karibu tanzania organization 2018 2022 strategic plan · • karibu tanzania organization...

Elimu Haina Mwisho |Lifelong Learning for Sustainable Development

KARIBU TANZANIA ORGANIZATION

2018 – 2022

STRATEGIC PLAN


Table of Contents

PARTICULAR PAGE

Lifelong Learning 2

KTO at a Glance 3 – 4

Acronyms 5

Executive Summary 6– 8

Country Overview 9

Strategic Context 10 – 15

Success Story 16 – 22

Lessons Learnt 23,24

KTO’s Approach 25

KTO’s 2018-2022 Strategic Plan

Strategic Planning Process 26 – 30

Strategic Goal 31

Strategic Objectives 32 – 35

Objective – Program Mapping 36

Theory of Change 37 – 38

Strategic Implications 39– 42

Logical Framework 43,44

Roadmap for Implementation Plan 45-51

Program M&E Framework 52-58


Lifelong LearningThe Basis of our Strategy

• The idea of Lifelong Learning is not new. Infact, it has endured throughout humanexistence. However, it has not been appliedsystematically as a paradigm with which toorganize all education and training throughoutlife.

• Lifelong learning reflects all contexts in lifefrom a life wide, life-deep and lifelongperspective, it includes learning behaviours,obtaining knowledge, understanding, attitudes,values and competences for personal growth,social and economic well-being, democraticcitizenship, cultural identity and employability.

• Lifelong learning can be defined as acontinuous process based on the following fourpillars: learning to do, to know, to be and tolive together. It has been suggested that anadditional pillar may be added: learning tochange and to take risks (Ouane, 2008).

• The concept of a learning society can apply to anation as a whole, as well as to communities,regions, provinces and villages. In fact, alearning nation would comprise a range oflearning societies at all levels, down to thesmallest community, and even to the level of ahousehold.

• The two fundamental pillars of a learningsociety (Walters, 2009) are economic growthand social cohesion.

Despite the fact that non-formal and adult education has existed for some time in Tanzania, in thecontinent and in the world they are still considered a low priority by governments and most othereducation actors. Their current status remains inferior to that of formal education in many aspects,although they contribute significantly to socio-economic development, particularly for marginalizedgroups and communities. Calls for improvement in non-formal and adult education are evident.

• Strong linkages between formal education, non-formal education and informal learning systemsare necessary for sustainable development, toensure participation by citizens in current social,economic and political life.

• Sustainable development is a continually evolvingconcept. One of the original descriptions ofsustainable development is attributed to theBrundtland Commission: “Sustainabledevelopment is development that meets theneeds of the present without compromising theability of future generations to meet their ownneeds” (World Commission on Environment andDevelopment, 1987, p. 43). Sustainabledevelopment is generally thought to have threecomponents – environment, society and economy– while sustainability is a paradigm for thinkingabout a future in which environmental, societaland economic considerations are balanced in thepursuit of development and improved quality oflife (UNESCO, 2006, p. 10). Culture is sometimessuggested as a fourth component of sustainabledevelopment, referring to ethical values andrespect for human rights and diverse cultures asan important foundation for sustainabledevelopment (UNEP, 2004).

“Elimu Haina Mwisho – Lifelong Learning forSustainable Development; the basis on whichKTO’s strategy (2018-2022) has been founded”.


KTO at a Glance

• According to Professor Alan Rogers there are three major strands of adult learning programmes,liberal adult education for the self-fulfilment of individuals in their social context; (radical) adulteducation for social transformation and development; and vocational adult education for livelihoodand life skills (Rogers 2010 pp. 3-4). All three strands are present at all times (as in a woven rope)but one or other strand will tend to predominate at certain times. From this report, the roles ofFDCs can be described as Adult Education, Vocational Training and Community Development.

• Karibu Tanzania Organization (‘KTO’) is a national level Non-Governmental Organization workingas an umbrella organization for the Folk Development Colleges (‘FDCs’) in Tanzania.

• KTO was established 1990 as a result of cooperation between Tanzania and Sweden through FolkDevelopment Colleges in Tanzania and Swedish Folk High Schools. KTO is working with all 55 FDCsin Tanzania. Together with the FDCs, KTO has a long experience of folk education, adult learning,pedagogical work, rural development and have been providing training for young adults all overTanzania.

• KTO works closely with the Ministry of Education, Science and Technology, but also with otherrelated ministries and with national and international partners. KTO has a nationwide networkthat has the capacity to reach out to many people through collaboration with FDCs. KTO ispolitically and religiously independent. The board of directors, chosen at the annual meeting,governs the organization. KTO has a secretariat with employed staff members dealing with day-to-day activities.

• FDCs were established in 1975 as part of functional literacy programmes which was the thirdphase of the Adult Education Programmes.

• The majority of the FDCs are operating in rural areas and their primary mission is to provide accessto training in areas relevant to their local communities. This training consists of vocational trainingand general knowledge such as entrepreneurship, life skills, civic education, and communicationskills. Training involves personal development, strengthening capacity for the participants toacquire new knowledge, developing skills to acquire formal employment or self-employment, andcontinuing their studies after completing the courses.

Who we work with

Who we are

FDCs are at one and the same time:a) vocational training centres;b) b) adult education institutions, contributing to the continuing education and lifelong learning

of adults in their immediate context; andc) c) Folk Development Colleges, contributing to the social and economic development of the

national and their local communities.


KTO at a Glance

MISSION

VISION

“To help to create well-informed,

socio-economically empowered and

active citizens in a just and

sustainable Tanzanian society”.

“To contribute to the socio-economic advancement of

Tanzanian society through folk and adult education at

the Folk Development Colleges as a way to encourage

progressive communities, citizen engagement,

democratic practices, gender equality, and

sustainable development”.

VALUES

• Sustainable Development;

• People’s Empowerment;

• Gender equality and equality;

• Human Rights;

• Transparency, Effectiveness and Accountability;

• Participatory Approach;

• Commitment;

• Cooperation and Collaboration;

• Diversity;

• Volunteerism.

KTO’s role is to strengthen the FDCs as institutions in order for them to be able to fulfil their role in

promoting adult education, folk education and community development. Together with the FDCs,

KTO plays an important role in working with local communities and local civil society organizations in

promoting a better understanding, knowledge and respect for human rights, gender balance, and the

connection between these rights and the serious problems facing people in their daily lives.


Acronyms

AE Adult Education

BoD Board of Directors

CRICsCommunity Resource and Information Centers

FDC Folk Development Colleges

FHS Folk High Schools

GDP Gross Domestic Product

IAE Institute of Adult Education

ICAEInternational Council of Adult Education

IPPE Integrated Post Primary Education

KTA Karibu Tanzania Association

KTO Karibu Tanzania Organization

LGAs Local Government Authority

MoESTMinistry of Education, Science and Technology

MoHCDGECMinistry of Health, Community Development, Gender, Elderly and Children

MoIYCASMinistry of Information, Youth, Culture, Arts and Sports

NACTENational Council for Technical Education

NBS National Bureau of Statistics

NGO Non-Governmental Organization

NQF National Qualifications Framework

ODL Open and Distance Learning

PEDPPrimary Education Development Programme

PORALGPresident’s Office Regional Administration and Local Government

SDGs Sustainable Development Goals

SEDP Secondary Education Development Plan

SidaSwedish International Development Cooperation Agency

SWOTStrengths. Weaknesses, Opportunities and Threat

TEN/METTanzania Education Network / Mtandao wa Elimu Tanzania

TVETTechnical and Vocational Education Training

UTPC Union of Tanzania’s Press Club

VETAVocational Education and Training Authority

VTCs Vocational Training Centres


Executive Summary

According to the National Bureau of Statistics (‘NBS’), Tanzania has a population of more than 52

million as of 2017 with more than 60% of the population being youths aged between 25 and 45 years.

Females constitute more than 50% of the Tanzanian population. Tanzanian ranks 159 out of 187

countries in terms of human development index hitting 0.488. National economic growth averaging

7% for the past decade has not translated into improving the living conditions for the poor and the

situation is especially acute in rural and peripheral areas where more than 80% of Tanzanians live.

The distinctive features of the FDCs which mark them off from VTCs, Adult Education (AE) centres and

Community Development (CD) centres, features which may be lost if the FDCs become identified

solely as VET centres, need to be identified. The Alan Rogers’ report suggests these features include

The hybrid nature of the FDCs as combining the above three roles in one. KTO together with other

related and interested stakeholders are working together with the Government of Tanzania to

safeguard the interests of the public in FDCs and to retain, maintain and even develop further the

essence and meaning of FDCs especially with the fact that, KTO and FDCs are working in support of

the SDGs and the national industrialization policy intending to turn the Tanzanian economy into the

middle income economy.


Executive Summary

Successes of the maturing strategic plan

• KTOs maturing strategic plan contributed to significant achievements including but limited to

promoting FDCs to work as training institutions, lobbying for secondary education in the non-

formal system to be delivered at FDCs. FDCs working as platforms for citizen engagement,

platforms promoting gender equality through various programs and community outreach

activities as can be seen under the success story section of this strategy.

• Strategic planning process

• KTO’s Overall Strategic Goal

Internal Review Stakeholders

strategy meetings

Strategy documentation and board approval

1 2 3

“To contribute to the socio-economic advancement of theTanzanian society through FDCs as a way to ensure progressivecommunities, democratic practices, citizen engagement, genderequality and sustainable development”.

Sets out the three strategic focus area

Rebranding the FDCs.

Developing KTO’s role in partnering and lobbying for

Folk and Adult Education nationally, regionally and

Internationally.

Strengthening FDCs as a platform working for the gender equality through

lifelong learning and inclusive education.

To strengthen young adults with a focus on young women’s rights and opportunities for active citizen engagement and to help them

gain the skills to acquire formal-sector employment, self-employment and or continue

their education even further.

KTO playing an active role in spearheading the work of Folk and

Adult Education nationally and Internationally.

To strengthen FDCs as training institutions, promoters of gender

equality, platforms for citizen engagement and alternative pathways to continuing with

education.

To strengthen FDCs as institutions providing folk and adult education, vocational training and

engaging in community development initiatives.


Executive Summary

Strategic Objectives

• KTO’s strategic objectives are all linked to the main focus areas as pinpointed in the previous page.

The overall strategic goal sets out the basis for the objectives and the programs that the

organization is committed to implement in the period from 2018 through to 2022.

Folk and Adult

Education


Country Overview

• The United Republic of Tanzania is a sovereign state in

eastern Africa within the African Great Lakes region. It

borders Kenya and Uganda to the north; Rwanda, Burundi,

and the Democratic Republic of the Congo to the west;

Zambia, Malawi, and Mozambique to the south; and the

Indian Ocean to the east.

• Tanzania is a united republic formed by Tanzania Mainland

(known as Tanganyika until 1964) and Zanzibar. Tanganyika

obtained her independence from Great Britain in December

1961, and Zanzibar obtained her independence in December

1963 as an Arab constitutional monarchy.

• The Arab sultanate was overthrown

in a people-led revolution in January

1964. The two countries formed a

union on 26th April 1964, becoming

the united republic of Tanzania.

• The United Nations estimated

Tanzania's 2016 population at 55.57

million. The population is composed

of several ethnic, linguistic, and

religious groups.

• Tanzania has sustained relatively

high economic growth over the last

decade, averaging 6–7% a year. But

while the poverty rate in the country

has declined, the absolute number of

poor has not because of the high

population growth rate.

• About 80 per cent of those living in

rural areas engage in agriculture and

livestock for their livelihood and

economic survival, The Tanzanian

economy is heavily based on

agriculture, which in 2013 accounted

for 24.5 percent of gross domestic

product provides 85% of exports and

accounted for half of the employed

workforce.


Strategic Context

• The right to education for adults is a fundamental human right in itself but also a precondition for

the realization of other rights. Today many are denied this right. According to the latest EFA

report (Education for All) 775 million adult lack the ability to read, most of them women. This is a

major obstacle for people living in poverty to be able to change their life situation and to have

influence in society.

• In many countries, adult education is marginalized. There is weak legislation, lack of structures,

institutions and organizations and very little public financing. Civil societies can play a crucial role

to change this through advocating the right of education for all, even adults, and to showcase

good examples.

• Children, youth, and adults in Tanzania have limited access to information, education and training,

resulting in increased unemployment, poverty, the spread of HIV/AIDS, socio-economic

frustration, gender imbalance, as well as crime, drug, and alcohol abuse. A large percentage of

children never complete their primary and secondary education and the illiteracy rate for adults is

today at a miserable 23 percent (Age 15 years and above). There are approximately 3.5 million out

of School children and youth who are not receiving education. Population growth, challenges in

Literacy campaigns and under investment in adult education have contributed to this tepid

progress. Tanzania has the tenth largest youth population globally. With 66% under the age of 25

already, and the figure set to rise significantly, understanding young people and their situation is

critical in Tanzania. Young people are most affected making up 53.3% of the unemployed

population of Tanzania, and it is likely that this figure will rise as the youth population grows. Little

attention is paid to the needs and rights of the majority of youth and young adults. Many youth

and young adults do not know their rights and lack the tools to claim them. Adolescent Girls and

Young Women (AGYW) are facing different challenges in the society. AGYW’s educational

attainment level has been proven to have a crucial positive influence on social, economic, and

health spheres both for individual women and for society in general, but Tanzanian society suffers

from large gender disparities that restrict the accessibility and availability of basic services for

AGYW.


Strategic Context

• One in three women in Tanzania lack basic Functional Literacy skills, and only 18% of young

women aged 20-24 years have completed secondary school versus 27% of young men. Tanzania

has one of the highest adolescent pregnancy rates in the world, and dropout rates due to

pregnancy in Tanzania are alarming, with 8,000 girls dropping out of school every year.

Education Landscape

− Historical Background of Folk and Adult Education

• When Tanganyika became independent in 1961, the country had a population of 14 million, but

only 70 people had academic education (Vestlund, G. 2011). Of the adult population, 80-90%

were illiterate (Sallnäs, 1969). The school system was structured according to English patterns and

aimed to train single cuff workers in the service of the colonial power.

• When President Nyerere presented in a speech to Parliament the first five-year plan in 1964, he

said: "We must start educating the adult part of the population. Our children will not have any

significance for development until five, ten or twenty years. "(Albinsson, 2002, p. 65) Tanzania

conducted a near-unique parallel focus on adult and youth education, in line with Cuba and

Ghana. When Tanzania asked for assistance in building up adult education, the Swedish

International development Agency (‘Sida’) responded positively There was a strong political will in

Tanzania to support adult education and an administration was built for a large-scale adult

education program. Government and donor countries, as well as private sources, earmarked

money.


Strategic Context

• The alphabetization campaign was the first step of three in the focus on adult education. The next

step was to give readers the opportunity to practice their reading and writing skills through the

establishment of libraries and local newspapers in the countryside, radio programs and films

(Olsson, 1994). The alphabetization campaign was very successful and illiteracy decreased from

67% 1970 to 27% in 1977 (Rydström, 1996, 78). Step three in the adult education program was to

become the establishment of Folk Development Colleges, FDCs, with the Nordic Folk High Schools

as the inspiration (Holmqvist, 2007). FDCs were established in 1975 as part of functional literacy

programmes which was the third phase of the Adult Education Programmes.

• Professor Alan Rogers at the University of Nottingham (UK) has followed the FDCs development

over the years. In 2017 Alan Rogers compiled on the basis of visits to Tanzania and Sweden in

2017 the report Learning for change: Tanzania’s Folk Development Colleges in transition (report

by professor Alan rogers, University of Nottingham, UK, May 2017).

• Parts of his report is presented below as to show the progress and development of the FDCs

during the years.

− Background

• The FDCs were established, at the personal request of President Nyerere, jointly by the Ministry of

Education (MoE1) and the Swedish aid agency SIDA in 1975, and based on the Scandinavian Folk

High School (FHS) tradition, the Folk Development Colleges (FDCs) were supported financially by

SIDA for twenty-one years, an unusual feature of international development assistance.

• Unlike the FHSs, they were government-owned institutions, and were renamed Folk

Development Colleges to stress their commitment to local and national development plans.

• Although originally seen as a part of the national adult education programme, they formed a

distinct sector in Tanzania’s educational portfolio, separate from, and yet containing features of,

the other three sectors, adult education, vocational training and community development; thus

the term ‘Folk Education’ entered into educational policy debates.


Strategic Context

− Programs

• During the period of SIDA’s assistance (1975-96), the 52 FDCs became embedded within their local

communities and developed a group identity which marked them off from other sectors. They

were transferred from MoE to the Ministry of Community Development (MCD), with an increased

stress on their community development role. Their programme consisted (and stills consists) of

long courses (one or two year mainly residential, mainly vocational training), short courses on and

off campus, outreach activities, self-reliance projects and a number of special activities. A key

distinguishing feature of the FDCs is that, unlike other post-school education establishments, there

are no required entry conditions - anyone can go, even primary school ‘drop-outs’. As a result, the

FDCs provided their own certification of attainment rather than a nationally recognised certificate

(though some use City and Guilds).

• 1996-2016: On the ending of SIDA’s direct assistance, it was feared the sector would collapse but

it did not; it even grew slightly from 52 to 55 FDCs. The government from time to time continued

some support but on the whole the colleges were encouraged to fend for themselves. Costs were

cut, on staff and especially on buildings and outreach activities; income came mainly from

students’ fees, and each FDC was free to explore other fundraising possibilities including other

donors. Swedish assistance continued to individual FDCs from individual FHSs. Short courses

continued but were mainly provided by other agencies using the sites (and at times the staff) of

the FDCs.

− Karibu Tanzania Organization

• During this period of relative freedom, the sector developed greater coherence. At the heart of

this trend was (and is) the Karibu Tanzania Association (KTA), now Karibu Tanzania Organisation

(KTO). This provides a link between all the 55 FDCs, and provides a voice to the sector. It has

strong links with the FHSs, Swedish supporters of the FDCs. It works very closely with MCD,

especially on shared issues such as gender education and practices.


Strategic Context

− VETA and FDCs

• Links between the FDCs and VETA were developed. Established in 1995, VETA grew in influence

with government support as more and more emphasis was placed in Tanzanian policy circles on

skills for development. VETA came to see itself as the sole body co-ordinating all Vocational

Education and Training (VET) in the country, whether provided by government, commercial

interests or voluntary bodies; there are over 800 vocational training centres in the country, the

very large majority offered by private interest groups or faith-based groups; only some 35 VTCs

are directly government-owned, at present under VETA. Although outside this system, some FDCs

became centres where VETA trade tests were taken; consequently increasing numbers of students

on long vocational courses in the FDCs came to request that they be allowed to take VETA courses.

This had started by 2003 and was officially recognised by MCD in 2013.

• BY 2015-16, nearly half of the FDCs offer only VETA long courses , others offer what has come to

be called Folk Education courses; a few offer both.

− The move to the mainstream

• All of this went on, as it were, below the radar: the FDCs, being a very small sector and separate

from the mainstream, were largely ignored in national policy debates. But as government

pressure for skills development programmes for school-leavers increased, so attention was turned

to the FDCs. A first report on them was compiled in 2000, and from that year government funding

was increased. The World Bank commissioned a report in 2003 and from then interest in the FDCs

grew. By 2011, when the Education Sector Analysis was drawn up, it was being urged that the

sector, still seen as a separate entity, should be moved back to MoE (this time to the Directorate

of Vocational Training); a decision to that effect was made in 2016, and it was implemented (in

part) in February 2017.


Strategic Context

− Policy Framework

• UN has just adopted targets for global sustainable development that will be valid until 2030.

Agenda 2030 is a holistic approach for sustainable development, ecologically, socially and

economically. It has global legitimacy and can be a momentum for the right to education for adults.

• Tanzania envisions becoming a middle-income country by 2025 and has put in place a number of

policy frameworks to realise this vision. The Education Sector Development Plan (ESDP) (2016/17 –

2020/21) is built on the priorities of the Tanzanian Government as set out in the Tanzania

Development Vision 2025, the National Five-Year Development Plan 2016/17-2020/21 and the

Education and Training Policy of 2014. The two key policy initiatives that distinguish this ESDP from

previous plans are: (1) Tanzania’s commitment to providing eleven years of free and compulsory

Basic Education to the entire population, leaving no one behind; and (2) the progressive expansion

of Technical and Vocational Education and Training to provide Tanzania with the pool of skilled

human resources needed to advance to becoming a semi-industrialized middle-income country by

2025.

• The National Strategy for Inclusive Education is thus aimed at strengthening the education system

to provide, in an equitable manner, learning opportunities for all children, adolescents and youth,

including vulnerable groups, and enable them to acquire the necessary knowledge and skills to

contribute to the transformation of Tanzania into a middle income and semi-industrialized nation

by 2025.

• To achieve this the National Strategy for Inclusive Education pays particular attention to

excluded groups, children with disabilities, out-of-school children and children at risk, particularly

boys repeating grades, teenage girls and students who completed Standard 7 and who should

transit to lower Secondary.

• Reaching the excluded and marginalized groups and providing them with quality education requires

the development and implementation of inclusive policies and programmes. This Strategy

promotes an inclusive education system that removes the barriers limiting the

participation and achievement of all learners, that respects diverse needs, abilities and

characteristics and that eliminates all forms of discrimination in the learning environment.


Success Story

KTO has developed both organizationally and autonomously as an umbrella organization with

renewed constitution, developed steering documents, conducted annual meetings and has managed

to unify all FDCs in Tanzania even despite how scattered these FDCs are all over the vast country of

Tanzania, some located in remote areas with poor infrastructure and accessibility difficulties. For

about eight years now, KTO has grown and developed from being an organization run by just

voluntary work with programmes involving a few FDCs and with only a few partners into an NGO

with a wider network of national and international partners, with programmes involving more FDCs

and with a secretariat constituting of employed personnel.

Together with its members and partners, KTO has advocated for the FDCs existence as unique

institutions, designed, rolled-out and implemented many different programmes such as: -

Role task and vision of FDCs

KTO has been standing up for the original vision, role and task of the FDCs as described by professor

Alan Rogers to mean “FDCs being at one and the same time:

a. Vocational Training Centres;

b. Adult Education Institutions, contributing to the continuing education and lifelong learning of

adults in their immediate context; and

c. Folk Development Colleges, contributing to the social and economic development of the national

and their local communities.

MoEST has decided to go back to the original vision for the FDC working with Adult learning, Folk

education, Community development and Vocational training in which context FDCs will target

marginalized groups and act as an alternative pathway for participants who dropped out from the

formal school system. The ministry stresses the importance of community relevant courses and

has given the tasks to FDCs to now work with and close to the surrounding communities in their

needs for training. KTO has had more dialogue meetings with the MoEST and the Ministry of

Community Development, Gender, Elders and Children in this regard which is an invaluable

achievement.

MoEST has agreed on programme collaboration with KTO as the implementing partner in various

programmes.


Success Story

FDCs as training institutions

In order to strengthen the quality of course

delivery, KTO in collaboration with the

Institute of Adult Education (‘IAE’) and the

Tanzania Teachers Union (‘TTU’), has

developed and conducted a distance diploma

course in adult and continuing education for

FDC teachers.

KTO has lobbied for review of curriculum,

Swahili as language of instruction, and for

FDCs to have authority to administer exams to

participants using the Swahili and if passing

the course get a national recognized

certificate.

The MoEST will review the curriculum for FDCs

as far as FDCs. As of now, the MoEST has

decided all training to be delivered in Swahili

and all FDCs will provide training which will

give the participants a national recognized

certificate.

Lobby for Secondary Education in the non

formal system delivered at FDCs

KTO has during the years stressed for the importance

of including secondary education in the non formal

education system at the FDCs in collaboration with the

IAE to create alternative pathways for out of school

young adults. The realized achievements are: -

MoEST decided that all FDCs will be centres

providing secondary education in the non-formal

setting at each FDC under the supervision of IAE;

KTO is the implementing partner in a joint program

together with MoEST targeting young women who

have for different reasons dropped out of school (

Elimu haina Mwisho-Skills Development program for

Young women through FDCs). In this program KTO is

collaborating with IAE to deliver secondary

education combined with the vocational training,

life skills and entrepreneurship.

KTO together with IAE deliver capacity building for

FDC teachers.


Success Story

FDCs as Platforms for citizen engagement

In the strategic plan the approach in this area was to develop the Community Resource and

Information centres (CRICs) and to start up short courses in Training for Active participation in Media

Arenas.

As mentioned above about FDCs task and role in the society which is to foster active responsible

and engaged citizens. KTO have managed to keep the Community Resource and Information

Centres (CRICs) vision alive at some FDCs without any funding. FDCs and has I introduced and

implemented a new short course program active participation in media arenas at 5 FDCs with a

collaboration with Union of Tanzania's Press Clubs (UTPC) and their press clubs. The Media course

is continuing at 4 FDCs. KTO also succeeded to perform well together with Femina Hip in a

community dialogue project for a peaceful election 2015, a method and approach that is now in

cooperated in all KTOs program.

FDCs as Platform promoting gender equality

In KTO’s previous strategic plan, KTO included a focus on young women’s socio and economic

empowerment and a focus on strengthening their rights and opportunities to be self-employed,

employed by others, or to continue to further their education.


Success Story

FDCs as Platform promoting gender equality (continued)

KTO has succeeded to develop its Mama Course program to a greater program for Young Women

who of different reasons have dropped out of the formal school system. The program Elimu haina

Mwisho Skills Development Program for Young Women through FDCs. The program is a

collaboration together with MoEST with KTO as the implementing partner, a great achievement. A

new partner collaboration with Aflatoun a Dutch NGO in collaboration with MasterCard

foundation will support the program to reach out to 20 FDCs next year. KTO expect other partners

to be involved and hope to implement the program at 25- 30 FDCs next year.

KTO has succeeded in its approach to make it possible for young mothers to study at FDCs to

develop infra structure of day care centres.

A new initiative is to increase day care and pre-primary teachers in the field of Early Childhood

Development (‘ECD’) In collaboration with Teachers Training Colleges. KTO will start up pre-

primary teachers training at 20 FDCs and in the same time build up the infra structure for Day care

Centres and Preschools at the FDCs. It is a collaboration project between Aflatoun but with MoEST

integrating the program in the ministries activities.


Success Story

Mpira Fursa Tanzania Women Football

KTO and the Tanzania Football Federation (‘TFF’), will cooperate to develop and conduct a

programme promoting women and girls football development and to promote gender equality and

socio-economic empowerment. To begin with, football courses have been rolled out and implements

at several FDCs during the outgoing strategic plan.

The programme has been implemented at 27 FDCs with football activities at the surrounding

primary and secondary schools in 18 regions of Tanzania mainland. This programme has been

rolled out and implemented in collaboration with TFF. KTO is facilitating collaboration discussions

with Swedish Football Federation (‘SvFF’). Pia Sundhage, former Swedish football national team

coach visited KTO, TFF and the programme representing SvFF. The MoEST has approved and will

collaborate with KTO as the implementing partner. The Ministry of Information, Culture, Arts and

Sports is also interested in the programme as a means to expose women’s football talents for both

entertainment and employment domestically and internationally.


Success Story

Partner Collaboration

During the past years KTO has worked on developing existing partner relations and looked for new

ones in KTO´s field of interest. A strategy has been to keep and develop close partnerships with

responsible Ministries at central and local government levels as the government is the implementing

partner in KTO’s programmes with FDCs.


Success Story

Partner Collaboration (cont...)

KTO has built and maintained strong and lasting partnerships with the following

organizations/institutions: -

Continued collaboration with Karibu Sweden Association and Färnebo Folkhögskola. Continued

Projects collaboration.

Collaboration with MoEST.

Continued collaboration with Ministry of Health Community Development Gender Elderly and

Children.

IAE collaboration in in service training and secondary education integration at FDCs.

TFF collaboration in the football program.

Member in ICAE International council for adult education.

Collaboration with Folac Folkbildning for learning and active citizenship Swedish organization for

Folk high schools with international collaboration.

Aflatoun International collaboration in two projects Pre-primary education and Young Women

skills development program.

Femina hip. Fema clubs at FDCs and community dialogue for peaceful election.

Rural Library Resource Development Program CRICS development.

TENMET KTO sent in the application.

Linköping's University in Sweden. Trainee internship at FDCs for Adult Education Teachers

program. Support to LIUs research program on indigenous learning systems research area FDCs.

KTO has developed its capacity to be an organization acting in the field of Folk and Adult Education in

both a national and international level.


Lessons Learnt

Despite the robust and significant achievements KTO has had from the previous strategic plans, there

are challenges and lessons leant in this process. KTO has faced variety of challenges when delivering

its mission and objectives to the FDCs in all the period of its operation since inceptions. On the other

hand, the organization has gained insights through lessons learnt that have been used to create a

more effective and focused way forward in working together with its members and partners.

KTO’s challenges are more less similar to those faced by FDCs in operating their tasks, including a

shortage of teachers and inadequate and old infrastructure, lack of capacity, a lack of leadership

skills, a lack of materials and resources, which affect the outcome of their efforts to serve

communities.

FDCs did not have authority to give accredited exams to their students who used to do vocational

competence based test, but instead depended on VETA to administer these tests (now resolved, see

achievements) .

VETA changed its syllabus to make ENGLISH the medium of training which adversely affects FDCs and

their target groups. Most students and teachers do not have English skills to train and learn in that

language. Exams given in English are a huge barrier to success of the FDCs and their target groups

which then escalates to affect the entire society and the country at large. KTO has lobbied for change

of the syllabus to define the medium of communication to be Swahili so as students and teachers can

be empowered to teach and learn in the native language.

Due to resource scarcity, KTO has only conducted a few programmes involving only a few FDCs. The

quality of the activities has been high and they have all achieved good results and significant impact

for involved members of the affected communities, but it has been a challenge to implement these

successful programmes nationwide given the financial constraints.

KTO plan to focus on a more holistic-programme approach to its work, including more areas linked

together and ones that involve a majority of FDCs.


Lessons Learnt

Pinpointed out below are key to KTO’s body of knowledge acquired through working with FDCs: -

• KTO has conducted several programs with high quality but reaching out to few FDCs due to lack of

recourses, hence a need of scaling up.

• KTO has realized the importance of external research in the area of folk and adult education with

a focus on FDCs.

• Importance of KTO´s dialogue approach locally, nationally and internationally by putting forward

the importance of Folk and adult education with a focus on the FDCs task and role in the society.

• Given that FDCs are located in the remote and rural areas, KTO has found itself working closely

with the Local Government Authorities (‘LGAs’) hence the decision to develop a strategy on

working with the LGAs.

• KTO has increased its network and collaboration with national and international partners. KTO has

experienced the importance of open and transparent discussions about power relationship, roles

and responsibilities in the partnership.

• The Importance of documentation of the program activities in reaching out to a broader audience

stressing the importance of Folk and adult education as tools for bringing about change in the

society. Furthermore emphasizing FDCs role in providing Folk and Adult Education, Vocational

training and engage in Community development activities.


KTO’s Approach

• The Folk and adult education philosophy focuses on making knowledge accessible to people at the

grassroots level and the idea of education should be organized and defined by the needs and

interests of the people and that it should ultimately rest on democratic ideas.

• Using vast experience together with lessons learnt, KTO will include its ongoing initiatives in

combination with developing other focus areas. KTO cooperates closely with national and

international partners, the MoHCDGEC, MoEST and other ministries. Together, all partners are

concerned with scaling up KTO’s work to involve all 55 FDCs in order to reach the goals and targets

in this new strategic plan.

• KTO’s approach focuses on strengthening young adults with a focus on young women’s rights and

opportunities for active citizen engagement. Just as important is helping these young adults

acquire the skills to obtain formal-sector employment, self-employment, or to continue their

education even further.

• KTO’s mission; To develop FDCs as training and learning institutions, institutions promoting gender

equality and as platforms for meaningful citizen engagement focuses on FDC situated all over the

country that are the only institutions providing vocational training, adult education and supporting

community development whereby young adults regardless of their educational background are

accommodated.

• KTO’s approach is to work parallel in three levels: -

Local level KTO together with the FDCs are building institutional capacity, developing courseconcepts, implementing programmes, conducting dialogue and advocating forgender equality, Folk and Adult Education at a community level.

National Level KTO dialogues with Ministries concerned in policy issues, FDCs development andadvocate for the importance of Folk and adult Education and Lifelong Learning forsustainable development

International Level Every one of the SDGs contains explicitly or implicitly adult learning targets. KTO is

therefore networking with partners and other stakeholders in attaining Lifelonglearning, Folk and Adult education as a way to reach the aims of Agenda 2030

2018|2022 Strategic Plan | Lifelong learning for Sustainable Development |

STRATEGIC PLAN

2018 - 2022


Strategy Planning Process

The highly rated importance of FDCs is to help Tanzania with the achievement of the Sustainable

Development Goals (‘SDGs’) and play the pivotal role in the current country’s industrialization policy

in quest of boosting the country to the middle income economy. Every one of the 17 SDGs contains

explicitly or implicitly adult learning targets; so that every development sector (including but not

limited to health, agriculture, gender, poverty, finance, energy and environment) will need to find

adult learning partners to help them fulfil their goals rather than try to provide their own adult

learning activities.

• Strategy Preparation Process

Below is a summary approach that KTO adopted in preparing its strategic plan for the period from

2018 to 2022.

Internal Review Stakeholders

strategy meetings

Strategy documentation and board approval

1 2 3



Internal Review 1Stakeholders strategy

meetings2Strategy documentation

and board approval3

Review of the outgoing strategy

• In preparing the 2018-2022 strategy, Management of the Organization considered various factors from

both experience and research. These include: -

− The hybrid nature of the FDCs as combining three roles in one (adult learning, community

development and vocational training);

− The FDCs’ concern for social change. FDCs are not only training for jobs but also to help their

participants to become agents for change in the country; for instance, FDCs unlike Vocational

Training Centres (‘VTCs’) and other institutions seek to overcome gender inequalities in

participants and staff recruitment. All FDCs are concerned with gender transformation in the

society as a whole;

− FDCs’ flexibility especially on entry requirements. Unlike VTCs, FDCs are non-selective of

participants entry, and as adult education institutions, they admit some (admitted relatively

few) older adults; and

− The use of the sector as a whole for innovatory active, especially piloting new development

ventures.

• According to a report by Alan Rogers, Learning for Change: Tanzania’s Folk Development Colleges in

Transition; various developments need to be adopted to support the growth of the FDCs and their

primary purposes. Such developments include: -

− The use of the college library facilities in some contexts for adult literacy in partnership with

ICBAE;

− The provision of bridge courses to help those with inadequate school-based skills to access

entry to more formal education programmes.

− The exploration of the implications of the widespread adoption of the new information and

communication technologies (including social media), especially in the informal industrial and

commercial sectors for vocational training.

• The strategy has therefore been developed based on the above and many more factors all targeting

the achievement of more impact on FDCs, and their surrounding communities and the country at large.



• Strategic strategy meetings were conducted to analyse the organization’s operational position

both internally and externally and to identify the organization’s key target areas in the incoming

strategic plan spanning from 2018 to 2022.

• Stakeholders here mean critical member of KTO (i.e. FDCs through their principals), board of

directors, and other education related organizations and institutions not forgetting to mention the

Government of the United Republic of Tanzania through its relevant ministries.

• Meetings with representatives from partner organizations in Sweden, Karibu Sweden Association,

Farnebo Folk high School, FOLAC and Linköping's University have also been held to get their

feedback on KTO’s plans ahead and partner collaboration in the new strategic plan.

• The stakeholder strategy meetings resulted into the below summarized SWOT analysis: -



and board approval3



• Lack of sufficient funds to implement and scale up programmes to

include all 55 FDCs.

• Inadequate infrastructure facilities at the FDC level.

• Inadequate supply of trained teachers in adult and continuing

education.

• Lack of training materials and resources.

• Shortage of human resources to run the organization’s day to day

activities.

S W

OT

• Monitoring and evaluation not copiously instilled

into planning and delivery.

• Lack of proper systems to manage members’

information.

• Inability to leverage on technology to simplify

programme design and delivery.

• Changes in policies that may be

instituted by the government

• Insufficient and unsustainable

funding.

• Mismanagement and or misappropriation of resources at

KTO and or FDC level.

• Direct or implied deregistration by the Government.

Direct in an event that KTO has not complied with the

regulations and implied in the sense that the

Government may decide to merge FDCs with other

institutions or decide otherwise.

• Solid and strong Government links with MoEST,

MoHCDGEC, MoICAS, PMOLYEPD, and PORALG.

• Collaboration with MoEST as an implementing partner.

• Member to the National and International education networks such

as Tanzania Education Network (‘TEN/MET’) and International

Council of Adult Education (‘ICAE’).

• Large and vast network with all 55 FDCs across the country as

members to KTO.

• Large population of young adults that have no alternative channels

to continue their education other than through FDCs.

• International outreach through international network membership.

• Expertise in the field of Folk and Adult Education with long

experience of working within FDCs.

• National coverage member based organization representing

all 55 FDCs in the country.

• Recognized national and international organization brand.

• Strong governance by the board of directors and the

secretariat.

• Policy influence and engagement.

• Solid experience in serving FDCs in association with the

Swedish Folk Schools.

• Outstanding collaboration with national and international

partners.

• Collaboration with ministries concerned.

• Lasting training experience in folk and adult

education.

• Unmatched capacity to lobby and advocate.

• Outstanding relationship with LGAs.

STRATEGIC AREAS

The stakeholder strategy meetings identified the main three strategic focus areas to be the following below: -

• Rebranding the FDCs;

• Strengthening FDCs as a platform working for the gender equality through lifelong learning and inclusive education; and

• Developing KTO’s role in partnering and lobbying for Folk and Adult Education nationally, regionally and Internationally.



and board approval3



• KTO’s management together with the external consultant consisted the main documentation

team in the course of the strategic plan preparation. Together with the strategic plan, the team

drafted other documenting including the monitoring and evaluation plan, strategy

implementation plan, budgeting detailing and summarizing the funding requirements for as long

as the life of this strategic plan and the annual operational plan.

• Additional to the team above were the vital role-players in this process including the board

member, principals of the FDCs and our several strategic partners whose contributions were of

significant value and laid a smooth basis for the approval of the final strategy document by the

Board of Directors.



and board approval3


Strategic Goal

Overall Objective

“To contribute to the socio-economic advancement of the Tanzanian

society through FDCs as a way to ensure progressive communities,

democratic practices, citizen engagement, gender equality and

sustainable development”.

Strategic Focus Areas

i. Rebranding the FDCs;

ii. Developing KTO’s role in partnering and lobbying for Folk and

Adult Education nationally, regionally and Internationally; and

iii. Strengthening FDCs as a platform working for the gender

equality through lifelong learning and inclusive education.

• Following below is the analysis of the strategic link between the above strategic focus areas,

strategic objectives and the organization’s target outcomes in the next four years of the strategic

plan (see next three pages).



STRATEGICFOCUS AREAS

STRATEGIC OBJECTIVE STRATEGIC OUTCOME

Rebranding FDCs.

To strengthen FDCs as training institutions, promoters of gender equality, platforms for citizen engagement and alternative pathways to continuing with education.

Vibrant FDCs providing a broad range of trainings and outreach programmes while promoting gender equality and access to open and distance learning and other alternative pathways to continuing with education.

To strengthen FDCs as institutions providing folk and adult education, vocational training and engaging in community development initiatives.

Stable and strategically positioned FDCs as the only institutions engaging in folk and adult education, vocational training and engaging in community development.

FDCs

Adult Education

Vocational Training

Community Development

KTO is working to ensure that FDCsregain their full potential and meaning tothe society and the country at large bybeing institutions that uniquely providethree strands as in the adjacent figure.

Rebranding FDCs• KTO emphasizes the importance of rebranding FDCs as institutions working with Folk and Adult

Education, Community Development and Vocational training.

• In this strategy, KTO commits to clarify the origins of the FDCs and their roles as learning and traininginstitutions through: -

Providing vocational training to their participants; Folk and Adult education aiming at contributing to citizen engagement, gender equality, and

lifelong learning of adults in their neighbourhood; and Contributing to the community and national development as Folk Development Colleges.

• KTO will work in close collaboration with MoEST in capacity building of FDC personnel, curriculumreview, course development and Entrepreneurship and Life skills development including SRHR.

• As part of rebranding FDCs, KTO is promoting the transformation of academic libraries into communityresource and information centres within and beyond the FDCs’ areas of operation. This program buildson the understanding that libraries are a platform for learning and information knowledge reservoirs.KTO will develop ICT centres at each CRIC in order for people to access information, utilize social media,access training through distance learning and widen contact areas.



STRATEGIC FOCUS AREAS

STRATEGIC OBJECTIVE STRATEGIC OUTCOME

Strengthening FDCs as platforms working for the gender equality through lifelong learning and inclusive education.

To strengthen young adults with a focus on young women’s rights and opportunities for active citizen engagement and to help them gain the skills to acquire formal-sector employment, self-employment and or continue their education even further.

Socially and economically active and equitable young women and men equipped with skills for employment or innovation for self-employment or continuous education.

Strengthen FDCs as a platform working for gender equality through lifelong learning and

inclusive education

• KTO has in line with the inclusive Education Strategy developed several programmes to further create an

alternative pathway through the FDCs for out of school young women (who in one way or another failed

to complete years of studies for various reasons). FDCs will play part in strengthening linkages between

formal education, non-formal education and informal learning through the development and

implementation of national and cross-border mechanisms.

Initiative on Skills Development for YoungWomen through FDCs

• KTO has believes that supporting, empowering and educating women results into an impact that

escalates throughout the societies and communities. This is what KTO stresses on to provide education

and life skills to young women in quest of ensuring they are acquainted with the necessary skills

necessary for them to seek employment in formal sector, employ themselves and or continue with their

education even further. This initiative targets young women who have dropped out of school due too

various reasons and KTO is dedicated to working with FDCs and the Ministry of Education, Science and

Technology to ensure that this social group is empowered for national and sustainable development.

Pre-primary ad ECD training through FDCs

• KTO is planning to expanding access to quality pre-primary and ECD teacher training through FDCs

through incorporating pre-primary teacher training in collaboration with teaching Colleges and

development of day-care and pre-primary services for FDCs participants and other community members.



TanzaniaWomen Football Program-Mpira Fursa (Football Creates Opportunities)

• The program is a strategy to increase women’s football participation in order to bring about more

gender equality and socio-economic empowerment for girls and women. It is also a strategy to keep girls

in school and enrol out of school girls and Young women into educational institutions. It will specifically

develop a structure for promoting women and girls’ football which can be applicable in the whole

country. It includes educating female coaches, female referees, female sports administrators and female

sports medicine practitioners. The FDC´s collaborate with primary and secondary schools in the

surrounding FDC´s areas to organize football activities for girls. By creating a safe space for girls and

young women in the field of football, information and dialogue about Sexual Reproductive and Health

Rights will take place. The SRHR component in the program will be developed together with UNESCO.

The program approach will create opportunities for further studies or to bridge young women into

employment in the field of sports.

Mpira Fursa- Integrated Football and Functional Literacy Training

• This proposed initiative, “Mpira Fursa – Integrated Football and Functional Literacy Training target young

women who are in a need of Functional Literacy and post-Functional Literacy education. KTO will use the

program Mpira Fursa, Tanzania Women Football program as a base for the integrated Functional

literacy initiative. KTO’s method is to take a holistic approach to the challenges facing this group of

young women and provide them with a learning environment to acquire Functional Literacy skills

together with football courses including football training, coaching, refereeing, sports medicine and

sport management, life skills and entrepreneurship. By creating a safe space for young women in the

field of football dialogue, information and dialogue about Sexual Reproductive and Health Rights will

take place. The SRHR component in the program will be developed together with UNESCO.

• The program approach will create opportunities for further studies or to bridge young women into

employment in the field of sports.



STRATEGIC FOCUS AREAS STRATEGIC OBJECTIVE STRATEGIC OUTCOME

Developing KTO’s role in partnering and lobbying for Folk and Adult Education nationally, regionally and Internationally.

KTO playing an active role in spearheading the work of Folk and Adult Education nationally and Internationally.

Well known KTO and FDC brands to national and international stakeholders to raise awareness hence interest from different social groups.

Develop KTO’s role in partnering and lobbying for Folk and Adult education nationally,

regionally and internationally

• Agenda 2030 is a holistic approach for sustainable development, ecologically, socially and economically.

It has a global legitimacy and can be a momentum for the right to education for adults and gender

equality. Every one of the 17 Goals contains explicitly or implicitly adult learning targets; so that every

development sector (health, agriculture, gender, poverty, finance, environment, etc.) will need to find

adult learning partners to help them fulfil their goals rather than try to provide their own adult learning

activities. Folk and Adult Education are still considered a low priority for many governments and most

other education actors. Their current status remains inferior to that of formal education in many aspects,

although they contribute significantly to socio-economic development, particularly for marginalized

groups and communities.

• The FDCs, scattered throughout Tanzania, often in unexpected locations, and with substantial assets

(e.g. their sites) are uniquely placed to offer such partnerships nationwide: They can provide across the

country sites and partnerships for the implementation of the SDGs. In this role, access to the whole

sector can be most appropriately obtained through KTO whose role is vital for maintaining and

developing the sector.

• KTO´s approach is to work on a local, National and International level. KTO is an active member in

International Council for Adult Education (‘ICAE’) and through ICAE the organization intends to

strengthen the regional and national network collaboration in the field of adult and folk education.

• KTO is dedicated through this strategic plan to develop the collaboration with Swedish folk high school

through the association with KSA, Färnebo FHS and FOLAC. Maintain active membership in TEN/MET,

collaborate with MoEST to benefit FDCs and the community.


Objective – Program Mapping

Objective/Item

Objective 1:


Objective 2:

To strengthen FDCs as institutions providing folk and adult education, vocational training and engaging in community development initiatives.

Objective 3:

To strengthen young adults with a focus on young women’s rights and opportunities for active citizen engagement and to help them gain the skills to acquire formal-sector employment, self-employment and or continue their education even further.

Objective 4:

KTO playing an active role in spearheading the work of Folk and Adult Education nationally and

Internationally.

Outcome Vibrant FDCs providing a broad range of trainings and outreach programmes while promoting gender equality and access to open and distance learning and other alternative pathways to continuing with education.

Stable andstrategically positioned FDCs as the only institutions engaging in folk and adult education, vocational training and engaging in community development.

Socially andeconomically active and equitable young women and men equipped with skills for employment or innovation for self-employment or continuous education.

Well known KTO and FDC brands to national and international stakeholders to raise awareness hence interest from different social groups.

Programs i iv

vi i

ii iii v

Curriculum review Teachers training Institutional

leadership Course development

KTO’s planned programs

i. Elimu Haina Mwisho: Skills Development Initiative for Young Women through FDCs;

ii. Mpira Fursa: Tanzania Women Football Program;

iii. Integrated Football and Functional Literacy Program;

iv. Extra Curricula through Citizen Engagement and Performing Art;

v. Expanding Access to Pre-Primary and ECD Training through Folk Development Colleges; and

vi. Community Resource Information Centres.


KTO’s Theory of Change

Folk and Adult Education philosophy focuses on making knowledge accessible to people at the

grassroots level and believes strongly in the idea that education should be organized and defined by

the needs and interest of the people and that this should all rest on the firm foundation of

democratic ideas.

Adult education is, in its broadest sense, a process – the process of adult learning. In its more

technical meaning, adult education describes a set of organized activities carried out by a wide

variety of institutions for the accomplishment of specific educational objectives. Another meaning

combines all of these processes and activities into ideas a movement or field of social practice. In this

sense, adult education brings together, into a discrete social system, of all the individuals,

institutions, and an association concerned with the education of adults and helps them to work

towards the common goals of improving the methods and materials of adult learning, extending the

opportunities for adults to learn, and advancing the general level of their cultural understanding.

Folk education encourages learners to examine their lives critically and to take action to change social

conditions. The goal of folk education is to develop people’s capacity for social change through a

collective problem-solving approach emphasizing participation, reflection, and critical analysis of

social problems. Everyone teaches and learns, so leadership is shared. The learning process to create

new knowledge involves learners’ experiences and concerns, a high participation rate, critical

reflection, connecting the local to the global, and fostering collective action for change. A gender

relation is a crucial part of the analysis of power relations and social conditions that take place in folk

education.

Learning is most effective if participation is active, different learning styles are addressed, content is

relevant to learners’ lives, learners are treated equally as equals, and the learning process is

enjoyable.

Folk and adult education views adults as: -

• Internally motivated and self-directed;

• Able to bring life experiences and knowledge to learning experiences;

• Goal oriented;

• Relevancy-oriented;


KTO’s Theory of Change

• Practical; and

• Individuals who enjoy being respected.

KTO strongly believes that the philosophy of adult and folk education embedded in the FDCs’

approach to training and to leading educational activities will lead to lasting and positive change in

society locally, nationally and internationally.

Folk and Adult

Education

Institutions

Our Philosophy

• Knowledge accessible to people at grassroots level • Education defined by the needs and interests of the

people

High participation rate Critical reflection Connecting the local to the globe Fostering collective action for change


Strategy Implications

Structural Implications

• During the process of planning strategically, KTO reviewed its organization structure and functions.

The organization and its management will be working to implement the following proposed changes

and new developments, which collectively are seeking to improve operational efficiency in delivering

the intended impact to the communities through FDCs.

• The organization through its management is looking forward to increasing the existing and introducing

new roles critical to the achievement of the strategic objectives. Below is the operational staffing

structure to be adopted and implemented in this strategy:

− Executive Director;

− Director and Head of KTO Member Organization [previously, deputy director];

− Head of Programs and Partner Collaboration [previously, program manager];

− Project Coordinators [new role and the Management has planned to bring in new staff for this

role];

− ECD Trainer [New role];

− Performance, Monitoring, Evaluation and Learning [New role];

− Head of Finance and Administration [New role];

− Financial Management and Reporting Specialist [part time];

− Accountants [Management has agreed the organization to have two program accountants];

− Fundraising expert [part time];

− Office Assistant;

− IT Associate [New role]; and

− Drivers [New role]

• Strengthening of the Monitoring and Evaluation function and its operations;

• Review and improvement of the internal salary scales;

• Strengthening of career and succession plan; and

• To further clarify the roles and responsibilities and authorities of each position to increase

effectiveness in decision making.


Strategy ImplicationsMonitoring and Evaluation

• KTO is strongly committed to strengthening out ability to create supporting evidence, track and

communicate our lessons learnt and effectiveness of program execution and especially financial

management in the course of delivering the program intended impact. The organization is planning to

place more emphasis on monitoring and evaluation as a way ensure improvement in this area.

• KTO is strictly committed to adopt an M&E system that ensure accountability, development and

maintenance of minimum quality standards and stakeholder feedback mechanism.

• The system shall enable the organization to track progress, assess impact and make any adjustments and

discover unplanned effects of the organization programs.

• Additionally, the system is expected and intended to be a part of the routine program management and

is our critical success factor, among others.

• Above all, the M&E system will instigate the preparation of a robust M&E plan containing a set of

indicators that will be created to allow close monitoring, tracking and documentation of the

developments and changes that are taking place in the education sector.


Strategy ImplicationsFinancing and financial management

• KTO has a fully set up operational system that ensures compliance with a wide array of donor

regulations and requirements. It has well-established financial management system and controls which

have actually managed different grants from different donors while ensuring and maintaining

unqualified audit reports.

• Significant efforts have been made to ensure that the organization is in full financial management

compliance with International Financial Reporting Standards, national laws, rules and regulations not

forgetting appropriate donor requirements.

• KTO adopts and employs an integrated financial and management control systems that ensure

accountability. Our strongly formulated and implemented financial manual guides the financial and

internal control systems that ensure proper and appropriate management of the organization and or

donor resources and assets both at the organization and FDC levels.

• Financial and management data is recorded, reconciled and managed through QUICKBOOKS accounting

software, which enables the capturing, tracking, analysing and reporting of program information by

unique program, sub-program (if any), and funding sources.

• The organization finance department provides sustainable support to program personnel, helping with

compliance requirements and ensuring that any contract management is carried out in an integrated

and cost-effective story.

• KTO incorporates in its financial management techniques, a strong internal controls system to promote

and encourage transparency and accountability.

• KTO’s Executive Director is the topmost person responsible and accountable for the overall financial

management and integrity of the organization’s resources. Responsibility over the individual program

financial management rests with the program manager.


Strategy ImplicationsFunding

• There is unquestionable rise in recognition locally and internationally of KTO’s contribution to adult

education through FDCs as it can be appreciated through the MoEST’s budget for the fiscal year

2018/2019. simultaneously, KTO recognizes the challenges in securing funds from various interested

donors with the same interest and motives in adult education.

• In ensuring that there is adequate resources to implement this plan, KTO will deploy the following

strategies: -

Request the existing donors and or partners to extend their funding commitments for the next fouryears and possibly beyond the strategic plan period.

Strengthen partnerships with national and international partners including intermediaries for jointfunding without compromising our approaches, principles and values Recruit a high calibre Fundraisingor Resource Mobilisation person to work closely with the Executive Director and the managementteam in the implementation of the fundraising strategy.

Develop and implement a robust fundraising strategy which will enable KTO to attract new anddiversified funding streams.

Ensure quality programmes are delivered in a timely fashion and that evidence of impact is collected, collated and reported in order to continue winning support from development partners and citizens.

• Tanzania is in the bottom quartile of the Human Development Index, a situation which is unlikely to

change in the medium term of 5-8 years, and as such the country remains a key recipient of

international funding streams. Furthermore, bilateral and multilateral funders are aligning themselves

with national efforts that are geared towards achieving the SDGs.

• KTO’s new strategy aims at supporting the achievement of the SDG and there is increasing recognition of

our work amongst the international community of funders and likeminded organisations. Relationships

with our existing partners are strong, and as such, we consider the funding environment to be

favourable as we enter into this next phase.


KTO Logical Framework

OBJECTIVE OUTCOME OUTPUTS INDICATORS MEANS OF

VERIFICATION

ASSUMPTIONS


Vibrant FDCs

providing a broad

range of trainings

and outreach

programmes while

promoting gender

equality and access

to open and

distance learning

and other

alternative

pathways to

continuing with

education.

1. Strengthened

550 personnel in

55 FDCs to provide

training and

outreach

programmes

2. Strengthened 55

FDCs to provide

training and

outreach

programmes while

promoting gender

equality and access

to open and

distance learning

and other

alternative

pathways to

continuing with

education..

1.1. Number of

FDCs personnel

capacitated with

open and

distance learning

and other

alternative

pathways to

continuing with

education.

2.1. Number of

FDCs capacitated

with open and

distance learning

and other

alternative

pathways to

continuing with

education.

KTO and FDC

program reports

and

documentations..

Relevant and

adequate

funding, political

stability and

administrative

and civic space

will exist.

To strengthen FDCs as Institutions providing folk and adult education, vocational training and engaging in community development initiatives.

Stable and

strategically

positioned FDCs as

the only

institutions

engaging in folk

and adult

education,

vocational training

and engaging in

community

development.

1. 55 FDCs are

strengthened to

provide folk and

adult education,

vocational training.

2. 55 FDCs are

strengthened to

engage community

development

initiatives.

1.1 Number of

FDCs

strengthened to

provide folk and

adult education,

programs.

2.1 Number of

FDCs

strengthened to

establish

community

initiatives.

2.2 Number of

community

initiatives

established in

FDCs.

KTO and FDC

program reports

and

documentations.

Relevant and

adequate

funding, political

stability and

administrative

and civic space

will exist.


KTO Logical Framework

OBJECTIVE OUTCOME OUTPUTS INDICATORS MEANS OF

VERIFICATION

ASSUMPTIONS

To

strengthen

young adults

with a focus

on young

women’s

rights and

opportunitie

s for active

citizen

engagement

and to help

them gain

the skills to

acquire

formal-

sector

employment,

self-

employment

and or

continue

their

education

even further.

Young adults

are

strengthened on

women rights

and

opportunities

for active citizen

engagement.

1. 55 FDCs establish 1

certified programme for

day-care and early

childhood development

through advocacy.

2. 55 FDCs train 10,000

female footballers, coaches,

referees, administrators,

and medical assistants in

different levels of girls’ and

women’s football.

3. Well informed local

communities on SDG 4 and

SDG 5, quality education

and gender equality

respectively.

4. A Tanzanian society with

an increased number of

young women with gained

self-esteem and self-

confidence with increased

ability to make informed

and confident decisions

concerning their own life.

1.1 Number of FDCs

offering the pre-

primary course in

Tanzania

2.1 Number of female

football trainees in

playing, coaching,

referring,

administration and

medical assistants.

3.1 Number of

trainings on

sustainable

development goals 4

and 5.

4.1. Number of

participants

capacitated in self-

esteem and self-

confidence with

increased ability to

make informed and

confident decisions

concerning their own

life.

KTO and FDC

program reports

and

documentations.

Relevant and

adequate

funding, political

stability and

administrative

and civic space

will exist.

To strengthen KTO in playing an active role in spearheading the work of Folk and Adult Education nationally and Internationally.

KTO and FDC brands to national and international stakeholders as spearheads of Folk and Adult Education

1. Strengthened ability to lobby and advocacy for FDCs locally and internationally through 17 meetings

2. Increasing at least 4 partnerships with local and international institutions, organizations and individuals.

1.1 Advocacy meetings and policy lobbying for FDC developments.

2.1 Number of partnerships established

KTO reports KTO and FDC program reports and documentations.

Relevant and adequate funding, political stability and administrative and civic space will exist


Roadmap for Implementation Plan

Activities Milestone 2018 Milestone

2019

Milestone

2020

Milestone 2021 Milestone 2022 Responsible

Goal Established vibrant FDCs providing a broad range of trainings and outreach

programmes while promoting gender equality and access to open and distance

learning and other alternative pathways to continuing with education.Program

Development and

review

At least 2; 3rd and 4th

Quarters

At least 4; 1 in each

Quarter


Quarter


Quarter


Quarter

KTO and FDCs

Stakeholder meetings At least 1

stakeholder meeting

in the 4th Quarter

At least 4 meetings

; 1 in each Quarter

At least 4 meetings

; 1 in each Quarter

At least 4 meetings ; 1

in each Quarter

At least 4 meetings ;

1 in each Quarter

KTO and FDCs

Learning/sharing

meetings FDCs

At least 1 meeting in

the 4th Quarter

At least 1 meeting

in the 4th Quarter

At least 1 meeting

in the 4th Quarter


the 4th Quarter


the 3rd Quarter

KTO and FDCs

Curriculum workshop At least 1 workshop

in the 4th Quarter

At least 1

workshop in the 4th

Quarter

At least 1

workshop in the 4th

Quarter

KTO and FDCs

Training FDC teachers At least 1 training

workshop in the 1st

Quarter

At least 1 training

workshop in the 1st

Quarter

At least 1 training

workshop in the 1st

Quarter

At least 1 training

workshop in the 1st

Quarter

KTO and FDCs

Program introduction

to community

At least 1

programme

introduction

workshop in the 4th

Quarter

At least 2

programme

introduction

workshops; 1 in

the 1st Quarter and

1 in the 4th Quarter

At least 1

programme

introduction

workshop in the 4th

quarter

At least 1 programme

introduction workshop

in the 4th quarter

KTO and FDCs

Orientation

Secondary

school teacher

At least 1

orientation

workshop in

the 1st

Quarter

At least 1

orientation

workshop in

the 1st

Quarter

At least 1

orientation

workshop in the

1st Quarter

At least 1

orientation

workshop in the

1st Quarter

KTO and

FDCs

Review and

curriculum

development of

Entrepreneurshi

p and Life skills

subject

3rd and 4th

quarters

1st and 2nd

Quarters

KTO and

FDCs


Roadmap for Implementation Plan

Activities Milestone 2018 Milestone

2019

Milestone

2020


Teaching guide

development

Teaching guide

developed the

3rd and 4th

Quarters

Teaching

guide

development

continues to

the 1st

quarter

KTO and

FDCs

Production of

Recruitment

material

Recruitment

material

produced in

the 4th Quarter

Recruitment

material

produced in

the 4th

Quarter

Recruitment

material

produced in

the 4th

Quarter

Recruitment

material

produced in the

4th Quarter

KTO and

FDCs

Development of

Day-care

services and

Community

Resource and

Information

Centres

At least 1 Day

care services

and

community

Resource

Centre

developed in

the 4th

Quarter

At least 2 day

care services

and

community

Resource

Centre

developed in

the 1st

Quarter and 1

in the 4th

Quarter

At least 2 day

care services

and

community

Resource

Centre

developed in

the 1st

Quarter and 1

in the 4th

Quarter

At least 2 day

care services

and community

Resource Centre

developed in the

1st Quarter and 1

in the 4th

Quarter

At least 1 Day

care services

and community

Resource

Centre

developed in

the 1st Quarter

KTO and

FDCs

ICT and e-

learning

Development

Developed in

the 3rd and 4th

Quarter

Developed in

the 1st and

2nd Quarter

KTO and

FDCs

ECD training for

Day-care

facilitators

At least 1 ECD

training in the

1st Quarter

At least 1 ECD

training in the

1st Quarter

At least 1 ECD

training in the 1st

Quarter

At least 1 ECD

training in the

1st Quarter

KTO and

FDCs

Provide Day-

care centres

activities

Quarterly Quarterly Quarterly Quarterly KTO and

FDCs

Recruitment of

participants

Participants

recruitment in

the 4th quarter

Participants’

recruitments

in the 1st and

4th quarter

Participants’

recruitments

in the 1st and

4th quarter

Participants’

recruitment in

the 1st and 4th

quarter

Participants’

recruitments in

the 1st quarter

KTO and

FDCs

Monitoring visit

to FDCs

2 visits; 1 in the

1st and 1 in the

4th quarters

3 visits; 1 the

1st quarter, 1

in the 3rd

quarter and 1

in the 4th

quarter

3 visits; one in

the first

quarter, 1 in

the third

quarter and 1

in the last

quarter

3 visits; one in

the first quarter,

1 in the third

quarter and 1 in

the last quarter

3 visits; one in

the first

quarter, 1 in the

third quarter

and 1 in the last

quarter

KTO and

FDCs


Roadmap for Implementation PlanActivities Milestone 2018 Milestone

2019

Milestone

2020


Integrate

secondary

curriculum and

delivery at FDCs.

4; one in

every Quarter

4; one in

every Quarter

4; one in every

Quarter

4; one in every

Quarter

KTO and

FDCs

Community

Dialogue.

At least 1

community

dialogue in

every 1st

quarter

At least 1

community

dialogue in

every 1st

quarter

At least 1

community

dialogue in every

1st quarter

At least 1

community

dialogue in

every 1st

quarter

KTO and

FDCs

Advisory group

meetings.

At least 1

meeting in the

4th quarter

2 meetings. 1

in the 2nd and

1 in the 4th

quarter

2 meetings. 1

in the 2nd and

1 in the 4th

quarter

KTO and

FDCs

Course start. The course

begins in the

1st quarter

The course

begins in the

1st quarter

The course

begins in the

1st quarter

The course

begins in the 1st

quarter

The course

begins in the 1st

quarter

KTO and

FDCs

Entrepreneurshi

p/ Career

activities.

4th Quarter 4th Quarter 4th Quarter KTO and

FDCs

Documentation. 3rd and 4th

Quarter


FDCs

M,E&L Last Quarter Quarterly Quarterly Quarterly Quarterly KTO and

FDCs

Goal:

Enhanced stable and strategically positioned FDCs as the only institutions engaging in folk

and adult education, vocational training and engaging in community development.

Program

Development

and review

Twice; 3rd and

4th Quarters


FDCs

Stakeholders

meetings

Twice; 3rd and

4th Quarters

Quarterly

Stakeholders

meetings

Quarterly

Stakeholders

meetings

Quarterly

Stakeholders

meetings

Quarterly

Stakeholders

meetings

KTO and

FDCs

Program

Development

workshops with

FDCs

1 in every 1st

quarter

1 in every 1st

quarter

1 in every 1st

quarter

1 in every 1st

quarter

KTO and

FDCs

Curriculum

development

3rd and 4th

quarter

1st and 2nd

quarter

KTO and

FDCs

SRHR

development

3rd and 4th

quarter

1st and 2nd

quarter

KTO and

FDCs

Module

development

3rd and 4th

quarter

1st and 2nd

quarter

KTO and

FDCs



2019

Milestone

2020


Teachers In-

service training

1 in the 4th

quarter

2; 1 in the first

quarter and 1

in the second

quarter

1 in the 1st

quarter

1 in the 1st

quarter

1 in the 1st

quarter

KTO and

FDCs

Introduction of

program to

surrounding

Communities

At least 2

introductory

workshops

one in the

1st and 2nd

Quarter

KTO and

FDCs

Purchase

football

material

1st and 2nd

Quarter

1st Quarter 1st Quarter 1st Quarter KTO and

FDCs

Recruitment of

participants

4th Quarter 1st Quarter KTO and

FDCs

Documentation 4th Quarter Quarterly Quarterly Quarterly Quarterly KTO and

FDCs

Community

dialogue

At least 1

community

dialogue

meeting in

every 2nd

Quarter

At least 1

community

dialogue

meeting in

every 2nd

Quarter

At least 1

community

dialogue meeting

in every 2nd

Quarter

At least 1

community

dialogue

meeting in

every 2nd

Quarter

KTO and

FDCs

Course and

program start at

FDCs

Course and

program start

in FDCs in the

1st and 2nd

Quarters

KTO and

FDCs

Monitoring

visits FDCs

1 monitoring

visit in the 4th

Quarter

3 monitoring

visits; 1 in the

1st , 3rd and 4th

quarters,

2 monitoring

visits; 1 in the

3rd and 4th

Quarters

3 monitoring

visits; 1 in the 1st

, 3rd and 4th

quarters,

3 monitoring

visits; 1 in the

1st , 3rd and 4th

quarters,

KTO and

FDCs

Technical

support and

partner

collaboration

with SvFF

At least

Technical

support and

partner

collaboration

with SvFF 4; 1

Quarterly

At least

Technical

support and

partner

collaboration

with SvFF 4; 1

Quarterly

At least

Technical support

and partner

collaboration

with SvFF 4; 1

Quarterly

At least

Technical

support and

partner

collaboration

with SvFF 4; 1

Quarterly

KTO and

FDCs



2019

Milestone

2020


Development of

Football

academy

4 quarters KTO and

FDCs

M,E&L 3rd and 4th

Quarters


FDCs

Goal Strengthened young adults on women rights and opportunities for active citizen engagement.

Program

Development

and review

At least 4; 1 in

each quarter

At least 4; 1 in

each quarter

At least 4; 1 in

each quarter

At least 4; 1 in

each quarter

KTO and

FDCs

Stakeholders

meetings

At least 1

meeting in the

4th Quarter

At least 4

meetings; 1 in

each Quarter

At least 4

meetings; 1 in

each Quarter

At least 4

meetings; 1 in

each Quarter

At least 4

meetings; 1 in

each Quarter

KTO and

FDCs

Program

Development

workshops with

FDCs

At least 1 in

each 2nd

Quarter

At least 1 in

each 2nd

Quarter

At least 1 in each

2nd Quarter

At least 1 in

each 2nd

Quarter

KTO and

FDCs

Curriculum

development

1st, 2nd and 3rd

Quarter

KTO and

FDCs

SRHR

development

4th Quarter 1st, 2nd and 3rd

Quarter

KTO and

FDCs

Module

development

2nd , 3rd and

4th Quarter

KTO and

FDCs

Teachers In-

service training

At least 1 in

service

training in the

3rd Quarter

At least 1 in

service

training in

the 2nd

Quarter

At least 1 in

service training

in the 2nd

Quarter

At least 1 in

service training

in the 2nd

Quarter

KTO and

FDCs

Introduction of

program to

surrounding

Communities

At least 2

Programme

introduction

workshops ; 1

in the 2nd and

3rd Quarters

KTO and

FDCs

Community

Resource and

Information

Centres

development

2nd,3rd and 4th

Quarters

KTO and

FDCs

In-Service

training to

Librarians

At least 1

training in the

2nd Quarter

At least 1

training in the

2nd Quarter

At least 1 training

in the 2nd Quarter

At least 1

training in the

2nd Quarter

KTO and

FDCs



2019

Milestone

2020


National and

International

partner

collaboration

meetings.

At least 1 in

the 3rd quarter

At least 4; 1 in

each Quarter

At least 4; 1 in

each Quarter

At least 4; 1 in

each Quarter

At least 4; 1 in

each Quarter

KTO and

FDCs

Recruitment of

participants

1 recruitment

in the 4th

Quarter

Documentation 4th Quarter Quarterly Quarterly Quarterly Quarterly KTO and

FDCs

Community

dialogue

At least 1

community

dialogue

meeting in

the 4th

Quarter

At least 1

community

dialogue

meeting in

the 4th

Quarter

At least 1

community

dialogue meeting

in the 4th Quarter

KTO and

FDCs

Course and

program start at

FDCs

1st Quarter 1st Quarter 1st Quarter KTO and

FDCs

Monitoring

visits FDCs

At least 1

monitoring

visit in the 4th

Quarter

At least 3

monitoring

visits; one in

the 1st quarter

and 1 in 3rd

and 4th

Quarter

At least 3

monitoring visits;

one in the 1st

quarter and 1 in

3rd and 4th

Quarter

At least 1

monitoring visit

in the 1st

quarter

KTO and

FDCs

Technical

support and

partner

collaboration

with SvFF

1st and 3rd

quarter

1st and 3rd

quarter

1st and 3rd

quarter

KTO and

FDCs

Development of

Football

academy

4 Quarters 1st Quarter KTO and

FDCs

M,E&L 4th Quarter Quarterly Quarterly Quarterly Quarterly



2019

Milestone

2020


Goal KTO and FDC brands to national and international stakeholders as spearheads of Folk and

Adult Education.

Program

Development

and review

At least 4; 1Quartery At least 4;

1Quartery

At least 4;

1Quartery

At least 4;

1Quartery

KTO and

FDCs

Stakeholder

meetings

At least 4 stakeholders

meetings; 1 in each

Quarter

At least 4

stakeholders

meetings; 1 in

each Quarter

At least 4

stakeholders

meetings; 1 in

each Quarter

At least 4

stakeholders

meetings; 1 in

each Quarter

KTO and

FDCs

Program

Development

workshops with

FDCs


Development

Workshop in the 2nd

Quarter

KTO and

FDCs

Curriculum

development

1st and 2nd Quarter KTO and

FDCs

Module

development

2nd and 3rd Quarter KTO and

FDCs

Teachers In-

service training

At least 1 in service

training in the 3rd

Quarter

KTO and

FDCs

Introduction of

program to

surrounding

Communities


introduction meeting in

the 3rd Quarter

KTO and

FDCs

Community

Resource and

Information

Centres

development

Developed in the 2nd

and 3rd quarter

KTO and

FDCs

In-Service

training

Librarians

At least 1 training in the

second Quarter

At least 1 training

in the second

Quarter

At least 1

training in the

second Quarter

KTO and

FDCs

Community

dialogue

At least 1 dialogue in

the 3rd Quarter

At least 1

dialogue in the

3rd Quarter

At least 1

dialogue in the

3rd Quarter

KTO and

FDCs

Course and

program start at

FDCs

Course and programme

begins in the 3rd

Quarter

KTO and

FDCs

Monitoring

visits FDCs

At least 1 visit in the 4th

Quarter

At least 2

visits; 1 in the

1st Quarter

and 1 in the

4th Quarter

At least 3 visits; 1

in the 1st , 3rd and

4th Quarters

KTO and

FDCs

M,E&L Q3 &

Q4

Quart

erly

Quarterly Quarterly Quarterly KTO and FDCs


Program M&E Framework

Theme Activities What to measure Indicator Source of information

Who to Measure Frequency of measurements

Vibrant FDCs

providing a broad

range of trainings

and outreach

programmes while

promoting gender

equality and

access to open and

distance learning

and other

alternative

pathways to

continuing with

education.

Program Development

and review

New programme

developed

A new programme

developed

Publication and

reports

KTO and FDCs

Stakeholders meetings Stakeholders being well

engaged

Number of

stakeholders

Meetings

Reports and

minutes of

meetings

KTO and FDCs Quarterly

Learning/sharing

meetings FDCs

Programme information

availability among FDCs

Number of

learning meetings

in FDCs

Reports and

minutes of

meetings


Curriculum workshop Availability of a working

Curriculum

Number of

curriculum

workshop

meetings

Publication of a

curriculum and

workshop reports

KTO and FDCs Quarterly or as

needed

Training FDC teachers Well-equipped FDC

teachers

Number of

trainings unveiled

to teachers

Reports, data

collection and

analysis and

training materials


needed

Program introduction to

community

Community awareness of

the Programme

Number of

programme

introduction

workshops

Number of

participants

Data collection

and analysis,

Reports


needed

Orientation to Secondary

school teachers

Degree to which

secondary school

teachers are aware of the

programme

Number of

orientation

workshops

Data Collection

and analysis,

Reports

KTO and FDCs

Quarterly or as

needed

Review and curriculum

development of

Entrepreneurship and Life

skills subject

A curriculum that

accommodate

entrepreneurship and Life

skills subject

Curriculum

developed and

reviewed

Curriculum

Document and

Reports

KTO and FDCs

Quarterly or as

needed

Teaching guide

development

Up to date teaching Guide

for teachers

Number of

releases,

Distribution

Publications KTO and FDCs Quarterly or as

needed

Production of

Recruitment material

Recruitment standards Recruitment

material

developed

Publications KTO and FDCs Quarterly or as

needed

Development of Day-care

services and Community

Resource and Information

Centres

Day-care services and

Community Resource and

Information Centres in

place as per needs and

framework

Number of Day-

care services and

Community

Resource

Publications and

Reports


ICT and e-learning

Development

Information

Communication

Technology and E-

learning enhanced

ICT and E learning

enhanced and

accessible

Reports, Data

Collection and

analysis


ECD training for Day-

care facilitators

Well trained day care

facilitators are Prepared

Number of

trainings, Number

of participants,

number of

awardees

Reports KTO and FDCs Quarterly

Provide Day-care

centres activities.

Day care Centres

activities Provided for

Number of day

care Centres

facilitated, types

of provisions






Vibrant FDCs

providing a broad

range of trainings and

outreach

programmes while

promoting gender

equality and access to

open and distance

learning and other

alternative pathways

to continuing with

education.

Recruitment of

participants.

Target

beneficiaries

recruited

Number of

recruitment

slots,

Number of

recruited

participants

Reports,

Data

Collection

and analysis

KTO and

FDCs

Quarterly or

as needed

Monitoring visit to

FDCs.

Physical visits are

made for physical

verifications and

collection of

information

Number of

visits

conducted

Reports,

Visitors

inventory in

FDCs

KTO and

FDCs

Quarterly or

as needed

Integrate

secondary

curriculum and

delivery at FDCs.

Secondary

education

curriculum and

delivery linked to

FDCs

Linkage

established

Reports KTO and

FDCs

Quarterly or

as needed

Community

Dialogue

Community

integrated in to the

life of and activities

of FDCs

Number of

Community

Dialogues

Reports,

Data

Collection

and analysis

KTO and

FDCs

Quarterly or

as needed

Advisory group

meetings

Stakeholders well

engaged and

informed

Number of

advisory

meetings

Reports,

minutes of

meetings

KTO and

FDCs

Quarterly or

as needed

Course start. Participants begin

the course

Number of

FDCs that

have begun

the course,

Number of

Participants

involved

Data review,

Reports

KTO and

FDCs

Quarterly or

as needed

Entrepreneurship/

Career activities.

Entrepreneurship/

carrier activities

mainstreamed in

FDCs life

Number of

entrepreneur

ship events

Number of

Participants

involved

Reports,

Data

Collection

and analysis

KTO and

FDCs

Quarterly or

as needed

Documentation Programme

activities are

comprehensively

documented

Number of

and

frequency of

reporting

Reports KTO and

FDCs

Quarterly





Stable and

strategically

positioned FDCs as

the only institutions

engaging in folk and

adult education,

vocational training

and engaging in

community

development.

Program

Development

and review

New programme

developed

A new programme

developed

Publication

and reports


Stakeholders

meetings

Engagement of

stakeholders in the

life of the

programme

Number of

stakeholders

meetings, Number

of Participants,

Number of

stakeholders

Reports,

Meeting

minutes


Program

Development

workshops with

FDCs

FDCs engagement

and their knowledge

of the Programme

Number of

programme

Development

workshops in FDCs,

Number of FDCs

involved

Number of

Participants

involved


Curriculum

development

A road map for the

programme

Developed

curriculum

Publication KTO and FDCs Quarterly

Sexual

Reproductive

Health (SRHR)

development

Sexual Reproductive

Health programme

enhancement in

FDCs

SRHR established,

Number of FDCs

with the SRHR

programme

Reports,

Document

Reviews

KTO and FDCs Quarterly or

as required

Module

development

Content of the

course

Number of subject

with modules

Reports KTO and FDCs Quarterly or

as required

Teachers In-

service training

In job capacity

building activities to

teachers.

Number of in

service training,

Number of FDCs

involved, Number of

participants in each

FDC


as required





Stable and

strategically

positioned FDCs as

the only institutions

engaging in folk and

adult education,

vocational training

and engaging in

community

development.

Introduction of

program to

surrounding

Communities

Communities’

knowledge and

awareness on

the Programme

Number of awareness

creation workshops,

Number of Communities

involved

Data

collection,

analysis and

Reports


Purchase

football

material

State of football

among

beneficiaries

Number of FDCs

provided with football

material, Types of

football material,

Number of football

material

Reports,

Document

Reviews


Recruitment of

participants

Participants

recruitment

Number of recruited

Participants,

Number of FDCs involved

Reports,

Document

Reviews


as required

Documentation comprehensive

Programme

documentation

Number of and

frequency of reporting


Community

dialogue

Community

integration into

the life of and

activities of FDCs

Number of Community

Dialogues, Number of

Participants

Reports, Data

Collection and

analysis


as needed

Course and

program start at

FDCs

Implementation

of the program in

FDCs

Number of FDCs

operating the

programme


Monitoring

visits FDCs

Means for

physical

verifications and

collection of

information

Number of physical visits

conducted

Reports,

Visitors

inventory in

FDCs


as needed

Technical

support and

partner

collaboration

with SvFF

How women

football is

supported and

how much there

is collaboration

Types of technical

support provided, Extent

of collaboration with

SvFF


as needed

Development of

Football

academy

An established

institution for

Football

development

Established football

academy


as needed





Strengthened young

adults on women

rights and

opportunities for

active citizen

engagement.

Program

Development

and review

New programme

developed

A new programme

developed

Publication

and reports


Stakeholders

meetings

Engagement of

stakeholders in

the life of the

programme

Number of stakeholders

meetings, Number of

Participants,


Reports,

Meeting

minutes


Program

Development

workshops with

FDCs

FDCs

engagement and

their knowledge

of the

Programme

Number of programme

Development workshops

in FDCs,


Number of Participants

involved


Curriculum

development

A road map for

the programme

Developed curriculum Publication KTO and FDCs Quarterly

SRHR

development

Sexual

Reproductive

Health

programme

enhancement in

FDCs

SRHR established,

Number of FDCs with the

SRHR programme

Reports,

Document

Reviews


as required

Module

development

Content of the

course

Number of subject with

modules


as required

Teachers In-

service training

In job capacity

building activities

to teachers.

Number of in service

training, Number of FDCs

involved, Number of

participants in each FDC


as required

Introduction of

program to

surrounding

Communities

Communities’

knowledge and

awareness on

the Programme

Number of awareness

creation workshops,


involved

Data

collection,

analysis and

Reports


Community

Resource and

Information

Centres

development

Resource and

Information in

communities

Number of community

resource information

Centres


with information centres

Publications

and Reports



Program M&E FrameworkTheme Activities What to measure Indicator Source of

information Who to Measure Frequency of

measurements

Strengthened young

adults on women

rights and

opportunities for

active citizen

engagement.

In-Service

training to

Librarians

In job capacity

building activities

to Librarians

Number of in service training,

Number of FDCs involved,

Number of participants in

each FDC

Reports KTO and

FDCs

Quarterly

or as

required

National and

International

partner

collaboration

development

meetings

National and

international

Collaboration

Number of National

collaboration meetings,

Number of International

Collaboration meetings

Number of networks

established

Reports KTO and

FDCs

Quarterly

or as

required

Recruitment of

participants

Participants

recruitment

Number of recruited

Participants,


Reports,

Document

Reviews

KTO and

FDCs

Quarterly

or as

required

Documentation comprehensive

Programme

documentation

Number of and frequency of

reporting

Reports KTO and

FDCs

Quarterly

Community

dialogue

Community

integration in the

life of and

activities of FDCs

Number of Community

Dialogues

Number of participants

Reports, Data

Collection and

analysis

KTO and

FDCs

Quarterly

or as

needed

Course and

program start at

FDCs

Implementation

of the program in

FDCs

Number of FDCs operating the

programme

Reports KTO and

FDCs

Quarterly

Monitoring

visits FDCs

Means for

physical

verifications and

collection of

information


conducted

Reports,

Visitors

inventory in

FDCs

KTO and

FDCs

Quarterly

or as

needed

Technical

support and

partner

collaboration

with SvFF

How women

football is

supported and

how much there

is collaboration

Types of technical support

provided, Extent of

collaboration with SvFF

Reports KTO and

FDCs

Quarterly

or as

needed

Development of

Football

academy

An established

institution for

Football

development

Established football academy Reports KTO and

FDCs

Quarterly

or as

needed


Program M&E FrameworkTheme Activities What to measure Indicator Source of

information Who to Measure

Frequency of measurements

KTO and

FDC brands

to national

and

internation

al

stakeholder

s as

spearheads

of Folk and

Adult

Education

Program

Development and

review

New programme

developed

A new programme developed Publication

and reports

KTO and

FDCs

Quarterly

Stakeholder meetings Engagement of

stakeholders in the life of

the programme


meetings, Number of

Participants,


Reports,

Meeting

minutes

KTO and

FDCs

Quarterly

Program

Development

workshops with FDCs

FDCs engagement and

their knowledge of the

Programme

Number of programme

Development workshops in

FDCs,


Number of Participants involved

Reports KTO and

FDCs

Quarterly

Curriculum

development

A road map for the

programme

Developed curriculum Publication KTO and

FDCs

Quarterly

Module development Content of the course Number of subject with modules Reports KTO and

FDCs

Quarterly

or as

required

Teachers In- service

training

In job capacity building

activities to teachers.



Number of participants in each

FDC

Reports KTO and

FDCs

Quarterly

or as

required

Introduction of

program to

surrounding

Communities

Communities’ knowledge

and awareness on the

Programme

Number of awareness creation

workshops, Number of

Communities involved

Data

collection,

analysis and

Reports

KTO and

FDCs

Quarterly

Community Resource

and Information

Centres development

Resource and Information

in communities

Number of community resource

information Centres

Number of Communities with

information centres

Publications

and Reports

KTO and

FDCs

Quarterly

In-Service training

Librarians

In job capacity building

activities to Librarians



Number of participants in each

FDC

Reports KTO and

FDCs

Quarterly

or as

required

Community dialogue Community integration in

the life of and activities of

FDCs

Number of Community

Dialogues

Number of participants

Reports, Data

Collection

and analysis

KTO and

FDCs

Quarterly

or as

needed

Course and program

start at FDCs

Implementation of the

program in FDCs

Number of FDCs operating the

programme

Reports KTO and

FDCs

Quarterly

Monitoring visits

FDCs

Means for physical

verifications and

collection of information


conducted

Reports,

Visitors

inventory in

FDCs

KTO and

FDCs

Quarterly

or as

needed

Karibu Tanzania Organization P.O Box 246Iringa – Tanzania E-mail: [email protected]: +255 789 61 5783 | 783 12 5827Website: www.kaributanzania.or.tz

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karibu tanzania organization 2018 2022 strategic plan · • karibu tanzania organization...

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