Materials (TLM) - The activities supported through this component will focus on the development, printing and distribution of both

68 “Teachers” in the Tanzania Mainland context is used to refer to all the professionals who will be teaching students in the formal or non-formal education system, including Ward Education Officers (WEOs) who are also teachers by profession, and COBET facilitators.

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textual and non-textual materials. Textual materials will include textbooks for Standards V, VI and COBET pupils, and supplemental readers for Standards I and II, while non-textual materials will include special needs resources, and pre-primary TLM.

Component 3: Efficiency in Educational Management - This component contributes to the successful implementation of the School Quality Assurance (SQA) framework, the monitoring of learning outcomes, as well as effective and efficient data collection and evidence-based planning aligned with the ESDP, at ministerial, LGA and school levels.

6.3 Theory of Change for the GPE-LANES II Fixed Part

112. The Fixed Part components are both derived from and aligned with needs and issues identified in the ESDP. These issues include: a) poor learning outcomes at primary level; b) the need to improve the quality and coverage for quality non-formal education for Out-Of-School Children (OOSC); c) insufficient personnel and equipment to identify and support children with special needs; and, d) the need for stronger evidence-based planning making use of relevant and timely educational data. The GPE Task Force, involving members from MoEST and PO-RALG, reviewed all the goal areas and strategies of the ESDP and identified these issues as both: 1) the most in need of support; and, 2) the most likely to have transformational effects on learning, equity and efficiency with the funds available through the Maximum Country Allowance (MCA) and the funding modalities agreed upon.

113. The Theory of Change Diagram (Figure 6) for the Fixed Part details the strategies identified to address each issue and the expected results, in relation to the ESDP. The Theory of Change is organized horizontally by the GPE criteria of Learning Outcomes, Equity, and Efficiency. The red column summarizes the issues from the ESDP related to each criterion to which GPE-LANES II responds. The yellow column notes the specific strategies that will be undertaken as part of the GPE-LANES II fixed part to address the issues noted under learning outcomes, equity, and efficiency. The green columns specify the expected results in terms of outputs and outcomes. The final green column relates the GPE-LANES II strategies back to the goals in the ESDP Logical Framework (ESDP Fig. 5.1). It should be noted that the ESDP goals do not rely on GPE-LANES II alone for their achievement; this figure, however, shows the role of GPE-LANES II fixed grant components in contributing to these goals.

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Figure 6. GPE-LANES II Fixed Part Theory of Change

Equity: OOSC- improving quality

opportunities for Basic

Education outside formal

schools

Special Needs - identification and

support to learners

Efficiency: Alignment of ESDP in LGA

Strategic Plans Use of Data for Evidence-Based

planning at LGA and

school levels School Quality Assurance to be

efficient and effective

Learning Outcomes: Poor performance of learners on

national assessments Inadequate School Based

assessment for student

competence Implementation of new SQA

framework to support

quality of teaching and

improve learning

outcomes

ISSUES identified in the ESDP

GPE-LANES II STRATEGIES contributing toward ESDP

EXPECTED RESULTS

To provide: Subcomponent 1.3: In-service Training for COBET facilitators Subcomponent 2.2: Produce and distribute COBET textbooks and teacher guides Subcomponent 1.3b: In-service Training for special needs teachers Subcomponent 1.4: Special Needs Assessment Kit and Training provided in all LGAs Subcomponent 2.4: Equipment for special needs teaching and learning

Subcomponent 3.1: Training on ESDP, Strategic Plans and use of Data for LGAs Subcomponent 3.2: Facilitate WSV, SQA Monitoring Reviews and training of HTs, WEOs, DEOS on new SQA system and use of data Subcomponent 3.3: Facilitate Std. II national assessment of 3Rs (EGRA) Subcomponent 3.4 GPE programme M&E

Subcomponent 1.1: Handbook and

re-orientation for TRC Coordinators Subcomponent 1.2: Development of

CPD modules for in-service training Subcomponent 1.3: Provision of

CPD through TRCs Subcomponent 2.1: Develop and

distribute textbooks for Std. V- VI Subcomponent 2.3: Procure TLM for

pre-primary classrooms Subcomponent 2.5: Procure

Equipment for TRCS Subcomponent 2.6: Provide

Supplemental readers and

additional textbooks for Std. I & II in

target regions

Outcomes: Increased percent of COBET learners successfully mainstreamed in Std. 5 Increased percent of Children aged 4-6 identified as having special needs and enrolled in schools

Outputs: Annual Education Sector Performance Report HTs, WEOs, DEOs, REOs trained and implement training SQA Monitoring Reports and School Report Cards

Outcomes: TRCs function effectively to provide teacher CPD Teachers use effective teaching methods Textbooks utilized effectively in schools Improved student performance on the PSLE, and Std. II 3Rs/EGRA assessment

Outcomes: Evidence-based school, ward, district education plans based on valid data Learning at school level improved through SQA processes

Outputs 50% of Std. V, VI and and VII , pre-primary teachers trained through TRCs Std. VI & VII textbooks and Std. I & II supplementary readers distributed to schools Pre-Primary TLM reach targeted schools 25% of schools receive WSV per year (15% through GPE funding)

Increased capacity of schools and communities to ensure inclusive access and completion of basic education

Improved capacity to monitor and evaluate programmes at LGA and school level

Strengthened capacity of Quality Assurance and school-based assessment Improved capacity of schools to provide conducive teaching and learning environment throughout primary (BE cycle 1) for all learners

Outputs: 850 COBET Facilitators receive training COBET textbooks distributed to COBET centres Teachers for special needs education receive training SN equipment reaches targeted schools 600 TRCS equipped for CPD

Enhance universal access and participation in quality Pre-primary, Primary and Non-Formal Education (COBET), with focus on vulnerable children

FIXED

PART

TOC

Baseline phase: Ensuring common vision and focus for program Clarifying roles and responsibilities for all implementing parties Compiling baseline data, setting up monitoring and evaluation systems

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6.4 Scope of Work: Fixed Part Components

6.4.1 Initial Baseline Phase

114. The implementation plan for the Fixed Part includes a baseline planning phase, based on lessons learnt from the GPE LANES evaluation. Key activities during this phase will be to ensure all implementing agencies have clarity on roles and responsibilities, with an understanding of the programme as a whole and how the components are related. Furthermore, this will be a period in which robust monitoring and evaluation systems are set up, and reporting expectations are understood. The GPE-LANES II Operations Manual will be developed (updated from the existing GPE LANES manual). This phase will include a field visit to establish a baseline snapshot against which later monitoring visits and data can be compared, particularly for intermediate outcomes such as textbook use and teaching strategies. Relevant existing reports, such as the EPforR annual Independent Verification Agency Report section on textbook availability and use, will be used. Overall, this phase will lay the groundwork for smoother communication, functioning and timing of inputs throughout the programme implementation. 6.4.2 Component 1: Teacher Professional Development

115. The objective of Fixed Part Component 1 is to improve the quality of teaching and learning by strengthening the implementation of Continuous Professional Development (CPD) for in-service teachers through Teacher Resource Centres (TRCs). A second objective is to ensure that every LGA has teachers trained and equipped to carry out pre-enrolment special needs assessments. The activities supported in this component are as follows:

1.1 Strengthening the role of TRCs 1.1a Planning phase: Gathering lessons learnt/best practices and developing a handbook for TRC

Coordinators to support the CPD Strategy in primary education 1.1b TRC strengthening: Re-orientation training of TRC Coordinators 1.2 Development of guideline/modules for the CPD 1.3 TRC training of teachers through ongoing CPD 1.3a CPD for Pre-Primary and Primary teachers via TRCs directly 1.3b CPD for COBET and Special Needs Teachers via coordination of TRCs 1.4 At LGA level, Training and facilitation of pre-enrolment special needs assessment to identify

special learning needs of children 4-6 years of age.

116. Rather than providing a one-off training as implemented in GPE-LANES, GPE-LANES II will set the ground work for ongoing, sustainable and continuous professional development for in-service teachers. The GPE LANES Evaluation found that the cascade model, involving the training of one or two teachers from each school, did not have a strong impact on primary school teaching overall; and TRCs are believed to be a more effective modality for implementing CPD and ultimately changing teaching practices. The strengthening of TRCs will not only provide more opportunities for ongoing professional development for teachers, many of whom have had little, if any, training since completing their teaching certificates/diplomas/degree. The TRCs will also enable all teachers to participate directly in professional development, and the TRC Coordinators can help WEOs and Head Teachers to promote ongoing

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communities of learning among teachers within and between schools, as well as providing support to struggling schools identified through the SQA system.

The TRCs, which each serve a cluster of schools, can be an important support mechanism for teachers, facilitating them to hone their skills and obtain new information, share teaching and assessment strategies, and have consultations with other teachers, among others. Using the TRC Coordinators to provide and coordinate CPD brings the training closer to schools.

117. The strengthening of TRCs does not entail infrastructure. Rather, it is a renewal of the role of TRCs situated within the new CPD model for ongoing teacher learning. Some equipment will be provided to TRCs under subcomponent 2.5 to ensure TRCs can carry out their roles effectively. However, the focus of GPE-LANES II is to map out how TRC Coordinators, in liaison with SQA officers, WEOs and head teachers, can provide effective and timely support for teachers in order to improve the quality of teaching and learning. 118. Strengthening the TRCS as a strategy toward improved teaching and learning provides synergy with other reforms in the sector, including the new, competence-based curriculum, the new School Quality Assurance (SQA) system, and the NF-CPDPT Strategy. The competence-based curriculum developed under GPE-LANES entails a transformative shift from covering the content of the written syllabus to a focus on student learning driving the teaching process. Rather than simply presenting or “covering” the written curriculum content, teachers must monitor and then plan future lessons based on student mastery of the content. The use of continuous assessment is vital for making this shift effectively. Continuous school based assessment is a process conducted formally and informally during the entire period in which the teacher interacts with pupils inside and outside the classroom. This assessment constitutes an important part of teacher preparation, whereby the teacher will use the results of the pupils’ daily work and observation of the learning processes to determine their progress in learning of the 3Rs.69 Without this assessment, it is difficult to determine the learning needs of students, particularly those who may be falling behind.

In addition to the LANES evaluation which concluded that there was less impact on teaching than desired, many independent studies have shown that the dominant teaching – learning approach in primary schools is highly teacher-centred, with inconsistent school-based assessment by teachers of individual learners.70 The new curriculum for Standards III-VI, published in and rolled out from 2016 (rolled out one grade level per year) is based on competences and provides assessment criteria and performance rubrics for teachers to use in continuous assessment. However, because most in-service teachers have not learned the use of rubrics or competences in their initial teacher training, in-service training is imperative for successful implementation of the new curricula.

As explained above, the new SQA system entails collaborative- and self- evaluation on the part of teachers, schools and administrators, culminating in a Whole School Visit and the issuance of a School Report Card based on set criteria in the areas including learning achievement, quality of teaching, curriculum, and leadership. Together with the new curriculum and the teacher CPD strategy, this signifies a larger shift toward a learning-centred, assessment-based, collaborative and ongoing professionalism of the basic education sector. The TRCs provide a platform through which teachers and schools can be supported in making this transformation. It is expected, therefore, that with the CPD modules and ongoing support by

69 Curriculum for Basic Education, Standard I and II, MoEST, 2016, page 10 70 GPE Lanes Program Document 2013; Mligo 2016; Thomas & Salema, 2016; Tilya & Mafumiko 2018;

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TRCs, together with the support of the new SQA system, teaching practices will become more effective, to ultimately result in higher learning outcomes.

119. Furthermore, the TRCs will provide a fast and effective conduit to reach teachers for any future improvements or reforms in curriculum, assessment or approaches to teaching; a conduit which can also provide feedback and monitoring data back up into the system. In other words, the TRCs not only avoid the problems associated with a one-off training, but they also put in place a systemic platform for vertical communication and school-level support. Once the TRCs are functioning, they are a sustainable, long-term provider of CPD, providing a conduit from the Ministry and TIE to funnel their educational improvement objectives to teachers. They also provide a ready medium through which practitioner views and experiences can be captured and then shared with policy makers and educational planners through monitoring, evaluation and feedback mechanisms.

120. In providing the groundwork for strengthening of the role of TRCs and ongoing CPD, GPE-LANES II will coordinate the synthesis of lessons learnt and best practices from government and Development Partner (DP) teacher-training initiatives. This activity will provide the platform for GoT to gather DP programmes, for example the various 3Rs initiatives (EQUIP-T, Tusome Pamoja) UNICEF, as well as non-state actors involved in the provision of training for teachers, to collectively discuss lessons learnt and share best practices. The culmination of this process will provide a guideline for coordination of current and future teacher professional development work in the basic education sector. This forum can also serve as a platform for GoT to encourage consistency in the modality of teacher professional development across donor programmes.

121. Subcomponents 1.1, 1.2, and 1.3 also support the GPE-LANES II Variable Part, contributing to EPforR DLIs 5.2 “Meet target for number of schools receiving school incentive grants (SIG)” and 7.1 “Improved student retention rates in primary/basic education.” The DLI 5.2 depends on the PSLE pass rate; that is, schools qualify for SIG by showing improvement on their PSLE results. Teacher training for upper primary teachers is expected to contribute to improved performance on the PSLE. Furthermore, improvement of teaching strategies is expected to improve the learning environment for children, making learning more attractive to all students. Figure 7 (below) gives an overview of the inputs, processes, outputs and outcomes for these three subcomponents.

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Figure 7. Results Chain: Teacher Professional Development on new competence-based Curriculum and continuous, school-based assessment (Subcomponents 1.1a, 1.1b, 1.2, 1.3)71

Inputs Processes Outputs Outcomes Impact Assumptions

122. The Special Needs Pre-Enrolment assessment is kept as a separate activity (1.4) under Component 1 because it will continue to operate under the LGAs, involving not only teachers, but also

71 See separate results chain for Subcomponent 1.4, Special Needs Assessment, under the subcomponent below.

TIE and MOEST human

Resources

TRC human Resources and infra-structure

Development of 4 sets of

teacher training

modules (Std. V-VI, SNT,

COBET, Pre-primary)

Identification of targeted

teachers within school

clusters

Training of targeted

teachers and COBET

facilitators via TRCs

50% of upper primary teachers

receive CPD

80% of Special needs teachers

receive CPD

80% of COBET Facilitators receive CPD

50% pre-primary teachers trained

Improved learning

outcomes in pre-primary,

upper primary, COBET classes,

including for pupils with

special needs

Increased % of COBET pupils successfully

mainstreamed into formal

school

Training modules will be consistent

with new curricula and SQAS criteria

With ongoing support from

TRCs, Teachers will be able to

implement what they learn in their

school environments

Teachers will continue to

receive support in

implementation from in-school and close-to-school quality

assurance, as well as TRC

GPE-LANES II Coordination & supervision from MOEST and PO-RALG

LGA human Resources

and supportive

coordination

Sharing of Best Practices

and development

of TRC handbook

Re-orientation training of

TRC Coordinators

600 TRC Coordinators

receive training

TRC Handbook

produced to support CPD

Strategy implementation

Teachers use effective teaching

methods to engage and

motivate learners

TRCs are functional,

and meet at least once a month with

teachers according to

CPD guidelines

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health and social workers. Subcomponent 1.4 – provision of training/refresher course and carrying out of the special needs assessment in 9 LGAs – completes work started by GPE LANES, in which 176 wards received training and successfully carried out the assessment of children aged 4-6. (See further explanation and results chain below under subcomponent 1.4).

Key Issues, Strategies, Complementarities, and Implementation Arrangements by Subcomponent for Component 1

123. Fixed Part Component 1 Subcomponent 1.1 – Strengthening the role of TRCS to provide ongoing CPD for in-service teachers

Targets: Report on best practices from existing initiatives produced

Handbook for TRCs produced and disseminated

600 TRC Coordinators receive 5-day re-orientation training; 2000 WEOs receive 1 day of training

Aligned with/complements ESDP or other: GPE LANES; ESDP – Quality Education Outcome Area; DP Initiatives (Tusome Pamoja, EQUIP-T, UNICEF), NF-CPDPT

GPE-LANES II Programme Fixed Part budget: $1,392,148 USD

Implementation period: Year 1

124. Subcomponent 1.1 does not entail the physical building of TRCs, rather it focuses on developing guidelines and harmonization of activities as well as capacity building of TRC Coordinators to provide the basis for ongoing, meaningful and timely training and support for teachers through TRCs. There are currently 614 TRCs established in Tanzania Mainland, 575 of which have permanent or acting Coordinators. Of the 614 TRCS, 331 are deemed ‘functional’, meaning that they continue to carry out some sort of activity, for example, providing a study space for teachers who are pursuing diplomas or degrees. GPE-LANES II will update and re-orient the TRC Coordinators to current education sector reforms and build their capacity for providing ongoing CPD, developing communities of learning, and liaising with WEOS, Head Teachers and SQA to support struggling schools/teachers as well as to identify ‘champion’ schools or teachers and sharing of resources.

125. Subcomponent 1.1 directly addresses a goal of the ESDP, and complements DP programmes in quality improvement. In the ESDP, “increase use and revival of TRCs through improved coordination and facilitation/resources” is a strategy under “Teacher Support and In-service Training” (p. 87). The TRCs are also part of the indicators and results for the ESDP Priority Programmes:

Under Quality of Basic and Secondary Education (ESDP p. 190)

Outcome: Teachers receive regular support and in-service training, in priority areas in line with their needs and

Indicator: 2A05 % of teachers having benefitted from at least three weeks of in-service training in the past 3 years

Strategy: Increase use and revival of TRCs through improved coordination and facilitation/resourcing

Result: TRCs are better able to deliver school-based INSET

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education system priorities

In addition, the preparation of the handbook and the training for TRC Coordinators will draw on best practices and lessons learnt from GoT, GPE LANES and DP initiatives such as TESP and in the 3Rs and teacher training, such as DFID’s EQUIP-T, USAID’s Tusome Pamoja and UNICEF programmes, which have promoted communities of learning and evidence-based teaching strategies.

126. The planning phase of this subcomponent provides an important opportunity for GoT and Partner Programmes to draw on and learn from existing practices in teacher in-service training. The first step of the process will be for the GPE-LANES II Coordination Unit to convene a roundtable of relevant stakeholders, including programmes supported by DPs, relevant non-state actors involved in teacher training, representatives of TRCs from Tanzania Mainland, and from Zanzibar, where the TRC system is more fully developed. The outcome of this step will be a white paper summarizing the key lessons learnt and best practices generated from the sharing of practices across programmes. An additional benefit of this process is that it provides a platform for GoT and its various partners to reach common expectations on the key content and modalities of in-service teacher training. 127. The lessons learnt and best practices will form the foundation for the TRC handbook. This will be an update of any previous version of a handbook or guidelines for TRCs. The handbook will further specify roles, responsibilities, communication and collaboration between key focal points in teacher training and school quality improvement at the local level, such as TRC Coordinators, WEOs, head teachers, SQA Officers, not to mention Teacher Training Colleges or universities that can serve as a resource to centres. The handbook will note the recent reforms in the sector and make clear the overall aims of CPD and key focus areas such as increasing teachers’ ability to use the new curriculum and materials, continuous assessment, active learning (especially age-appropriate active learning for pre-primary) and inclusive education. TRC Coordinators will be expected to directly provide support and facilitate best practices among primary and pre-primary teachers, as well as providing support as far as possible for special needs teachers and COBET facilitators. Therefore, the handbook will also explain how TRCs can collaborate with WEOS, DEOs and REOs to organize specialist trainers to come for COBET and Special Needs teachers. 72 The handbook will also specify the kind of monitoring, evaluation and records that may be expected of TRC Coordinators. Where possible, relevant past TRC guidelines on the same will be used as a reference for this activity.

128. The re-orientation training for TRC Coordinators will emphasize the overall vision of the ESDP, the role of CPD and TRCs within the basic education system, as well as strengthening Coordinators’ skills for their role. Through introducing the handbook, TRC Coordinators will come to understand how their role fits within the current picture of improving quality in basic education. Another important component of the training will be to hone the coordinators’ skills at coaching, mentoring and facilitating communities of professional learning for teachers. In addition, because coordination between the TRC and WEOs will be of utmost importance (WEOs being responsible for tracking which teachers have received training, and for quality of the schools); the final day of the training will include WEOs. REOs, DEOs, SQA Officers and Head Teachers will be informed of the roles and expectations of TRCs through normal channels of LGA communication.

72 It is possible the number of COBET facilitators or Special Needs Teachers within a single TRC cluster of schools will be few, so the COBET and Special Needs training will be coordinated to involve more than one TRC, possibly involving all TRCS from one district or region; however, the TRCs would still be involved in identifying needs and in providing follow-up support to these teachers.

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129. Implementation of Subcomponent 1.1 entails the following steps: (see also Figure 8 below)

1.1a. Planning and preparation phase Based on the ideals and responsibilities outlined above, the following implementing parties will be responsible for the planning and preparation phase:

Activity Responsible

Sharing of lessons learnt and best practices in primary teacher training initiatives; production of white paper

Coordinated by Teacher Education department of MoEST, involving all relevant stakeholders

Development and piloting of TRC handbook Teacher Education (MoEST)

Printing of the TRC handbook Teacher Education (MoEST)

Preparation of the TRC Coordinators’ Training Teacher Education (MoEST) with TIE

1.1b. Re- orientation Training of the TRC Coordinators The training workshops will be conducted by MoEST at zonal level. WEOs will join the training workshop on the final day, to ensure they share an overview of the role of revived TRCs and to facilitate the necessary collaboration between TRC Coordinators and WEOs.

Around mid-programme the TRC Coordinators will be reconvened at zonal level. The purpose of this meeting will be to report challenges and successes and to provide additional refresher training for the Coordinators to strengthen their ability to carry out their roles effectively. This will be coordinated by the GPE-LANES II Coordination unit, and will involve other relevant departments, such as Teacher Education.

Figure 8. Implementation Arrangements for Subcomponent 1.1

130. Fixed Part Component 1 Subcomponent 1.2 – Development of CPD guideline/modules

Target: 4 CPD guideline/modules - one for each focus area of upper primary, COBET, Special Needs and pre-primary

Aligned with/complements ESDP or other: GPE LANES; ESDP – Quality Education Outcome Area; DP Initiatives (Tusome Pamoja, EQUIP-T, UNICEF, TESP), NF-CPDPT

GPE-LANES II Programme Fixed Part budget: $204,956 USD

Implementation period: Year 1

Round table discussion

convened and report

produced

Teacher Education Department

develops handbook for TRCs

TeacherEducation leads training for TRC

Coordinators with WEOs

Coordinators return to TRCs and proceed

with CPD (Sub Comp. 1.3)

GPE Unit reconvenes Coordinators for

monitoring review

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131. Subcomponent 1.2 will allow TIE to fulfil its mandate to provide the guideline and modules for teacher training, in support of the overall CPD strategy of GoT. Once the TRC Coordinators understand their roles and responsibilities (Subcomponent 1.1), and the TRCs have received any equipment necessary through subcomponent 2.5, the Coordinators will then use guideline/modules prepared by TIE and MoEST in their training of teachers at school/cluster level.

132. The emphasis on these particular groups of teachers demonstrates GoT’s commitment to inclusive education, and to the continued improvement of the quality of learning at all levels of basic education Cycle 1. In GPE-LANES, TIE developed training modules focused on the 3Rs for Standard I and II teacher in-service training. For GPE-LANES II, TIE will develop modules focusing on using the competence-based curriculum and continuous assessment for:

a) upper primary teachers b) COBET facilitators c) Special Needs Teachers

133. The focus on these particular training modules is driven by the need to reach teachers who have not benefitted from other initiatives and to closely support the effective use of materials provided under Component 2 of the Fixed Part Grant. While TRCs can and will support all teachers and schools within their cluster, the emphasis during GPE-LANES II will be placed on continuing to support the 3Rs in-service for Standards I and II from GPE-LANES, EQUIPT and Tusome Pamoja in schools, while providing targeted in-service training for teachers who have not yet benefitted from the 3Rs programmes. In regions where pre-primary was included in the 3Rs initiatives, care will be taken to avoid overlap and enhance complementarity.

134. The CPD modules developed by TIE will be a timely intervention to support curricular changes. Upper primary teachers will begin using the new curriculum and textbooks in 2019 and 2020, and GPE-LANES II will allow the TRCs to provide more of these teachers with training to support this transition. TIE will develop a consolidated training module for Standards V - VII as the same teachers frequently teach the upper grade levels. Training modules for the special needs teachers will be adapted from the Standard V-VII modules, to incorporate teaching suggestions, modifications and assessment accommodations appropriate to students with special needs. These modules will be adapted by the MoEST Special Needs Unit. TIE developed the CPD module for pre-primary teachers under GPE-LANES and the modules will be implemented under GPE-LANES II. Pre-primary teachers play a vital role in laying the foundations for children to learn the 3Rs. In-service training in early childhood teaching practices is critical for primary teachers reassigned to pre-primary, in order to ensure the quality and relevance of teaching in pre-primary classes. Teaching in early childhood education is not equivalent to teaching primary classes. Effective and relevant pre-primary teaching employs a hands-on, play-based approach which differs significantly from the methods that most primary teachers have learned in their basic teacher training. While the provision of pre-primary certificates to newly-qualified teachers continues, the majority of pre-primary teachers have been re-assigned from primary school. These teachers in particular will benefit from GPE-LANES II supported pre-primary in-service training through TRCs. 135. The GPE LANES Evaluation noted that non-formal education had received little support in recent years. The JESR (2017), also noted challenges such as shortage of facilitators compared to the large number of OOSC; lack of teaching and learning materials for COBET, and non-inclusion of refugee children.

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The JESR outputs were incorporated in the ESDP.73 The GoT has taken steps already with the Primary Teacher Deployment Strategy (2018) to ensure that each primary school, including COBET centres, has been allocated an adequate number of qualified teacher facilitators. However, newly-assigned teachers and even some previous COBET facilitators have not had training on the new competence-based curriculum. Therefore, COBET facilitators are targeted for training in the updated COBET competence-based curriculum using COBET methodology and the MoEST Department of Adult and Non-Formal Education will prepare the training modules based on the COBET curriculum and materials being updated under subcomponent 2.2.

136. For implementation, TIE draws on TTC tutors, curriculum developers, Quality Assurers and champion teachers74 to develop the training modules for upper primary. The development of modules will immediately follow on from the development of textbooks and materials for upper primary, and for COBET. The ANFE specialists at MoEST will be responsible for the COBET training module. The MoEST Special Needs Unit will have a leading role to play in the adaptation of the upper primary teacher training into a module especially for Special Needs teachers. The new modules developed under GPE-LANES II (like the already-existing modules) will be available electronically via the TIE website. TRCs, having been equipped under subcomponent 2.5, will be able to quickly and efficiently access the modules to use them according to their school cluster training needs and timetable. Figure 9. Implementation Arrangements for Subcomponent 1.2

137. Fixed Part Component 1 Subcomponent 1.3 – CPD provided by TRCs

Target: a. At least 50% of primary and pre-primary teachers receive CPD

b. 80% of COBET Facilitators and Special Needs teachers receive CPD

Aligned with/complements ESDP or other: GPE LANES; ESDP – Quality Education Outcome Area; DP Initiatives (Tusome Pamoja, EQUIP-T, UNICEF), GPE-LANES II Component 2, NF-CPDPT

GPE-LANES II Programme Fixed Part budget: $4,360,417 USD ($3,342,718 USD for (a), $1,017,699 USD for (b)

Implementation period: Years 1 – 4

73 Joint Education Sector Review (2107) pages 59-62 74 Champion teachers are teachers who have been officially identified for exemplary classroom practices and performance

TIE coordinates development

of teacher CPD modules- for

upper primary in Y1

SNE Unit adapts upper primary CPD for special needs teacher module in Y2

ANFE Unit develops CPD

module for COBET

facilitators in Y2

Completed guidelines/m

odules disseminatedthrough TIE

Website

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138. TRCs provide flexible and multi-layered CPD to schools and teachers. Periodically, TRC coordinators will gather a specific set of teachers, for example, Standard V - VII teachers, or pre-primary teachers, for a focused in-service training session following the TIE CPD modules. The targets for this subcomponent refer to the percent of teachers who benefit directly from this sort of training. However, at other times, TRCs can provide CPD through encouraging and coaching communities of learning within and between schools, which will involve the TRC Coordinator visiting schools instead of teachers gathering across schools. TRCs also provide access to shared resources that enhance teacher knowledge or skills, or that can aid in teaching. Because there is a significantly smaller number of Special Needs teachers and COBET facilitators, TRC Coordinators will coordinate between themselves, Ward, District and Regional officers to save costs through joint trainings for these teachers.

A responsibility of each TRC Coordinator is to develop and report on a comprehensive plan, including budgets, for training within their cluster of schools, emphasizing the key focus areas for training as outlined in the TRC handbook, and aligned with current reforms as well as GPE-LANES II objectives. The actual budget for each TRC will vary depending on the number of schools/teachers the TRC serves. Under this component, GPE-LANES II will ensure that TRCs have funds with which to run their activities related to primary education. The approximate timeline for this component begins in the end of Year 1 of the programme, and continues through the first half of year 4, which coincides with the end of a school year. The length of the program gives GoT a window in which to develop sustainable and on-going funding sources for the TRCs, to ensure they continue to function after the GPE-LANES II Grant funding ends.

139. Monitoring and Evaluation has been planned for the training component. There is an outcome indicator in the GPE-LANES II Results Framework (Annex 4) for the intermediate outcome of teachers implementing effective strategies in their classrooms. This will be monitored through SQA officers and Whole School Visits. The language used for this indicator comes directly from the SQA criteria, to make it easy for officers to capture the data. This monitoring data will be included in the SQA Department annual report to the GPE-LANES II Coordinator. In addition, TRC Coordinators’ monthly reports will include a summary of the CPD objectives they are currently working on with teachers in their cluster, as well as the number of teachers who have received CPD that month and the number of schools the TRC Coordinator has visited. These reports will be aggregated by the WEOs and DEOs in their monthly reports, and will reach the national coordination level through regional quarterly reports.

Figure 10. Implementation Arrangements for Subcomponent 1.3

140. Fixed Part Component 1 Subcomponent 1.4 - In-service training for primary teachers and LGA officials on the purposes and usage of the special needs assessment kit

Target: LGAs not reached in the GPE LANES supported assessment

Aligned with/complements ESDP or other: GPE LANES; ESDP Outcome area of Access, Participation and Equity; National Strategy Inclusive Education

GPE-LANES II Programme Fixed Part Indicative amount: $442,478

TRC Coordinators identify teacher

needs and make an annual training plan

PO-RALG disburses funds to each TRC via

the LGAs

TRCs conduct in-service CPD training

and support

WEOs track the number of teachers

trained and TRCs monitor impact of

training

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Implementation period: Year One

141. A major challenge has been the weakness in the education system to identify and register or record students with special needs. To address this challenge, in 2018, PO-RALG and its LGAs, with support from the GPE LANES programme, carried out a special needs assessment which screened all children between 4 and 6 years of age who were enrolled or not yet enrolled in school. This exercise covered all 26 regions, reaching 175 out of 184 LGAs. Along with identification of the special needs children, their caretakers received referrals to service providers such as special needs schools, special needs centres, inclusive schools, hospitals and/or social counselling, according to the PO-RALG Report on Special Needs Assessment Exercise, May 2018. Each region received a Special Needs Assessment Kit, which is shared by all the LGAs in the region and is stored in one designated school in each region. This process was adopted based on earlier success in similar processes used by UNICEF in the 1990s and early 2000s.

142. The GPE LANES special needs training and assessment exercise involved primary school teachers as well as LGA officers, including district special needs education officers, social welfare, health and community development officers. The officers and teachers from each LGA participated together as a team in the training and then carried out the assessment in the wards assigned to them. Since most of them were not specialists in disabilities, the training explained the details regarding each type of disability, how to use the kit to identify them, and where to refer children with different needs. The training was considered to be a success due to the large number of children identified and referred to relevant service providers. However, a major challenge was the inaccessibility of some wards due to poor road infrastructure, and the exercise being carried out during the rainy season.

143. Subcomponent 1.4 of GPE-LANES II targets wards that were not covered in LANES, to ensure children in every ward have been assessed. Under GPE-LANES II, there will be a refresher training to enable targeted LGA teams to carry out the exercise in the wards which were not reached in 2018. The National Strategy for Inclusive Education (NSIE, 2017) supports: “Strengthening the capacity of local government and non-state actors to effectively facilitate the identification of the most needy and vulnerable persons to enable provision of necessary support to them” (p. 11).

144. Training on the Special Needs Assessment of children 3-5 years of age aligns with the ESDP. The ESDP prioritizes support for the most vulnerable students in Subcomponent 1.B, Component 4. and the Objective for Subcomponent 1B: Equitable access to and successful completion of basic education for all, improving internal efficiency and addressing the causes of dropout, with particular attention to excluded and marginalized groups, and reducing regional disparities. Currently there are no other partners focusing on identification of special needs, especially in early years, for Tanzania Mainland.

ESDP Subcomponent 1.B - Component 4 – Support for Most Vulnerable Students (page 162)

Outcome Ensuring all students gain access to and complete Basic Education, regardless of their means or

vulnerability

Indicators Number of children with special needs enrolled, by gender and region % of primary and lower secondary schools with at least one teacher trained on inclusive and/or

special needs education

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Strategy 1 Make schools inclusive for students with special needs Result Students with special needs are retained in schools, with reduced dropout rates

Strategy 2 Provide trained and equipped specialist teams in every region to help schools and communities

identify children with special educational needs Result Students with special needs are identified so that they can receive appropriate support

145. The implementation of the Special Needs Assessment in the nine LGAs that could not participate in the 2018 exercise will be carried out in the first year of GPE-LANES II. The LGAs that were not included were largely inaccessible at the time allocated for the exercise (that is, there was lack of access due to rainy season road conditions). The timing of the GPE-LANES II supported exercise to cover this gap will be shifted to coincide with drier seasons, when roads are more passable. PO-RALG and MoEST will collaborate to provide a 6-day refresher course and to ensure there is community awareness-raising so that families bring their children to be assessed. The training course and awareness-raising will follow the same implementation as was done in 2018 under GPE LANES. Immediately following the training, teams are expected to carry out the assessment in their respective locales. The budget for this subcomponent includes the task of carrying out the assessment.

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Figure 11. Results Chain for Special Needs Assessment (Subcomponent 1.4)

Inputs Processes Outputs Outcomes Impact Assumptions

Potential Bottlenecks or Risks and Mitigations for Component 1 activities 146. A number of possible issues in implementation or bottlenecks for Component 1 Teacher Professional Development have been identified. Mitigation measures have been considered and planned for these issues. (See Table 5). Table 5. Potential bottlenecks and mitigation measures for Fixed Part Component 1

Potential Bottleneck Mitigation Measures

Still weak but developing TRCs The emphasis on the strengthening of TRCs in the ESDP, the inclusion of a planning phase and training of TRC Coordinators, as well as the GPE-LANES II Fixed Part providing equipment for TRCs (see Component 2.5, below) will support the effectiveness of TRCs.

Coordination of stakeholders involved in in-service training

GPE-LANES II provides a platform to convene a coordination meeting between GoT GPE coordinators, EQUIP-T, Tusome Pamoja, UNICEF, among others, to ensure sharing of best practices and consistency across the INSET and materials provided in each region.

Assessment Kits

(provided by LANES)

Special Needs assessment training and

identification exercise in 9

targeted LGAs

Assessment carried out and Identified

Children are referred to

appropriate service providers

# of participants trained to carry out the

assessment

Increased percent of children

receive the support they

need for learning

Parents/Caregivers will bring their children to be

assessed

# of

children identified

(to be determined

by assessment)

MOEST-PO-RALG

Coordination

Community Education or

awareness raising Retention of pupils with

special needs is improved

Referrals will be followed through

and services provided as

intended

Increased proportion of children with special needs

enrolled in schools

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The level of timely coordination required between TRC Coordinators, head teachers, WEOs, DEOs, REOs, SQA Officers

The WEOs will be included in one day of the TRC Coordinator training, to ensure they understand roles, responsibilities and the level of communication needed. They will then help communication down to head teachers and up the chain to DEOs, REOs. Head teachers, SQA officers, DEOs, REOs will also learn of the role TRCs can play in helping to meet ESDP goals during the training they receive under Fixed Part Component 3.

Lack of an articulated (public) overarching design for assessment in primary education, which explains the integration of national exams with various forms of school-based assessment, including competence-based rubrics

The teacher training under GPE-LANES II will focus on teacher’s basic understanding of continuous assessment and its use for learning at instructional level.

For the Special Needs Assessment training, staff turnover, leaving wards or schools without trained users of the assessment is potential risk

Teachers who will retire within the lifespan of GPE-LANES II or those who have requested transfers will not be selected for training.

Meaningful impact of the teacher training - how will changing of teacher practices be ensured and sustained?

CPD guideline now in place, including school-based and cluster-based support for teachers; also SQA System supporting teachers’ implementation and TRCs being revived to ensure more sustainable and consistent follow up training and support for teachers

A further concern is the limited availability of adequate classrooms to cover the student numbers which are continuously increasing, particularly given that continuous assessment methodology requires close monitoring of individual students. For a long-term strategy, the GoT has standards and projections in place (Infrastructure Strategy, 2018) and has tentatively earmarked funds from the Variable Part to construct new classrooms, which will improve the ratio of students to teacher in the classroom. Smaller class sizes will allow teachers to more effectively implement continuous assessment of student competences. In the meantime, the CPD modules developed by TIE and the support from TRC Coordinators will also emphasize strategies for teaching and assessing large classes.

6.4.3 Component 2: Development and Supply of Teaching and Learning Materials

147. The Objective of Component 2 is: To Improve learning outcomes in pre-primary, primary and COBET through the development, printing and distribution of appropriate teaching and learning materials (TLM). The activities under this component address the need for textbooks and supplementary readers in formal primary and COBET classes, as well as provision of special needs equipment and non-text Teaching and Learning Materials (TLM) for pre-primary. There is also provision for TRCs, to ensure they have the equipment and furnishings needed to cater for their revived role in continuous professional development. Figure 12. Results Chain: Development and Distribution of Teaching and Learning Materials (Subcomponents 2.1, 2.2, 2.3, 2.4, 2.6)

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Inputs Processes Outputs Outcomes Impact Assumptions

148. Component 2 is divided into six subcomponents:

2.1 -Development, production and distribution of Standards V and VI textbooks and teacher guides

2.2 - Updating, production and distribution of COBET curriculum, textbooks and teachers

2.3 - Non-textual materials procured and supplied to pre-primary

2.4 - Special Needs Materials and Equipment supplies to Special Schools and Special Needs Units

2.5 - Equipping Teacher Resource Centres (TRCs) with appropriate furniture and teaching and learning material including ICT facilities

2.6 - Printing and distribution of additional textbooks (to meet population growth) and supplementary readers for Std. I and II in all regions not covered by DP programmes.

TIE human Resources

(external) Printing services

contracted by TIE

Development of:

• Std. VI & VII textbooks and

teacher guides (all subjects)

• COBET pupil textbooks and

teacher guides

Procurement of:

• special needs devices

• pre-primary TLM

Printing of textbooks and

guides (inc. Braille/large print version)

Distribution of textbooks and

materials to schools

24,463,672 textbooks and

teacher guides for Std. VI-VII

distributed and used in schools

250,000 COBET pupil textbooks and facilitator

guides distributed and used in COBET

centres

Special needs devices/materials distributed to

relevant Schools/Units

Pre-primary TLM procured and

used in targeted schools

Improved learning

outcomes in pre-

primary, upper

primary, COBET classes,

including for pupils

with special needs

Texts/Materials will be prepared prior to teacher

training

MOEST coordi-nation

Improved Pupil/Textbook Ratio in

Std. III-VII

Improved Pupil/Textbook Ratio in

in COBET classes

Textbooks are used in

class

Special needs

materials are used for

teaching and

learning

Pre-Primary TLM are

used in class

Teachers and students will use

textbooks and materials as

intended

There will be timely

procurement, printing and

distribution for textbooks

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Key Issues, Strategies, Complementarities, and Implementation Arrangements by Subcomponent for Component 2

149. Fixed Part Component 2, Subcomponent 2.1 – Development, production and distribution of Standards V and VI curricula materials and teacher guides

Target: 12,205,844 textbooks and teacher guides for all primary schools in Standard VI and Standard VII (respectively) and 5992 textbooks for visually impaired students) - 24,423,872 texts in total

Aligned with/complements ESDP or other: GPE LANES coverage of Standard I- IV textbook distribution; ESDP – Quality Education Outcome Area and National Curriculum Reform Program; GPE-LANES II Variable Part - 7.1 (improved student retention), 5.2 (school incentive grants),

GPE-LANES II Programme Fixed Part Budget: $11,514,732 USD

Implementation period: Standard VI in Year 1 and Standard VII in Year 2

150. Subcomponent 2.1: Development, production and distribution of Standards VI and VII curricula materials (textbooks and teacher guides) will address the need for books for the new curriculum in primary level. It also addresses the challenge of improving the Textbook – Pupil Ratio (PBR) for the upper primary levels, Standard VI and VII. The overall PBR has increased throughout the implementation of the GPE LANES, however, improvements are not specifically noted for the upper primary levels which were not targeted in the LANES programme. The 2017 JESR recognized the success of availability of textbooks in Standard I-III, and recommended the same for the upper grades. Through GPE LANES support, Standard IV students nationwide received textbooks in 2018 (JESR p. 51), and in 2018, GoT covered the cost of printing textbooks for Standard V.

151. As with Subcomponent 1.1, Subcomponent 2.1 complements and adapts objectives set out for the GPE LANES programme which covered TLM for Standards I-IV. The GPE-LANES II will cover Standard VI and VII through the GPE-LANES II Fixed Part. The aim is to provide enough textbooks to schools such that each pupil has one, or at most, two pupils share a textbook. The textbooks belong to the school and are passed on; the shelf-life is expected to be 3-5 years. The BPR is captured in the annual school census that is then published in Basic Education Statistics (BEST) each year. The number of textbooks is also reported through the School Information System (SIS), for regions which are implementing SIS.

152. This Subcomponent supports the ESDP priorities for Quality of Basic and Secondary Education outcomes. In line with revision of curricula and the 2014 Education and Training Policy (ETP), the GoT aims to provide updated textbooks for each grade level. Students who are being instructed as per the competence-based curricula published between 2014 and 2016, will have relevant TLM as they enter each grade level. The ESDP objective and indicator for Component 1 – Curricula is aligned with this subcomponent. This subcomponent also supports the variable part EPforR DLI 5.2 “Meet target for number of schools receiving school incentive grants (SIGs)”. Schools qualify for SIGs based on their PSLE performance. Increasing the number of textbooks and teacher guides available, aligned with the new curriculum, and providing in-service training is expected to improve learning in schools, enabling more schools to qualify for a SIG.

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“Relevant competency-based curricula are in place and textbooks and teacher guides are updated accordingly (Indicator: BPR (for new books reflecting updated curricula), by level and subject)”. (ESDP p. 85)

Strategy 3 Revise textbooks and teacher guides in line with the new curriculum Result Textbooks and teacher guides are revised

Strategy 4 Ensure availability of textbooks and teacher guides for all schools Result Textbooks and teacher guides are available in schools

Strategy 2 Transform classrooms into cognitively stimulating learning environments, especially for pre-primary,

and Grades 1 and 2 Result Learning environments are conducive to learning

153. The GPE-LANES II funds will support the development and production of textbooks and teacher guides for all subjects: for Standard VI in Year 1 of the program and Standard VII in Year 2. This activity is undertaken to ensure that pupils and teachers have Teaching and Learning Materials (TLM) appropriate to the revised competence-based curriculum. While the ESDP notes that textbooks are supposed to be paid for through capitation grants, with the introduction of all new textbooks for the competence-based curriculum supported by GPE LANES, student textbooks were provided free to schools, as they will be under GPE-LANES II. In subsequent years, if additional textbooks are needed for to replace damaged copies or due to increases in student numbers, this replenishment of books will be covered by individual schools using their capitation grants.

154. For the implementation, the development of materials and the printing of the texts is the responsibility of the TIE/MoEST and the distribution is the responsibility of the TIE. Approximately 1,743,692 copies of textbooks for each subject will be printed for Standard VI and Standard VII, respectively. Given seven subjects per grade level (Kiswahili, English, Mathematics, Science, Social Studies, Civics and Moral Education, and Work Skills), the total need is 12,205 textbooks, or 844 textbooks per grade level, as well as teacher guides.

There is an expectation that once books are distributed to the regional level, they will be distributed at school level within three weeks, and that schools, in turn, commence utilization of the textbooks. As part of programme monitoring, calls and field visits will be made to check that textbooks have reached the schools and that children are using them in the classroom. Evaluating the effective use of resources, including textbooks, is also part of the SQA Whole School Visit criteria. Figure 13. Implementation Arrangements for Std. V and VI textbooks and teacher guides

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155. Fixed Part Component 2, Subcomponent 2.2 – Development, production and distribution of COBET updated curriculum and materials for competence based curriculum

Targets: estimated 250,000 textbooks, 8,000 Facilitators Guides, 1500 copies of updated curriculum

Aligned with/complements ESDP or other: GPE LANES; ESDP –Quality Education Outcome Area; GPE-LANES II Variable Part - 7.1 (improved student retention), 5.2 (school incentive grants),

GPE-LANES II Programme Fixed Part Indicative amount: $2,735,100 USD

Implementation period: Year 1

156. The Joint Education Sector Review (JESR, 2017, p. 51) identified weaknesses in the implementation of the COBET programme, which included delivery of its curriculum, production of materials, content and relevance (e.g. basic literacy and numeracy, financial literacy and functional skills). The GPE Lanes Evaluation report also noted that NFE has received limited support. Efforts to address these weaknesses under GPE LANES support (during 2016/17) included revitalizing 1,840 COBET centres within primary schools in all 184 LGAs, training of the facilitators, and production of Implementation Guides on the management of COBET centres. However, the COBET pupils modules produced in 2001 for students are still being used in the COBET Centres. Since they are out-dated, the modules need to be assessed against the updated curriculum, updated where needed, and printed.

157. The updating, production and distribution of COBET Teaching and Learning Materials (TLM) complements ESDP objectives of Access, Participation and Equity - Sub-programme 1.D Out of School Children, Component 4 – Expansion of COBET I and II. The ESDP strategy is to “Redesign, where needed, of the existing COBET I and II models, through a critical review of recent experiences” (p.186). The only complementary support for COBET centres in recent years has been through the Graca Machel Trust in Mara Region.

158. The GPE-LANES II programme continues support of COBET through provision of learner textbooks (COBET-specific TLM) and facilitator’s guides to accompany the textbooks. In order to work toward attaining equity, while also ensuring efficiency in the delivery of the COBET programme and meeting intended learning outcomes, the GPE-LANES II can support both facilitators and pupils to acquire materials which are consistent with the competence-based curriculum and the related facilitator trainings. The COBET curriculum will be updated at the same time, to ensure coherency with the new formal schooling curriculum in order to facilitate mainstreaming COBET pupils into the formal system.

TIE develops the materials

TIE oversees the publishing process for

materials following government and GA

procedures

TIE distributes materials

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159. For implementation, the COBET materials and training are developed by the same institutions responsible for the formal education system, with TIE taking the lead. There are textbooks for each of 6 subjects in each year of COBET Cohort 1 and Cohort 2. Rather than starting tabula rasa, TIE will update the previous COBET materials which are already being used in Mara region in what will become part of the pilot process for the new COBET materials. The printing and distribution processes for COBET materials follow the same procedures as the Standard VI-VII textbooks. (See Figure 14.)

Figure 14. Implementation arrangements for COBET modules and teacher guides

160. Fixed Part Component 2, Subcomponent 2.3 – Non-textual materials procured and supplied to pre-primary classes.

Target: Pre-primary teaching and learning materials sets procured in targeted schools

Aligned with/complements ESDP or other: GPE LANES, ESDP – Quality Education Outcome Area; GPE-LANES II Variable Part DLIs - 7.1 (improved student retention), 5.2 (school incentive grants), 6.2 (improvement in reading)

GPE-LANES II Programme Fixed Part Indicative amount: $442,478

Implementation period: Year Two

161. Subcomponent 2.3 addresses pre-primary needs for Non-Textual Teaching and Learning Materials (TLM). This subcomponent supports age-appropriate learning in pre-primary classrooms. The goal of developing a well-functioning “talking classroom” for early childhood education is supported in pre-primary teacher training through TRCs, under Subcomponent 1.3, and to achieve results, needs to be accompanied by provision of TLM to schools and teachers. To meet the needs of a growing number of pupils and to provide active learning for pre-primary children, the supply of instructional materials has to be augmented. Teachers are greatly limited in the strategies that they can use to engage pre-primary learners due to shortages of TLM. Deficits of TLM include coloured chalk, manila paper, markers, scissors, and tape that can be used to make letter and number cards or other interactive materials and displays. Schools also lack other TLM such as blocks, puzzles, and drawing paper, to name a few. Although GPE LANES originally had plans to provide such TLM for pre-primary, funds were shifted to support corrections and reprinting of Standards I-III textbooks (2017 JESR Working Session report, p. 18), As a consequence, funding is needed for pre-primary TLM under GPE-LANES II. 162. Subcomponent 2.3 supports key ESDP goals, including the provision of appropriate equipment and teaching and learning environments and complements the work of other partners. The

TIE updates the existing COBET

materials

TIE oversees the publishing process for

materials following government and GA

procedures

TIE distributes materials

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ESDP Indicator 2A10 measures the percentage of schools “meeting minimum standards (by cycle) based on Domain 5 of the new Overall Schools Quality Score”, and has a specific strategy for pre-primary: “Transform classrooms into cognitively stimulating learning environments, especially for pre-primary…”. UNICEF trains teachers in pre-primary in three regions, but does not provide textbooks. The USAID supported programme Tusome Pamoja has developed and provided pre-primary reading materials in one region only (Mtwara), and DFID supported EQUIP-T has developed a school-readiness program for out-of-school pre-primary children with related materials in the nine regions covered by EQUIP-T. Only GPE-LANES II funds will be available for procurement of pre-primary TLM in the 16 regions not covered by EQUIP-T and Tusome Pamoja. The use of similar TLM across all regions will be part of the discussion between GPE-LANES II, EQUIP-T and Tusome Pamoja in the round table discussions and sharing meeting mentioned under Component 1.1. 163. Schools to be prioritized are those which are remote, located in regions with a high percentage of OOSC, and have large class sizes, within the 16 regions for pre-primary targeted by GPE-LANES II. The implementation of Subcomponent 2.3 will take place concurrently or following the training of pre-primary teachers (Subcomponent 1.3) so that teachers understand how to effectively use the procured materials. The funds for the pre-primary TLM sets will disburse directly to schools. The disbursement will be accompanied by directions to head teachers that these funds are for the purchase and use of pre-primary TLM, with a set list of suggested materials. The lists are to be shared with WEOs to ensure the funds disbursed to schools for this purpose are utilized accordingly. Figure 15. Implementation Arrangements for Pre-Primary TLM sets - Subcomponent 2.3

164. Fixed Part Component 2, Subcomponent 2.4 – Provision of special needs materials and equipment

Target: Learners in Special Needs Schools and Special Needs Units

Aligned with/complements ESDP or other: GPE LANES; ESDP – Access, Participation and Equity and Quality Education Outcome Areas; GPE-LANES II Variable Part - 7.1 (improved student retention), 5.2 (school incentive grants)

GPE-LANES II Programme Fixed Part Budget: $442,478 USD

Implementation period: Year 1

The Pre-PrimaryCPD modules provide list of

suggested TLM

TRCs provide the pre-primary CPD

training

Funds for the purchase of pre-primary TLM are

disbursed to targeted schools

After the training, schools purchase

the TLM under PO-RALG monitoring

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165. Subcomponent 2.4 targets children with special needs who require materials or equipment designed for their special needs. These are learners with more critical needs who are enrolled in a Special School or Special Needs Unit. The types of material needed include items such as the following:

• Thermoforms/Brailon paper

• Sunscreen/lotions for Albinos

• Mobility devices for those with severe physical disabilities

• Recorders to make audio versions of textbooks for the vision impaired

• Hearing devices for hearing impaired

In addition to these tailored equipment needs, the MoEST Special Needs Unit has identified the need for a unified Tanzanian Sign Language dictionary or teacher’s guide. It has been noted that currently, deaf children are taught different versions of sign language, making communication more difficult. The GPE-LANES II funds will be used toward the development and distribution of a unified Tanzanian Sign Language guide for special needs schools serving the hearing impaired.

166. Subcomponent 2.4 directly supports ESDP objectives for access, participation and equity and supports the Inclusive Education Strategy (2017). Under the ESDP Sub-Programme 1B, component 4 addresses “support for most vulnerable students” (p. 78).

Outcome: Ensuring all students gain access to and complete Basic Education, regardless of their means or

vulnerability (ESDP p. 78)

Indicators: 1B08 Number of

children with special needs enrolled, by gender and region

1B09 % of primary and lower secondary schools with at least one teacher trained on inclusive and/or special needs education

Strategies: Make schools inclusive for

students with special needs

Results: Students with special needs

are retained in schools, with reduced dropout rates

Provide trained and equipped specialist teams in every region to help schools and communities identify children with special educational needs

Students with special needs are identified so that they can receive appropriate support

167. In terms of implementation arrangements for Subcomponent 2.4a, before providing materials to Special Needs Schools and Units, PO-RALG will review the materials provided under GPE-LANES and the current needs reported by Special Needs Schools and Units. Procurement of identified materials will be done centrally and then distributed to the relevant Schools/Units. The MoEST, through the SNE unit, will develop the unified Sign Language Guide and distribute to Special Needs Schools and Units. The guide will then be available for purchase by non-state actors working with the deaf community in Mainland Tanzania.

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Figure 16. Implementation arrangements for Special Needs Materials and Equipment Subcomponent 2.4

168. Fixed Part Component 2, Subcomponent 2.5 – Equipping Teacher Resource Centres with appropriate equipment to carry out their duties

Target: TRCs, based on needs assessment

Aligned with/complements ESDP or other: GPE LANES; complements Subcomponent 1.4; ESDP – Access, Participation and Equity, and Quality Education Outcome Areas;

GPE-LANES II Programme Fixed Part Budget: $ 1,097,345 USD

Implementation period: Year 1

169. Subcomponent 2.5 aims to equip Teacher Resource Centres with appropriate teaching and learning materials, and equipment or furniture. Teacher Resource Centres (TRC) were initially established in every district (LGA) in the 1980s. As noted above, there are 614 TRCs, 575 of which have a full time coordinator or acting coordinator. The PO-RALG and LGAs have administrative responsibilities for all TRCs. On average, TRCs support 22 schools, however there is quite a range in the number of schools supported by each individual TRC. Where there is no physical building for a TRC, a particular school is designated to serve as the TRC’s physical home. The ESDC, as part of the development of the ESDP, discussed the recommendations of the TRC study and concluded that support for the revival of the TRCs is an important part of the education sector development strategy. While their role is important to support teacher professional development, the TRCs have for some time lacked dedicated funds, and consequently few activities are carried out through the TRCs to support schools. 75

170. A strategy to activate the strengthening of TRCs is to deepen and expand their usage in the teacher training activities and this strategy will be supported by the GPE-LANES II. A key objective is to ensure that all TRC coordinators are a part of up-to-date teacher training and are able to understand and identify problems requiring their enhanced support for the teachers. However, in order to effectively and efficiently provide Continuous Professional Development (CPD) to teachers, the TRCs require the appropriate equipment, as noted above – furniture, photocopier and ICT equipment such as projectors and computers or tablets.

75 Mosha, M.A. (2015). The Role of Teachers’ Resource Centres in Teachers’ Professional Development and Enhancing Primary Education in Zanzibar. Journal of Education and Practice (6)8:44-61.

PO-RALG conductsneeds assessment of

materials in SNE Schools and Units

Materials procured by PO-RALG based on needs assessment

SNE Unit develops unified Sign Language

guide

Materials distributedto relevant

schools/units for use by teachers and

learners

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171. This subcomponent supports Strategy 3 under “teacher support and in-service training” of the ESDP: “To Increase use and revival of TRCs through improved coordination and facilitation/resourcing” with the expected result that TRCs are better able to deliver school-based INSET (ESDP p. 75). This subcomponent also underpins successful delivery of GPE-LANES II INSET for Standard VI and VII and pre-primary teachers which is expected to take place in the TRCs.

172. Implementation of this subcomponent will depend upon a needs assessment to be carried out by PO-RALG. Because the needs of each TRC vary, a needs assessment will be carried out to take an inventory and record the needs of each centre in terms of, for example, furniture, photocopiers, ICT and other equipment. Procurement and allocation of equipment to centres will then be made based on need, with priority given to the furniture required for teacher training/working sessions and basic ICT equipment. Figure 17. Implementation Arrangements for TRC Equipment Subcomponent 2.5

173. Fixed Part Component 2, Subcomponent 2.6 – Printing and distribution of additional textbooks (to meet population growth) and supplementary readers for Standards I and II in all regions not covered by EQUIP-T or Tusome Pamoja (13 regions)

Target: 10,644,000 Supplemental readers and 6,386,500 additional Standard I and II textbooks printed and distributed to 13 regions

Aligned with/complements ESDP or other: GPE LANES, ESDP – Quality Education Outcome Area; GPE-LANES II Variable Part - DLI 6.2 (improvement in reading)

GPE-LANES II Programme Fixed Part Indicative amount: USD$3,767,867

Implementation period: Year One

174. The focus on early grades literacy and numeracy has led to some increase in pupil achievement in reading, but there is still improvement needed, according to both the EGRA assessment conducted by RTI in 2017 and NECTA’s 3Rs assessment of 2017. The NECTA 3Rs assessment showed an increase in pupils’ reading at word and sentence level. Performance on reading comprehension, on the other hand, showed a 3.4% decline between 2015 and 2017, according to NECTA.76 On the 2017 EGRA, performance in all three subtasks (non-word reading, oral reading fluency and reading comprehension) decreased since 2015.77

76 NECTA (2018) NECTA’s Strategy to Conduct 3Rs Assessment, p. 4 77 RTI (2018) Assistance to Basic Education - All Children Reading, Final Findings Report [draft] 2017 Tanzania national Early Grades Reading Assessment (EGRA), p. 5.

PO-RALG conducts needs assessment of

TRCs

PO-RALG centrally

procures needed equipment

PO-RALGdistributes

equipment to relevant TRCs

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It has long been established that the more material children have to read, the more their reading skills and comprehension improve.78 As the majority of schools and communities in Tanzania lack well-stocked libraries, there is a significant need for supplemental reading material attractive to young learners in early grades. Supplemental readers with engaging stories provide the additional practice and motivation for reading which contributes to improved skills and comprehension. GPE LANES provided a single textbook for reading (for Standards I and II) and some multi-level readers (pre-primary, Standards I and II), but supplemental readers have so far only been provided to regions under the Programmes of EQUIP-T (supported by DFID) and Tusome Pamoja (supported by USAID) – leaving half of the country, or 13 regions, without supplemental readers in Standards I and II.

175. Subcomponent 2.6 aims to coordinate and complement the efforts of DP programmes and align with the ESDP. The GPE-LANES II will complement and coordinate with efforts of DP partners through their Tusome Pamoja (USAID) and EQUIP-T (DFID) programmes, as well as relevant UNICEF initiatives. As part of coordination of Fixed Part Component 2.6, GPE-LANES II Coordination Unit will bring these partners together to analyse and document evidence of what has worked from each of the programmes, including a review of the package of interventions and materials, including the Tusome Pamoja supported activities that have already developed supplemental readers for Standards I and II with TIE and distributed them in their respective regions.

Support for early grades literacy aligns with ESDP objectives under “Quality and Learning” such as “Learners acquire acceptable levels of competencies and vocational skills.” (p. 79) and the Key Performance Indicator: “percentage of STD II learners achieving the national benchmark in reading with comprehension” (p. 103).

176. To support reading in the early grades, GPE-LANES II plans to re-print and distribute the Tusome Pamoja Standard I and II supplementary readers and teacher guides to all primary schools in the regions which have not received them from EQUIP-T or Tusome Pamoja. For the implementation of this subcomponent normal procedures for procurement of printing and distribution by TIE will be followed, as is done for other textbooks. At the same time, additional Standard I and II textbooks (reading, writing, mathematics) will be provided to schools to meet the need of increased enrolment and growing population since the original distribution of those books in 2014/2015. The budget is based on the aim to have a minimum of one textbook per three learners in these standards, and one supplemental reader per five learners.

Potential Bottlenecks or Risks and Mitigations for Component 2 Activities

177. Potential bottlenecks and risks facing the activities in Component 2 have been identified, and mitigation measures considered (see Table 6). Table 6. Potential Bottlenecks and mitigation measures for Fixed Part Component 2

78 Cf. “On Reading, Learning to Read, and Effective Reading Instruction: An Overview of What We Know and How We Know It” (May 1, 2004) National Council of Teachers of English http://www2.ncte.org/statement/onreading/; Anderson, R.C., Wilson, P.T., and Fielding, L.B. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23 (3), 285-303. Elley, W.B. and Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.; Bamford, Julian and Richard Day. (2004) Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press; Atwell, Nancie. (2006) The Reading Zone: how to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic

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Bottleneck or potential risk Mitigation measures

Lengthy procurement process for printing of textbooks and supplementary readers

TIE has entered into a framework agreement with identified suppliers to provide service within specific time to expedite the printing process. Rather than separate evaluations of the tendering process by GoT and the GA, GoT will carry out one tendering evaluation which is observed by the GA.

An internal study by MoEST and PO-RALG through EPforR found delays in the delivery of books to schools once the books reach LGAs

TIE is taking over responsibility for distributing textbooks. When relevant, RAS and LGA directors will be given deadline by which books must leave their office and reach schools within the given timeframe.

Ensuring that children regularly use the textbooks and readers intended for them

The new SQA system follows up on the use of resources, including textbooks. SQAS quality indicator 2.5 specifically highlights whether teachers “make good use of the resources they have ... to maximize learning” (SQA handbook, p. 17).

Communication flows for identifying Special Need student needs and getting the needed equipment to the right Schools/Units in a timely manner.

One ministry (PO-RALG) is taking on the needs assessment, procurement and distribution to ensure needs are identified and materials distributed in a timely manner

Identifying needs of TRCs and procuring needed equipment in time for the Year 1 Teacher Training activities.

Identification of needs or TRCs will be given due priority so that equipment is procured in time for training of teachers.

6.4.4 Component 3: Efficiency in Education Management

178. The objective of the Fixed Part Component 3 is to strengthen the capacity of government to efficiently plan, manage, coordinate and monitor education and training, particularly in relation to the learning outcomes targeted through other parts and components of the Grant. Evidence-based planning requires the availability and effective analysis of data to be used toward agreed-upon goals and objectives for school and sector-wide improvement.

179. Component 3 is broken down into four main subcomponents as follows.

Subcomponent 3.1 Strengthening of the Education Sector Management Planning and Coordination

Subcomponent 3.2: Facilitating implementation of the new School Quality Assurance Framework

Subcomponent 3.2a: Facilitating Whole School Quality Assurance Visits (WSV) Subcomponent 3.2b: Facilitate Quality Assurance Monitoring Reviews Subcomponent 3.2c Training of head teachers and WEOs on close-to-school supervision and

evidence-based planning under the new School Quality Assurance Framework

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Subcomponent 3.3: Facilitating NECTA’s administration of national 3Rs Assessment in 2019 and 2021

Subcomponent 3.4: Monitoring and evaluation of the GPE-LANES II programme

180. The subcomponents under Component 3 - Strengthening educational efficiency both support and underpin Components 1 and 2 of the fixed part. The Fixed Part Component 3 also embodies Components 1 and 2 in that it both supports and provides monitoring for the CPD training and use of materials. The first subcomponent strengthens the ability of LGA- and school-level educational leaders to make data-driven decisions and planning, in alignment with the ESDP. The second component of SQA provides both accountability and guidance to schools and teachers in implementing the training and use of materials to support the new curriculum, with the aim of improving overall learning outcomes. The third subcomponent (3Rs assessment) enables national oversight of learning outcomes at the early grades level, increasing accountability and providing a snapshot of performance in Standard II. Finally, the fourth subcomponent (program M&E) ensures that all stages and activities of the fixed part are properly monitored and that performance is evaluated to allow for course correction and a continued focus on the overall objectives of the Grant. Each of these subcomponents addresses a specific and important aspect of educational planning and monitoring. Component 3 also supports the EPforR DLIs selected for the GPE-LANES II Variable Part in terms of aiming to reach the relevant DLIs. 181. The results chain for Component 3 includes the institutional inputs that will be drawn upon and key assumptions underlying the theory of change for these activities. (see figure 18).

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Figure 18. Results Chain: Component 3: Strengthening Educational Efficiency, Management and Coordination

Inputs Processes Outputs Outcomes Impact Assumptions

ADEM Coordination

DSQA Coordination

Orientation and training

on ESDP M&E and the

collection and use of

data for planning –

(3.1a)

• Monitoring reviews for continuous improvement of SQA process (3.2b)

Whole school visits (SQA),

partially funded by GPE-LANES II

(3.2a)

Training on the new SQA

Framework, close-to and in-

school-supervision for

HT, WEOs, DEOs, REOs (3.2c)

LGA officers oriented toward

ESDP and it’s M&E Framework;

refreshed on accurate data collection and

use of the data in planning at

school, ward, and LGA level

25% of schools receive WSV

each year

Challenges or bottlenecks in

the SQA process are identified

and mitigated in a timely manner,

ensuring a more meaningful SQA

process for

HT, WEOs, DEOs, REOs trained and

provide leadership and supervision to

improve teachers’ and

schools’ performance

More efficiently managed

and coordinated

Basic Education Sub-sector

Once trained, LGA officers and

head teachers will use data to

drive their planning and

monitoring, in line with the

ESDP MoEST& PO-

RALG Coordination

ESDP objectives

drive education

sector strategic planning, activities

and monitoring at LGA level

NECTA

Coordination

Administration of Standard II National 3Rs Assessment

every two years

Comprehensive and accurate assessment report on

implementation and results of National 3Rs Assessment

The new SQA

system is imple-

mented smoothly

Teaching and

learning outcomes improve

Children’s perfor-

mance in the 3Rs

improves

SQA Officers, WEOs and Head

teachers are competent in implementing the new SQA

system

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Key Issues, Strategies, Complementarity and Implementation of subcomponents for Component 3

182. Fixed Part Component 3, Subcomponent 3.1 – Strengthening Education Sector Management Planning and Coordination

Targets: 3.1a 210 Education officers trained (26 REOs, 184 DEOs); 3.1b GoT officers participate in annual JESR Field Visit

Aligned with/complements ESDP or other: ESDP System Structure, Governance and Management; GPE-LANES II Variable Part DLIs 3.1, 3.2 (Education Sector Data and Reporting)

GPE-LANES II Programme Fixed Part Budget: USD $899,912

Implementation period: Year one to year three

183. Component 3.1 aims to support ESDP Governance objectives to strengthen the LGA education system management through enhancing LGA-level knowledge and skills to implement the ESDP. Further, it complements the work already done in MoEST and PO-RALG to align their strategic plans with the ESDP. (The LGAs’ plans fall under PO-RALG.) The resources allocated to LGAs have been growing significantly in the last years in accordance with their increasing role in the management of basic education programmes and activities.

Ensuring that the LGAs and school management fully understand the ESDP and their roles in its implementation addresses and mitigates a risk identified in the ESDP Appraisal report and identified in the risk assessment in Section 9 of this Programme Document.79 This risk is the potential weak capacity to implement the ESDP de-centrally. The TWGs and the ESDC will be replicated in LGAs and in regions. In December 2017, the ESDC instructed PO-RALG to initiate this process, which would commence with the ESDP implementation.

System Structure, Governance and Management ensure an effective management and administration system is in place, including sector-wide accountability and sustainable, equitable financing modalities, which enable mobility through multiple pathways within and across education sub-sectors (ESDP p. 111)

Sustainable planning and management capacities of national, regional, and LGA officials are

strengthened and their accountability for performance enhanced. (p 65)

Harmonize sector-wide M&E processes, facilitating coordinated performance monitoring across all sub-sectors (p. 112)

Indicator H26: Sector dialogue mechanisms functioning satisfactorily, including JESR and ESDC meetings (p. 111)

79 Appraisal Report On The Education Sector Development Plan 2016/17-2020/21in Tanzania; Commissioned by the Swedish Embassy in Tanzania on behalf of the Ministry of Education, Science and Technology, and the Education Sector Development Committee, page 31.

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184. Subcomponent 3.1 is further broken down into three activities deemed strategically important for strengthening the management and coordination of the sector. These are:

• 3.1a Management Planning and Coordination Training

• 3.1b Facilitating Annual Joint Education Sector Field Visits

185. Component 3.1a supports a training of REOs and DEOs, the purpose of which is to a) orient LGA officers on the ESDP, particularly its Operational Plan and Key Indicators; and, b) increase data-driven decision making in LGAs and schools. The objectives and results framework for GPE-LANES II will also be introduced in this forum. The goal is to improve the alignment of LGA education plans with the ESDP, while still allowing each LGA flexibility to meet the most significant needs within their own context. The LGA officers will then be responsible for ensuring that WEOs and Head Teachers in their jurisdictions understand and align with the ESDP and GPE-LANES II objectives and that they use data in their planning and monitoring.

186. The implementation arrangements for Subcomponent 3.1a will be organized by PO-RALG and MoEST. PO-RALG will organize the logistics and MoEST and PO-RALG will co-facilitate the training on the ESDP and data-driven planning. One national meeting will be held for all 26 REOs and 184 DEOs. This is a priority first year activity, to ensure smooth implementation of both the ongoing ESDP and the GPE-LANES II programme.

187. Under Subcomponent 3.1b, GPE-LANES II, like GPE LANES, will continue to facilitate the annual Joint Education Sector Review (JESR) field visit in order to bring all partners together to review and monitor progress toward sector objectives. The JESR field visit highlights challenges and best practices for the attention of high level decision- and policy- makers. High level GoT officials, DPs and CSOs participate, visiting a sample of regions in relation to each year’s theme.

188. Fixed Part Component 3, Subcomponent 3.2. Strengthening implementation of the new School Quality Assurance Framework

Targets: 3.2a Facilitate Whole School Visits for 3,361 schools each year, which is 15% of the target of inspecting 25% of schools

3.2b Facilitate Quality Assurance Monitoring Reviews

3.2c Train 10,000 number of head teachers, WEOs, DEOs, REOs on in – and close-to-school supervision under the new School Quality Assurance Framework

Aligned with/complements ESDP or other: ESDP System Structure, Governance and Management and Quality of Basic and Secondary Education; GPE-LANES II Variable Part DLIs: 5.2 (Annual SIG), 7.1 and 7.2 (retention rates/girls’ transition rate), 6.2 (improvement in reading)

GPE-LANES II Programme Fixed Part Budget: $6,204,205 USD

Implementation period: 3.2a Year 1, Year 2, Year 3; 3.2b Years 1- 4

3.2c: Year 1 and Year 2

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189. Subcomponents 3.2 a, b, and c, support implementation of the transformative School Quality Assurance System (SQAS). The SQAS was developed with support from GPE LANES and technical assistance from Cambridge Education, and was approved in December 2017. It has been noted that “In the model of school inspection previously employed, inspectors focused too much on process, with too little emphasis on outcomes or on enabling schools to use the inspection feedback for improvement” (SQA Handbook, p. 3).

As noted in the ESDP (pp. 33-34), the SQAS marks a significant move away from the previous school inspection system in which inspector findings rarely had an impact on teachers’ or schools’ performance. The new SQAS promotes a collaborative, transparent system in which all stakeholders, from teachers, school committees and head teachers to School Quality Assurance Officers (SQAOs) and WEOs are fully involved and work together toward improved performance. Additional benefits of the new system are that it: a) ensures that the work of SQAOs efficiently contributes to school improvement, and b) moves head teachers, school committees and WEOs toward the use of evidence-based planning, drawing on data to prioritize needs and identify actions.

190. The quality indicators of the SQAS are divided into 6 domains. They encompass the following:

• learners’ achievement,

• the quality of teaching for good learning and assessment,

• the quality of the curriculum in meeting learners’ needs,

• the quality of leadership and management,

• the quality of the school environment, and

• community engagement.

On a regular and on-going basis, head teachers and WEOs will provide in-school guidance and close-to-school support to enable schools to reach the quality indicators under each domain. At least once every four years, each school will undertake a self-study, evaluating and rating its performance in relation to the quality indicators under each of the domains. The assumption behind this program is that a self-evaluation allows school leaders and the community to form a realistic and accurate view of their school strengths and weaknesses, and to develop school improvement plans accordingly. When the school self-evaluation is complete, it is shared with the SQA department and a team of SQAOs comes to visit the school. The visiting team, through observation, assessment of documentation and discussions, evaluates the school performance on each domain and issues a school report card, as well as commendations and recommendations under each domain. This data is then used to further improve the school performance.

191. In order for the new SQA to function properly, school and LGA-level administrators require orientation to the new system and their roles within it, and key processes require financial support. While the new SQAS involving in- and close-to school support as well as whole school visits is a key support mechanism for ensuring the quality of teaching and learning, it has not received dedicated funds from any DPs, according to the Operational Plan of the ESDP. While the GoT funds the DSQA and SQAO salaries, the education budget cannot cover all of the costs associated with the new system. The GoT will cover the cost of 10% of annual WSVs, while GPE-LANES II will cover 15% of the WSV each year and the initial training of administrators, monitoring and evaluation. GoT intends to use the fixed part funds for:

• Subcomponent 3.2a to ensure the intended number of Whole School Visits (WSV) are conducted each year

• Subcomponent 3.2b to convene an annual monitoring and review meeting for SQAOs, and

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• Subcomponent 3.2c to provide training and orientation in the new system for head teachers, WEOs, DEOs and REOs

192. The SQA supports all aspects of quality in education, a key objective of the ESDP. It is also a follow up of important work under GPE-LANES which funded the development of the new SQA framework and trained school inspectors to become SQA Officers. As noted in the JESR, all of the Development Partners are aware of the new SQA and were eagerly awaiting its approval (JESR 2017, p. 27) so that other projects working with teachers and administrators in education can ensure their programmes support the quality assurance process and goals.

Outcome: Quality Education:

Improved learning outcomes and learning environments for children, youth, and adults at all schools/institutions of learning, including the skills needed in the labour market

Output Strengthened capacity of Quality Assurance bodies and training institutions to

conduct curriculum-based assessments

ESDP, p. 72

Strategy 3 Work with Quality Assurance services to ensure that Quality Assurance

motivates teachers and strengthens their professional development

Result School Quality Assurance Officers provide more effective support to teachers

ESDP, p. 87 (under “Teacher Motivation”)

Outcome School leaders and school committees contribute to improving quality through

effective school management

ESDP, p. 89 (under “School Leadership and management”)

193. Implementation measures for each part of this subcomponent are explained below. 3.2a Facilitating Whole School Visits (WSV). The GoT has targeted 25% of schools to receive a Whole

School Visit each year, with additional and follow up visits to struggling schools that rate poorly. The costs involved in a whole school visit include per diems for the SQAOs and driver, fuel and vehicle maintenance, stationery and printing. The GoT education budget can cover the cost of visits for 10% of schools each year, and GPE-LANES II funds will be used to cover the gap for the remaining 15% of schools each year. The implementation procedures for WSV are clearly laid out for all stakeholders in the SQA Operation Manual and SQA Handbook. The GPE-LANES II funds for WSV will be released through the exchequer system through MoEST.

3.2b Facilitating Quality Assurance Monitoring Reviews. The MoEST SQA Department (DSQA)

endeavours to monitor the implementation of the new SQAS closely to ensure a smooth transition to and success of the system. In order to facilitate this, an annual meeting of zonal and district

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chief Quality Assurers and twice yearly visits from MoEST DSQA to zonal offices are required. The annual meeting will be held at a central location to reduce travel costs, and the zonal visits will rotate to a new zone each visit. The meeting and visits will be coordinated by DSQA, and will focus on the strengths, challenges and findings of SQAOs in the field. Feedback will be gathered to continue improving the new system.

3.2c Training of Head teachers, WEOs, DEOs, REOs. Subcomponent 3.2c proposes to provide a 5-

day training (jointly) for Head Teachers, WEOs, as well as REOs and DEOs. ADEM, as the government institution responsible for school leadership, will facilitate the logistics of trainings, which will be conducted at zonal level. The training will be led by the DSQA HQ in collaboration with ADEM. The goals of this training are to:

• Provide orientation to the new SQAS

• Enhance head teachers and WEOs’ ability to provide close-to-school and in-school

supervision within the new framework for Quality Assurance

This training also provides an opportunity to emphasize with Head Teachers the connection

between Quality Assurance Criteria and the ongoing teacher CPD to be provided by TRCs.

• GPE-LANES II funding will train 25% of the country’s head teachers and WEOs each year,

for a total of approximately 10,000 administrators to be trained by the end of the program

• Intended selection of participants in the training each year is based on the Schools slated

for a whole school evaluation in the same year

Figure 19. Implementation Arrangements for SQA Training of Head Teachers, WEOs, DEOs, REOS

194. Fixed Part Component 3, Subcomponent 3.3 – Facilitating the Standard Two National Assessment (“3Rs assessment”) for sector monitoring and evaluation

Target: Sample based assessment to measure the % of Std. II children achieving the national benchmarks in reading comprehension in 2017 and 2019.

Aligned with/complements ESDP or other: GPE LANES: ESDP – Governance and Management Systems and Structures and Quality Education Outcome Areas; GPE-LANES II Variable Part DLI 8.1 (Meet annual target for conducting Whole School QA Visits); DLI 5.2 (Meet target for number of schools receiving school incentive grants)

GPE-LANES II Programme Fixed Part Budget: $700,000 USD

Implementation period: Year 1 and Year 3

ADEM with DSQA develop the training

modules

ADEM coordinates the logistics of workshops/tra-

vel/per diems

Training takes place in each zone for 5 days

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195. Monitoring the continued progress of learning outcomes in the early grades is a vital responsibility of sector monitoring and evaluation. Since the inception of the first GPE program in Tanzania Mainland, the need for improved learning of the 3Rs was identified as focus for the primary education sector. USAID-funded administration of the EGRA and EGMA in 2013 demonstrated unacceptably low numbers of pupils able to read, write and do basic arithmetic at expected levels. Basic literacy and numeracy became the main focus of the GPE LANES program and other large DP projects (for example, DfID’s EQUIP-T and USAID’s Tusome Pamoja).

In 2015, the Ministry of Education and Vocational Training (MoEVT) assigned NECTA, to assess the 3Rs at Standard II for the nation. NECTA collaborated with USAID to develop a national adaptation of EGRA and EGMA to include writing as well as reading and math components, and to train examination officers. This “3Rs assessment” based on a national sample of schools registering over 7000 students, has been carried out twice, in 2015 and 2017, with support from GPE LANES funds. The 2017 results indicate that while there has been slight improvement in reading and writing outcomes, pupils still struggle with reading passages, using punctuation in writing and non-rote mathematical thinking (e.g. problem solving and missing number problems); with drops in the performance on these sub-tasks between 2015 and 2017.80

196. As the GPE LANES funds earmarked for this assessment exercise have ended, the GoT intends to use GPE-LANES II funds to continue the assessment in 2019 and 2021. NECTA will do the 3Rs assessment, using the RTI methodology for consistency of reporting.

Furthermore, the GPE-LANES II funds will allow NECTA to improve the assessment by:

• increasing the sample size to involve more schools and teachers,

• further disaggregating performance analysis by gender, region, language of instruction

• providing performance data on each item to participating schools, to inform future instruction

• providing feedback to local authorities on schools with very weak performance (feeding into SQAS)

With these improvements, the national 3Rs assessment will not only provide important outcome monitoring data to the central government but will also contribute to identifying struggling schools to ensure they receive the data and support they need to improve the quality of learning outcomes. 197. The National 3Rs assessment, which is an adaptation of the EGRA and EGMA, is a fruit of the dialogue structure followed for development of the ESDP. EGRA and EGMA were initially supported by USAID in 2013, and then by Canada in 2015 and 2017. The EGRA and EGMA results are KPIs on the ESDP and also form an important DLI for the EPforR program. Furthermore, this assessment monitors the impact of the literacy and numeracy work carried out under GPE-LANES and several other DP projects as noted above. This assessment will also be used in the verification process for EPforR DLI 6.2.

198. The Standard II “3Rs” Assessment is implemented by NECTA, in collaboration with teachers trained by NECTA who administer the assessment in selected schools. The expansion of sample size will thus not only increase the number of students assessed, but will also increase the number of teachers with enhanced skills in assessment of learners. Figure 20. Implementation Arrangements for National 3Rs Assessment

80 NECTA, (May 2018) Strategy for 3Rs Assessment

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199. Fixed Part Component 3, Subcomponent 3.4 – Programme Monitoring and Evaluation

Target: Quarterly monitoring and evaluation visits; Mid-Year and Annual Evaluation Reports

Aligned with/complements ESDP or other: GPE LANES: ESDP – Governance and Management Systems and Structures and Quality Education Outcome Areas

GPE-LANES II Programme Fixed Part Budget: $195, 884 USD

Implementation period: All four years of programme

200. The GoT aims to conduct M&E of the programme to ensure effective supervision of GPE-LANES II activities. The M&E will be conducted at National, Regional and Local Government Authority (LGA) levels. M&E is an integral tool for programme management and supervision providing the means to monitor and evaluate programme implementation progress and performance. It will enable a comprehensive assessment of GPE-LANES II Fixed Part programme effectiveness and impact on a timely basis, which will allow for program adjustments to ensure the programme stays on track and objectives are reached.

201. Monitoring and Evaluation of education is a core function of the MoEST in relation to other support units and actors. The results and performance of the GPE-LANES II programme will be monitored through the Overarching Programme Outcomes that are aligned with ESDP Key Performance Indicators (KPIs) and the Programme Outcomes and Outputs aligned with Fixed Part Component Inputs. Monitoring will entail tracking of data related to each of the Outputs and Outcomes of the Fixed Part, involving input from school, ward, LGA and national level agencies and actors. The Government therefore, will facilitate data collection and M&E visits at these levels.

202. The elements of GPE-LANES II’s robust monitoring plan are incorporated into the Results Framework (Annex 4) and include Quarterly Reports, Annual Reports, Leadership Training Reports, Monitoring Visits, and monitoring of BEST data. Implementing agencies, such as TIE, ADEM, NECTA, and the SQA Department submit quarterly implementation reports to the GPE Coordinator in MOEST. Quarterly reports from regional implementers are submitted to PO-RALG. These regional reports integrate the monthly reports of DEOs and WEOs, who in turn incorporate the monthly reports of Head Teachers and TRC Coordinators, thus, all implementers are contributing to the quarterly reporting system. These systems follow existing government mechanisms.

To monitor whether programme inputs such as training and materials are changing classroom/school practices, additional data will be gathered. The SQA Department will submit an annual report to the GPE-LANES II Coordinator in order to monitor the effectiveness of teachers’ instructional practices and the utilization of textbooks. ADEM also provides a specific training report for leadership trainings

NECTA prepares sample to participate in the

assessment

NECTA trains the teachers

who will administer

the assessment

The assessment is conducted in

selected schools

NECTA analyses the results and prepares report

for MOEST & PORALG

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(subcomponents 3.1a and 3.3c), which includes the results of pre-and post- training surveys. BEST data will also be used to monitor progress toward the overarching outcomes identified in the Results Framework.

Monitoring Visits will be conducted by the national GPE Coordination unit, involving national-level representatives from relevant departments and units, for example, for a monitoring visit on Subcomponent 2.4 - Special Needs Equipment – the MoEST Special Needs Unit would be involved. Every subcomponent will be incorporated into monitoring visits, which are planned based on the intervention in question. These visits provide verification of the implementation of interventions as well as identification of challenges and feedback from implementers. 203. In addition to monitoring progress, for GPE-LANES II MoEST and PO-RALG will ensure the assessment of activities provides meaningful feedback, particularly in highlighting successes and noting challenges to be addressed. The monitoring visits provide an opportunity to clarify misconceptions and to give timely support to Education Officers, Head teachers and teachers in the implementation of activities at school and LGA level. The GPE-LANES II mid-year and annual reports to the Permanent Secretaries and ESDC provide timely feedback and recommendations at the sector level for program adjustments in order to ensure the success of the programme.

Potential Bottlenecks or Risks and Mitigations for Component 3 activities

204. Sector strengthening and Monitoring & Evaluation activities under Component 3 entail possible bottlenecks, for which mitigation has been considered. (see table 7) Table 7. Potential Bottlenecks and Mitigation measures for Fixed Part Component 3

Potential Bottleneck or Risk Mitigation measures

Timing and coordination of schools to be visited for the SQA process and school leaders being identified and receiving training before the WSV

Due to the concurrent timing of activities, it may not be 100% possible to provide training for head teachers and WEOs before the first school visits take place. The DSQA and local SQA officers will need to provide extra guidance for those schools who undergo the self-study and receive visits before leadership training happens.

Clear understanding of the GPE-LANES II programme results framework and ESDP KPIs at LGA and school level.

Disseminating of the ESDP and GPE-LANES II programme objectives from regional/LGA to ward and school level is a responsibility of the REOs and DEOs after the 3.1a training. The training will specify the roles of each actor (e.g. Head Teacher, WEO, DEO, REO, TRCs) for achieving each GPE-LANES II output and outcome.

6.5 GPE-LANES II Fixed Part Timing, Results Framework and Budget

Summary

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205. The implementation of the Fixed Part Subcomponent activities will be carefully timed to ensure that outcomes and results are successfully achieved and that resources are efficiently used. Continuity for students in school is a key priority, thus the development of COBET, Standard VI and VII materials and the related teacher trainings will take place in Year 1 (2019/20), while procurement of special needs and pre-primary materials and associated teacher trainings will take place in Year 2. The leadership training for SQAS will spread over Years 1 and 2, while the Whole School Visits, monitoring and evaluation activities will take place in all three years (see Table 8 below). Please see annexes 4 and 2 for the results framework and budget summary. Table 8, below, shows Fixed part subcomponents by year of implementation. See Annex 5 for a more detailed implementation work plan for the first two years of the Fixed Part Programme. In addition, Annex 4, Results Framework, includes the outputs and outcomes for the Fixed Part, and Annex 9, ESPIG Budget Template for GPE-LANES II shows the budget for each subcomponent. Table 8: Proposed Roll Out of the Fixed Part Subcomponents over the Four-Year Programme

Year 1 2019/20

Year 2 2020/21

Year 3 2021/22

Year 4

1.1 Strengthening the role of TRCs and training of Coordinators

X

1.2 Development of CPD modules X

1.3 CPD training for teachers via TRCs X X X X

1.4 Training / Carrying out Special Needs Assessment in additional wards

X

2.1 Materials development/ distribution: Std. VI & VII texts and teacher guides

X X

2.2 Materials development/ distribution: COBET textbooks/teacher guides and curriculum

X

2.3 Materials for pre-primary X

2.4 Materials for special needs X

1.3b Training for special needs teachers X X

1.3b Training for COBET facilitators X X

3.1a Management Planning and Coordination Training

X

3.1b Facilitating Annual Joint Education Sector Field Visits

X X X

3.2a Facilitating QA whole school visits X X X

3.2b Quality Assurance Monitoring Reviews X X X X

3.2c Training of head teachers, WEOs, DEOs and REOs

X X X

3.5 National 3Rs assessment X X

3.6 Programme Monitoring & Evaluation

X X X X

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7 The GPE-LANES II Variable Part

206. The Government of Tanzania (GoT) will use the GPE Variable Part to partly co-finance the Tanzania Education Programme for Results (EPforR), which is a results-based financing modality for international development assistance. Instead of financing inputs (e.g. for schools, textbooks, teacher training), Development Partners (DPs) disburse funds based on the successful delivery and independent verification of agreed results by the GoT. The approach adheres to GoT priorities, works within GoT plans and budgets and aims to build sustainable institutional capacity within the GoT delivery system.

The EPforR programme in Tanzania is designed to improve the quality of basic education in order to achieve improved learning outcomes for children, and to increase the number of girls and boys acquiring basic knowledge and skills in school. Disbursement by DPs is linked to the achievement of a series of Disbursement-Linked Results (DLIs), which covers nine areas: (1) foundational activities, setting up the underlying systems necessary for a RBF programme to function; (2) adequate and timely resource flows to schools and for priority activities; (3) improved education management information system; (4) more equitable teacher deployment; (5) implementation of key “quick win” initiatives; (6) educational outcomes, (7) student retention and transition; (8) quality of schools; and (9) policy and planning capacity.

207. At the mid-term point (2016), the EPforR programme had made significant achievements. The following transformations in the sector were reported: improved capitation grant system, more effective deployment of teachers, support for school incentive grants, addressing teacher allowance backlog and improved exam results.81 By 2016, improvements were made to the details of the DLIs without changing the original principles, priorities and structure. Some new DLIs were added in the EPforR program to replace those that had been fully achieved. These adjustments renew the focus of the EPforR programme in driving quality improvements through an improved inspection system (school quality assurance), addressing class-size and teacher workloads, reducing student drop-outs and expanding an incentive system for schools and teachers. The targets proposed for the GPE-LANES II co-financing are fully aligned with the existing DLIs in the EPforR program GPE-LANES II co-financing of selected DLIs also complements shifts in support from the DPs co-financing EPforR and adds increased emphasis on equity for pre-primary and non-formal learners in basic education.

81 EPforRMid-Term Review Report 2016

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208. Of the 16 DLIs currently being implemented under the EPforR program, eight DLIs have been selected to be co-financed by the GPE-LANES II Variable Part. (Refer to Annex 8 for the full list with GPE-supported EPforR DLIs highlighted in red.) Some of the EPforR DLIs are foundational activities; some are process targets while others target high-level outcomes. Among the eight GPE-LANES II Variable Part DLIs, one is process, three are outcome and four are outputs. These are detailed in the Table 9 below and in the results chains illustrated for each dimension – Equity, Efficiency and Learning.

Three of the selected DLIs address the GPE dimension of Efficiency, three are focused on Learning Outcomes, and two address Equity. The official DLI target definitions in Table 9 do not necessarily elaborate the content of the expected process, output or outcome of the selected DLI but broadly define terms directed at measuring results. For a more detailed analysis of the content or higher level objectives of DLIs in terms of relevance to the three GPE dimensions and their transformative or “stretch” qualities refer to sections 7.2.1 and 7.2.2. Table 9. GPE-LANES II Variable Part co-financed Disbursement Linked Indicators (source: Programme Operations Manual (POM) March 2018)

EPforR DLI Target Definition Qualities

Equity

DLI 2.2 Release total amount of capitation grants to schools monthly

This indicator measures the proportion of funds released by GoT from three prioritised capitation grant (CG) budget lines in the EPforR budget framework: capitation grants directly to primary schools, primary special schools and secondary schools.

A process indicator that improves equitable distribution of funds and promotes resource planning at school level. GPE VP will be adding the extra dimension of funding an additional per capita grant for every pre-primary and COBET learner in these schools. This not only ensures a more inclusive approach to schooling but incentives schools to invite learners at these levels to enrol in their classes.

DLI 7.2 LGAs improve girls’ transition rates from primary to secondary

This indicator measures the rate at which regions achieve improved transition rates of girls from Primary to Lower Secondary Education. Regions may receive incentives of varying amounts according to the degree to which girls’ transition rates have improved and their performance compared to other Regions, or nothing if their performance deteriorates.

An outcome indicator that supports expanded access of girls to basic education. Improving this result requires schools and regions to adopt multiple strategies to retain girls and ensure their access to quality teaching and learning. It also supports improved education sector efficiency and effectiveness.

Efficiency

DLI 3.1 Release education sector

This DLI requires that a complete set of data (for all LGA District councils and schools

An output indicator which establishes basis for performance

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EPforR DLI Target Definition Qualities

performance report (AESPR)

within councils), drawn from annual EMIS, PSLE/CSEE results, and capitation grant (CG) payments be uploaded to three government websites; and that the data is summarised at council, regional and national levels and included in an annual Education Sector Report.

assessments and resource prioritization at the school, district and national levels against minimum standards. The GPE VP further incentivizes LGAs to produce local reports for joint annual reviews with local stakeholders. Additionally, it ensures a focus on pre-primary and COBET teaching and learning.

DLI 3.2 Annual school-level EMIS data available by all LGAs

This DLI requires that the complete set of data mentioned under DLI 3.1 above be uploaded to three government websites. The required school-level data and indicators include a unique school identifier, pupil enrolment, teacher numbers, pupil teacher ratios (PTRs), pupil qualified teacher ratios (PQTRs), examination pass rates and CG payments to schools. Each LGA is incentivized in terms of accuracy, completeness and timeliness to provide this data.

An output indicator provides entry point for establishing school to community based reporting and LGA reporting which feeds into national reporting against ESDP targets. Establishes the basis for results based management.

DLI 7.1 Improved student retention rates in primary/basic education

This indicator measures percentage changes or improvements in primary and lower secondary education survival rates on the previous year’s figures. It rewards councils and regions that show the largest positive change. LGAs may receive incentives of varying amounts according to the degree to which their retention rates have improved and their performance compared to other LGAs, or nothing if their performance deteriorates.

An outcome indicator that supports LGAs expanding access to education services, particularly an increase in the number of children completing the full cycle of basic education.

Learning Outcomes

DLI 5.2 Meet target for number of schools receiving school incentive grants (SIGs)

The School Incentive Scheme is a means of recognizing and rewarding excellent performance. The grants are awarded to the best and most improved primary and secondary schools based on two consecutive years performance. There is a set formula for disbursement of monetary and non-monetary rewards based on performance. This indicator measures the proportion of schools targeted for a SIG (400 schools in 2016/17) that actually receive the financial grant.

An output indicator that ensures that school improvement activities are implemented. It plays a role in influencing school and teacher behaviour and performance as school ranking is publicly reported annually.

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EPforR DLI Target Definition Qualities

DLI 6.2 Meet annual target of improvement in average Kiswahili words per minute in 3R assessment

The 3Rs assessment is designed as a tool to diagnose learning achievement and issues throughout the system. The 3Rs assessment is to be conducted every two years to a nationally representative sample of schools of Standard II students. The assessment is designed to determine student knowledge and mastery of reading, and writing.

For DLI 6.2, the proportional contributions are dependent upon the level of improvement in words per minute82

An outcome indicator which incentivizes and motivates improvements in primary learning outcomes at school, LGA, regional and national levels. The indicator measures the assessment of learning produced by teaching and learning inputs.

DLI 8.1 Meet annual target for conducting Whole School QA Visits

Target number of primary and secondary schools that publicly display School Report Cards following Quality Assurance Whole School Visits (WSV)

Output indicator which requires all schools to undertake a self-study as part of the Whole School Visit Evaluation; the 25% of schools visited by external QA team each year would then publicly display the Whole School Report Card.

Source EPforR POM March 2018 and authors’ analysis

7.1 Theory of Change for the GPE-LANES II Variable Part

209. The EPforR functions as a funding modality to incentivize the implementation of Tanzania’s own well developed sector strategy.83 It is a marked shift away from traditional budget support approaches (such as the GPE-LANES Fixed Part) which focuses on input provision. Global evidence on Results-based Financing (RBF) approaches indicate their value in transforming the organizational incentives to improve education outcomes. The EPforR focuses on strengthening the education system by paying particular attention to the incentives of stakeholders involved in education delivery and by building on improving the effectiveness of the existing structures and processes within the education system. Incentives are introduced at critical points in the results chain to persuade those involved to adopt an appropriate strategy which realizes expected results. There are basically four different categories of theories of change underpinning results-based financing approaches which all apply to the EPforR.84 Basic theories that apply include the following.

• The offer of a financial incentive will lead to some behaviour change by the recipient.

• The performance funding makes results visible in a way that improves management.

• The focus on results will improve accountability to constituents or beneficiaries.

82For World Bank funding: a) annual improvement must be at least 0.5 wpm to trigger payment; b) improvements over 1 wpm will not be funded (i.e. World Bank will fund a maximum of $3.9 million per annum). For DFID and Sida funds, if and only if there are undisbursed funds from other DLIs, the 2 DPs will fund improvements over 1 wpm (i.e. 6.2 disbursements may exceed $16m). Any and all undisbursed DFID or Sida funds emanating from any DLI from this or from previous years may potentially be re-allocated to DLI 6.2. It will be provided at the same pro-rata rate of $1.6 million per 0.1 wpm increase up to a maximum of the level of currently unreleased funds or upon the increase exceeding 2.0 wpm. (source POM 2017 pg. 49) 83 World Bank Program Appraisal Document, page 15 84http://www.sida.se/contentassets/1869345299754bddbf58857e2d92c726/110557c1-7b5e-4a0d-97b0-cbeae5258533.pdf

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• The EPforR agreement gives recipients more discretion and autonomy to innovate and adapt

their activities.85

210. Apart from the critical role played by schools and Local Government Agencies in achieving the incentivized results under the oversight of PO-RALG, there are several other parties responsible for activities and deliverables. These include primarily the Ministry of Education, Science and Technology, and its sub-implementers - Tanzania Institute of Education (TIE), Tanzania Education Authority (TEA) and the National Examinations Council (NECTA) in particular, as well as the Ministry of Finance and Planning (MoFP) for fund disbursements, auditing and report. Roles and responsibilities are detailed in the EPforR Programme Operational Manual (POM).86 The number of actors adds to the complexity of the EPforR implementation but allows system strengthening as it gives recognition to the interdependency of the various actors in the process of transforming the education system.

211. The 2016 and 2017 independent verifications of the EPforR affirm that a marked change in behaviour by government agents at both national and local levels in implementing strategies to achieve results and hence improve education delivery. The RBF approach underpins its success in not only obtaining better than expected results but also in high rates of disbursing funds effectively. The independent report findings indicate that although it required lead time to take effect, making visible the results has prompted new ways of managing delivery. Those involved (e.g. schools, LGAs, MDAs) are more conscious of their performance being open to scrutiny by their constituencies. In addition, the freedom to use the EPforR funds disbursements unconditionally has released considerable energy on the part of Government to adapt their activities to meet the targets. Achieving GPE-LANES variable part DLIs will trigger un-earmarked funds (solely for the education sector), which GoT intends to spend on education infrastructure, a key national priority.

7.2 Process of Selection of Indicators for the Variable Part

212. To access the variable portion of the MCA, Tanzania has identified key DLIs in the three areas of equity, efficiency and learning outcomes, deemed likely to lead to substantial progress in the medium-term, and hence are transformative. The selected DLIs are aligned to the ESDP, relevant to GPE Strategic Objectives, reliably achievable for implementers but go beyond business as usual with clear disbursement mechanisms. The selection of the GPE Variable Part co-financed DLIs was informed by their applicability to six criteria proposed by the GPE Secretariat which evaluates the feasibility of the targets set. The following tables elaborate the suitability of the selected GPE-supported EPforR DLIs in terms of these criteria.

GPE Dimensions of Equity, Efficiency and Learning Outcomes (Source: ESPIG (2017) p13)

Equity refers to addressing disparities in education access, quality and learning outcomes, including gender, income, region-based and other disparities.

Efficiency is defined in relation to access, quality and learning outcomes, as the ratio of outcomes versus resources for these dimension. The absence of data to develop assessments and indicators on efficiency would have to be addressed.

85 ibid. 86 EPforR programme Operations Manual (updated March 2018).

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Learning Outcomes refers to actions to improve learning outcomes, incentivizing strategies to manage and remedy learning issues.

7.2.1 Relevance of GPE-LANES II DLIs

GPE VP EPforR DLI Rationale for Choice for Relevance to GPE Dimension

DLI 2.2 Release total amount of capitation grants to schools monthly

This DLI addresses the equity dimension by improving the distribution of capitation grants to schools. Prior to the introduction of this DLI, there were inconsistencies in the level of CG disbursed by the central government via LGAs and in the amount of CG that reached different schools. Since the introduction of this DLI, a new system was evolved by GoT whereby CGs are disbursed directly from MoFP to school accounts on a monthly basis. Thus, every school now receives its share of CG on a monthly basis and the overall percent of CG disbursed has improved. MoFP annually disburses Tzs. 6000/= per child in monthly instalments. Adding to increasing equitable access, during the 2018-19 fiscal year COBET and pre-primary pupils, who were previously excluded, will now be included as part of the capitation grants in schools where they are enrolled, and to receive the same amount as other learners. The additional number of children with the inclusion of COBET and pre-primary learners receiving capitation grants is expected to be 1,491,817 in 2019/20.

DLI 7.2 LGAs improve girls’ transition rates from primary to secondary

The DLI 7.2 directly addresses the equity dimension by tracking and encouraging improvement in the transition rate of girls from primary to secondary level. While girls have higher retention rates than boys at both the primary and lower secondary levels of education, a lower proportion of girls transitions to secondary school compared to boys. This is largely due to their poorer performance in the Primary School Leaving Examination. This DLI supports a more thorough consideration of gender issues in both primary and secondary schools as schools, communities, LGAs and the School Quality Assurance system will need to pay more attention to the factors that influence girls’ performance in schools as well as schools’ attractiveness to girls and their families.

DLI 3.1 Release annual education sector performance report (AESPR)

The DLI3.1 directly addresses the efficiency dimension as it reports on progress of expected ESDP outcomes areas (a new format) and enhances mutual accountability and transparency on the achievements of partners in delivering education services. Although significant improvements have been made in producing the AESPR, it is a relatively recent deliverable which needs further strengthening. For the first time, LGA performance reports on education delivery, following a similar format to the national, are required, opening up stakeholder dialogue on local performance, and

213. The selected targets, shown on Table 10 are relevant to improve equity, efficiency and learning outcomes in basic education. The table presents rationales for each selected DLI.

Table 10. Relevance of Selected Results

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GPE VP EPforR DLI Rationale for Choice for Relevance to GPE Dimension

also enhancing local system strengthening as new analytical skills will be needed at these levels.

DLI 3.2 Annual school-level EMIS data available by all LGAs

Incentivizing DLI 3.2 will enhance efficiencies in the education system as data on resource inputs and outputs are systematically collected and uploaded by a stipulated date and published online. The DLI 3.2 is related to strengthening the capacity of national, regional and LGA levels to support their M&E and planning with comprehensive and accurate data.

DLI 7.1 Improved student retention rates in primary and lower secondary education

Tracking pupil throughput, and retention rates (by gender) improves internal system efficiencies, as it allows the sector to determine factors causing pupils to drop out of school. It raises the importance of monitoring whether the participation of pupils at pre-primary affects pupil retention and performance in primary and later standards, as global research predicts. Additionally, it incentivizes schools to mainstream COBET learners into formal schooling. Achieving this indicator supports quality improvements, as improved teaching and learning environment, including pedagogy, is a major attraction for students to stay in the system; It also supports improved school-community communication, as parents and communities will need to play an active role in reducing absenteeism and drop-out.

DLI 5.2 Meet target for number of schools receiving school incentive grants (SIGs)

The DLI5.2 incentivizes schools to improve their learning outcomes. Accountability and quality assurance are among the most important challenges for quality. This DLI supports a school ranking of results both in absolute terms and performance increase and offers monetary and non-monetary rewards to top performing and most improved schools. Innovative ideas addressing accountability and M&E at school level are key, with spill over effects on reporting of results and community involvement. The achievement of DLI 5.2 because of its high media profile raises community and school awareness of the importance of quality teaching and learning.

DLI 6.2 Meet annual target of improvement in reading in 3R assessment

The DLI 6.2 incentivizes and motivates improvements in primary learning outcomes in reading at Standard II which is a foundation for all future student learning. Achievements in learning outcomes is a central objective of GPE’s programmes globally. The assessment at this level also enables Tanzania to predict, flag and respond to learning outcome issues early on.

DLI 8.1 Meet annual target for conducting Whole School QA Visits

The DLI 8.1 supports improvements to the quality of education, and hence improvements in both learning outcomes and retention rates, through changes in teacher behaviour and improvements in school management. This DLI promotes the accountability of schools to their local communities through publication of an easy- to-understand School Report Card showing the school’s performance relative to other schools by LGA and by region against several key quality indicators. It improves geographical equity by ensuring that all schools are supported, not just those that are more accessible.

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7.2.2 Results Chains for Equity, Efficiency and Learning

214. In addition to being relevant to the GPE strategic areas of Equity, Efficiency and Learning, the selected DLIs for the GPE-LANES II Variable Part complement the GPE-LANES II Fixed Part activities, to help enable achievement of key ESDP objectives in each area. The justification for the proposed DLIs includes a results chain for each GPE-LANES II objective showing that the selected processes, outputs and predicted outcomes and impact are based on a credible theory of change. The following results chains demonstrate how the DLIs and fixed part activities, sometimes through working together and sometimes separately addressing key aspects of each outcome, complement each other to support impactful changes in the Primary education sub-sector. 215. The Figure 21 illustrates the Results Chain (including DLIs 2.2, 7.2) which addresses Equity and supports the ESDP Outcome of Access, Participation and Equity. This outcome area is described as “Equitable participation in and completion of basic education for all, through both formal and non-formal pathways”. A predicted ESDP output in achieving this objective is that the “main education costs borne by households are reduced by half for all pupils, and further still for those from poor and disadvantaged backgrounds”.

The effective release of monthly capitation grants to schools (DLI 2.2) ensures that all schools, no matter how remote, receive predictable funds to disburse for their daily operations, which includes maintenance, feeding, boarding fees and exam fees among others. With the GPE VP, the per capita formula calculating the allocation per school will now include pupils in the pre-primary grades and the COBET classes. Adding impetus to the incentive for schools to attract and retain all learners, is the DLI 7.2 on retention and promotion of the girl child throughout the system. Schools, LGAs and communities will pay more attention to the needs of female learners who have a higher tendency than males to drop out of school for varying reasons. The national Action Plan on Adolescent Health and Wellbeing, by Ministry of Health, which seeks, to implement measures to keep adolescent girls in schools through prevention and response measures, (including making schools safer for girls; improving WASH in schools; improving the delivery of life skills learning and guidance and counselling services; providing non-formal options for drop-outs), will also support local strategies to retain the girl pupil. The ESDP offer the education specific initiatives through the approved Inclusive Education Strategy and the Adult and Non-Formal Education programme s which will also enhance improvements in equity of access to education at all levels.

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Figure 21. Results Chain: Improving Equity (DLIs 2.2, 7.2)

Schools welcome the enrolment of pre-primary and

out of school learners

2.2 Release total

amount of capitation grants to schools monthly

More out of school

children and pre-primary aged pupils enter school

DLIs Process Outputs Outcomes Impact Assumptions

7.2 LGAs improve

girls’ transition rates from primary to secondary

More girls transition

successfully to secondary education

Variable Part funds are

disbursed and used by GoT to

construct classrooms in

areas of highest need

Pre-primary and primary teachers are better able to

cope with manageable class

sizes

Pre-primary and primary learners in

smaller classes

experience better

learning conditions

Pupil/Classroom

ratios are significantly

reduced

Disbursing funds to schools according to number of learners including pre-primary and COBET

Schools and Communities ensure girls

stay in school

Schools and LGAs track girls’

participation in school

Schools will have funds

for managing day-to-day operations

Number of girls

attending schools

More girls graduate

from secondary

schools

GoT has sufficient funds to

provide all schools

with capitation

grants

GoT supports an

advocacy campaign to retain girls in schools

GoT priority remains spending

un-earmarked VG funds

on classroom

infrastructure

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216. The Results Chain in Figure 22 involving three DLIs (3.1, 3.2, and 7.1) aimed at improving System Efficiencies is aligned with the ESDP Outcome: System Structure, Governance and Management.

Education sector

performance report

produced on time

Improved retention

rates in basic education

Informed decision making using statistics and reports in

planning

DLI 3.2 Annual

school-level EMIS data

available by all LGAs

DLI 3.1 Release

education sector

performance report

DLI 7.1 Improved student

retention rates in

primary and lower

secondary education

More children

complete basic

education

Increased education efficiency

and effectiveness

Number of children

staying in school

Figure 22. Results Chain: Improving Efficiency (DLIs 3.1, 3.2, 7.1)

Data collection,

analysis and report

writing

Data entry, cleaning

and publishing

Schools and communities

track pupil attendance and ensure

participation in school

Variable Part funds are

disbursed and used by GoT to construct

classrooms in areas of

highest need

Pre-primary and primary teachers are

better able to cope with

manageable class sizes

Pre-primary and primary learners in

smaller classes

experience better

learning conditions

Pupil/Classroo

m ratios are significantly

reduced

LGAs produce accurate,

comprehensive data on all

schools

DPP Unit has

capacity to produce annual sector report

according to ESDP format

Schools and LGAs have

the capacity to engage

the community

in supporting

pupil attendance

GoT priority remains on

spending un-earmarked VG

funds on classroom

infrastructure

DLIs Processes Outputs Outcomes Impact Assumptions

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This outcome area ensures an effective management and administration system is in place, including sector-wide accountability and sustainable, equitable financing modalities, which enables mobility through multiple pathways within and across education sub-sectors. The GPE Variable Part DLIs cover two different strategies to improving management and governance. The first is data based and involves institutional accountability. The second is to promote a combination of strategies to achieve continuous improvements in student retention, thus ensuring cost inputs are realized by efficient student flows through the system. 217. The Results Chain (Figure 23 including DLI 8.1, 6.2 and 5.2) on Improved Learning Outcomes is aligned with the ESDP Outcome “Quality of Basic and Secondary Education”. This outcome area focuses “on achieving improved and equitable learning outcomes for all in Basic Education and Advanced Secondary”. The Variable Part DLIs will incentivize and complement the Fixed Part activities in improving learning outcomes. The assumption is that the provision of continuous educator/teacher development coupled with the provision of textbooks developed for the new curriculum will not only integrate a new approach to teaching and learning in schools based on competency and inclusive principles but also adopt measures to address pupils in COBET classes. 7.2.3 Transformative Effect and Stretch Effects of GPE-LANES II DLIs

218. The value of the selected DLIs is judged by whether they are likely to be transformative in improving equity, efficiency and learning outcomes in basic education, as well as deemed likely to lead to substantial progress in the medium-term. In some instances, the DLIs can be seen to be ambitious or “stretching” capacity beyond business as usual. The proposed GPE-LANES II co-financed DLIs complement the Fixed Part Components in enhancing key policy or system wide reforms elaborated in the ESDP. 219. The GoT has specifically dedicated that these four DLIs be evaluated against GPE Variable Part Criteria because these are seen to be particularly transformative:

Equity Efficiency Learning Outcomes:

DLI 2.2 Capitation Grants DLI 7.1 Student Retention DLI 6.2 Improving Reading Fluency

7.2 Girls’ Transition Rates In making allocations to the DLIs, these four DLIs are ensured to receive USD $28 Million, which is equivalent to 31% of the total MCA. In the following paragraphs, the effects of the selected DLIs are explained, starting with the four designated DLIs.

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Changes in teacher

behaviour, in school

management; & the accountability of schools to their local communities

DLI 5.2 Meet target for number of

schools receiving school incentive grants

Schools improve their

academic performance

At least 25% of schools

visited each year

School Report Card shared

with the school and the

school’s community

DLI 6.2 Meet annual target

of improvement in reading

in 3R assessment

DLI 8.1 Meet annual target for conducting Whole School QA Visits

Identification of measures to improve

schools

Improved learning

outcomes at all levels

of education for children

Greater awareness of

minimum quality

standards of education by schools and

communities

DLIs Processes Outputs Outcomes Impact Assumptions

Figure 23. Results Chain: Improved Learning Outcomes (DLIs 5.2, 6.2, 8.1)

Schools make adjustments in

practices to improve

performance

School Quality Assurance

Department plan and

conduct whole school visits and prepare school report

card

Supply teaching and learning materials

to schools Train teachers in

3Rs methodologies Provide support for

3Rs learning through school

management and SQA

Measure progress through the 3Rs

national assessment

Variable Part funds are

disbursed and used by GoT to

construct classrooms in

areas of highest need

Pre-primary and primary teachers are

better able to cope with

manageable class sizes

Pre-primary and primary learners in

smaller classes

experience better

learning conditions

Pupil/Classroom

ratios are significantly

reduced

WSV and the School Report

Cards motivate and guide schools to

improve teaching and increase

learning outcomes

3Rs assessment

results disseminated

Improved learning and retention in

upper primary and secondary by more proficient readers

Higher number of learners achieving

proficiency in reading by Standard

II

Ministry has capacity and resources to

support school quality

assurance

Ministry has sufficient

capacity and resources to support 3 R assessment

Schools are motivated

to use new resources

and results to improve

their teaching

and learning

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220. FOR DLI 2.2 - Incentivizing the MoFP to disburse the full budgeted amount for capitation grants is critical to the success of fee-free basic education. By also subsidizing COBET and all pre-primary learners, the GoT is sending a clear message to schools that education for all children is being promoted. Both MoEST and PO-RALG have proposed a new pro-disadvantaged formula. This formula, still under consideration, would progressively fund per capita vulnerable child in overcrowded classes, children with identified special needs and those living in remote areas. Current budget projections indicate that it will be a stretch for GoT to raise an increase in capitation easily. Hence GPE-supported EPforR DLI will incentivize GoT to keep this financial commitment. This DLI promotes predictability of funding at the school level to support effective resource planning, prioritization, and expenditure patterns during the school year. It allows for flexibility of decentralized resource allocation process. It increases the level of direct accountability for performance at the school level. 221. DLI 7.2 (Improving girls’ transition rate from primary to secondary) is highly transformative. In order to succeed in reaching this goal, both schools and communities must stretch themselves, leaving business as usual in order to address the varied barriers that affect girls’ transition to secondary. This DLI disburses at LGA level, provided the target number of councils show improvement. This is a critical DLI given the Ministry of Education’s policy stance that pregnant students are not allowed to continue their studies in public schools 87but via private schools or other non-formal education opportunities. Focusing on this indicator will help ensure more girls transition and could even help to combat early pregnancies. International evidence88 demonstrates that educating girls and getting them through secondary delays pregnancies. Studies have shown that keeping girls in school improves their sexual and reproductive health.

222. A key strategy to improve system governance and management is an ambitious EPforR DLI 7.1 focused on student retention. The expected improved internal efficiencies at school level as all levels of management from head teacher upwards will introduce strategies to retain learners in order to achieve this DLI. This will lead to a pull factor to mainstream COBET and special needs learners. All three DLIs support improved school-community communication, as parents and communities will need to play an active role in reducing absenteeism and drop-outs and in engaging in local governance process where LGA performance in the education sector is evaluated publicly.

Success in achieving these objectives constitutes a major transformational change that will result in better throughput of learners, thus ‘un-clogging’ and ‘un-locking’ the system, improving progression rates and reducing class sizes in lower grades which in the longer run will improve learning conditions for teaching and thus learning outcomes. The year 2019 will be the third year that DLI 7.1 is being pursued as an incentive by LGAs and is likely to “stretch” their capacities beyond their normal duties.

87 Tanzania’s ban on pregnant girls attending state primary and secondary schools dates back to 1961, when the country secured its independence from Britain, though it does not extend to private schools. This policy was reaffirmed in June 2017 by President Magafuli. 88 World Bank (2009). Adding one more year of education decreases by at least 10 percentage points the probability of giving birth when still a teenager. The probability of having one’s first child before age 20, when having at least completed primary education, is about 65 percent; therefore, for this means a reduction of about 15 percent in teenage fertility rates for this group. One additional year of school curbs the probability of becoming a mother each year by 7.3 percent for women who have completed at least primary education, and 5.6 percent for women with at least a secondary education.

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223. The GPE-LANES II Fixed Part is providing financial support to NECTA for conducting biannual testing of literacy and numeracy levels in a sample of schools in Standard II classes allows government to assess learner improvements at these levels. The 3Rs initiatives of GPE-LANES I and various Development Partners trained Standard I and Standard II teachers in teaching 3R basic skills. The DLI 6.2 is complementary in that it provides the incentive for government to coordinate and align efforts at the foundational grades of pre-primary and primary, a challenge given the multiplicity of factors impacting on learning outcomes at this level. Nevertheless, the consistent improvements off a low base in the 3R assessments in previous years indicates that it is an achievable objective with important consequences for laying the foundation of learning for all young pupils. 224. A key GPE VP funded variable is DLI 3.1 which is being reformatted to align with ESDP progress reporting. The national Joint Annual Review (JAR) by stakeholders will use the ESPR as an analysis of progress on all expected ESDP outcomes. LGAs will be required to develop their own annual reports to be discussed at local JARs. The GPE FG strategies of improving and harmonizing the sector EMIS with the introduction of learner unit records will allow the GoT and the stakeholders to begin to track the progression and movement of learners across the country, thus enhancing governance and management.

The modified DLIs are ambitious and require a “stretch” of GoT capacities to deliver the required reports as well as to initiate and sustain the JAR process in the LGAs. These outputs will have a medium-term impact in transforming the standards by which Government, particularly at the local level, can be held accountable for its use of resources to deliver expected outcomes. The achievement of the “efficiency“ DLIs complements the Fixed Part activities and supports the ESDP objective. 225. By putting the result of DLI 8.1 Meet annual target for conducting Whole School QA Visits up front, government officials are incentivized to ensure at least 25% of all schools every year have engaged in a full evaluation. The new School Quality Assurance System is being launched in 2018 replacing the old inspection system, which incorporates training of schools on minimum quality standards, their own self-evaluation which generates a School Report Card to be shared with the local community. Integral to the implementation of the SQAS is the training of head teachers, WEOs, DEOs and REOs WEOs on close-to-school supervision and evidence-based planning to support quality assurance standards. It places the emphasis on improvements in practices at the school level (management, pedagogy, community engagement) which will improve student retention and student learning outcomes

All of these schools are issued with a School Quality Score which is displayed on school premises. The Overall School Quality Score is a composite measure with a score ranging from 0 to 100 that is derived from the assessment made by the School Quality Assurance Officers after conducting a 3-4 day Whole School Visit. It has five weighted subcomponents derived from the assessment of five of the six domains that make up the school’s overall quality assessment (Refer to Glossary for the weighting in the domains). Additionally, all schools are expected to introduce minimum standards and reflect in a self-evaluation process which they share in a Whole School Report Card displayed on school premises. These are innovative approaches to achieve school improvements in teacher behaviour, school management and accountability of the school for its performance to its local communities. This is both an ambitious strategy with high expectations that organizational changes will affect student learning outcomes. 226. The DLI 5.2 Meet target for number of schools receiving school incentive grants is supported by a school ranking system that measures school and teacher performance, based primarily on improvements of exam results at primary and secondary school leavers levels. Schools receive nominal

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monetary and non-monetary awards based on improvement changes. Given the high media profile and awarding of these prizes, schools are aware that they are being judged publicly in their communities and nationally on their performance. This adds to their drive to be seen to be performing well and has had a transformative effect on school performance since its introduction by the EPforR program.

227. The combination of these elements - of putting an emphasis on achieving improvements in learning outcome results up front, developing new approaches to achieving these results, while taking measures to reach everyone, is likely to lead to significant transformative ways in which schools and their support structures behave in the delivery of education. Additionally, there are numerous strategies that have been adopted by the GoT to improve learning outcomes. These include developing the SQAS Handbook, the Whole School Report Card system, the trainings of educators and support staff, the competence based curriculum changes, the new textbooks being introduced, and the Inclusive Education Policy and Strategy.

7.2.4 Adequacy of Indicators and Targets of GPE-LANES II DLIs

228. Selected strategies are measured by corresponding DLIs and their indicators which all have the potential to have a significant transformational impact. They thus constitute a major stretch for Tanzania. In the previous sections, the relevance of the selected DLIs to the ESDP outcomes was illustrated, including their centrality to the dimensions of efficiency, equity and learning outcomes, their capacity to transform education delivery while representing ambitious but achievable targets. The integral characteristic of results based financing is the detailed specifications of indicators which will be recognized as results which trigger the release of funds.

Given the inter-related nature of indicators and their financial implications this section shares the targets related to maximum releases and the broad conditions for their releases. The specifics are explained in a Program Operational Manual (POM, 165 pages). The POM details the definition and rationale of each DLI, its scalability, the maximum claimable amount and scheduling of fund releases, its allocation formula and protocols to evaluate the achievement of the DLI, among others. The POM has been updated twice to adjust for new protocols and DLIs (2017 and 2018). These updates are agreed upon in the EPforR SMT meetings which include GoT and DP representatives.

Table 11. GPE Variable Part funded EPforR DLIs Targets and Maximum Releases by Partners

GPE Variable Grant funded EPforR DLIs

Maximum Releases by Partners

ANNUAL TARGETS For Maximum DISBURSEMENT (Refer to POM, 2018 for requirements) M=Million

2018/19 Baseline

2019/20 2020/21

DLI 2.2 Timely release total amount of capitation grants to schools monthly

100% 100% 100%

Fund release is proportional to the percentage of CG funds released to schools during each six-month period.

EPforR max release (disbursed at national level)

$2.25 M $5.8 M $2.8 M

GPE max release $5 M $5 M

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GPE Variable Grant funded EPforR DLIs

Maximum Releases by Partners

ANNUAL TARGETS For Maximum DISBURSEMENT (Refer to POM, 2018 for requirements) M=Million

2018/19 Baseline

2019/20 2020/21

(disbursed at national level)

DLI. 7.2 LGAs improve girls’ transition rates from primary to secondary

54% of Regions

38% of Regions

38% of Regions

Fund release is proportional to the number of Regions eligible to receive student retention incentives for improving girls’ transition as compared to the target of 38% of Regions per annum. The total amount is distributed among Regions proportionally according to the percentage increase in the transition rate compared to the previous year.

EPforR max release (disbursed to LGAs)

$8.6 M

$ 5.6 M

GPE max release (disbursed to LGAs)

$5 M89

$5 M

DLI 3.1 Release of annual education sector performance report (ESPR) in acceptable format covering ESDP outcomes

100% 100% 100%

Fund release is proportional to the number of LGAs for which complete data have been made publicly available and are used to inform nationwide analysis of the education sector.

EPforR max release (disbursed at national level)

$2.25 M

$2.1 M

$1.1 M

GPE max release (disbursed at national level)

$3.3 M

$3.3 M

DLI 3.2 Annual school-level complete EMIS data available by 31st July by all LGAs uploaded to Government Open Data portal opendata.go.tz for all the information listed in Box 10 of POM 2018

100% complete per LGA

100% complete per LGA

100% complete per LGA

Funding per LGA is proportional to percentage of schools for which complete data is available online

EPforR max release (disbursed to LGAs)

$2.25 M Per LGA $12,228*

$2.1 M Per LGA $11,413*

$1.1 M Per LGA $5,978*

GPE max release (disbursed to LGAs)

$3.3M Per LGA $17,934*

$3.3M Per LGA $17,934*

DLI 7.1 Improved student retention rates in primary and lower secondary education. Achievement is against the two indicators - modified Primary Survival Rate (PSR) and modified Lower Secondary Survival Rate (LSSR)90. An LGA or Region that has a negative performance (lower SR than the previous year) is ineligible for an incentive payment.

94% of LGAs for PSR and 60% of LGAs

Improvements in 41% of LGAs and/or 38% of Regions for LSSR

Improvements in 41% of LGAs and/or 38% of Regions for LSSR

89 The amount per Region cannot be specified. There is no maximum per Region. The total amount is distributed among Regions according to performance

90 Due to non-availability of accurate repetition data in Tanzania the repetition factor is excluded from this modified formula.

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GPE Variable Grant funded EPforR DLIs

Maximum Releases by Partners

ANNUAL TARGETS For Maximum DISBURSEMENT (Refer to POM, 2018 for requirements) M=Million

2018/19 Baseline

2019/20 2020/21

improved LSSR.

LGAs may receive incentives of varying amounts according to the degree to which their retention rates have improved and their performance compared to other LGAs, or nothing if their performance deteriorates.

EPforR max release (disbursed to LGAs)

$6.75 M $9.2 M91

$5.3 M

GPE max release disbursed to LGAs)

$2M $3M

DLI 5.2 Meet target for number of schools receiving school incentive grants (SIGs). 90 schools with best performance (green performance band) and 310 most improved schools (at least 20% improvement) in PSLE and CSEE results during the year.

400 schools 400 Schools 400 schools

Fund release is proportional to number of schools receiving SIG as compared to target.

EPforR max release (disbursed at national level)

$3.25 M $3.1 M $1.1 M

GPE max release (disbursed at national level)

$1.3M $1.3M

DLI 6.2 Meet annual target of improvement in average words per minute in 3R assessment. The baseline (2013) for national average of correct words read per minute was 17.9. The 2016 result was 23.6 wpm.

17.3 wpm tbc92

19.3 wpm tbc

The fund allocations are cumulative (refer to POM table 5) and % Contribution to DLI 6.2 by Partners based on these increases:

• < than 0.5 wpm : $8 M: WB 0% DIFD 76% SIDA 24%.

• 0.5 to 1.0 inclusive: $8M: - WB 50% DIFD 38% SIDA 12%

• > than 1.0 : $16 M+ WB 0% DFID 76% SIDA24%.

The funding of improvements in wpm greater than 1.0 wpm, will occur if and only if DFID and/or Sida have undisbursed funds from other DLIs. It

EPforR max release (disbursed at national level)

$18.25 M $0 $4.7 M

GPE max release (disbursed at national level)

$3M

91 As per 7.2 above, the amount per LGA cannot be specified. It is proportional to performance

92 It was agreed in principle during the Annual Review that the EGRA and EGMA baselines be reset to the current values, given the new situation and different student profile following the introduction of FFBEP in 2016. The EPforR requirement is a minimum 1 wpm improvement per year. This is yet to be formally agreed by the SMT.

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GPE Variable Grant funded EPforR DLIs

Maximum Releases by Partners

ANNUAL TARGETS For Maximum DISBURSEMENT (Refer to POM, 2018 for requirements) M=Million

2018/19 Baseline

2019/20 2020/21

will be provided at the same pro-rata rate of $1.6 M per 0.1 wpm increase up to maximum of the level of currently unreleased funds available from DFID and/or SIDA

DRL 8.1 Meet annual target for conducting Whole School QA Visits (excludes schools assessed at below 25% standards)

Not measured

11,139 schools cumulatively from start of new SQA system to 30th June 2019

Additional 5,570 schools from 1st July 2019 to 30th June 2020

Fund release is proportional to the number of primary and secondary schools receiving a Whole School SQA Visit and displaying School Report Cards within the reporting period, relative to the target number.

EPforR max release (disbursed at national level)

$6.25 M $7.4 M $1.7 M

GPE max release (disbursed at national level)

$4M $3.3M

* Based on the current number of 184 LGAs. Actual amounts may vary because of exchange rate fluctuations against the USD as DFID disbursements are GBP and Sida in SEK. Amounts per LGA will decrease if the number of LGAs increases. Source: DFID (03/09/2018) Email from CA

229. Note that the targets for DLIs 7.1 and 7.2 of 38%/41% targets are minimum thresholds for the full amount of finance to be disbursed. The amounts that each LGA receives are then according to performance, dividing between LGAs according to performance. For 7.2 performance is only measured at the regional level, not at district level, but disbursed finance is then apportioned pro-rata (according to number of enrolled secondary school girls) among the LGAs of each Region according to the Region’s performance. So, for example, the 41% target for LGAs under 7.1 means that currently a minimum of 75 LGAs must improve their primary or lower secondary survival rates for the whole amount of money to be disbursed. If the number of LGAs increases above the current 184, then the threshold goes up accordingly. Among these eligible LGAs, disbursement is scaled in bands according to performance. In 2018/19 the disbursements received by individual LGAs under DLR 7.1 varied from $16,000 to $200,000 (and a few LGAs got nothing at all). 7.2.5 Reliability of Means of Verification of GPE-LANES II DLIs

230. The overall verification process is undertaken in ways that are both credible and sustainable by using, to the fullest extent possible, existing government systems for oversight and monitoring. At the same time this use of existing systems is balanced against the requirement for accurate and objectively verifiable information recognizing that significant amounts of funding are attached to each of the DLIs. Independent verification of the reported achievements is conducted by a third party, contracted by one of the Development Partners, in accordance with the detailed verification protocols attached to each DLI.

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Two independent verification processes have been completed for 2015/16 and 2016/17 results. The third verification process of assessing the results of 2017/18 has just been completed.

7.3 Clarity and Adequacy of the GPE-LANES II Variable Disbursement

Mechanism and Flow of Funds

231. As indicated earlier, a detailed Program Operational Manual (POM) 93 guides the EPforR in all its definitions, calculations of DLI formulas, periodicities and disbursement mechanisms. the disbursement of GPE-supported EPforR DLIs follow the rules established in the POM. All the EPforR DLIs selected for the GPE Variable Part are disbursed annually, except for DLI 2.2 on capitation grant which is claimed every six months, and the DLI 6.2 which is linked to the achievement of literacy on 3R assessment which only occurs in every two years. All of the GPE Variable Part DLIs are scalable, which means that payments will be graduated to the proportion to which the expected result has been achieved, based on objective reporting and verification methods. For further clarity on the evidence required and GoT responsibilities, the role of the external verification and the frequency and timing of expected deliverables for each DLI refer to Annex 8. 232. GPE-LANES II is fully aligned to the disbursement frequencies of EPforR. There are three ways in which disbursements are made – six monthly, annually and every two years. Only one GPE co-financed DLI – 2.2 is subject to six-monthly verification and disbursements and also independently verified by a third party. Another, DLI 6.2 associated with the Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) is carried out every two years and uses an international standard of methodology that is acceptable to the Development Partners. The EGRA includes an assessment of Kiswahili reading speed in correct words per minute, and this is used to assess achievement of DLI 6.2. The EGMA includes an assessment of Level 2 Addition and Subtraction which is used to assess achievement of DLI 6.3 (not a GPE co-financed DLI). When NECTA conducts the EGRA/EGMA, DPs may engage a third party for verification94. The remaining GPE VG selected DLIs from EPforR are annually verified by an Independent Verification Team to be contracted by one of the Development Partners, in full alignment with the EPforR verification process.

The independent EPforR verification process and joint annual review begins in May and concludes end of September in time for the Joint Annual Review of sector progress by stakeholders. Payments disbursed on these verifications are made in either the last quarter of that year or first quarter of following year by DPs. It is important that DLI reporting is timely, and documentation supporting the achievement of results is filed and accessible for verification in order for fund releases to occur according to a schedule outlined in the Program Operational Manual.

93 MoEST. POM Revised 2017 94 EPforR POM, updated April 17, 2018; p. 87.

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233. Additionally, there is an agreed framework among partners which provides the basis for allocating the percentage contribution from each partner to each DLI per annum. The three partners – World Bank, DFID and Sida contribute to the financing of the DLIs in their own currencies. This has led to fluctuations in the expected contributions caused by currency fluctuations. The proportional contributions per DLI have been reviewed and jointly agreed upon during the mid-term review in 2016 and again subsequently with the recent partner fund extensions. Decisions on undisbursed amounts are made annually and in accordance to the POM. Any changes on fund reallocation or deduction needs to be confirmed within two months through a formal exchange of letters. It is recognized that some GPE resources may remain undisbursed if results are not fully achieved. For example, should the biennial target for improving reading speed not be achieved some of the allocated resources may not be disbursed. Undisbursed amounts (when targets are not met) will roll over to the next fiscal year, and if still not used by the end of the programme, will be returned to GPE as per GPE policy and guidelines.

234. EPforR recognizes only two types of recipients of the flow of funds for achievement of DLIs, namely the MoEST and LGAs. Refer to Table 12 for the details. Implementing agencies (such as TIE or NECTA or schools) and line ministries such as PO-RALG benefit only indirectly from these funding flows.

235. The disbursement mechanism for GPE VP funds will be IFMIS, the government-wide online management accounting system operated by the Ministry of Finance and Planning. The IFMIS provides accounting data for all central government budget lines. However, it does not disaggregate below the LGA level and cannot therefore produce school-specific accounting data. This has to be obtained from other sources manually, such as school bank accounts and LGA-generated financial records.

236. The EPforR fund releases associated with DLIs 3.2, 7.1, and 7.2 will be disbursed under the “LGA Education Performance Fund” in the budget framework. The level of disbursement to each LGA will be determined according to the funding formulae described in EPforR’s Programme Operational Manual Chapter 5. LGAs will receive guidance on how the level of funding will be determined for their district. When funds arrive to individual LGA accounts, LGAs can then use funds as they choose for any eligible expenditure.

237. Each year, PO-RALG and MoEST, with guidance from the EPforR Coordination Unit, will develop a list of eligible expenditures that reflect and support aspects of education service delivery that correspond to key areas of EPforR. For a detailed description of the evidence required for each GPE-financed EPforR DLI, the GoT responsibilities in providing the proof of achievements in each DLI, as well as the external verification and responsibilities related to that DLI, with the level of frequency and timings of evidence required refer to Annex 8 (Table on Disbursements of GPE VG DLIs).

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Table 12. Illustrative Timing of Annual Disbursement Flow of Funds for DLIs in 2019

EPforR DLI

Recipient of Funds under GPE VP

Year of DLI Implementation occurring

Year DLI is assessed

Year and Quarter Payment is made

DLI 2.2 Release total amount of capitation grants to schools monthly

Ministry of Education and Training

July-Dec 2018 Feb 2019 Mar-Apr 2019

Jan-June 2019 Jul-Sep 2019 Nov-Dec 2019

DLI. 7.2 LGAs improve girls’ transition rates from primary to secondary

LGAs 31 July, 2019 based on March 2018 ASC

Aug-Sep 2019

Nov-Dec 2019

DLI 3.1 Release education sector performance report (ESPR)

Ministry of Education and Training

15 Sept, 2019 Sept 2019 Nov-Dec 2019

DLI 3.2 Annual school-level EMIS data available by all LGAs

LGAs 31 July, 2019 based on March 2018 ASC

Aug-Sep 2019

Nov-Dec 2019

DLI 7.1 Improved student retention rates in primary and lower secondary education

LGAs 31 July, 2019 based on March 2018 ASC

Aug-Sep 2019

Nov-Dec 2019

DLI 5.2 Meet target for number of schools receiving school incentive grants (SIGs)

Ministry of Education and Training

May-Jun 2019 based on 2018 exams

Jul-Sep 2019 Nov-Dec 2019

DLI 6.2. Meet annual target of improvement in reading in 3R assessment. This DLI is only assessed every 2 years, so after 2018 the next one is due in 2020.

Ministry of Education and Training

May-Jun 2020 based on Oct-Nov 2019 assessment

Jun-Jul 2020 Jul-Dec 2020

DRL 8.1 Meet annual target for conducting Whole School QA Visits

Ministry of Education and Training

31 July 2019 based on QA visits from Jul 2018 to Jun 2019

Jul-Aug 2019 Nov-Dec 2019

Source: Cambridge Technical Advisory Team, Leigh et al. and author’s research

7.4 Synergy between the Fixed and Variable Parts of the Grant

238. As explained above, the DLIs selected for the Variable Part of the grant are already part of a results-based funding modality for Tanzania Mainland. The Fixed and Variable Parts of this grant have been designed to complement each other in addressing key objectives of the ESDP requiring additional support. While is it not a requirement that the fixed part inputs directly support the DLIs, there are some subcomponents which do contribute toward achievement of DLIs. In other instances, for example under equity, the Fixed Part activities and Variable Part DLIs address different aspects of equity, to ensure a rounded development of the basic education sector. Table 13 shows this relationship in matrix form.

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Table 13. Variable Part DLIs and Fixed Part Activities

DLI for the Variable Part Fixed Part Activity

EFFICIENCY

DLI 3.1 Release annual education sector performance report (AESPR)

DLI 3.2 Annual school-level EMIS data available by all LGAs

Component 3.1a Training of DEOs, REOs on ESDP, collection and use of data

DLI 7.1 Improved student retention rates in primary/basic education

Component 1 (Teacher Professional Development) and Component 2 (provision of Teaching and learning materials) will enhance teaching quality and environment of learning in schools, to attract pupils to stay in school

LEARNING OUTCOMES

DLI 6.2 Meet annual target of improvement in average Kiswahili words per minute in 3Rs assessment

Component 2.6 Provision of additional textbooks (to meet population growth) and of supplemental readers for Std. 1 and 2 – in all regions not covered by EQUIP or TUSOME Component 1.3 Teacher training (CPD) for pre-primary teachers

DLI 5.2 Meet target for number of schools receiving school incentive grants (SIGs)

Component 1.3 Teacher training (CPD) for upper primary teachers Component 2.1 textbooks for Std. 5-6 Indirectly, all of Component 1 and 2 – Professional Development and TLM as well as 3.2 SQA should contribute toward school improvement.

DRL 8.1 Meet annual target for conducting Whole School QA Visits

Component 3.2: a. Facilitating Whole School Quality Assurance Visits (WSV) b. Strengthening Quality Assurance Monitoring Reviews c. Training of head teachers and WEOs on close-to-school supervision and evidence-based planning under the new School Quality Assurance Framework

EQUITY

DLI 2.2 Release total amount of capitation grants to schools monthly

DLI 7.2 LGAs improve girls’ transition rates from primary to secondary

Component 1.3b CPD Training for COBET facilitators Component 2.2 develop/distribute updated curriculum, textbooks and facilitator guides for COBET Component 1.3b Training on new curriculum for special needs teachers Component 1.4 Special Needs Assessment Component 2.3 TLM equipment for special needs schools and units

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8. Fiduciary and Implementation Arrangements

8.1 Fixed Part Funding and Implementation Arrangements

239. In order to ensure the GPE funding is harmonized and aligned with the Government preferred modality, the General Budget Support, programme Based Approach will be used. This means that the GPE-LANES II funds will be passed through the exchequer system – the GoT financial process. Since these GPE funds target specific projects rather than the whole sector, the appropriate account for this programme (Development Revenue a/c 9921139901) held at the Ministry of Finance and Planning through the Bank of Tanzania will be used. Goods and services will, be procured through the GoT strict and transparent procedures.

240. The implementation arrangements for GPE-LANES II Fixed Part will adopt the same governance, support and dialogue structures being followed by the GPE LANES for Tanzania Mainland, which will ensure a smooth transition. The GPE-LANES programme will be under the leadership of the Permanent Secretary, MoEST, in collaboration with the Permanent Secretary, PO-RALG. In order to ensure swift and focused implementation, the main GPE-LANES Coordination Unit will be based in MoEST, accountable to the Director of Policy and Planning (MoEST) with support of the GPE Deputy Coordinator in PO-RALG. Both MoEST and PO-RALG work directly with the ESDP Technical Working Groups in order to harmonize programme activities with all stakeholders implementing the ESDP priorities. 241. Annual audits are conducted internally in each Ministry and Agency/LGA and externally by Controller & Auditor General (CAG). Annual audits begin with following up the status of implementation and recommendations of the previous audit report, to ensure recommendations have been acted upon.

Figure 24. Organizational Arrangements for GPE-LANES II Fixed Part

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8.2. Variable Part Funding and Implementation Arrangements

242. The EPforR pays for results which are jointly agreed between Government and Development Partners and independently verified every year. After verification of results, DPs disburse the agreed funds which can then be used by the Government within the education sector. All indicator targets are scalable95, which means payments will be graduated to the proportion to which the expected result or action has been achieved, based on objective reporting and verification mechanisms..

All EPforR/GPE Variable Part DLIs will be assessed and subsequent disbursements will occur on a recurrent basis until 2021. Refer to Annex 8 for an overview of disbursements for each DLI. In this table, the funding is allocated to the financial year during which the performance is assessed. With the exception of 6-monthly disbursements under DLI 2.2, the actual disbursement normally takes place in the following financial year. Figures are rounded to the nearest $100,000. In effect, for EPforR/GPE Variable Part results achieved in 2018/19, the funds will disburse in 2019/20; and results achieved in 2019/20 will disburse in 2020/21. 243. The original EPforR programme was approved for four years with US$ 257 million financing from the World Bank, DFID and Sida The programme has now been extended for 2 more years with an additional US$ 160 million financing from World Bank and Sida, plus recently a further ~25 million Great Britain Pounds from DFID. The intention of the GPE-LANES II Variable Part is to coincide the timing of funding disbursements to end exactly at the end point of the EPforR in June 2021.

It is proposed that although the GPE-LANES II programme will be implemented over four years (2019/20, 2020/21, 2021/22), the Variable Part will end in June 2021 when the EPforR is scheduled to end. This will mitigate the need for additional verification and technical support beyond this date, and will mean the Variable Part will disburse in two years and stop after June 2021.

244. The implementation arrangement for GPE-LANES II Variable Part will follow the same principle in accordance with the existing EPforR programme. This is through MoEST in collaboration with PO-RALG, relying on specific implementation structures, with financial release and engagement from the MoFP. In order to ensure swift and focused implementation, EPforR specific implementation mapping has been created with clear roles and responsibilities, reporting, and accountability channels.

The EPforR Coordination Unit is the Government body tasked with overall supervision and management of the EPforR programme. The EPforR Coordination Unit is situated (both physically and in terms of staffing) within the Division of Policy and Planning (DPP) in MoEST. It is headed by the Director (Policy and Planning), who is the EPforR Coordinator. It liaises closely with the EPforR focal points in PO-RALG and MOFP, which are the other two ministries responsible for EPforR implementation. The EPforR Coordination Unit is supported on a daily basis by a DIFD funded Technical Assistance Support Team, which is also co-located within MoEST DPP. The EPforR progress is considered quarterly by the EPforR Strategic Management Steering Committee (SMT) which is composed of representatives from MoEST, MoFP, PO-RALG, NECTA, TEA, DFID, World Bank and Sida. It will also include the GPE focal points from both Ministries. In addition, progress on DLI achievements and disbursements under EPforR will be reported upon by MOEST, key national

95Except foundational activities which are not part of the proposed GPE VG DLIs

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implementing agencies and partners both in an annual internal review and more broadly to the Local Education Group stakeholders in the annual JESR.

The EPforR SMT hold meetings in the first week of November, February, May and August and the timing is aligned with DLI 2.1 payment request. Ad hoc meetings are also held if required. The focus is to review the achievements of the DLIs, the Government budget releases, risk management and other fiduciary issues. In addition, meetings provide an opportunity for the presentation of study report findings. Although there is no formal quarterly narrative reporting by Government as this goes against the spirit of EPforR to support existing government procedures on reporting, the SMT meeting minutes provide a narrative progress update. There are however, formal reports in compliance with the legal requirement for the World Bank Programme Action Plan and Fiduciary Assessment. Audit reports also required by Sida as part of their contractual terms are produced. Decisions about the utilization of un-disbursed amounts are made on an annual basis. These decisions are informed by analysis conducted during the annual supervision missions and recommendations arising from the EPforR focal points. 245. On financial management the GPE grant will be included in the Medium-Term Expenditure Framework (MTEF). A budget code has been assigned. This work is ongoing. MoFP has been involved in the costing of the ESDP and the costing of the GPE application are informed by the costs in the ESDP.

246. All funds will be disbursed through the Grant Agent to its account (see Annex 2 - Flow of Funds Diagrams). The grant agent will make specific disbursements to Ministry of Finance and Planning to a single designated account in a) Central Bank of Tanzania (BOT). MoFP, when instructed by MoEST, will in turn disburse Fixed Part funds through the Exchequer to b) Consolidated Fund Accounts of the respective implementing agencies, (such as MoEST, PO-RALG or MDA). MoEST will approve disbursements based on the agreed activities and budgets in the annual Work Plan. In the case of the Variable Part of the Fund, EPforR processes will be followed and disbursement will be by the Grant Agent to MoFP’s same designated account who on instruction of the EPforR Strategic Management Team (SMT) makes disbursements to c) the respective Ministries’ commercial bank accounts. The Ministry of Education, Science and Technology (MoEST) is the lead Ministry, for the implementation of the GPE programme and the Permanent Secretary of MoEST is the accounting officer. The fund will be executed according to the current internal control systems which require a high level approval of any activity before fund releases. 247. For the Variable Part, non-earmarked finance is transferred to the Government Revenue Account, Bank of Tanzania, based upon achievement of Disbursement Linked Indicators (DLIs). The Development Partners have stipulated through their legal agreements that the EPforR disbursed finance must be utilized within the education sector.

8.3 Education Sector Monitoring and Evaluation

248. The ESDP Monitoring and Evaluation framework (ESDP Annex 4) sets out the framework and implementation arrangements for ESDP M&E. Since 2006, Monitoring and Evaluation of jointly agreed Sector Performance Indicators is done through the framework of the Education Sector Dialogue Structure (ESDS). Sector wide data collection, processing, presentation and analysis is coordinated by the Monitoring and Evaluation Unit within the Department of Policy and Planning at MoEST and data collection involves PO-RALG for Basic and Secondary Education. Various other agencies also provide data, in particular NECTA on examinations. Annual school-level data for Basic Education and examination results are uploaded to the Government of Tanzania’s public Open Data Portal. In addition, NECTA has

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established a Records Manager (PReM) that will provide information about school candidates including on candidates’ movement within the education system.

249. The Annual Education Sector Performance Report (AESPR) provides an overview of annual performance in the implementation of education and training policies, plans, programmes and strategies. It also presents the overall priorities, expected outcomes and achievements of targets by subsectors while at the same time outlining the following year’s sector and subsector priorities. The AESPR includes an overview of the financial performance of the sector in the year under review.

The EPforR/GPE Variable Part-supported DLI 3.2 incentivizes the collection of accurate, comprehensive and timely data by the LGAs by 31stJuly in order to produce the AESPR. New data variables have been added to next year’s data collection coverage which are aligned to sector monitoring of the ESDP. The AESPR is now aligned to reporting directly on progress made against the ESDP outcomes. There is also agreement that the report will cover the underserved areas of COBET and pre-primary learners.

250. The annual Joint Education Sector Review (JESR) is the main event which brings together Government Officials, Development Partners and Civil Society Organizations to review the AESPR and progress of agreed upon sector priorities and decide the way forward for implementation of agreed priorities and joint milestones. The JESR is normally preceded by joint field monitoring visits which input into the technical working sessions discussions and guide the choice of annual sector milestones. Monthly management meetings, which are attended by Department Directors and chaired by the Permanent Secretary of MoEST, provide the main forum at which progress reports of subsector annual plans are reviewed. Performance reviews involving Development Partners, CSOs and the Private Sector are conducted quarterly. LGAs have been asked to develop their own annual reports based on their collected data and hold their own Joint Annual Reviews (JAR) at the local level. This will improve local level accountability.

251. The ESDP implementation, monitoring and evaluation (M&E) framework identifies stakeholders responsible for managing implementation of the ESDP. It also identifies routes through which partners will collaborate during implementation; and how – using which data management systems and processes – the plan will be monitored and evaluated. The Monitoring, Review, Evaluation and Learning (MREL) Processes are being developed and will be an interrelated and sequential chain of continuous monitoring, annual reviews, short-term and system-wide evaluations. The MREL procedure will apply to all levels and sub-sectors. The ESDP presents a Logical Framework which according to the ESDP Appraisal report (page 15), presents a coherent and explicit causal chain.

252. The ESDP results framework has been inspired by the target indicators for SDG 4. Key Performance Indicators (KPIs) correspond to SDG 4 target indicators but have been tailored to suit the national context. The KPIs have been agreed upon by the stakeholders of ESDP, the community and the development partners. The KPI table includes targets for 2020 and 2025, and indicates the level of disaggregation for each indicator. At present, targets have not been defined for KPIs for which there are no baseline data. This process will be finalized as part of the operationalization of the sub-sector plans, and the financial model will be adjusted accordingly.

253. The Education Sector Management Information System (ESMIS) functions as a coordination tier, harmonizing sub-system data management and analysis. The Basic Education Management Information System (BEMIS) currently managed by PO-RALG and consolidated under ESMIS by MoEST

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processes school-level data through an annual census. In recent years, MoEST and PO-RALG have been working on developing and testing an integrated School Information System, which feeds in real-time data in a single mobile application. Schools and WEOs can capture data either online or offline, using smartphones, tablets or laptops.

The MoEST is currently developing a new MIS that will capture data from the Schools Accreditation and Schools Quality Assurance systems, both of which have hitherto been paper-based systems. Further linkages will developed between the ESMIS sub-systems and related databases, including for example, NECTA (PReM-National Examinations); PO-PSM (HR-MIS); and PO-RALG-systems (EPICOR). Data management under the Directorate of Policy and Planning (DPP, MoEST) will benefit from partnership with the E-Government Agency (EGA), for single-server maintenance; and the Open Data Initiative for improved online reporting.

Additional surveys, studies and evaluations – both internal and external – will be commissioned where necessary. The results framework identifies KPIs which utilize data collected by means other than the school/institution census for basic, vocational, technical, and higher education. Within the framework of country support for implementing the Education 2030 Agenda, partners will provide ESDP management with technical guidance and tools, where required.

254. To ensure efficiency and effectiveness of the ESDP monitoring, the following have been put in place:

o Development of monitoring guidelines;

o Provision of capacity building to key stakeholders in ESDP implementation and data collection, processing, analysis and reporting;

o Facilitation of joint monitoring and evaluation of the implementation of the ESDP; and

o Consolidation of monitoring and evaluation reports to be tabled and discussed at the national level and annual consultative meetings.

255. Through the GPE LANES support, monitoring of implementation of activities is conducted within the framework of the sector wide dialogue of the ESDP, in which all key stakeholders partake in sector monitoring. This includes holding joint field visits as part of the JESR structure. and Quarterly Review Meetings through the Education Sector Development Committee. Recommendations coming from these dialogue processes are taken on board by stakeholders and proposed actions implemented to improve planned interventions.

256. An opportunity for the GPE-LANES II implementation lies in the establishment of sector dialogue mechanisms at local government level, which will further strengthen sector management, monitoring of progress of the ESDP programme interventions inclusively. A draft Terms of Reference is in place for effecting this at LGA level. This is well linked with the on-going request for LGAs to develop their own annual reports based on their collected data and hold their own Joint Annual Reviews at the local level.

Equally important to monitoring of the sector is the issue of operational plans with detailed activities within the scope of the next phase of the GPE in Tanzania Mainland. The ESDP contains a broad-based operational plan. Existing procedures for planning and budgeting through the Ministry of Finance and Planning provide guidelines, by which Ministries, MDAs and LGAs are guided. And thus, individual detailed operational plans become an additional effort outside of the provisions of the national systems.

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8.4 Sustainability

257. Issues of sustainability are not widely discussed in either the ESDP or the ESDP Appraisal report. To ensure sustainability of the GPE-LANES II investment of funds, the GoT will commit funding to monitoring, evaluation and research activities, as well as building institutional learning capacities. This is reflected in programme activities and the MEF, described above. Further, the EPforR instrument focuses on building sustainable institutional capacity within the sector by:

• Shifting the dialogue from details to results • Reducing the transaction processes involved in World Bank financing • Building capacity within the government’s own domestic systems • Institutionalizing the independent verification of results.

258. The ESDP Appraisal report (2018, page 8) offers evidence that there is a strong sense of ownership of the ESDP (and the process) by both the MoEST and the PO-RALG. They played a substantive role in coordination by participating and listening to the comments shared through the workshops and working groups. This was possible because there is now a clear definition of roles, as mentioned above. However, some stakeholders opined that MoEST could have played a stronger leading role and sometimes the Development Partners (DPs) took on the chairing role during the planning process discussions. The GPE LANES II programme is designed to meet the GPE standards for sustainability. Further work on running the various scenarios with the financial simulation model will be undertaken to anticipate future funding gaps in order to ensure continuity and safeguarding of the gains made in the education sector.

259. A study of the experiences of country ownership (2016) as articulated by Tanzanian education stakeholders also serve to construct a central notion of ownership in development. The findings reveal that Tanzanians have a vision that places communities and people at the core of national development in determining their own priorities and managing the local development process. Authority, autonomy, and resources are vital elements for effective ownership. The education stakeholders are, however, critical of the state of country ownership as practiced in reality. They cite the lack of decision-making power, control, and needed resources at different levels. Notably, aid dependency is perceived as a major impediment to Tanzanian ownership.96

Importantly, the study found that communities sampled in Tanzania feel that they are the owner of schools serving their children. They understand that the government is doing its job in bringing teachers, books, among others, and that communities have to support teachers and respect government’s inputs. It is community’s responsibility to deal with teacher housing issues. They need to take care of their teachers because they want to keep them in their communities. Sometimes teachers do not want to be posted to remote areas. But after a few years they do not want to leave the location since they become part of the communities.97

260. Issues affecting sustainability of the inputs funded by the GPE-LANES II include teacher motivation, teacher recruitment, learning environments, community participation, leadership, and infrastructure and distance to school. The ESDP addresses these issues with proposed strategies and activities, through recognition of their sustainability impact. (Page 52-55).

96 Kamei, Satomi, "Ownership in the Development Discourse: A Case Study in Education in Tanzania" (2016). Doctoral Dissertations May 2014 97 Ibid.

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Teacher Motivation: Implement measures to enhance the school and external factors that impact teacher motivation, effectiveness and retention. In particular, consider career progression in the teacher development strategy, a review of supervision and inspections to focus more on support and working conditions. Review other incentive mechanisms and improve working conditions to enhance personal motivation. Teacher recruitment: Revise the strategy for the recruitment, deployment and retention of teachers so that a sufficient number is available for each age-group/level/grade/subject/stream, respecting pupil-teacher ratio standards and workload. Expand teacher training college capacity. Devise and implement campaigns to change the public perception of the profession Learning Environments: Align the quality and availability of teaching and learning materials with the curriculum standard. Make classrooms safe, accessible and stimulating. Promote learner interest through extra-curricular activities. Community Participation: Mobilize and sensitize parents and communities on their roles and responsibilities in early childhood development, the importance of pre-primary enrolment, and generally in supporting learners and teachers, as well as their potential impact on quality through involvement in school management through school management committees. Language: Design and implement appropriate language strengthening courses for in-service teachers, and provide language orientation/proficiency courses for learners. Leadership and Management: Conduct trainings for school leaders and managers to enhance efficiency and accountability. Infrastructure/Distance to School: Review, map, expand and implement the school/classroom building programme, to meet rising demand at all levels, although particularly at pre-primary and lower secondary, redress the relative shortage of classrooms and meet national pupil-classroom ratio standards. The programme should aim to minimize regional disparities, paying attention to cost-efficiency and use satellite schools where appropriate to reduce gaps in distance to school.

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9 Opportunities and Risk Analysis 261. The GPE-LANES II grant implementation will take place in a time of considerable opportunities, in addition to opportunities provided by the grant itself, to strengthen the education sector on the Tanzania Mainland. Implementation of the grant activities and progress toward the planned outcomes and results will benefit from the following factors, among others.

• Outputs from joint consultations among the education stakeholders including the Government of Tanzania (GoT) bodies and the Development Partners (DPs) which are continuously improving and provide opportunities for stronger coordination, communication and transparency.

• A newly validated Education Sector Development Plan (ESDP), that has been quality assessed and strengthened based on recommendations and comes with new resources.

• Strengthened community-based and civil society mechanisms to support education and learning in pilot areas that provide the opportunity for wider replication.

• Stronger identification of challenges and gaps through mapping and the JESR as well as numerous studies and research.

• Stronger and proven effective means of verification of outputs, outcomes and results through the EPforR financing and Disbursement-linked Results (DLIs).

• Strategies and policies recently put into place including the Fee Free Education Policy (2016) which has increased enrolment and numbers of children who have access to education and learning; the national school construction strategy, and capitation grants deposited directly into school accounts bypassing other administrative layers.

• Improved connections to the private sector through the Public-private partnership as an education approach.

262. This risk analysis for the GPE-LANES II considers the risks inherent in the design and implementation of the grant, both fixed and variable parts, and describes steps to mitigate the risks. Risks should be identified in relation to: a) the intervention’s potential for achieving the intended objectives; b) external factors that can hinder the achievement of objectives; c) the cooperation partner’s capacity for internal control; and, d) sustainability and ownership.

Risk analysis generally involves a) Identification of the risks; b) valuing the risks; c) deciding on the risk management options; d) negotiation and agreement on risk responses; and, e) monitoring the risks.98 Some of the risk areas are related to external risks and the risks of not achieving the expected results, and others are more internal and related to the management, capacity and resources of the partner organisations. 263. The ESDP Risk Register (December 2017, annex to the draft ESDP) has followed the prescribed methodology using modified tools. Thirteen major general risks have been identified in the ESDP Risk Register under categories of Program Delivery, Operational, Fiduciary and Safeguards (Environmental). The risks are valued in terms of a) how serious the risk is to the ESDP implementation; b) the likelihood that the risk will affect the planned outcomes; and, c) the valuation of the risk in terms

98 Sida guidance: “Introduction to Risk Management” and “Risk Analysis and Risk Reducing Measures” (PowerPoint presentation)

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of “high”, “moderate” and “low”. The category of Political, Governance and Accountability was added, as per GPE Secretariat guidance. The possible reasons for the risk factor to occur are discussed, and the possible consequences if the risk is not addressed. Mitigation measures are suggested to address the risk and the risk factor is then re-assessed with a revised valuation of either “high”, “moderate” and “low”, assuming that the mitigation measure will be undertaken and successful. It is important to note that there are no “right” answers for the valuations, rather risks are rated by the stakeholders according to their perceptions and the information they have. 264. The ESDP Risk Register received comments meant to strengthen it through the ESDP appraisal process.99 Specifically the appraisal mentions that:

1) The risks are not all mentioned in the ESDP Risk Register (some risks not mentioned have been added

to Table 14 and noted with +) 2) Regarding the external funds, only 7%-10% of the education budget is provided by DPs; the remainder

comes from government fund allocations and disbursements; thus, it is probable that more risks may be associated with the government budgetary plans and uncertainties

3) Issues identified in addressing equity are not covered adequately in the ESDP Risk Register such as gender mainstreaming and children with special needs.

265. Numerous risk mitigation measures have already been put into place regarding the GPE Variable and Fixed Parts. They are summarized on Table 14. Further, in the Fixed Part component activity description, the risks and mitigation measures associated with the implementation of each component have been described in Section 6. Table 14. GPE-LANES II Risks and Mitigation Measures Already Undertaken

Fixed Grant Risks Mitigation Measures Taken

Multiple implementing partners without clear mandates

• Smaller programme component compared to GPE LANES with fewer activities spread among partners

• Strong working group support for ESDP and greater harmonization of programmes/projects

• Mapping of development partners’ interventions

• Round table and coordination roles added to GPE-LANES II

Multiple partners’ business processes insufficiently integrated

• GPE-LANES II has been integrated into government business processes aiming to achieve focus on achievement of objectives

Insufficient capacity among government agencies particularly the TIE

• The TIE has been reformed through reallocation and new appointment of staff

• Technical Assistance requested

Too many planned programme outputs

Smaller and more focused GPE-LANES II than GPE LANES with reduced number of priority outputs

Delays caused by cumbersome government controls

• GPE-LANES II will benefit from revised government control processes including a rolling audit for the procurement processes and no objections, which includes capacity development at the same time in PFM issues

• External evaluator engaged to work with government on procurement

Variable Grant Risks Mitigation Measures for GPE-LANES II

99 Appraisal Report On The Education Sector Development Plan 2016/17-2020/21 In Tanzania, Commissioned by the Swedish Embassy in Tanzania on behalf of the Ministry of Education, Science and Technology, and the Education Sector Development Committee, Final Draft Report, February 9, 2018; Consultants: Alberto Begue-Aguado and Stella Manda

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Risks through the results-based financing modality

• Project risk management assessment of the EPforR

• Action points captured in the Programme Operational Manual (POM), World Bank’s Project Appraisal Document and the agreements among the partners (World Bank, Sida and DFID)

• Studies implemented (e.g. on teacher claims, textbook survey, PTR and SIG)

• DFID funded TA support

Fiduciary and procurement risks • World Bank annual fiduciary and procurement review

• Controller Auditor General (CAG) and Public Procurement Regulatory Authority (PPRA) annual statutory external financial and procurement audits annually for each implementing Ministry, Departments and Agencies (MDAs)

• CAG issues risk management framework guidelines annually to all MDAs

• The reports of the Chief Internal Auditor, CAG and PPRA are shared with DPs to ensure timely risk management responses

Verification system risks - levels of verification and dependency of some DLIs on others

• Three levels of verification of the DLIs: government, DPs and an independent verification agency

• A coordinated calendar of expected DLI deadlines shared with stakeholders.

Funding risks posed by extension of the EPforR beyond its planned end date of 2020 to 2021 corresponding to the GPE-LANES II?

Likely there will be DFID and Sida funding for the EPforR in 2021

The risk of achieving the results within the agreement period. The risk very high that implementation period is too short to achieve the expected results and be sustainable (for both the variable and fixed part).

This is a lesson learned from the GPE LANES program. Proposed implementation period should be not less than 4 year with possibility for extension without missing opportunities to apply for next GPE grant (3)

266. The GPE-LANES II risk analysis is a consolidation of the relevant risks already assessed in the ESDP Risk Register as well as strengthening it as per the appraisal process recommendations. It also factors in some considerations put forth in other risk analysis, such as the World Bank and DFID and risks identified in the previous program (GPE LANES) which are still relevant. Finally, it includes the specific risks identified through the development of the GPE-LANES II program, February through August 2018. A survey was developed and completed by some of the ESDC members (13) in October 2018 to rate the unrated risks. Table 15 displays the amalgamated results of the consultations including the risk analysis performed for the ESDP and the survey of GPE LANES II risks. Table 15. Risk Analysis Summary chart - Amalgamated ESDP Risk Register and GPE LANES II Survey

Risk Category/ Sub-category

Valuation or Rating with Mitigation Measures Implemented

Governance - changes in leadership; capacity of LGA’s; capacity of Communities

Moderate

Fiduciary Management - Impact of increasing national debt; uncertainties of funding from Development Partners; uncertainties of revenue flow; timeliness and adequacy of funds

Low to Moderate

Operations - Institutional Capacity; Public Private Partnerships; Adherence to new regulations: Adequacy of teaching staff

Low to Moderate

Operations – Equity – inclusion; Equity – gender mainstreaming; Learning – resources; Efficiency – M&E

Low to Moderate

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Program Delivery – Teacher application of learning and skills and utilization of textbooks

Moderate

Program Delivery – Operations Plan Activity Descriptions; Understanding of the ESDP

Moderate

Safeguarding and Environment – Community support; infrastructure development

Moderate

Safeguarding and Environment - WASH, Education in emergencies plan Low to Moderate

267. A number of monitoring mechanisms are available for ensuring that the risks are being addressed throughout the programme. Working sessions with GoT and DP stakeholders (7-8 November 2018) indicated that a number of well-functioning mechanisms exist that will monitor the risks as the programme progresses. These include the data collection that serves as evidence for mid-term reviews, and quarterly and annual reports prepared by the GPE 2 LANES Coordination Unit. The Monitoring and Evaluation Plan ensures that data is routinely collected for the ESDP, the EPforR, and that a joint structure exists for addressing the risks. A further suggestion is to discuss the risks during Joint Working Sessions of the REOs and DEOs to obtain their feedback which is considered at the central level by the Joint MoEST and PO-RALG management structures. Lessons learned from GPE LANES -indicate that risks to implementation should be monitored more closely to steer the programme toward efficient achievement of the outcomes. 268. As per the outputs of the consultations in November, the number of risks to be monitored for GPE LANES II were reduced to a manageable number of 16 risks, shown on Table 16. Respondents suggested a number of mitigation measures which could not be all accommodated on Table 16, however, they are available to the GoT. The risks are organized by components and indicators that will be used for the programme. Both the risks and the mitigations will be reviewed during the baseline phase and during the programme.

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Table 16. Risk Analysis - GPE LANES II Fixed Part Risks by Component and Related Variable Part Risks

EQUITY and LEARNING Component 1: Teachers’100 Professional Development - The activities supported in this component are designed to improve the quality of teaching through revival of the TRCs for provision of continuous professional development training for pre-primary, primary, COBET and special needs teachers in the new competency-based curricula, inclusive education and assessment of children’s learning needs and outcomes. Inputs: 600 TRC Coordinators receive training; 50% of upper primary teachers receive CPD; 50% of upper primary teachers receive CPD; 80% of special needs teachers receive CPD; 80% of COBET Facilitators receive CPD; 50% pre-primary teachers trained; TRC Handbook produced to support CPD Strategy implementation

Component 2 is divided into six sub-components:

2.1 -Development, production and distribution of Standards V and VI textbooks and teacher guides 2.2 - Updating, production and distribution of COBET curriculum, textbooks and teachers 2.3 - Non-textual materials procured and supplied to pre-primary 2.4 - Special Needs Materials and Equipment supplies to Special Schools and Special Needs Units 2.5 - Equipping Teacher Resource Centres (TRCs) with appropriate furniture and teaching and learning material including ICT facilities 2.6 - Printing and distribution of additional textbooks (to meet population growth) and supplementary readers for Std. I and II in all regions not covered by DP programmes.

DLI 7.2 LGAs improve girls’ transition rates from primary to secondary DLI 7.1 Improved student retention rates in primary/basic education Risk Causes/Issues Possible Consequences Likelihood

Suggested Mitigation Measures – to be refined, expanded and revised as the programme progresses

1. Schools may fall short of having the planned capacity to be inclusive for children with special needs through identifying them and providing them with learning resources. (survey)

Problems in identifying the special needs children; Training for facilitators falls short of goals, or is insufficient training for facilitators and teachers on special needs; insufficient learning resources adapted to special needs

Insufficient coverage of special needs children; some lack access to education; special needs children lack the appropriate resources to help them learn

Medium

• Deployment of at least one special needs teacher in regular primary schools

• Link the results with the operationalization of the inclusive education strategy both at national and local levels

• Inform the results of assessment to LGA and act at the local level through a dissemination and mapping exercise

• Strengthen initial and ongoing planning with REOs, DEOs, SQAs, WEOs, and TRC Coordinators to ensure identification of all children including those with disabilities

2. Weak mainstreaming plan may affect the outputs and outcomes for the Fixed and Variable Parts (survey)

The plan to mainstream all children and be inclusive is not well elaborated in the ESDP to address causes of gender, social and geographically related factors and to set out mitigation measures

Girls do not stay in education; higher dropout rates among girls or boys; lower achievement among girls; out of school children do not access education; refugee children are not accommodated

Medium

• Dedicate a technical person embedded in GoT whose job is specifically to link and mainstream GPE and other programmes, so that complementarities are maximised. GPE should not be self-standing, it should be fully integrated with ESDP and other programmes.

• Quality Assurance department should track the issues and be acted upon by the local government

• Strengthen collaborative planning among education stakeholders to address some indicators

• There is need for a more nuanced, geographically differentiated approach.

100 “Teachers” in the Tanzania Mainland context is used to refer to all the professionals who will be teaching students in the formal or non-formal education system, including Ward Education Officers (WEOs) who are also teachers by profession, and COBET facilitators.

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• Be mindful of the differing capacities in the LGAs to deliver and respond to those capacity gaps to ensure equal chances of receiving funding and avoid introducing new inequities;

• Support quality annual MTEF planning that is based on bottleneck analyses against key performance indicators; students' (both boys and girls) attendance tracked; students continuous performance monitored; and school environment improved; close supervision by HTs, WEOs and DEOs

• Build the technical capacity of the planning unit to increasing take on the role of the Cambridge technical assistance team in mainstream planning

3. *There might be inadequate teaching and non-teaching staff (in numbers and competencies) (ESDP)

Insufficient plan for training; recruitment and deployment of teachers

Low performance of students; ineffective schools

High

• Enforcement of teacher deployment strategy

• Continuous training and recruitment.

Fixed Part Component 1 Subcomponent 1.1 – Revival of TRC’s to strengthen ongoing CPD for in-service teachers Fixed Part Component 1 Subcomponent 1.3 – CPD provided by TRC

4. What is the likelihood that the Teachers’ Resource Centers (TRCs) which are developing but may still be weak will affect the Fixed Part? (survey)

The TRCs have been developing but a number are not up to capacity

The inputs which depend on the TRCs will not be delivered on time or in quality affecting the outputs and outcomes

Medium • To take full advantage of the existing and functional TRCs and use available building (s) within the respective wards to serve TRCs purposes

• An updated TRC manual that clearly specifies roles at all levels, specifies content (which INSET modules), which equipment (do they need tablets?) and how the communities of learning will work and what budget is necessary for all actors to carry their roles.

• Link with CPD guidelines and learn from EQUIPT lessons. The coordinator could help with this

• Clear mapping of TRC is needed and there need to be clarity - in a categorical manner on the support going to TRC

5. *Teachers undergoing in-service trainings may not apply acquired knowledge and skills (ESDP)

Inadequate motivation and commitment; and limited monitoring and continuous support

Inefficient teaching and learning process

High

• Develop motivation strategies for teachers

• Continuous follow up and support through Quality Assurance

6. Learning resources may not be adequate for needs (survey)

The TIE while strengthened needs to be further supported

Stress on teachers and students to stretch and share resources and not meeting goals for learning

Medium to High

• TIE needs to be strengthened.

• GoT releases the consultants report supported by EPforR and proposes a capacity improvement plan complete with timeline and budget (and how to fund the plan).

• The government and other stakeholders should find cost-effective ways of producing teaching and learning materials. Most schools lack non-textual teaching and learning materials which support learning with more hands-on and minds-on activities through which various skills can be developed among pupils

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• Such needed skills are creative, critical and problem-solving skills; collaboration/team work skills; and communication skills.

7. *Communities are unwilling to uptake skills development programmes and to support initiatives/programmes (ESDP)

Limited awareness of the community; and mismatch between cultural practices and education priorities

Under enrolment; dropout; Increased illiteracy; and low performance of students

High

• Initiate joint efforts with LGAs in community sensitization and awareness

• Biannual review and M&E on community sensitization and awareness

EFFICIENCY

Component 3 is broken down into four main sub-components as follows. Subcomponent 3.1 Strengthening of the Education Sector Management Planning and Coordination Subcomponent 3.2: Facilitating implementation of the new School Quality Assurance Framework

Subcomponent 3.2a: Facilitating Whole School Quality Assurance Visits (WSV) Subcomponent 3.2b: Facilitate Quality Assurance Monitoring Reviews Subcomponent 3.2c Training of head teachers and WEOs on close-to-school supervision and evidence-based planning under the new School Quality Assurance Framework

Subcomponent 3.3: Facilitating NECTA’s administration of national 3Rs Assessment in 2019 and 2021 Subcomponent 3.4: Monitoring and evaluation of the GPE-TALES programme

Fixed Part Component 3, Subcomponent 3.2. Strengthening implementation of the new School Quality Assurance Framework

Targets: 3.2a Facilitate Whole School Visits for 3,361 schools each year, which is 15% of the target of inspecting 25% of schools

DLI 8.1 Meet annual target for conducting Whole School QA Visits 8. Challenges with synchronization and timing of school leaders receiving training prior to whole school visits will affect efficiency? (survey)

Difficulty in programming the WSV and coordinating it with previous training

The WSV will not reflect the planned training to strengthen WSV results

Medium

• Phased approach for training school leaders should be developed; trained SQA at the district to conduct training of the school leaders at the ward level

• Any training needs to be properly coordinated with SQAD to ensure proper sequencing and to avoid conflicting messaging.

• timely disbursement of funds (govt & GPE sources) Proper planning and management by Quality assurance division

9. M&E weaknesses in logframe and monitoring (survey)

Numerous: inconsistencies in the plan and monitoring risks

Difficulties in targeting outcomes; education system vulnerable to risk

Medium

• The overarching framework is the ESDP M&E logframe and KPIs, make sure that GPE2 is aligned and consistent to ESDP.

• Collective accountability through LEG will address that.

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10. Delays to GPE 2 due to challenges with procurement processes (survey)

Lack of a procurement plan and agreement on taxation

Timeliness cannot be guaranteed and may interfere with progress toward outcomes

High

• To agree from the beginning that all procurements must be taxable

• Delays in the procurement is largely due to delayed internal approvals thus close follow up of the procurement by the MTB and GA

• Under Programme Management, staffing and/or capacity building in the coordination unit should take place.

11. Training for District and Regional Education Officers will not be adequate to improve performance on the ESDP KPIs (survey)

Overambitious training goals, and variations among the districts as to capacity

Some districts will be under-capacitated and this will effect the KPIs

Medium

• Connect and combine training with existing efforts such as UNICEF ESDP rollout plan or/and EPforR workshop

• There needs to be a horizontal mechanism, which we have called the “LGA Learning Network”, so that there are permanent means (also with appropriate, modest budgetary resources) for districts and regions to share lessons, experiences and best practices among themselves and learn from each other.

• Assess learning needs; plan the training based on needs; follow up and provide ongoing sustained back up support

• Monitoring and support visits by PORALG and Coordination unit

12. *Schools may lack protective and safe learning environments (ESDP)

Limited community engagement; and inadequate infrastructure and other enabling facilities

Truancy; ineffective teaching and learning; and children with special needs not enrolled

Very high

• Enhancement of community engagement through school committees and Parents Teachers Partnerships (PTP)

13. ** Schools do not have adequate infrastructure to accommodate students (ESDP)

Insufficient funding and inability to keep up with demand for facilities

Less than optimum learning environment; floor sitting and overcrowding affecting learning

Very High

• EPforR DLIs

• Construction of school infrastructure

• Provision of other facilities including those for children with special needs

14. Roles and responsibilities unclear in GoT institutions responsible for implementation of the Fixed and Variable parts (survey)

The GPE 2 planned inputs and outputs are delayed or not delivered as agreed, necessitating extensions

Tasks are not done correctly; not performed in time, or not according to the mandate of the institutions. Risks of mismanagement becomes increasingly high.

Medium to High

• Institutional capacity assessments

• Assessments of value for money

• Close monitoring & follow-up

• Continuous high level dialogue

15. Fiduciary management – Weaknesses in internal financial management systems increase risk of mismanagement and corruption (survey)

Internal financial management systems require strengthening to improve efficiency

Delays in releasing funds from the Exchequer system to the different implementing agencies (ministries)

Medium to High

• Close follow-up of financial management

• Rolling audits

• Training for staff

• For delays of releasing funds: Joint approaches from DPs

• High level dialogue

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16. Coordination is not efficient within and between ministries/MDAs and other funded programmes (from DPs) (survey)

Coordination mechanisms which are available do not always work efficiently to ensure that the members are working in harmony and synchrony; weak transparency of some stakeholders

GPE 2 resources are not used in a cost effective way and/or in synergy with other education programmes

Medium to High

• Improve the transparency among the education stakeholders regarding funding and coverage

• Improve predictability for planning of all resources available including all DPs.

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Annex 1 GPE-LANES II Indicative Budget Summary updated Nov. 30, 2018

Programme Description Fixed ($M)

Variable Total Budget % Budget

($M)

EQUITY

Component 1 Teacher Professional Development 6.4 6.4 7%

DLI 2.2 Release capitation grants to schools 10 10 11%

DLI 7.2 10 10 11%

TOTAL 6.4 20 26.4 29%

EFFICIENCY

DLI 3.1 Release education sector performance report (ESPR) 6.6 6.6 7%

DLI 3.2 Annual school-level EMIS data available 6.6 6.6 7%

DLI 7.1 Improved student retention rates in primary/basic education

5 5 6%

Component 3 Sector Strengthening 8 8 9%

TOTAL 8 18.2 26.2 29%

LEARNING

DLI 5.2 Meet target for number of schools receiving school incentive grants (SIGs)

2.6 2.6 3%

DLI 6.2 Meet annual target of improvement in average Kiswahili words per minute

3 3 3%

DRL 8.1 Meet annual target for conducting Whole School QA Visits

7.3 7.3 8%

Component 2 Teaching and Learning Materials 20 20 22%

TOTAL 20 12.9 32.9 37%

Programme Management

Programme Management Including Risk Assessment - GoT 2.7

Supervision allocation for GA 1.8

TOTAL 4.5 5%

TOTAL fixed+programme management/variable part 38.9 51.1 90

% Weighting 43% 57% 100%

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Designated Account in ( BOT) Bank of Tanzania (USD)

MoFP will disburse funds through Exchequer for the Fixed Part to the respective implementing agency

(MOEST/PORALG/MDA) instructed by MoEST in line with the approved Annual Work Plan

PO-RALG Consolidated Fund Account at BOT

(Tzs)

MoEST Consolidated Fund Account at BOT

(Tzs)

Annex 2 Flow of Funds

Figure 25: Flow of Funds for GPE Fixed Part Funds

GPE LANES 2 Grant (Fixed Part)

Payments for works, goods, consultancies, operating costs, etc including those related to other sub-implementers

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Designated Account in ( BOT) Bank of Tanzania (USD)

Once independent verification of results has been presented and approved level of disbursement for each DLR disbursement will

follow the Sida agreement for EPforR program, thus by the Grant Agent to MoEST designated account in BoT for transfer to specific project account commercial (CRDB) Bank for the implementation

of the EPforR program

MoESTProject Operations Account Commercial Bank (Tzs)

Figure 26: Flow of Funds for GPE Variable Part Funds

GPE LANES 2 Grant (Variable Part)

Un-earmarked funds for expenditure in the education sector

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Annex 3 Program costs and expected disbursements by year – in USD (Fixed Part) Updated Nov. 19, 2018

Program costs and expected disbursements by year – in USD

Indicate years: year 1 year 2 year 3 year 4 Total

Total Program costs per implementation year*

20,292,540

12,507,595 4,186,888 1,912,976 38,899,999

These program costs include the Fixed Part Components and the Programme Management Budget for both GOT and GA, which will disburse with the fixed part.

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Annex 4 GPE-LANES II Results Framework

INTRODUCTION The Tanzania Mainland GPE Teaching And Learning Education Support (LANES II) programme focuses on enhancing the quality of pre-primary and primary education, including activities targeting out of school children and children with special needs. The GPE-LANES II programme will be implemented nationally by the Ministry of Education, Science and Technology (MoEST) and President’s Office Regional Administration and Local Government (PO-RALG). Key components of the program entail national coverage while pre-primary Teaching and Learning materials and Standard I and II additional/supplementary books will be implemented in regions that have not benefitted from similar support from Development Partners. For the fixed part of the grant, there are four overarching outcomes which rely on all three Programme Development Objectives (PDOs). These are directly derived from the ESDP M&E Framework Key Performance Indicators (KPIs). Following these overarching outcomes, the Results Framework includes indicators that are specific to GPE-LANES II fixed part program components, with annual targets spanning four years (2019/20-2022/23). The indicators will focus on outputs and outcomes, with longer term visions toward affecting these (KPIs). Output indicators measure the direct result of the activities—most commonly these are goods or services produced by the implementation of an activity. Outcome indicators measure intermediate or medium-term effects of an intervention and are directly related to the output indicators. These outcome indicators help to make explicit the assumed links between outputs (e.g. textbook production) and overarching outcomes (KPIs) indicating impact on children’s education (e.g. improved reading scores or improved PSLE performance). Both PDO 1 and PDO 2 focus on supporting evidence-based, continuous professional development for teachers and provision of teaching and learning materials in pre-primary, primary, special needs and Complementary Basic Education in Tanzania (COBET). Each of these have a number of related output and outcome indicators, shown in Table 2. The PDO 3, which focuses on improving educational management and supervision, has output indicators which also will be effectively monitored through verification of related Disbursement Linked indicators (DLIs) from EPforR that are part of the GPE-LANES II Variable part, Table 3. The PDO 3 subcomponents which will be monitored through EPforR/GPE-LANES II Variable Part DLIs are the following:

• Subcomponent 3.1 will be monitored through the Annual Education Sector Performance Report (DLI 3.1). This report is the culmination of reviews done at LGA level, then regional and national level. Therefore, it reflects the outputs expected from the 3.1a training and 3.1b JESR visits.

• Subcomponent 3.2 of PDO 3 focuses on roll out and monitoring of the School Quality Assurance system which will be monitored through DLI 8.1, which verifies that Whole School Visits are carried out annually.

• Subcomponent 3.3, which facilitates NECTA to conduct the EGRA, which is verified through DLI 6.2. The Variable Part will support Tanzania’s already-existing results-based funding modality known as Education Program for Results (EPforR). Eight Disbursement-Linked Indicators (DLIs)

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from EPforR which have most potential to be transformative and to stretch the education sector have been selected, taking into consideration where GPE-LANES II can strategically add value to the existing EPforR agreements. The annual targets and verification for the EPforR/GPE-LANES II Variable Part can be found in Table 3 below.

GPE LANES II Monitoring and Evaluation Data use: Each of the indicators in the Results Framework have been selected because they are measurable and verifiable, and they assist to measure the program’s effectiveness. Data on these indicators can be obtained from:

• Basic Education Statistics for Tanzania (BEST) which is collected and published annually;

• Whole School Quality Assurance Visits carried out annually;

• GPE Coordination Unit Monitoring Visits report which will be carried out bi-annually;

• The Standard II Assessment by NECTA conducted in every two years. The baseline data will be filled where available and where it’s not available, it is indicated as N/A. As mentioned in the “Scope of Work: Fixed Part Components” above, a full baseline study is beyond the scope of the GPE LANES II however, a needs assessment status check of the TRCs is planned through an initial baseline visit. The GPE LANES II Coordination Unit will produce quarterly reports for each ministry (MOEST and PO-RALG) as well as mid-year and annual reports for the GA and ESDC. In addition, the implementation status of GPE-LANES II activities will be reflected in various reports generated by implementers. The reporting arrangements will follow existing GoT mechanisms to ensure sustainability after the programme’s end. The GPE-LANES II Coordination unit is responsible for following up that reports are timely and complete. The ESDC Technical Working Groups will review and analyse the data, identify programming bottlenecks, and make adjustments to improve performance.

GPE-LANES II Programme Results Framework Overall Objective: To enhance universal access and participation in quality Pre-primary, Primary and Non-Formal Education (COBET) with particular attention to learners from vulnerable groups who need greater opportunities for primary education Table 17. Results Framework Overarching Indicators

Program Development Objective Indicators (PDO)

S/N101 Indicator Baseline 2017

Milestone

2019/20

Milestone

2020/21

Milestone

2021/22

End Target 2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

Overarching Outcome Indicators

OC1 PSLE Pass rate

71% 73% 75% 77% Annually NECTA NECTA

101 OC refers to an Outcome; OP refers to an output

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Program Development Objective Indicators (PDO)

S/N101 Indicator Baseline 2017

Milestone

2019/20

Milestone

2020/21

Milestone

2021/22

End Target 2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

OC2 % STD II learners achieving the national benchmark in reading with comprehension102

5.4% 8.1% 12.1%

Every 2 years

Sample Based

Assessment

NECTA

OC3 % of COBET learners mainstreamed into Std. V

85% 89% 92% 96% 96%

Annually BEST PO-RALG

OC4 % children with disability enrolled in schools103

Annually BEST + NBS PORALG

102 NB: the Std. II “3Rs” Assessment takes place every other year – 2017, 2019, 2021 103 OC4 will be measured by taking the number of children with disabilities enrolled in school divided by total population of

school-age children with disabilities (2% of total children population) which is estimated based on NBS population data

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Table 18. Results Framework Fixed Part Indicators PDO 1: Improve learning outcomes by enhancing the quality of teaching through the provision of continuous professional development S/N104 Indicator Baseline

2017 Milesto

ne 2019/2

0

Milestone

2020/21

Milestone

2021/22

End Target 2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

PDO 1 Outcome Indicators

OC5 % of teachers using effective teaching methods to engage and motivate learners

N/A

25% 35% 40% 50%

Annually School Visit By Quality Assurers

MoEST

OC6 % of TRCs that are functional- that is, meeting at least once a month with teachers according to CPD guidelines

N/A

50% 75% 100%

Annually Monitoring Visit TRC CPD reports

MoEST

PDO 1 Output Indicators

OP1.1a

% of primary teachers received In-service training through TRCs

N/A 25% 30% 50%

Annually TRC Training Reports

PO-RALG

OP1.1b

Number of teachers for special needs education received in-service competence-based curriculum training

2017 3000 Once Training report

MoEST

OP1.2 Number of COBET Facilitators received competence-based curriculum training

0

850 Once Training Report

MoEST

104 OC refers to an Outcome; OP refers to an output

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PDO 1: Improve learning outcomes by enhancing the quality of teaching through the provision of continuous professional development S/N104 Indicator Baseline

2017 Milesto

ne 2019/2

0

Milestone

2020/21

Milestone

2021/22

End Target 2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

OP1.3 % of pre-primary teacher received In-service training through TRC

N/A 25% 30% 50%

Annually TRC Training Report

PO-RALG

OP1.4 Number of LGAs in which special needs pre-enrolment assessments conducted

*175105 9106 184 184 Every Two years

Assessment Report

PO-RALG

OP1.5 Number of TRCs received appropriate and teaching and learning materials and equipment

0

600 Once

Monitoring Visits

MoEST

Program Development Objective Indicators (PDO)

PDO2: Improve learning outcomes in pre-primary, primary and COBET through the development, procurement and distribution of appropriate teaching and learning materials S/N107 Indicator Baseline

2017 Milestone 2019/20

Milestone 2020/21

Milestone 2021/22

End Target

2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

Overall Outcome t Indicators

OC7 Pupils/Textbook Ratio in Std.III-VII

1:4108 1:3 1:2 1:2 1:2 Annually

BEST PO-RALG

OC8 Pupil/Module Ratio in COBET classes- Components

1:4 1:3 1:3 1:3 1:3

Annually

BEST PO-RALG

105 * refers to a baseline from 2018 rather than 2017

106 175 out of 184 LGAs conducted the assessment in 2018; the remaining 9 LGAs will be done in 2019; after this all LGAs

should conduct the assessment in 2020 and 2022.

107 OC refers to an Outcome; OP refers to an output 108 NB: 1:4 is an average across all subject areas, based on BEST 2017 data.

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Program Development Objective Indicators (PDO)

PDO2: Improve learning outcomes in pre-primary, primary and COBET through the development, procurement and distribution of appropriate teaching and learning materials S/N107 Indicator Baseline

2017 Milestone 2019/20

Milestone 2020/21

Milestone 2021/22

End Target

2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

(2.2a and 2.2b)

OC 9 % pupils observed to use textbooks while in class

N/A 25% 50% 75%

75%

Annually Whole School QA visits Monitoring Report

MoEST

Overall Output Indicators OP2.1 Number of

textbooks for Standard VI and VII pupils distributed to all schools

0 12,211,836

12,211,836

Once Report TIE

OP2.2 Number of

Modules for COBET learners for the new curriculum distributed

0 505,855

Once Report TIE

OP2.3 Number of

schools procured pre-primary materials

0

4000

Once Monitoring Visit

MoEST

OP2.4 Number of

supplementary readers distributed for Std. I and Std. II

N/A 10,644,224

once Monitoring Visit

MoEST

OP2.5 Number of additional

N/A 6,386,535 once Monitoring Visit

MoEST

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Program Development Objective Indicators (PDO)

PDO2: Improve learning outcomes in pre-primary, primary and COBET through the development, procurement and distribution of appropriate teaching and learning materials S/N107 Indicator Baseline

2017 Milestone 2019/20

Milestone 2020/21

Milestone 2021/22

End Target

2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

textbooks distributed for Std. I and Std. II

Program Development Objective Indicators (PDO)

PDO3: Improve learning outcomes in pre-primary, primary and COBET through Strengthening Efficiency, Planning and Management in Education S/N109 Indicator Baseline

2017 Milestone 2019/20

Milestone 2020/21

Milestone 2021/22

End Target

2022/23

Frequency Data Source/ Methodology

Responsibility for Data Collection

NB: Fixed part Subcomponents 3.1, 3.2 and 3.3 will be measured by the indicators of EPforR DLIs shown below under the variable part, for years 1 and 2, as explained in the narrative above, if EPforR ends in 2021, GPE-LANES II will rely on the reports below to monitor these activities.

OP3.1 Annual Education Sector Performance Report

N/A Yes/No Yes/No Yes/No Yes/No Annual MOEST MOEST

OP3.2 SQA annual report

N/A Yes/No Yes/No Yes/No Yes/No Annual SQA MOEST

OP3.3 Assessment report on implementation and results of EGRA

N/A Yes/No Yes/No Every 2 years

NECTA NECTA

109 OC refers to an Outcome; OP refers to an output

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Table 19. Results Framework Variable Part Indicators

S/N110 Indicator Baseline

2017 Milestone 2019/20

End Target 2020/21

Frequency

Data Source/

Methodology

Responsibility for

Data Collection

Equity Indicators

EQ1 Released full amount of capitation grants agreed for each year to schools monthly within each LGA (DLR 2.2)

100% 100% 100%

Bi-annual EPforR & Indep Verification

MoFP and PO-RALG

EQ2 Percentage of regions achieving year-on-year increase in girls’ transition rate from primary Standard 7 to secondary Form I. (DLR 7.2)

54% Regions improved GTR

Minimum threshold is 40% regions make improvement – performance is competitive between regions, with disbursements scaled according to regional performance and distributed pro-rata among LGAs in eligible regions

Minimum threshold is 40% regions make improvement – performance is competitive between regions, with disbursements scaled according to regional performance and distributed pro-rata among LGAs in eligible regions

Annual EMIS PO-RALG

Efficiency Indicators

EF1 Release of Annual Education Sector Performance Report (AESPR) (DLI 3.1)

Yes Yes Yes Annual EPforR reports

MOEST & PO-RALG

EF2 Annual school-level EMIS data with unique school Identifiers available online (DLR 3.2)

100% 100% 100% Annual EMIS PO-RALG

EF3 LGAs improve aggregate Primary and Lower Secondary Education Survival Rates (DLI 7.1)

94% LGAs improved PSR

Minimum threshold is 40% LGAs make improvements in each (assessed separately) –

Minimum threshold is 40% LGAs make improvements in each (assessed

Annual EMIS

PO-RALG

110 OC refers to an Outcome; OP refers to an output

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S/N110 Indicator Baseline

2017 Milestone 2019/20

End Target 2020/21

Frequency

Data Source/

Methodology

Responsibility for

Data Collection

60% LGAs improved LSSR

performance is competitive between LGAs, with disbursements direct to LGAs scaled according to performance

separately) – performance is competitive between LGAs, with disbursements direct to LGAs scaled according to performance

Learning Outcome Indicators

LOC1 Meet annual target for number of schools receiving SIGs by 30th June each year (DLI 5.2)

400 400 400 Annual EPforR reports & Indep Verification

MOEST & PO-RALG

LOC2 Meet annual target of improvement in average Kiswahili words per minute in EGRA assessment (DLI 6.2)

17.3 wpm

19.3 wpm tbc111 Every two years

Sample-based national 3R assessment

MoEST-NECTA

LOC3 Meet annual target for conducting Whole School QA Visits (DLI 8.1)

Zero (new system not yet implemented)

11,139 schools cumulatively from start of new SQA system to 30th June 2019

Additional 5,570 schools from 1st July 2019 to 30th June 2020

Annually SQA Annual Report

SQA Dept.

111 It was agreed in principle during the Annual Review that the EGRA and EGMA baselines be reset to the current values,

given the new situation and different student profile following the introduction of FFBEP in 2016. The EPforR requirement

is a minimum 1 wpm improvement per year. This is yet to be formally agreed by the SMT.

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Annex 5 Fixed Part Two Year Implementation Work Plan (please see separate attachment)

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Annex 6 GoT Budget Cycle Figure 27 depicts a synopsis of the major events for new budget cycle.

Source: THE BUDGET CYCLE FOR TANZANIA, MOFP

Figure 1:SUMMARY OF MAJOR EVENTS FOR NEW BUDGET CYCLE

DATE MAIN ACTIVITIES

AUG-OCT Starting of Plan and Budget Guidelines Preparation and Finalization

NOV Approval of Plan and Budget Guidelines by Cabinet

Circulation of Plan and Budget Guidelines to MDAs, RSs, LGAs and Public Institutions

NOV-FEB Preparation of Plans and Budget by MDAs, RSs, LGAs and Public Institutions

MARCH Detailed Scrutiny of Sectoral Plans and Budget Proposals by MOF & POPC together with MDAs, RSs, LGAs and Public Institutions and entering Budget Data into IFMS

APRIL Detailed scrutiny and approval of Sectoral Plans and Budget Proposals by Sectoral Parliamentary Standing Committees

MAY Approval of final Plans and Budget Estimates adjustments by Cabinet before preparation of Budget Books

MAY Printing of Budget Books and submitting to Parliament for Debate

JUNE Budget Authorization by Parliament

JULY Presentation of Ministerial Policy Statements by Ministries to Parliament

1JULY- JUNE Plans and Budget Execution

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Annex 7 Discussion on Choice of Funding Modality

(Document presented at ESDC meeting Feb 13th)

This choice of modality involves a process of dialogue between Government, Development partners and key stakeholders, resulting in a consensual choice that is evidence-based and supported by objective reasons.

The modality concerns the type of funding mechanism and approach to be used for the implementation of the programme.

This will typically involve:

(i) the degree of alignment and use of country systems (PFM processes); (ii) the degree of Development partner co-financing (harmonization, reduced fragmentation of

external aid); (iii) scope of funding (degree of integration into the national budget as discretionary or non-

discretionary funding); (iv) outline of approach towards opportunity and risk management

A minimum of 30% of the grant (the ‘variable part’) must be implemented through a results-based financing approach (RBF), with a focus on results covering three dimensions of:

i. equity, ii. efficiency and iii. learning outcomes.

The other 70% of the grant (the ‘fixed part’), the country partnership can use any approach it chooses (output-based or RBF); and with no obligation to conform to any particular dimensions (equity, efficiency and learning) set by the GPE Funding Model.

GPE principles include:

• a preference for modalities that are as much as possible aligned on national systems, and • modalities that include co-financing with other sources of external aid.

These principles are reflected in GPE’s Strategic Plan (2016-2020) and its objective for more and better financing, expressed through specific Partnership indicators on: more alignment of GPE grants and more harmonization (co-financing and sector pooled funds).

Hence the choice of the funding modality should be underpinned by the principles of :

• aid effectiveness, and

• is made through the local education group based on existing fiduciary risks.

• Budget support (rather than a standalone fund) is the preferred modality where conditions permit to allow for full use of country systems.

• In countries with an operational joint financing mechanism (pooled fund e.g. EPforR), GPE financing will be expected to co-fund. In other instances, a project in support of the ESP may be

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the appropriate option where a more aligned modality is not considered to be viable. In the last case, it is encouraged to envisage a co-financing mechanism.

Two types of modality are currently on the table for discussion:

(i) an outputs-based modality similar to that used for the current LANES program; (ii) the results-based sector pooled fund modality implementing the EPforR program.

According to GPE Secretariat, the GPE grant could be fully implemented under the first modality, fully implemented under the second modality, or be split across both modalities

Opportunities and Risks of the two modalities

Issues Outputs-based modality (similar to GPE-LANES)

Results Based Modality (RBF) (integrated into)

Experience on funding modality implementation to date

Mixed level of satisfaction on results / use of resources

Experience and lessons learned indicate a high current level of satisfaction

Predictability of Funds

Relative predictability of funding Need to fund activities up front before receiving GPE funds. Dependent on satisfying requirements of DLIs; negotiation of balanced DLIs, verification and payment protocols are cumbersome

Flexibility of funds Earmarked, pre-planned outputs offer limited flexibility and scope of funding + some expenditure may have limited eligibility (e.g. construction)

Discretionary funding offers flexibility and wide scope of funding. No restraints to spend funds once the DLI has been achieved

Funding Implementation bottlenecks

Potential to fund some activities that might not be possible on the regular Budget but can lead to bottlenecks and lower levels of absorption as procurement process are cumbersome and require no objection from GA.

Funds need to be sourced elsewhere to pay for activities upfront but there are opportunities if easy to reach/foundational DLIs can trigger initial fund releases. There is strong integration of RBF into Budget – facilitates coordination, with less transaction costs on implementation (assuming TAS team in place)

Operational Manual Exists but will need to add new and untried RBF component (GPE variable part: at least 30%)

Existing comprehensive operational manual which may need to be adjusted for modified EPfor R DLIs (e.g. Pre-primary and OSSP)

Operational Plan Need to formulate a detailed new programme plan, components and budget

In place but requires potential adjustment of some DLIs and programme cycle but overall relatively seamless integration

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Reporting flexibility Limited flexibility on current GPE policy on reporting and revisions

More flexibility of GPE processes for pooled funding modality

Alignment on national reporting

The most recent Education sector

performance report (FY 16/17) does

not mention LANES at all. Implies a

stand-alone report

The most recent Education sector

performance report (FY 16/17) does

mention and there is some reporting on

the implementation of the national

budget, focused on capitation grants.

Alignment on national accounting systems

It seems yes. But further information (or analysis of available information) would help to fully support this. The question on the degree and detail of integration of the modality as specific appropriations (cf. criterion 4) creates some uncertainty around this.

Integration of funding as discretionary expenditure within the regular national budget fully covers this criterion.

Alignment to GPE Charter

Less aligned as not a co-financing modality

Completely aligned.

If the funding is split across the two modalities there are these risks and opportunities of each of these modalities mentioned above. There are however additional risks:

• More complex programme development and application, across two different modalities • More complex grant monitoring and reporting, across two different modalities

Nevertheless the Variable part (at least 30%) can be streamlined through which would suit the GPE requirements of co-financing and alignment.

Option of Variable Grant integrated into

differs from other development financing instruments, since it focuses on results and uses the Government’s systems in order to build sustainability. Assuming the Variable Grant is integrated into the EPforR , we would need to explore where its DLI’s fit the dimensions of equity, efficiency and learning, in the priority areas of pre-primary, primary and out of school children, recognizing that all children’s needs, particularly those in remote areas or requiring special support, need to be accommodated. The value of using existing DLIs for the GPE Variable Grant could be explored by comparing

• the alignment of the DLI with the GPE targets (pre-primary, primary, out of school children and inclusive education, among others)

• the ease of achievement of a DLI (refer to previous history) • the size of the potential reward that could be attached to the DLI (related to the

transformational nature of the target) • the complexity of the implementation, particular if it involves the engagement of actors outside

of the direct control of MOEST or PORALG, such as Ministry of Finance, TIE, NECTA among others.

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Annex 8 EPforR DLIs Allocations, Verifications and Disbursements Table 20: Summary of GPE VP-funded EPforR DLIs with Partner Funding

DLI Description Tanzanian Financial Year

2018-19 (Year 5)

2019-20 (Year 6)

Total Funding by DPs

% of DLI to Total Budget

2.2 The Government has released full amount of Capitation Grants monthly to schools within each LGA (6 monthly disbursements)

WB DFID Sida GPE VP

$3m 0 SEK25m $5m

0 0 SEK25m $5m

Total in $ $10.8 m $7.8m $18.6m 17%

3.1 The Government has released an annual ESPR in acceptable format

WB DFID Sida GPE VP

$1m 0 SEK10m $3.3m

0 0 SEK10m $3.3m

Total in $ $5.4 m $4.4 m $9.8m 9%

3.2 The Government has made annual school level EMIS data available online

WB DFID Sida GPE VP

$1m 0 SEK10m $3.3m

0 0 SEK10m $3.3m

Total in $ $5.4 m $4.4m $9.8m 9%

5.2 The Government has met the annual target for number of schools that have received SIG grant

WB DFID Sida GPE VP

$2m 0 SEK10m $1.8m112

0 0 SEK10m $1.8m

Total in $ $4.9m $2.9m $7.8m 7%

6.2 Meet annual target of improvement in average Kiswahili words per minute in 3R assessment

WB DFID Sida GPE VP

n/a

0 £2m SEK25m $3m

Total in $ $4.7m $4.7m 4%

7.1 LGAs improve aggregate Primary and Lower Secondary Education Survival Rates

WB DFID Sida GPE VP

$3m £2.2m SEK30m $2m

$3m £1.5m SEK30m $3m

Total in $ $11.2 m $8.3 m $19,5. 18%

7.2 LGAs improve girls’ transition rates from primary to secondary

WB DFID Sida GPE VP

$3m £2.2m SEK25m $5m

0 £2.2m SEK2m $5m

Total in $ $13.6 m $ 10.6 m $24.2m 22%

8.1 Meet annual target for conducting Whole School QA Visits

WB DFID

$5m £1m

0 £500k

112 NB: The amount allocated to DLI 5.2 was revised in later versions of the program design

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Sida GPE VP

SEK10m $4m

SEK10m $3.3m

Total in $ $11.4 m $5 m $16.4m 15%

Grand Total in $ $62.7m $48,.1m $110.8m 100%

NB: The actual amounts available will change slightly depending on the exchange rate at the time of disbursement. Source: Authors modifications drawn from POM (March 2018) Table 1: Summary of DLR funding in each Tanzania Financial Year 2014-15 to 2019-2014 p15 and proposed GPE VP funding

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Table 21. Disbursements of GPE VG – EPforR DLIs

DLI Evidence Required and GoT Responsibility External Verification and Responsibility

Frequency and Timing

2.2 Treasury releases total level of Capitation Grant to all schools

Transfer records showing amount and timeliness of funds sent to school bank accounts from MOFP. (The Treasury compiles a master list every month, which will be made available.) Bank statements of sampled schools. The EPforR Coordination Unit is to compile and submit transfer records provided by MOFP for each six-month period.

Independent verification by a third party based on a nationally representative sample (sampling design and sample size to be determined by DPs annually) and cross check of reported release data against accounting records.

Six-monthly internal verification: Verification to be done by EPforR Coordination Unit prior to the Government officially submitting the claim letter to DPs. This should be in Jan/Feb. Annual external verification: Sampling methodology agreed by 30th April.

3.1 Release Annual Summary Education Performance Report (ASEPR)

Availability of online school level data on the Government Open Data Portal – opendata.go.tz – listed by LGA and complete examination data (including school rankings) on the NECTA website (see Box 8 in this Manual for full definition of required data fields).MOEST Department for Policy & Planning (DPP) is responsible for coordinating inputs and producing the ASEPR. EPforR Coordination Unit to conduct analysis of online school level data to assess its completeness based on i.) a comparison with the previous year’s data and ii.) discussions with PO-RALG EMIS Unit and SLOs in LGAs where anomalies and missing data have been identified. This analysis includes checking whether the data is in the correct formats

PO-RALG EMIS Unit is responsible for overseeing uploading of information on the Open Data Portal. NECTA responsible for uploading examination results and ranking of results as well as most improved schools. Publication of draft Annual Summary Education Performance Report (ASEPR) Independent verification by a third party of the completeness and accuracy of the data, based on a representative sample. (Sampling design and sample size to be determined by DPs annually.) Completeness and adequacy of the analysis is to be verified jointly by MOEST, PO-RALG and DPs.

Complete data in the correct formats to be made online annually before 31st July. The third party will review the completeness and accuracy of the data during August, on a sample basis, verification to be completed by 31st August. PO-RALG to have provisional complete data available by 15th July annually. Analysis of this draft school level data by EPforR Coordination Unit to be completed by 31st July annually.The definitive data to be verified is the data available on the opendata and NECTA websites at midnight Tanzanian time on 31st July, incorporating any corrections made following the EPforR Coordination Unit’s review. Changes to data after this time will not be considered by the independent verification team. Draft ASEPR to be available and circulated by 15th September annually. The data in the draft ASEPR must be complete and accurate; the presentation formats and analytical work may be amended following joint review with DPs. The final ASEPR to be uploaded to the website within one month of the completion of the annual Joint Education Sector Review.

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DLI Evidence Required and GoT Responsibility External Verification and Responsibility

Frequency and Timing

3.2 Make available annual school level EMIS data set by all LGAs

Availability of online school level data on the Government Open Data Portal – opendata.go.tz – listed by LGA (see Box 10 in the EPforR Manual for full definition of required data fields). PO-RALG EMIS Unit responsible for overseeing uploading of information on the Open Data Portal. EPforR Coordination Unit to conduct analysis of online school level data to assess its completeness based on i.) a comparison with the previous year’s data and ii.) discussions with PO-RALG EMIS Unit and Statistical and Logistics Officers in LGAs where anomalies and missing data have been identified.

Independent verification by a third party, based on a nationally representative sample. (Sampling design and sample size to be determined by DPs annually.)

Sampling methodology agreed by 30th April. Complete data in the correct formats to be made online annually before 31st July. PO-RALG to have provisional complete data available by 15th July annually. Analysis of this draft school level data by EPforR Coordination Unit to be completed by 31st July annually. The third party will review the completeness and accuracy of the data during August, on a sample basis, verification to be completed by 31st August. The definitive data to be verified is the data available on the open data website at midnight Tanzanian time on 31st July, incorporating any corrections made following the EPforR Coordination Unit’s review. Changes to data after this time will not be considered by the independent verification.

5.2 Meet annual target for no. of schools receiving School Improvement Grants (SIGs)

List of all schools (primary and secondary) qualified for an award and the corresponding SIG amount received during the year produced and submitted to Development Partners. MOEST responsible for providing an accounting system generated report of all schools receiving SIG with corresponding amounts School bank account statements for at least 10% of schools (selected by independent verification team) receiving SIG presented as supporting documentation. EPforR Coordination Unit responsible for obtaining school bank account statements for the specified sample of SIG schools and checking and analysing the list of schools that received SIG.

Independent verification by a third party to do cross-checking of the data against central accounting records of releases and a sample of school bank statements presented as supporting documentation. The sampling design and sample size to be determined by DPs annually. This will be a sample of schools receiving SIGs and is thus different from the sample used for data verification under other DLIs.

List of all schools receiving SIGs accompanied by an accounting system generated report of the release of SIGs to be produced annually by 30th June. School bank account statements to be obtained and presented annually by 31st July. EPforR Coordination Unit to have completed analysis by 31st July. External review of SIG data by third party to be completed annually by 31st August.

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DLI Evidence Required and GoT Responsibility External Verification and Responsibility

Frequency and Timing

6.2 Meet biennial target for improvement in average words per minute in 3R assessment

Conduct a biennial 3R assessment using international standard EGRA and EGMA methodology comparable to the 2013 and 2016 studies carried out by USAID/RTI.

Either external assessment by an independent organisation engaged by the Development Partners or assessment conducted by MOEST/NECTA which meets international standards as assessed by the EPforR funding Development Partners. The precise method for independent verification of the scheduled 2019 EGRA/EGMA will be agreed between the EPforR financing DPs and GoT by March 2019 latest and incorporated into a revision of this POM.

Biennial 3R assessment to be conducted in late 2019 with full report available by 31st May 2020.

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DLI Evidence Required and GoT Responsibility External Verification and Responsibility

Frequency and Timing

7.1 LGAs improve their Primary and Lower Secondary Survival Rates

Availability of online school level data on the Government Open Data Portal – opendata.go.tz – listed by LGA for grade-specific enrolment (gender disaggregated) in both primary and secondary schools. PO-RALG EMIS Unit responsible for overseeing uploading of information on the Open Data Portal. EPforR Coordination Unit to conduct analysis of online school level data to assess its completeness based on i.) a comparison with the previous year’s data and ii.) discussions with PO-RALG EMIS Unit and SLOs in LGAs where anomalies and missing data have been identified. Populate spreadsheet to calculate PSR, LSSR and year on-year improvements in them and create ranked tables of LGAs and Regions. EPforR Coordination Unit responsible for populating spreadsheet and calculating payments owing to each LGA based on their ranking on PSR/ LSSR year-on-year improvement.

Independent verification by a third party, based on a representative sample. (Sampling design and sample size to be determined by DPs annually.) This verification needs to assess whether the grade specific enrolment data in sampled schools is accurate.

Sampling methodology agreed by 30th April. Grade-specific enrolment data from the 2015 Annual School Census to be uploaded to the Open Data Portal by PO-RALG EMIS Unit by 30th April 2017 in order to calculate the baseline. (Complete) Data to be made online annually before 31st July. PSR/LSSR calculations by LGA/Region by EPforR Coordination Unit to be completed annually by 7 th August. The third party will review the completeness and accuracy of the data during August, on a sample basis. The third party will also review the calculations of the rankings and amounts payable to LGAs. The verification is to be complete by 31st August

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DLI Evidence Required and GoT Responsibility External Verification and Responsibility

Frequency and Timing

7.2 LGAs improve girls’ transition rates from primary to secondary

Availability of online school level data on the Government Open Data Portal – opendata.go.tz – listed by LGA for grade-specific enrolment (gender disaggregated) in both primary and secondary schools. PO-RALG EMIS Unit responsible for overseeing uploading of information on the Open Data Portal. EPforR Coordination Unit to conduct analysis of online school level data to assess its completeness based on i.) a comparison with the previous year’s data and ii.) discussions with PO-RALG EMIS Unit and Statistical officers in LGAs where anomalies and missing data have been identified. Populate spreadsheet to calculate Girls transition rate (GTR) and year-on-year improvements in it and create ranked table of Regions. EPforR Coordination Unit responsible for populating spreadsheet and calculating payments owing to each LGA based on their Regions’ ranking on GTR year-on-year improvement.

Independent verification by a third party, based on a representative sample. (Sampling design and sample size to be determined by DPs annually.) This verification needs to assess whether the grade specific enrolment data in sampled schools is accurate.

Sampling methodology agreed by 30th April. Data to be made online annually before 31st July. GTR calculations by Region by EPforR Coordination Unit to be completed annually by 7th August. The third party will review the completeness and accuracy of the data during August, on a sample basis. The third party will also review the calculations of the rankings and amounts payable to LGAs. The verification is to be complete by 31st August.

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DLI Evidence Required and GoT Responsibility External Verification and Responsibility

Frequency and Timing

8.1 Meet annual target for conducting Whole School QA Visits

Annual SQA report produced by MOEST’s DSQA. School Accreditation and Quality Assurance (SAQA) Database at MOEST for real-time data. School Summary Report Cards publicly displayed at schools. These are the responsibility of DSQA to print and of District Education Offices and WEOs to display. Individual Whole-School Visit (WSV) reports produced by DSQA.

Independent verification by a third party, based on a representative sample of schools that have had a WSV during the reporting year. Sampling design and sample size are to be determined by DPs annually. This will be a sample taken from schools reported as having had a WSV during the reporting period. The verification needs to check whether SSRCs have been displayed at the sampled schools and then do cross-checking with the SQA Annual Report. They will also need to check the full WSV reports of sampled schools to verify whether the scoring of the school complies with the SQA Manual. (On-site sample visits need to verify those aspects of the SSRC that can be physically verified.)

DSQA to provide a list of schools receiving WSVs to date during the reporting year annually by 15th June. This enables the verification team and DPs to decide on the sample. . All schools receiving WSVs must have SSRC publicly displayed within 3 months of the WSV. SQA Annual Report to be made available by 31st July annually. The third party will make their independent verification report available by 31st August annually

Source: POM (March 2018) extracted from Table 2: DLR Evidence and Verification Table p19.

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Annex 9 ESPIG Budget Template for GPE-LANES II (see separate attachment)

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Annex 10 Documents Consulted Government of Tanzania Ministry of Education, Science and Technology (MoEST)

Basic Education Statistics (BEST) 2017

Basic Education Statistics (BEST) 2016

Curriculum for Basic Education, Standard I and II

Education Sector Analysis – Tanzania Mainland (2015)

Education Sector Development Plan (2016/17 – 2020/21), Tanzania Mainland; Endorsed By Education Sector Development Committee (ESDC), 22nd June 2017; Updated 29th November 2017

Education Sector Development Plan (2016/17 – 2020/21) – Monitoring and Evaluation Framework; December, 2017; updated August 2018

Education Sector Development Plan (2016/17 – 2020/21) – Operations Plan, December 2017, updated August 2018

EGRA (2017). Assistance to Basic Education - All Children Reading, Final Findings Report Tanzania national Early Grades Reading Assessment (EGRA). Global Initiative on Out of School Children (March 2018). Tanzania Verification of the Study, 2015-2016, Government of Tanzania, MoEST, UNESCO and UNICEF ______________ (March 2018) https://www.unicef.org/tanzania/Tanzania_Country_Report_V4.pdf ______________ (March 2018) https://www.unicef.org/tanzania/Tanzania_Qualitative_Study_V4.pdf

Joint Education Sector Review: A Report Of The Joint Education Sector Review Working Sessions, 18-21 September 2017, Education Sector Development Committee

Joint Education Sector Review: Final Report, Education Sector Development Committee, November 2017

National Framework for Continuous Professional Development of Practicing Teachers, (NF – CPDPT 2017-2018-2021-2022); (December 2017)

National Strategy for Inclusive Education 2018-2021 (December 2017)

Procurement Procedures For Using Force Account in Schools And Colleges Constructions and Renovations (2017).

Primary Teacher Deployment Strategy (draft) (2017) with PO-RALG

School Quality Assurance Handbook (October 2017).

School Quality Assurance Operations Manual (October 2017)

Tanzania Education Program for Results (EPforR) Programme Operations Manual Updated and Approved March 2018

Teacher Development and Management Strategy (TDMS, 2009)

Ministry of Finance and Planning (MoFP)

Budget Framework 2017/18

Education Sector Budget (2017)

Tanzania Five Year Development Plan 2016/17-2020/21 Other - Government of Tanzania National Bureau of Statistics (Aug 13, 2018) (population figures and % children <14 years of age)

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National Examinations Council of Tanzania [NECTA]. (2018). NECTA’S Strategy to Conduct Reading, Writing and

Arithmetic Skills (3Rs) Assessment for Standard Two Pupils

PO-RALG (May 2018) Report on Special Needs Assessment Exercise [Taarifa ya zoezi la Uchunguzi ili kubaini

watoto wenye mahitaji maalum].

Tanzania Demographic and Health Survey and Malaria Indicator Survey (TDHS-MIS) 2015–16. Dar es Salaam,

Tanzania, and Rockville, Maryland, USA: MoHCDGEC, MoH, NBS, OCGS, and ICF.

Tanzania Institute of Education [TIE]. (2016a). Kufundisha na Kujifunza kwa kuzingatia jinsia – Moduli ya

Mwalimu. [Gender Responsive Teaching and Learning – Teacher Module]

Tanzania Institute of Education [TIE]. (2016b). Kufundisha na Kujifunza kwa kuzingatia jinsia – Mwongozo wa

Mwezeshaji. [Gender Responsive Teaching and Learning – Facilitator’s Guide]

Global Partnership for Education (GPE) – Related Documents

Begue-Aguato, Alberto and Stella Manda (2018). Appraisal of the Education Sector Development Plan in Tanzania, and presentation in Dodoma by Stella Manda, 13 February 2018; commissioned by the Embassy of Sida

Connal, Criana, Annelie Strath, and Khalid Dihenga, GPE LANES Evaluation Report, first draft June 2018; second draft July 29, 2018, NIRAS Tanzania/ Development Pioneer Consultants

GPE Secretariat (2017) GPE – Education Sector Implementation Grant (ESPIG) Guidelines

_____________ (January 23- 2 February 2018)Mission of the Global Partnership for Education Secretariat to Tanzania, Mainland, Mission Summary Report, (Lucinda Ramos Alcantaro)

_____________ (May 2018) QAR 1 Initial Programme Consultation (Lucinda Ramos Alcantaro)

GPE LANES Programme Document (September 2013)

GPE LANES Semi-Annual Implementation Status Report (1st July 2017 - 31st December 2017).

GPE LANES Annual Implementation Status Report (1st July 2017 – 30th June 2018).

GPE LANES Programme Evaluation (August 2018)

GPE 2020: Improving Learning and Equity through Stronger Education Systems. Strategic Plan 2016-2020.

Independent Interim Evaluation of the Global Partnership for Education Volume I – Final Evaluation Report (2015).

Literacy and Numeracy Education Support Programme (LANES) Revised Program Document (September 2016)

Literacy and Numeracy Education Support (LANES) Mid-Year Implementation Report (1 July to 31 December, 2016).

MoEST (April, 2018) Application for Global Partnership for Education (GPE) 2 Grant, Tanzania Mainland, Concept Note QAR 1 Debrief, Tanzania Mainland (2 February, 2018) GPE Secretariat Lucinda Ramos and Ed Lamot

Taarifa ya utekelezaji wa shughuli za MEMKWA na Mpango wa Kukuza Stadi za KKK chini ya LANES, 2017, (Report on implementation of MEMKWA and LANES, 2017) Halmashauri ya Wilaya ya Kiteto Julai 2017

Taarifa ya matumizi ya Fedha za LANES Za Program ya Kukuza Stadi Za KKK. (Report on Use of Funds for LANES - 3Rs Program) (July 18, 2017) Halmashauri ya Wilaya ya Mkuranga. Technical Assistance (Sida) group consultations with stakeholders 5-15 February, 2018; ESDC Meeting, 13th Feb, 2018 Dodoma; Task Force discussion, 16 March Swedish Embassy; and skype discussion with the Task Force and GPE Secretariat, 12 April 2018; TWG 1st August and ESDC Meeting 2nd August, Dodoma; Task Force Meeting 3rd September Swedish Embassy, Task Force Meeting 12 October, Swedish Embassy; ESDC 7 November, Dodoma Other Sources

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Antwi-Agyei, Prince et al (2017). Water, sanitation and hygiene (WASH) in schools: results from a process evaluation of the National Sanitation Campaign in Tanzania, Journal of Water, Sanitation and Hygiene in Development.

http://www.esrf.or.tz/docs/addressing_barriers.pdf

Assistance to Basic Education: All Children Reading. Final Findings Report, 2017 Tanzania National Early Grade Reading Assessment. (2018). RTI International.

Bamford, Julian and Richard Day. (2004) Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press EQUIP-Tanzania (March 2017). Impact Evaluation Midline Issue Note 1: The Changing Context For Teacher In-Service Training—Reflections On Equip-Tanzania’s Experience.

Cambridge Technical Advisory Team (2018). Illustrative Timing of Annual Disbursement Flow of DLIs in 2019, Leigh et al.

Economic and Social Research Foundation (2017) -ESRF Addressing Barriers for Out of Primary School Children in Tanzania: Case of Mara. ESRF Policy Brief No. 6/2017

Haki Elimu (November 2017). Education Budget Analysis Report: Planning and Budgeting for Pro-Poor Basic Education in Tanzania.

Measuring Early Learning and Quality Outcomes (MELQO) Study, December 2017

Kamei, Satomi, "Ownership in the Development Discourse: A Case Study in Education in Tanzania" (2016). Doctoral Dissertations May 2014

Mligo, I. R. (2016). Teachers’ perceptions and concerns about the implementation of the 2005 preschool curriculum in Tanzania. Early Years, 36(4), 353-367.

Mosha, M.A. (2015). The Role of Teachers’ Resource Centres in Teachers’ Professional Development and Enhancing Primary Education in Zanzibar. Journal of Education and Practice (6)8:44-61. National Council of Teachers of English (2004). On Reading, Learning to Read, and Effective Reading Instruction: An Overview of What We Know and How We Know It Nziku Hengelezi, Beatrice (2016). The Impacts Of Teachers’ Resource Centres In Public Primary Schools In Kinondoni Municipality; MS Thesis Open University Of Tanzania

Swedish International Development Agency - Sida, (2016). Practical Guidance for Results Based Financing Approaches (RBFA).

____________ (2016) Rule for Managing Contributions

____________ Risk Management for Contributions

____________Risk Analysis and Risk Reducing Measures (powerpoint)

Theunynck, Serge (January 2017) School Construction in Tanzania with focus on the second phase of the Second Secondary Education Development Program (SDEP II) In the context of the ICR mission, World Bank Thomas, M. A., & Salema, V. (2016). Learning about Teaching: A Collaborative Research Exploration of Learner-Centered Pedagogy in Tanzania. In Faculty Development in Developing Countries (pp. 76-97). Routledge. Tilya, F., & Mafumiko, F. (2018). The compatibility between teaching methods and competence-based curriculum in Tanzania. Papers in Education and Development, (29).

Todd, Robin & Ian Attfield (21 March 2017). Big Results Now! in Tanzanian education: Has the Delivery Approach delivered?

UNDP (2016) Human Development Index, 2016, narrative report - United Republic of Tanzania USAID (July 2016). Tanzania National Early Grades Reading Assessment (EGRA). USAID/Tanzania Education Office. Prepared by RTI International. ------------------- Tanzania Assistance to Basic Education. All Children Reading (ABE/ACR): 2016 Findings Report

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-------------------- Tanzania Assistance to Basic Education. All Children Reading (ABE/ACR):Final Findings Report, 2017 Tanzania National Early Grade Reading Assessment (EGRA)

World Bank (2009). Age at First Child: Does Education Delay Fertility Timing? The Case of Kenya. Policy Research Working Paper 4833.World Bank South Asia Region Human Development Division

_______________(2016) Program Operations Manual for the BRNEd (Big Results Now – Education)

_______________(2016) Program Operations Manual for Education Program for Results (EPforR)

____________________ EPforR Mid-Term Review Report (2016) _______________Tanzania Overview