report december 2, 2014 - unesco · 2 december 2014 page 5 iii. operationalization of the education...

Tanzania Mainland

National consultation in preparation

for the Sub-Saharan Africa Regional Conference

on the Post-2015 Education Agenda

REPORT

December 2, 2014

2 December 2014

I. Introduction

The United Republic of Tanzania (URT) is among countries that affirmed their commitment to the

Dakar framework of action for Education For All (EFA) in 2000. On the eve of 2015, the country has

been taking stock of its achievements towards the realization of EFA goals. Both Tanzania Mainland

and Zanzibar have undertaken an extensive exercise to assess the main achievements, consider the

existing gaps, contemplate the experienced challenges and opportunities, and reflect on the way

forward on implementation requirements for the future education agenda in terms of policy and

planning, governance, coordination and partnerships, financing, monitoring and accountability to

meet the countries development ambitions for the next 15 years.

The UNESCO Head of Office indicated that as the lead agency for Education of the United Nations

system, UNESCO has been mandated to coordinate international efforts in achieving EFA.

Governments, development agencies, civil society, non-governmental organizations and the media

are but some of the partners working towards reaching these goals.

The process of developing the post-2015 education agenda is coming towards its last phase. The

national consultation is an opportunity to draw national particularities and ambitions that will

contribute to the elaboration of the African position that will be defined in Kigali, Rwanda, 9 – 12

February 2015. The consultation surpasses the mere intention of debating business as usual. It is an

opportunity to voice the country's concerns, understanding and aspirations to define the education

needed for a better future.

EFA Country Profile

This was presented by Zulmira Rodrigues, UNESCO Head of Office and Representative.

She informed the participants that data for the country report was provided by the Ministries of

Education and Vocational Training (MOEVT) in Mainland and Zanzibar to the UNESO Institute for

Statistics (UIS) which is the international depository of global data.

She started by appreciating Tanzania’s efforts in mobilizing considerable public resources to

adequately address the growing demand for education (26% of recurrent expenditure). As a result,

school enrolment has increased at all levels: universal primary education has been achieved, and

lower secondary enrolment has grown by a factor of four, from 9% in 2001 to 39% in 2009. However,

she commented that quality continues to be a challenge to the sector as well as post primary

dropout. She observed that despite the achievement in gender parity in primary education

enrolment, disparities persist in access to formal schooling according to families’ income levels, the

10% most educated children, often from the wealthiest families; absorb 47% of education resources.

She added that, despite the fourfold expansion of lower secondary, capacity was limited to just 55%

of primary leavers, placing the system under great strain. Coverage further dwindles thereafter; only

3% of children finish upper secondary.

Participants were informed that Primary education teachers’ salaries were very high in Tanzania (6.1

units of GDP per capita), both compared to the SSA average (4.2 units) and the Fast Track Initiative

(FTI) benchmark (3.5 units). At such a level, resource constraints have apparently prevented the

government from recruiting the required number of teachers, impacting negatively on the pupil

2 December 2014

teacher ratio (PTR). The high PTR of 51 pupils per teacher, is also well above the SSA average of 45:1

thus, jeopardizing quality. Regardless of this fact, Tanzanian children’s achievements was said to be

quite reasonable in regional perspective: the country’s student learning index computed by the

World Bank was close to the top of the band, and in the SACMEQ (The Southern and Eastern Africa

Consortium for Monitoring Educational Quality) 2007 evaluation, Tanzanian primary Grade 6 pupils

achieved the highest score in reading, and the third highest in maths, outperformed only by Kenya

and Mauritius.

The report revealed that in general Tanzania has made significant progress in the implementation of

the EFA goals but will not be able to meet them by 2015. The African EFA Index for Tanzania was

72.7 in 2012, well above the average level registered for Sub Saharan Africa (SSA) (57.1). The gain

being due to considerable progress made in:

• Enrolment in ECD from 27% in year 2000 to 40% in 2012 (Goal 1)

• Primary completion from 62.9 in 2001 to 87.5% in 2012 due to fee free primary education

policy in 2002.Tanzania is on track to achieving Universal Primary education (Goal 2)

• The lower secondary completion rate which was 43% in 2011 above the regional average of

35% (Goal 3)

• The literacy rate for individual aged 15 and above has risen slightly from 69.4% in 2002 to

73.2% in 2012 above the Sub Saharan African average of 67.6% (Goal 4)

• Gender parity in primary education indicate a gender parity index of 96% in favour of girls

i.e. 96 boys for every 100 girls (goal 5)

In her concluding remarks, she noted areas that require attention:

• The allocation and use of public education resources is still not optimal. Households and the

private sector contribute considerably to the cost of schooling, while public spending on

higher education is one of the most disproportionately high (compared to primary) of all

African countries.

• Primary education GER is very high but completion rate is low resulting in wastage

• At Primary school level more girls are enrolled and more perform better than boys while at

secondary level more boys are able to enroll and are more able to complete

• At primary education level children from poor and rich families are able to enroll; however,

completion rate of children from rich families is better than those from poor families. Other

indicators need to be identified

• 27% GDP goes to Education; when analyzing the budget per subsector, more goes to

secondary and higher education where more children from rich families manage to than

those from poor families

2 December 2014

II. Proposed targets on the post-2015 education agenda in the

perspective of national challenges and priorities in education: views

and opinion of national stakeholders

Participants were in agreement with the proposed post 2015 targets and highlighted strategies

needed to achieve them at country level. Common strategies for all the targets include: community

sensitization to value the teaching profession and education as central for development;

improvement of conditions of teaching and learning; provision of adequate budget; recruitment of

qualified teachers at all levels of education; mainstream gender responsive pedagogy; set clear

criteria for identification of marginalized groups and develop strategies to ensure that their right to

quality education is upheld.

Specific strategies identified for each target are:

ECCE: development of a holistic and integrated ECCE policy; effective coordination

mechanisms among key education stakeholders and parenting education.

Basic Education: create functional coordination mechanism among key stakeholders and

ensure compulsory enrolment of learners.

Employ permanent teachers for adult education.

Community awareness on Technical education; mainstream technical education in school

curriculum.

Curriculum review of teaching civic education in schools and mainstreaming of Human Rights

Education (HRE).

Flexible teacher preparation and professional development programs as well as motivation

of candidates with high pass to join teaching programs.

For M&E: the Technical Advisory Group (TAG) report - Towards Indicators for a post-2015 Education

Framework (TAG-UNESCO, November 2015) - places a strong emphasis on the importance of

national and regional tracking within the global framework as well as national systems to contribute

to the measurement of technically robust and globally comparable indicators because they offer

more feasible, cost-effective solutions for:

frequent data collection, and production of data that are locally relevant;

global tracking over time, as well as tracking a country's progress towards goals; and

tracking more complex indicators (such as those related to education outcomes) or those

constructs for which global standards may not be available (such as the quality of early

childhood programs).

In light of this, stakeholders consider the strengthening of Tanzania's M&E system a core

requirement for national implementation of the post-2015 Education Agenda.

2 December 2014

III. Operationalization of the education agenda at national level

a. Suggested national benchmarks per target

Target 1: By 2030, at least 75% of girls and boys are ready for primary school through participation in

quality early childhood care and education, including at least one year of free and compulsory pre-

primary education, with particular attention to gender equality and the most marginalized.

Target 2: By 2030, all girls and boys complete free and compulsory quality basic education of at least

12 years and achieve relevant learning outcomes, with particular attention to gender equality and the

most marginalized.

Target 3: By 2030, all youth and at least 90% of adults reach a proficiency level in literacy and

numeracy sufficient to fully participate in society, with particular attention to girls and women and the

most marginalized.

Target 4: By 2030, at least 30% of youth and 30% of adults have the knowledge and skills for decent

work and life through technical and vocational, upper secondary and tertiary education and training,

with particular attention to gender equality and the most marginalized.

Target 5: By 2030, all learners acquire knowledge, skills, values and attitudes to establish sustainable

and peaceful societies, including through strengthening of civic and Human rights education at all level,

global citizenship education and education for sustainable development.

Target 6: By 2030, all governments ensure that all learners are taught by 100% qualified,

professionally-trained, motivated and well-supported teachers.

Target 7: By 2030, Tanzania to allocate at least 6.3% of their Gross Domestic Product (GDP) or at least

20% of its public expenditure to education, prioritizing groups most in need.

b. Suggestions of implementation requirements to facilitate

implementation of the future education agenda at national level

The Education and Training Policy ETP was approved in October 2014 and the holistic education child

policy is in the final stage of formulation. These key policy documents will guide the implementation of

the post 2015 education agenda. Moreover, any key plans and strategies developed at all levels should

be in line with national priorities and the post- 2015 education targets.

The government should ensure wider dissemination of the new education agenda and ownership of its

programs, establish efficient mechanisms for coordination including the revival of education sector

development committee and working groups at every level. The aim of these mechanisms will be to

oversee the implementation of education programs and enhance linkages and networking and

dialogue between the government, development partners and non-state actors.

2 December 2014

Key partners that will be involved in the implementation of the education agenda are all Education

sector Ministries including: Ministry of Education and Vocational Training, Ministry of Community

development Gender and Children, Prime Minister’s Office, Regional and Local Government

Authorities (PMORALG). Other ministries that need to be involved include: Ministry of Communication,

Science and Technology, Ministry of Labour, Employment and Youth Development, Ministry of

Information, Youth, Culture and Sports as well as Ministry of Finance. All the government actors should

strengthen mechanisms for collaboration and dialogue among themselves and non-state actors,

ensuring their participation in planning, design, monitoring and evaluation of education programs. The

capacity of the government at sub national level should also be strengthened in decentralized

planning, leadership, coordination and financial management. Hence the development of a strategy for

capacity building in monitoring, evaluation and quality assurance of education programs at all levels is

very important.

In order to target groups in need and prioritize resources, the government needs to strengthen the

following programs: Alternative education programs for out of school; education programs related to

income generation and credit skills for youth and adults; building hostels for girls; cash transfer to

enhance girls education; School feeding programs; giving priority to disadvantaged districts in the

allocation of funds; support to private sector in the provision of education.

With a national GDP of 33,23 Billion USD, the government will need to devise innovative funding

mechanism for Education to be at least 6.3% of its budget. To achieve planned targets, national data

production systems will also have to be strengthened and improve monitoring and evaluation

mechanisms via the following measures:

• A policy statement for sector-wide monitoring, including national standards for data collection,

processing and reporting.

• Data cycles and timelines for all sub-sector annual censuses required to measure Post-2015

targets and indicators, are fully integrated into a strategic plan for 'Strengthening ESMIS'

• Institutional arrangements for management of each sub-system as well as for harmonization of

these sub-systems under the ESMIS.

• All sub-system applications are compliant with national standards.

• All sub-systems' census formats required to collect data to measure Post-2015 targets and

indicators, once these are identified, are revisited.

• The Basic Education Statistics in Tanzania (BEST) template is revisited to include national Post-

2015 targets and indicators

• The M&E Section is restructured and strengthened, with strong linkages to the EFA

Coordination and Planning Body.

IV. Conclusions and recommendations

Following an intensive process of reflection on challenges and opportunities raised by the post-2015 agenda, Tanzania proposes the following recommendations:

1. Adopting the proposed national benchmarks, following, where necessary, ongoing reflection and building consensus around key concepts embedded in the targets;

2 December 2014

2. Implementing common strategies to reach all targets in line with key policy reforms, with a strong emphasis on teachers' professional development, recruitment and deployment, as well as the above mentioned specific strategies to achieve each target;

3. Ensuring wider dissemination of the new education agenda and ownership of its programs,

including key programs targeting the marginalized such as alternative education, income-

generation for youth and adults, cash transfers to enhance girls' education, school feeding,

equitable budget allocation for disadvantaged districts, and increased private sector

engagement in education;

4. Establishing efficient mechanisms for improved coordination between all government actors

including the revival of Education Sector Development Committee and working groups at

every level;

5. Strengthening sub-national capacities for .decentralized planning, leadership, coordination,

financial management and performance monitoring;

6. Implementing measures to strengthen the existing data production system and to

institutionalize sector-wide capacity development for improved monitoring, evaluation and

quality assurance, including data management, systems maintenance, data analysis and use.

7. Designing and implementing innovative funding mechanisms.

Annexes

i. Speech of UNESCO Dar es Salaam, Head of Office and Representative

ii. Opening remarks: Minister of Education and Vocational Training, Prof Shukuru Kawambwa

iii. List of Participants

2 December 2014

Annex 1

Speech of UNESCO Head of Office and Representative, Zulmira Rodrigues

Honorable Minister of Education and Vocational Training, Dr Shukuru Kawambwa;

Permanent Secretary of the Ministry of Education and Vocational Training, Prof Sifuni Mchome;

Deputy Principal Secretary of the Ministry of Education and Vocational Training, Zanzibar, Mr Abdulla

Mzee Abdulla;

Acting Secretary General of UNESCO National Commission; Dr Moshi Kimizi

Distinguished Heads of Cooperation and colleagues Representatives of UN agencies,

Representatives from Government Institutions, Development Partners, and Civil and Non-

Governmental Organisations including teachers unions, members of the academia, representatives

from Media,

Ladies and gentlemen;

HABARI ZA ASUBUHI,

It a great pleasure for me to be here this morning to take part in assessing the achievements of

Education for All goals in Tanzania, Mainland and Zanzibar.

As you are well aware, the EFA agenda was first discussed at the World Conference on Education for

All in Jomtien, Thailand in 1990. The delegates present at that conference, adopted a World

Declaration on Education for All, which reaffirmed the notion of education as a fundamental human

right and urged countries to intensify efforts to address the basic learning needs of all. The

Framework for Action defined targets and strategies to meet the basic learning needs of all by the

year 2000. However, these targets were not achieved as planned.

In 2000, the international community met again in Dakar, Senegal, and reaffirmed their commitment

to achieving Education for All by the year 2015. They identified six key education goals which aimed

at meeting the learning needs of all children, youth and adults by 2015.

As the lead agency of the United Nations system, UNESCO has been mandated to coordinate

international efforts in achieving EFA. Governments, development agencies, civil society, non-

governmental organizations and the media are but some of the partners working towards reaching

these goals.

Honourable Minister of Education and Vocational Training, distinguished guests,

The EFA goals contribute to the global pursuit of the eight Millennium Development Goals (MDGs)

adopted by 189 countries and world’s leading development institutions in 2000.

At the eve of 2015, countries have been taking stock of their achievements towards the realisation of

EFA. In that regard, Tanzania Mainland and Zanzibar have undertaken an extensive exercise to assess

the main achievements of EFA, consider the existing gaps, contemplate the experienced challenges

2 December 2014

and opportunities, and reflected on the way forward on implementation requirements for the future

education agenda in terms of policy and planning, governance, coordination and partnerships,

financing, monitoring and accountability to meet the countries development ambitions for the next

15 years.

After a long process of global consultations on the future education agenda beyond 2015 two quite

aligned major proposals have arisen:

The first is the Muscat Agreement, which represents the current shared vision of key stakeholders of

the international education community for the post-2015 education agenda. This Agreement

proposes to ‘Ensure equitable and inclusive quality education and lifelong learning for all by 2030’ as

the overarching goal for education, which is translated into 7 targets.

The second is the Outcome Document of the Open Working Group (OWG) which represents a

Proposal for the Sustainable Development Goals. This Proposal contains 17 goals, one of which is on

education. The proposed education goal ‘Ensure inclusive and equitable quality education and

promote life-long learning opportunities for all’ is translated into 7 targets and 3 means of

implementation.

Both proposals move away from the narrowing down of the international education agenda to

mainly Primary education of the MDGs and go back to the original Education Agenda defined in

Jomtien, Thailand back in 1999. It brings however new dimensions that reflect the current challenges

facing the world and Africa in particular. It looks at the youth dividend and the need to provide

relevant education that enables young people to develop the skills required for meaningful

employment. It considers the role of education in developing important values and contribute to

peaceful, sustainable societies where human being understand and play a an active and positive role

in the global environment that we are living. But it brings into the equation as well the importance of

sound governance and accountability education systems. And finally it calls for specific attention to

the excluded.

Ladies and gentlemen, the process of developing the post-2015 education agenda is coming to the

last phase. While in the previous occasions, participation of Africa was mostly peripheral, there is

now an opportunity for having an agenda that while part of the global objectives focusses on the

specificities of the Sub Saharan Continent and in the national particularities and ambitions.

We are here today, to allow us to make a contribution to this agenda definition. This consultation

will allow us to prepare the national position towards the African position that will be defined in

Kigali, Rwanda, from the 9th to the 12th of February 2015.We form the voice of the of the adults,

youth and children of today and in that regard we are shaping the future of the adults, youth and

children of tomorrow who have the right to live in a more just, more sustainable, equitable and

peaceful society.

In that regard, we need to understand that the current exercise surpasses the mere intention of

debating business as usual. We have the opportunity today to voice our concerns, our understanding

and ambitions to define the education we need for the future we need.

This process will culminate in the World Education Forum (WEF) 2015; take will place at Incheon,

Republic of Korea from 19 to 22 May 2015. It is expected that an agreed position on the post-2015

2 December 2014

education agenda will be adopted for submission to the subsequent high-level UN Summit in

September 2015, which will adopt the global development agenda.

The wide representation of education stakeholders today is an opportunity to get all views and

everybody on board. This meetings is thus the last but a crucial step to contribute to the World

Education agenda for the next 15 years, allowing us to voice our ideas and meaningful contribute to

the upcoming Regional Conference for Sub Saharan Africa (SSA, organized by UNESCO and the

Education partners, together with Rwandese government in Kigali, in the 2nd week of February

2015. In that regard with this meeting we aim at:

1. Review progress made in EFA in the country over the past 15 years and agree on the unfulfilled

gaps;

2. Reflect and contribute on the proposed post-2015 education agenda in the context of national

and regional priorities and challenges; and

3. Identify implementation requirements for bringing to fruition the future education agenda at

national, regional and global levels.

Honorable Minister of Education and Vocational Training, distinguished participants,

As said before, the overall purpose of this consultation is thus to prepare Tanzania for the regional

conference and for the intergovernmental negotiations by ensuring that the key national

stakeholders:

• are fully briefed on the proposed post-2015 education agenda

• have the opportunity to discuss this proposal from the national perspective

• undertake first reflections on implementation requirements at national level

It is therefore my hope that each one of us present will participate actively in these discussions and

that together we will define the next steps to fully benefit from this opportunity to contribute to

such a high level exercise. Counting on each’s contribution; I thank you all for your attention,

Asante sana.

2 December 2014

Annex 2

OFFICIAL OPENING REMARKS BY HON. DR. SHUKURU JUMANNE KAWAMBWA (MP) MINISTER OF

EDUCATION AND VOCATIONAL TRAINING, DURING THE OPENING OF EDUCATION FOR ALL (EFA)

STAKEHOLDERS’ CONSULTATIONS HELD AT PROTEA COURTYARD HOTEL, DAR ES SALAAM,

2DECEMBER, 2014.

Prof. Sifuni Ernest Mchome, Permanent Secretary, MoEVT

Consolata Mgimba, Depurty Permanent Secretary, MoEVT

Abdullah Mzee Abdulah, Deputy Permanent Secretary MoEVT, Zanzibar,

Prof.Eustellah Bhalalusesa, Commissioner of Education,

Alvaro Rodriguez, UN Resident Coordinator,

Dr.Moshi M. Kimizi, Acting Executive Secretary of the National Commission for UNESCO,

Zulmira Rodrigues, UNESCO Representative;

Directors,

Heads of Institutions,

Development Partners,

Civil Society Organizations,

Distinguished Guests,

The Media;

Invited Guests,

Ladies and Gentlemen.

1.0 Introduction

It gives me great pleasure to participate in this meeting of stakeholders of Education For All. At the

outset I would like to express my appreciation for being invited to officiate this very important

Stakeholder’s meeting on Education for All. I would also like to take this opportunity to congratulate

the organizer of this meeting, which has come at an opportune time. Please accept my sincere

appreciation and congratulations.

2.0 The Purpose of the EFA Stakeholder’s Meeting

Distinguished Participants,

2 December 2014

We are approaching the end of the implementation of EFA Goals set in Dakar (Senegal) in 2000. In

2015 each country that affirmed the commitment will be required to present the status of the

implementation of the six EFA goals and gaps that still need to be implemented.

The purpose of this meeting is to share progress made and the challenges which are still facing

education sector especially “basic education”. It also provides a forum for sharing information and

experience in the sector among education stakeholders that will lead to post 2015 Education

Agenda.

3.0 Implementation of the six EFA Goals and achievements realized.


The United Republic of Tanzania, comprising of Tanzania Mainland and Zanzibar, has been attaching

significant importance to education as a tool for self-sufficiency in technical manpower and to the

general national development. Guided by the National Vision, Education and Training Policies, the

National Strategy for Poverty Reduction (MKUKUTA and MKUZA) and Education Sector Development

Programmes, Tanzania established various education sub-sector plans aimed at implementing the

Dakar Framework for Action on Education For All (EFA). In this regard several plans, programmes and

strategies have been launched and implemented to ensure access, equity and quality education for

all.


Since year 2000, the United Republic of Tanzania has made remarkable progress towards the

attainment of EFA goals. Strong political will and commitment coupled with support and dedication

of all education stakeholders and development partners have enabled the country to improve

delivery of education including improvement of early childhood and primary education both in terms

of access and quality. We have improved the NER for primary education and improved the transition

rate from primary to secondary education. From that perspective the following achievements have

been realized:

i. NER for Pre-primary increased from 23.7% in 2004 to 35.5% in 2013 in Tanzania Mainland.

For Zanzibar GER has improved from 12.7% in 2001 to 33.0% in 2013;

ii. NER for Primary education increased from 59% in 2000 to 97.2% in 2007 in Tanzania

Mainland and from 76.0% in 2001 to 80.6% in 2010 in Zanzibar;

iii. Pupils to Teacher Ratio has improved from 58:1 in 2001 to 43:1 in 2013 in Tanzania Mainland

and from 32:1 to 27:1 in Zanzibar;

iv. Increased percentage of female teachers from 27.5% in 2000 to 32.5% by 2013 in Tanzania

Mainland and from 56.8% in 2001 to 63.5% in 2013 in Zanzibar;

v. Improved pupils to classroom ratio from 92:1 in 2006 to 66:1 in 2013 in Tanzania Mainland

and from 33:1 in 2001 to 29:1 in 2013 in Zanzibar.

More importantly, efforts to create conducive school learning environment and instituting systems

for quality assurance through strengthening monitoring systems have been undertaken. Other areas

2 December 2014

of importance were mainstreaming gender issues in core functions of Government. Gender Parity

Index in Tanzania Mainland has increased in both Pre-primary and Primary education to reach 1.0

and 1.12 and 1,1 to 1,08 in Zanzibar respectively by 2013. Also providing equal opportunities for

children with special needs to learn together with their counterparts through inclusive education in

order to combat stigmatization and reduce illiteracy rate especially among women in rural areas.

4.0 The remaining Challenges on EFA implementations

Distinguished participants,

In spite of all progress made, there are challenges still remaining which needs to be addressed. Some

of the challenges for both Tanzania Mainland and Zanzibar include:

i. Shortage of trained personnel for ECCE leading to low quality of services offered to children;

ii. Limited coordination amongst stakeholders of ECCE leading to duplication of efforts;

iii. De-motivated teachers due to over-crowded classes, heavy workloads, shortage of houses

and limited opportunities for professional development;

iv. High rate of drop outs in schools in coastal regions, in mining, plantations and cattle keeping

areas;

v. Inadequate life skills teaching and learning materials that have led to undesirable behaviour,

such as drug abuse, early marriages, teenage

vi. Pregnancies and extraordinary use of make-ups among youth;

vii. Limited access to TVET programmes school leavers who complete secondary education

including those with disability;

viii. Inadequate coordination of TVET (which has resulted into separation of VET and TET);

ix. Shortage of relevant teaching and learning materials in adult literacy classes.

x. Inadequate remuneration and motivation for teachers teaching in adult literacy classes;

xi. Inadequate in-service training to enable teachers cope with new challenges.

To solve challenges facing the education Sector, the Government has come up with a number of

initiatives. These include the ‘’Big Result Now (BRN)’’ initiative, Literacy and Numeracy Education

Support (LANES), Science micro-kits for secondary schools and construction of laboratories for

secondary schools.

5.0 The Way Forward

Dear participants,

As we prepare for the EFA target of year 2015, there are global discussions regarding the way

forward beyond 2015. EFA Assessment Report for both mainland and Zanzibar provide further

insights on national level challenges and issues which may contribute to larger global discussion and

2 December 2014

debate. This assessment takes stock of progress since 2000 and reflects on future needs and

challenges. Along with EFA Global Monitoring report , the assessment report will be shared at the

World Education Forum in Korea in May 2015 and will consequently feed into the definition of the

new global education agenda.

6.0 Conclusion

Dear Participants,

To conclude, I would like to request you to use this opportunity to openly discuss the achievements

gained in implementing EFA since 2000, challenges facing the education sector and come up with

recommendations which will enable the United Republic of Tanzania achieve its vision. The

government will use your deliberations for future efforts to provide equitable quality education for

all Tanzanian children.


Once again, I thank the organizers for inviting me to officiate the opening of this meeting and I wish

you all fruitful deliberations.

With those remarks, it is now my singular honour and pleasure to declare that, the Education For All

Stakeholders’ meeting officially opened.

I THANK YOU FOR YOUR KIIND ATTENTION!

2 December 2014

Annex 3

List of participants

PARTICIPANT'S NAME ORGANISATION Designation

HON. DR. SHUKURU KAWAMBWA MoEVT MINISTER OF EDUCATION AND VOCATIONAL TRAINING

PROF SIFUNI MCHOME MOEVT PERMANENT SECRETARY

ZULMIRA RODRIGUES UNESCO HEAD OF OFFICE AND REPRESENTATIVE

ABDULA M. ABDULLA ZMoEVT DEPUTY PRINCIPAL SECRETARY

MOSHI KIMIZI NATCOM AG. SECREYTARY GENERAL NATCOM

PROF ELIZABETH KIONDO MIN. FOREGEIN AFFAIRS PERMANENT DELEGATE UNESCO

PROF E. BLALALUSESA MOEVT COMMISSIONER OF EDUCATION

SALUM R. MJAGILA MOEVT DIRECTOR NFE/AE

PAULINA MKONONGO MOEVT DIRECTOR SECONDARY EDUCATION

BAKARI ISSA MOEVT DIRECTOR TEACHER EDUCATION

DR. EDICOME SHIRIMA MOEVT DIRECTOR INSPECTORATE

ELIZABETH PANCRAS MOEVT INFORMATION OFFICER

WINIFRIDA LOVA MOEVT INFORMATION OFFICER

BARAKA GODLISEN MOEVT ICT

BASILINA LEVIRA MOEVT ASSISTANT DIRECTOR NFE/AE

VALENTINO GANGE MOEVT ASSISTANT DIRECTOR NFE/AE

DR. PERPETUA J URIO DUCE CUS

ATUKUZWE SANGA MOEVT SCHOOL INSPECTOR

DR MASOUD M. SALIM ZMoEVT EFA COORDINATOR

MIRAJI ALI MAALIMU ZMOEVT HEAD IE AND LIFE SKILLS UNIT

TAUSI HASSAN UNFPA PROGRAM ANALYST

FUTARI .M. ALI FAWE ZANZIBAR PROGRAM OFFICER

MWAKA S. SHABANI FAWE ZANZIBAR TEACHER

SYPHOROSE E.BAITWA SUZA PFMO

UMAURA SAID SUZA LECTURER

MARYAM ISMAIL SUZA DEAN OF SOE

MUSSA OMAR TAFURWA ZANZIBAR TEACHERS UNION SECRETARY GENERAL

DAVID BURNS USAID DIRECTOR OF EDUCATION SECTOR

CECILIA BALDEH UNICEF CHIEF OF EDUCATION

ELIZABETH KILENDI DP DELEGATE UNI

FATMA KILUVIA UNFPA PROGRAM ANALYST

REBECKA O ALFRAM SWEEDISH EMBASSY EDUCATION ADVISOR

CATHLEEN SEKWAO TENMET COORDINATOR

ISSAC MUTEMBEI UDSM LECTURER FACULTY EDUCATION

NEEMA KITUNDU FAWE TZ COORDINATOR

COURTNEY IVING UNESCO CI

SPENCER BOKOSHA UNESCO ADMIN OFFICER

GABRIELA LUCAS UNESCO PROGRAM OFFICER SCIENCE

2 December 2014

JENNIFER KOTTA UNESCO PROGRAM OFFICER EDUCATION

JOEL A. NANAUKA UNESCO PROGRAM ASSISTANT

STELLA RWECHUNGURA UNESCO ASSISTANT TO THE HEAD OF OFFICE

RAHMA ISLEM UNESCO ADMIN

MYOUNG SU KO UNESCO SCIENCE KOICA PROJECT OFFICER

CHRISTINA MASSAWE NATCOM PROGRAM OFFICER

LEONCIA SALAKANA PLAN INTERNATIONAL EDUCATION SPECIALIST

RICHARD SUNDERLAND BRITISH COUNCIL COUNTRY DIRECTOR

NENSIA MAHENGE BRITISH COUNCIL PROGRAM OFFICER

ZAINUL MZIGE MWANANCHI

GOODLUCK ELIONA MWANANCHI

ATUKUZWE SANGA MECPZ

SULTANA I. KARAMA UNIC

USIA N. LEDAMA THE CITIZENS

HENRY MWANGONDE THE GUARDIAN

WARYOBA YANKAMI THE GUARDIAN

THOREIYA ALLY MWANANCHI

IBRAHIM YAMOLA YUNA

ISMAILI RAMADHANI WFP

MARINA NEGROPONTE ITV

ISAKWISA MWAIFUGE ITV

ABDUL MALICK RADIO ONE/ITV

RICHARD STEVEN RADIO ONE/ITV

DEUSI MJATA CAPITAL TV

KHADIJA ZIMBWE TBC1

ANETH ANDREW TBC1

EVA SESOA TBC TAIFA

MWASU SWARE TBC TAIFA

ISSA MUTEMBEI TBC1

ANGELA MSANGI ITV

ISHA CHADIA ITV

EMMANUEL BUHOERA ITV

EMMANUEL CHEGERE MAGIC FM

MFAUME A. ALLY CHANNEL TEN

report december 2, 2014 - unesco · 2 december 2014 page 5 iii. operationalization of the education...

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