Tanzania Update – March 2017

Our Vision for Tanzania

So They Can has a vision to expand the Umoja Education Collaborative within the next three years. Our goal is to reach a greater number of teachers, schools, pupils and communities. The intention is to increase the number of Core Schools from 9 to 26, implementing the successes we’ve learned from our work across the 9 Core Schools in 2015/16.

The first step we’ve taken is to expand our involvement to reach 17 new schools. These new schools will be our Fringe Schools in 2017, where our involvement will be at a lower level than at our Core Schools.

The College will remain at the centre of So They Can’s work in the region. So They Can will complete construction in line with the building masterplan and continue to improve the infrastructure. We look forward to continuing a close working relationship with our stakeholders and government to secure employment for our College graduates in our Collaborative Schools.

We are looking forward to this expansion and positively impacting many more lives.
In the spirit of celebrating our ‘wins’ that your support has made possible, please find a summary of our key 2016 achievements including an impact story from one of our Core Collaborative Schools.

Terri, Tanzania Country Director

2016 Achievements

Collaborative Schools

  • Professional teacher training delivered to up to 86 teachers across 9 Core Collaborative Schools on subject competencies, teaching and learning strategies and leadership skills.
  • 7% improvement in average student attendance in Collaborative Schools as a result of implemented feeding programs.
  • Head Teachers, Deputy Head Teachers and Academic Teachers from across the nine Collaborative Schools received leadership and management training.
  • 9 Classrooms either constructed or renovated to create 9 extra learning spaces for pre-primary pupils across the 9 Collaborative schools
  • Eight Collaborative Schools now have a 5,000L water tank donated by So They Can. Five Collaborative Schools have a storage capacity of at least 10L per child.

Mamire Teachers’ College

  • Grade Point Averages of 79 graduate teachers placed the College third of seven Northern Zone Colleges and in the upper quartile of Colleges Nationally.
  • 78 students scored As and Bs in the block teaching practice demonstrating high levels of practical competencies.
  • 7 College Tutors received three days of 3Rs training from Ministry of Education National Facilitators.
  • Successfully constructed a laboratory, two new classrooms and two new dormitories to take the capacity of students at the College to 192.
  • 18 graduate teachers volunteered in the nine Program Schools in order to reduce the teacher pupil ratio in the schools, enabling teachers to improve the lesson preparation and delivery in the classroom. This has improved the performance of pupils in the programme schools through establishment of remedial classes for standard 4 and 7.

Community and Stakeholders

  • So They Can Invited to become a member of an international education collaborative called TANFIDE along with organisations from Europe and national partners in Tanzania.
  • Training undertaken through national partners GPE and the British Council to benefit the College and Program schools.
  • Visits to the College by the Director of Teacher Education and the Permanent Secretary at the Ministry of Education.
  • Program Steering Committee, Schools Technical Committee and College Board all formed to provide program governance oversight.
  • The construction of the Mamire Teacher Training College has been a factor in enabling local leaders to leverage support for grid power connection in Mamire Village, completed in August 2016.

 

Case Study

Tanzania students

In September 2016 So They Can introduced a Graduate Teacher Volunteer Project. Through this project So They Can provide the opportunity for newly graduated teachers from the College to start work immediately upon graduation by volunteering at the Collaborative schools while awaiting placement by the Government, which can take up to 12 months. The schools benefit immediately from the quality teachers produced by the College; the volunteer teachers improve the quality of teaching practices in the program schools, reduce workload of existing teachers in the schools and improve the quality of lesson preparations and delivery.

Kwaraa Primary School received 2 Graduate teachers under this Program and their presence, according to the Head Teacher, made tremendous change: ‘Teachers’ lessons per week have been reduced to around 20, which means that now lesson taught match the syllabus. We are now conducting remedial classes with huge support of the graduate teachers between standard 3-6. This enables the pupils to get time to practice and improve their 3Rs skills. The impact of these remedial classes has been positive as it has contributed to the improvement of performance in standard 4 national examinations from 2015 to 2016.’