Ministry of Education, Science and Technology Global ... · books (6 titles) that align with the curriculum for teaching and learning of preprimary education has been developed and

Ministry of Education, Science and Technology

Global Partnership for Education Programme Implementation Grant

Literacy and Numeracy Education Support (LANES)

Mid-Year Implementation Status Report

Reporting period: 01 July, 2016 to 31 December, 2016

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Table of Contents Table of Contents ............................................................................................................................................. ii

List of Abbreviations ...................................................................................................................................... iv

1. General Characteristics ....................................................................................................................1

1.2 Programme Information ..................................................................................................................1

1.3 Program financing resources ..........................................................................................................1

1.4 Duration .............................................................................................................................................1

2. Program Implementation ................................................................................................................2

2.1 Overall achievement on program objectives ................................................................................2

2.2 Progress towards achievement of overall objectives ...................................................................3

2.3 Overall progress in program implementation ..............................................................................4

2.3.1 Overview on progress for each component ..................................................................................4

2.3.2 Progress on Improved Teaching and Learning of the 3Rs .........................................................5

2.3.3 Progress on Improved Education Sector Management .............................................................11

2.3.4 Improved Community Engagement ............................................................................................14

2.4 Progress on Project Management Aspects ..................................................................................14

2.5 Factors delaying implementation and Mitigation Measures ...................................................15

2.6 Progress on achievement of Indicator Targets ...........................................................................16

3. Program Disbursement ..................................................................................................................26

4. Technical, policy, or knowledge products ..................................................................................27

5. Conclusion .......................................................................................................................................29

6. Annex ...............................................................................................................................................30

6.1 Standard Financial Report .............................................................................................................30

6.2 Actions on the Mid-Term Review Recommendations ..............................................................42

List of Tables

Table 3: Achievement of indicator targets .............................................................................................16

Table 4: Disbursements as per agreement .............................................................................................26

Table 5: Progress on Disbursements .......................................................................................................26

Table 6: Knowledge Products produced through GPE-LANES .........................................................27

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List of Figures

Figure 1: LANES Theory of Change ..............................................................................................................2

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List of Abbreviations

3Rs Reading, Writing and Arithmetic

ADEM Agency for Development of Education Management

AIDS Acquired Immune Deficiency Syndrome

ANFEDP Adult and Non Formal Education Development Plan

BE-MIS Basic Education Management Information System

CSO Civil Society Organization

DEO District Education Officer

DFID Department for International Development

DPP Department of Policy and Planning

E EGMA Early Grade Math Assessment

ECD Early Childhood Development

ED DPG Education Development Partners Group

EGRA Early Grade Reading Assessment

EMIS Education Management Information System

EQUIP Education Quality Improvement Programme

ERT External Review Team

ESA Education Sector Analysis

ESDC Education Sector Development Committee

ESDP Education Sector Development Plan

ESMIS Education Sector Management Information System

ESRAC Education Support Resources and Assessment Centres

GPE Global Partnership for Education

HIV Human Immunodeficiency Syndrome

HT Head Teacher

ICT Information Communication Technology

INSET In-Service Teacher Training

IRT Internal Review Team

JESR Joint Education Sector Review

L&N Literacy and Numeracy

LANES Literacy and Numeracy Education Support

LCU LANES Coordination Unit

LGA Local Government Authority

LIC LANES Implementation Committee

M&E Monitoring and Evaluation

MDAs Ministries, Departments and Agencies

MEGQO Measuring Early Learning Quality and Outcomes

MoEST Ministry of Education, Science and Technology

MoFP Ministry of Finance and Planning

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MTEF Medium Term Expenditure Framework

MTR Mid Term Review

MWAKEM Mafunzo ya Walimu Kazini Elimu ya Msingi

NACTE

National Accreditation Council for Technical

Education

NECTA National Examination Council of Tanzania

NGO Non-Government Organization

ODL Open Distance Learning

PEDP Primary Education Development Plan

PO-RALG

President’s Office-Regional Administration and Local

Government

PReM Primary Education Records Manager

PTP Parent Teacher Partnership

QA Quality Assurance

SB-CPD School Based Continuous Professional Development

SLO Statistics and Logistics Officer

SMC School Management Committee

T&L Teaching and Learning

TENMET

Tanzania Education Network/Mtandao wa Elimu

Tanzania

TIE Tanzania Institute for Education

TRC Teacher Resource Center

TTC/TC Teacher Training College/Teacher College

TVET Technical, Vocational Education and Training

TWG Technical Working Group

TWS Technical Working Session

UDOM University of Dodoma

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

WASH Water, Sanitation and Hygiene

WEC Ward Education Coordinator

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1. General Characteristics

1.2 Programme Information

Program Name: LITERACY AND NUMERACY EDUCATION SUPPORT (LANES)

Developing Country Partner: TANZANIA

Grant Agent: SWEDISH EMBASSY

Program Amount: US$ 94.8MILLION

1.3 Program financing resources

The programme implementation is financed by the GPE, while technical support is

provided through Sida funds.

1.4 Duration

Start date of Program: JULY 2014/15

End date of Program: JUNE 2016/17

Start date of ESPIG: JULY 2014/15

Original end date of ESPIG: JUNE 2016/17

Revised end date of ESPIG: DECEMBER 2018

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2. Program Implementation

2.1 Overall achievement on program objectives

Programme Overview

The GPE supported, Literacy and Numeracy Education Support (LANES), Programme

aims at improving the acquisition of reading, writing and numeracy skills (3Rs) among

children in and out of school. It aims to support the implementation of a coherent and well

aligned sector plan, as reflected in the Primary Education Development Programme (PEDP

III); Adult and Non Formal Education Programme (ANFEDP); and Folk Education

Development Programme (FEDP). The age group is 5 through 13 years (with a

consideration of 2 to 4 year old children in pre-primary; and 9 to 13 year old children in

Non Formal Education programmes).

The programme focuses on three major areas and they include 1) improved teaching and

learning of 3Rs for children aged 5 to 13 years, 2) improved education sector leadership,

planning and management, and 3) increased community engagement in literacy and

numeracy. The program pathways is indicated in Figure 1.

Figure 1: LANES Theory of Change

Improved T&L of

3Rs for Ages 5 to

13 years

Improved

Education

Sector

Management

Increased

community

engagement

Improve

d Basic

Skills in

Literacy

and

Numera

cy for

children

aged 5 –

13

years.

Improved methodology for learning and teaching

3Rs

Increased Teacher Skills for Teaching 3Rs

Increased Interaction with 3Rs T&L materials

Increased School Readiness

Increased use of data for evidence based planning

Improved planning and coordination

Improved Field Management

Improved Capacities of Implementing Sector MDAs

Increased Community Sensitization

Increased Parents Engagement

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GPE LANES Focus during the reporting period

During the reporting period, emphasis has been at material (curricular, syllabi, teacher

guides and textbooks) development, printing & supply to schools, teacher’s training and

strengthening implementation and ownership of the activities by the MDAs, regions and

LGAs. Regional level activities such as educational meetings, awareness raising and

community engagement are monitored by regional secretariats, District Education Officers

and Quality Assurers.

Regional level activities are focused in regions not covered by other Development Partners

to avoid duplications. These are Arusha, Dar es Salaam, Geita, Kagera, Katavi, Kilimanjaro,

Morogoro, Mwanza, Pwani, Rukwa, Ruvuma, Singida, Tanga, Mbeya, Njombe, Iringa,

Songwe, Mtwara and Manyara. It should, however, be noted that support to monitoring of

3Rs was/is provided to all regions regardless of the presence of other partners.

2.2 Progress towards achievement of overall objectives

It has been presumed, from the programme onset, that the LANES key result will be

achieved when teaching and learning of the basic literacy and numeracy skills and

education sector management are improved, and community engagement has increased. In

order to check the progress towards achieving the intermediary results (and after 50% time

has elapsed), mid-term review was conducted in May 2016. In part, this has contributed to

an understanding of the progress against the results framework made since the inception

of the programme.

The overall implementation of activities has steadily increased and commitments for the

majorly cost drivers’ activities, including printing and distribution of textbooks completed.

As of 31st December 2016, the programme had spent 31% of the total grant, which is a 13%

increase from the cumulative spending reported at the end of FY2015/16 (at 18%). The

forecast expenditure at the end of FY2016/17 is slightly over 75% of the total grants. This is

based on the commitments done and activities which necessary preparations has been

completed, including school supplies for establishment of 'Talking Classrooms' and printing of

25 titles of the story books among others.

The programme objectives, its efficiency and its relevance has remained stable since

programme inception and is expected to remain the same for the remaining programme

period. Changes for some activities and implementation duration were made and

approved by the LEG and consented by GPE Secretariat for the purposes of improving

aspects that ensures achievement of the programme objective. With this in mind it is

reasonable that the progress towards achievement of the overall objective can be rated

satisfactory.

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2.3 Overall progress in program implementation

2.3.1 Overview on progress for each component

a) Component 1: Improved Teaching and Learning of 3Rs

Overall progress during the reporting period on this component is satisfactory. Pre Primary

books (6 titles) that align with the curriculum for teaching and learning of preprimary

education has been developed and printing process has been initiated. 9,5887,843 units of

the textbooks and 169,348 curricular package will have been printed and distributed to schools

by the end of March 2017. In addition, distribution of standard one textbooks have been

completed and distributed to all schools in the 26 regions. Further, printing of standard II

& III textbooks is on-going and 6,862,800 units and 6,818,181 units of the textbooks

respectively will be printed and distributed. Among the standard II textbooks, 752,044

units titled “Najifunza Kuhesabu” has been distributed to schools in 13 regions, while

distribution of the remaining textbooks expected to be completed by end of March 2017. In

addition, 1,664,000 curricular package for standard III – VI and additional 872,728

curricular package for standard I&II are in the printing process, expected to be at school in

March 2017. The development of standard IV textbooks will be initiated in the second half

of the FY 2016/2017.

The skills to teach 3Rs for 22,993 teachers who teaches standard III & IV from 19 regions

was enhanced through eight-day face-to-face training on the revised curriculum package.

In addition, 519 standard I&II special needs education teachers were trained on delivering

3Rs skills. Preparation for training pre-primary teachers, on the other hand, has been

completed and the training of 16,129 teacher will be done in January 2017.

b) Component 2: Improved Education Sector Management

Focus of the activities during the reporting period is on 1) increased use of data for

evidence based planning, 2) improved sector planning and coordination and 3) improved

field management. Little was done on the capacity development for effective delivery of

education services. Overall, the foundation activities for execution of four action oriented

research, roll-out of the pilot of Record Manager (PReM) System for Basic Education,

support infrastructure for Basic Education Management Information System (BE-MIS),

development of the ESDP and supporting regional secretariats and LGAs to effectively

monitor classroom teaching and learning of the 3Rs were completed.

The GPE LANES programme continued to support development of the ESDP where a

study on fee free education was conducted to input into development of the ESDP and its

operational plans.

Strengthening of the BE-MIS focuses at the extension of Local Area Network (LAN) from

Finance Department to REO/DEO office, enhancement of PO-RALG data center in

Dodoma, installation and commissioning of Wide Area Network in 19 newly established

LGAs and data collection facilities at PO-RALG and at all LGAs (this include provision of

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computers sets, printers, tables and chairs. Tendering process is in the final process and it

is expected that by end of June 2017 all materials and equipment will be in use at the LGAs,

Regional Secretariats and PO-RALG.

As part of capacity development for effective delivery of education services, piloting of the

PReM has been completed in 2 regions of Ruvuma and Mwanza. Report is under

preparation and will inform the countrywide roll-out plan.

Regional level LANES budgeted action plans for FY2016/17 were developed and approved

and 40% of the total budget disbursed towards the end of Q2 of FY2016/17. To ensure

consistency, region level monitoring guide and tools were developed and shared to all

regional secretariats and LGAs.

Despite steady improvements in this component, overall implementation remains un-

satisfactory due to the intrinsic and extrinsic factors that are associated to completion of the

ESDP, procurement of the ICT infrastructure and roll out of the PReM countrywide.

c) Component 3: Improved Community Engagement

Overall the implementation of the component is satisfactory. During the reporting period,

foundation activities for strengthening School Management Committee (SMC) were

completed, notably the re-defining of the SMC composition and mandate through

Educational Circular No. 4 of 2016 and came into effect from 01st October 2016, revising

SMC Guideline and orientation of 516 LGA facilitators. 11,647 committees from 129 LGAs

will be reached by the end of January 2017.

2.3.2 Progress on Improved Teaching and Learning of the 3Rs

The following outputs are expected:

i. Development and printing of pre-primary, Standard II, III and IV textbooks that

align with the revised curricular as well as development of E-content for the

3Rs and review of Pre-Service Teacher Training (PRESET) Curricular to

incorporate 3Rs

ii. Increased Teacher Skills for Teaching 3Rs through the training of teachers on

revised curricular;

iii. Increased Interaction with 3Rs T&L materials through printing and distribution

of developed materials to all schools; and

iv. Improved School Readiness through training of learning needs assessors and

provision of learning needs assessment kits as well as Meeting with Special

Needs Education Officers (SNEOs) from 184 LGAs to discuss take off of LANES

activities conducted.

During the reporting period, the following progress was made in achieving the

intended outputs as follows:

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a) Improved Methodology for Teaching and Learning of the 3Rs

Print Standard II Books; Develop and Print Pre Primary, Standard III & IV Books

Pre Primary and Standard III-VI Curricular Materials:

The Tanzania Institute of Education (TIE) completed development and pre-testing

of 5 titles of Standard II textbooks, 6 titles of pre-primary textbooks, and 6 titles of

standard III textbooks. Printing of standard II and standard III textbooks has started

and 752,044 units of the standard II textbook titled Najifunza Kuhesabu has already

been distributed to 13 regions.

TIE also completed development of pre-primary, Standard III-VI curricular package

materials and started process for procurement and distribution to schools. Approval

for printing of Standard III-VI and additional standard I & II curricular package has

been granted. A total of 1,664,000 units of the standard III-VI and pre-primary

curricular package will be printed and distributed to schools. Further, development

of standard IV books is expecting to start in the Q4 of the FY 2016/2017.

Develop E-content for the 3Rs for use in schools with relevant electronic devices

TIE has already developed a plan to incorporate E-Learning into the institution

activities. The plan is under review at the MoEST alongside the development of a

National E-Learning Framework.

Pre-Service Teacher Training (PRESET) Curricular reviewed to incorporate 3Rs

The focus in the reporting period has been to ensure that textbooks for pre-primary,

standard I-III are in schools and utilized. This led to some delays in affirming plans

for revising the PRESET curricular, however TIE has completed the plans and

discussions are underway to ensure that the revised document is available for use

by the end of Q4 of the FY2016/17.

b) Increased Skills for teaching Basic Literacy and Numeracy

Train 2 Standard III&IV Teachers on revised curricular.

The teaching skills for 22,993 teachers who teaches standard III & IV from 19 regions

was enhanced through eight-day face-to-face training on the revised curriculum

package. ADEM coordinated the training. .

Train additional Std I&II teachers on revised curricular.

Plans are underway to train standard I&II additional teachers from schools with

higher enrolment rates. The training is expected to take place in Q3 and Q4 of the

FY2016/17 following finalization of the modality and compilation of the names of

teachers to be trained.

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Develop SB-CPD Modules for Standard I&II

The School Based Continuous Development Modules were developed and pre

tested. The aim is to provide teachers with self-learning materials to continue

building their knowledge and skills around teaching of the 3Rs. Discussions are

ongoing at TIE involving partners to complete and agree on modality of carrying

out SB-CPD.

National 3Rs Implementation Guide developed, printed and distributed

A draft has already been developed. However the final guide will be defined based

on the consensus reached on the SB-CPD modality.

Train Special Needs Education Teachers on the adapted 3Rs Curriculum

519 Visual and Hearing Impairment Teachers were trained on the revised curricular.

This was a collaborative work between Special Education Unit at MoEST, TIE and

PO-RALG. The training was guided by a Teacher’s Guide for teaching 3Rs to

children with Visual (VI) and Hearing Impairment (HI).

Development of Intellectual Impairment (II) guide is ongoing and will be completed

in Q3 of the FY2016/17. Following the accomplishment of the guide, training of

teachers teaching children with Intellectual Impairment will be conducted, currently

planned for March 2017. Likewise Training of III&IV teachers teaching children with

visual and hearing impairment is awaiting printing of curriculum materials. The

training is expecting to take place in May 2017.

c) Train at least one Pre Primary Teacher from each public school on the revised

preprimary curriculum

Foundation activities for the training, including modality, list of teachers to be

trained and budget has been completed and no-objection granted. A total of 16,129

teachers are expected to be trained in January 2017.

d) Increased interaction with 3Rs Learning Materials

Print and distribute standard II Books and Curriculum materials for Pre Primary,

standard III to VI

As indicated elsewhere in the report, 5 titles of standard II textbooks are going to be

distributed to schools and these include:

1. Najifunza Kuhesabu 1,403,800

2. Najifunza Kuandika 1,403,800

3. Najifunza Kusoma 1,403,800

4. Najifunza Kutunza Afya na Mazingira 623,800

5. Najifunza Sanaa na Michezo 623,800

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Of the 1,403,800 units of the Najifunza Kuhesabu, 53.6% (752,044) has already been

distributed to schools in 13 regions. Distribution of all textbooks to all schools is

expected to be done by end March 2017.

A cross section of some of the standard II textbooks

Approval for printing of Standard III-VI curricular package has been granted and

printing started. To ensure that each school has a copy, each school which

participated in the training received at least one copy of the curricular package.

Print and distribute standard III Books

Printing of standard III textbooks is ongoing. A total of 6,818,181 textbooks will be

printed and distributed by the end of March 2017.

Print and distribute 25 titles of story books to all schools

Evaluation of the tender to print 7,835,670 books (25 titles where the number of

books per title is indicated in the table below) has been completed by TIE. The

evaluation is waiting for approval from the Grant Agent. Likewise the procurement

process to print 6 titles of preprimary textbooks is ongoing. Tender opening is

expected in January 2017.

S/N Title of the Book Number of books per title

1. Ninapenda kwenda Shule 396,567

2. Tijufunze Kuhesabu 396,567

3. Herufi Zetu 396,567

4. Mifugo ya Nyumbani kwetu 396,567

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S/N Title of the Book Number of books per title

5. Rangi zetu 396,567

6. Safari ya Mjini 396,567

7. Tatu na Paka wake 396,567

8. Viumbe katika Maji 396,567

9. Vyakula Vyetu 396,567

10. Tucheze Pamoja 396,567

11. Jasiri Arudi Nyumbani 258,000

12. Upile na Bustani 258,000

13. Yuko wapi Rafiki yangu? 258,000

14. Rafiki yetu Jua 258,000

15. Mimi na Bibi yangu 258,000

16. Hii ni kazi ya nani? 258,000

17. Shani na Mazingira 258,000

18. Tausi na Rafiki zake 258,000

19. Sungura Mjanja 258,000

20. Hamisi ajifunza Kusoma 258,000

21. Musa si Mzigo 258,000

22. Kabula 258,000

23. Tembo na Mkonga wake 258,000

24. Dogo na Sisimizi Jasiri 258,000

25. Chiriku na Panzi 258,000

Total 7,835,670

Print 8400 braille books (regular) and 4400 large print text books for standard I & II

pupils: Printing of braille books for children with disabilities is ongoing. Delays in

printing was a result the delays of the printing of the regular school textbooks.

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Establish reading corners at 46 Libraries at regional and District Levels

A feasibility study was completed from where operational plans and budgets for

establishment of the centers was drawn. Materials to be procured were identified,

tender document developed and shared with the Embassy of Sweden for no-

objection to advertise.

Provide grants for establishment of 'Talking Classrooms' to all schools

A guide for establishment of a talking classroom was developed following a

consultative approach and lessons from USAID supported TZ21 project in Mtwara.

35,000 copies of the guide has been printed and distribution to schools to be done in

January 2017. Further, preparation of the modality for grants disbursement to

schools has been completed and will follow the capitation grant mechanisms in

place (with an addition of a directive letter on the use of the funds to all schools via

the existing structures of accountability).

Additional standard I&II Curricular Materials Distributed to all schools

Approval for printing of the materials has been granted. A total of 872,728 units for

both Kiswahili and English version will be printed and distributed.

e) Increased School Readiness

Procure and distribute Special Needs Assessment Kits to identified centers for

assessment of children prior to enrolment

125 Learning Needs Assessment Kits have been procured and delivered to MoEST

in mid-Dec 2016. A special task force that include representatives from MoEST,

University of Dar es Salaam, PO-RALG, National Assessment Resource Centre, LGA

and Primary Schools were assigned to verify and receive the consignment.

Distribution of the kits will commence after the verification of the actual needs from

each centre, which is expected to be done before end of Jan. 2017.

Establish NFE Centers

Despite the fact that training of NFE Facilitators was conducted in FY2014/15,

evidence shows that the centers were not yet in operation by end 2015. A plans has

been established by PO-RALG given the newly installed NFE Unit at PORALG for

implementation in FY2016/17. List of all centers including names of facilitators has

been provided and verification in ongoing. This will be the base for retroactive

payment to the facilitators and a refresher training which is planned for Q3 and Q4

of the FY2016/17.

Establish and operationalize Satellite Schools in 6 LGAs of Mkalama, Rufiji,

Ngorongoro, Liwale, Ukerewe and Longido

Needs assessment of the satellite schools has been completed and it shows that

satellite schools exist and need both materials and infrastructure support.

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Operational plans and budget for operationalization to be established in Q3 of the

FY2016/17.

Conduct Assessment of Children Prior to Enrolment

The activity is dependent of the presence of the assessment kits. Regional plans and

modality for conducting assessment were developed alongside regional action plans

for monitoring of the teaching and learning of the 3Rs. With the kits in-country,

regions will start the assessment in Q4 for the preparation of the 2018 enrolment.

Conduct a meeting with Special Needs Education Officers (SNEOs) from 184 LGAs

to discuss take off of LANES activities

Meeting with 184 special needs education officers was conducted and facilitated by

PO-RALG with main discussion focusing on the roles and responsibilities for

fostering inclusive education.

2.3.3 Progress on Improved Education Sector Management

a) Increased use of data for evidence based planning

Follow up of Std I&II curriculum implementation

This activity is done jointly by MoEST through QA and PO-RALG through

supportive supervision and monitoring visits done by regional secretariats and LGA

officers. Whereas supportive supervision and monitoring visits has been conducted

by the PO-RALG structures, MoEST have continued to strengthen QA department

from where a draft of the 3 years QA plan has been developed and process are

underway to engage a consultant for the development of the national basic

education quality assurance framework.

Conduct Academic and Action Oriented Research studies

Proposals have been selected for four research areas as shown below:

• Promoting Reading & Arithmetic Skills among Standard I & II Pupils in

Tanzanian Primary Schools: The Role of Home and Classroom Environment

• Improving pupils’ reading fluency ability in early grades: A teacher professional

development strategy in Tanzania

• Enhancing Early Grades Primary School Pupils’ Comprehension Through E-

Contents

• Development of a National Framework for the Assessment of Children’s Literacy

and Numeracy Learning in Tanzania

Three of those research proposals were shared during the November 2016 JESR

meeting. These studies are expected to be completed by May 2017.

Establish Regional and LGA infrastructure and tools for Basic Education

Management Information System (BE-MIS)

The activity aims at improving and strengthening an online Education Sector

Management Information System (ESMIS); the system for data collection, analysis,

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and reporting at the regions and LGAs. Assessment of the tenders has been done

and reports will be shared with the Grant Agent in January for no-objection to

award. The following areas are covered in this process:

• LAN Extension from Finance Department to DEOs/REOs Office

• Enhancement of PORALG Data Centre by:

o Creating Alternative power source

o Increase the computing capacity of the current server at PO-RALG.

o Acquisition of Software License

• Install and Commission Wide Area Network (WAN) in 19 newly

established LGAs-Based on existing contract with TTCL

• Improve data collection facilities at PORALG and at all LGAs (3 PCs, 1

printer and furniture)

• Support/Strengthen BEMIS team at PO-RALG

• Prepare, Print and Distribute 6000 copies of Regional and Pocket 2016

BEST

Support dissemination of ETP and development of the ESDP

Support was given to translate the Education and Training Policy at which a draft

Policy was completed in December 2015 and revisions have been done to the Policy

by a team that was formulated by the Commissioner for Education. However

incorporation of proposed inputs has not been done and therefore printing has not

been done.

Draft ESDP document was completed with support from UNESCO, however

discussions at the ministerial level indicated need to review the document. The

document is therefore under review. As part of the process, one study (Fee Free

Education) has been conducted and results used during the review of the ESDP

document.

b) Capacity Development for Effective Delivery of Education Services

Prepare Record Manager (PReM) System for Basic Education

The pilot of the Record Manager (PReM) System in 2 regions of Ruvuma and

Mwanza has been completed by NECTA. The preliminary results indicate that 1,556

(92%) schools from 16 LGAs (8 in Mwanza and 8 in Ruvuma) have timely uploaded

their data into the system with less delays in Mwanza at 4% (38 schools) as

compared to Ruvuma at 14% (106 schools). A detailed report is under development

and will be used to inform the roll-out of the programme.

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Develop Education Sector Quality Assurance framework and key recommendations

implemented

A consultant to be engaged to develop the framework has been identified.

Negotiation is ongoing. The consultant is expected to start working in February

2017.

Resource persons trained on braille repair and maintenance

A programme for training of 7 resource persons at Perkins School for the Blind on

braille repair and maintenance identified has been established. Approvals from the

MoEST has been granted. Follow up is being made with the US Embassy to secure

visas for the selected candidates.

Timely Audits and VFM exercises of the LANES programme conducted annually

KPMG was engaged to conduct rolling audit on financial, procurement and Value

for Money (VFM) management which was completed by the end of June 2016. Based

on the audit, capacity building plan for key officials was been developed. One

training was conducted on Value for Money was conducted on 24th Nov 2016

targeting key officials. These included Directors; procurement and finance officers

from LANES implementing MDAs. Follow up of the training outcomes such as

revision of the Operations Manual is being done.

Recruitment of staff

Recruitment of 2 additional staff for the Unit was successful done in October 2016.

The Staff included: LANES Assist Procurement Officer and the E-Learning Officer.

Unfortunately the latter is deceased.

c) Improved Field Management

LANES activities taking place within the region/LGA monitored and support

provided to improve school level implementation

Regional level LANES action plans for FY2016/17 have been developed and

approved through Regional Administrative Secretary and submitted to PO-RALG.

Funds have already been transferred from MOEST to PORALG exchequer for first

disbursement to regions/LGAs. 40% of the budget has been disbursed to the 26

Region Secretariat and 93 LGAs.

Procure and distribute Motorbikes

The procurement process for motorbikes is ongoing. Initially, the tender was

advertised and evaluation found that no bidder met all specifications as well as

conditions imposed upon the said bid. In so doing, specifications were revised and

the bidders who had applied were requested to re-apply based on revised

specifications. During the reporting period, tender re-evaluation was completed.

However, the Grant Agent recommended to re-advertise the tender to ensure

competitiveness.

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Procure Vehicles and provide fuel to Quality Assurers at District level

Thirty eight vehicles were distributed in December 2015 while procurement of

additional 10 vehicles has been delayed by UNDP who were reviewing their

supplier list. By end of the reporting period the additional vehicles were yet to be

ordered and discussions were ongoing with UNDP to fast track process.

2.3.4 Improved Community Engagement

In raising community awareness, 6000 copies of information, education communication

(IEC) materials have been printed and distribution is ongoing. Also a booklet showing key

areas of LANES programme has been prepared and planned for printing in Q3 of the

FY2016/17. In addition, 2 TV sessions were aired in 2 TV stations and 7 radio programs

were aired in 4 radio stations both focusing at showcasing government’s efforts in

improving literacy and numeracy in Tanzania.

At the community level, foundation activities for strengthening School Management

Committee (SMC) were completed, notably the re-defining of the SMC composition and

mandate through Educational Circular No. 4 of 2016 and came into effect from 01st October

2016, revising SMC Guideline and orientation of 516 LGA facilitators. 11,647 committees

from 129 LGAs will be reached by the end of January 2017. A total of 45,000 copies of SMC

guideline will be printed and each school will receive 2 copies of the guideline.

2.4 Progress on Project Management Aspects

a) Procurement process

Although it usually looks as if the Government procurement processes is by far the most

challenging process, in fact the decisions required to be made on any procurable items

before the actual procurement process is initiated are the ones that consume the most time.

The procurement process has various levels engaging various departments before the

agreed TOR are submitted to the procurement department. Hence, while it is reasonable to

talk about delays in the procurement process, it is important to note that this refers to the

holistic nature of the process and not just the part that befalls the procurement department.

During the reporting period, procurement items in the programme were much better

implemented after clear establishments of the process that would be required and close

engagement of each Unit involved in the process. Of ultimate importance is the decision to

engage KPMG as observers in tender opening and evaluation. Some of the items that faced

challenges included the procurement of 2,838 motorbikes.

d) Overall progress on monitoring and evaluation of programme implementation

➢ ESDC/LEG

Under the leadership of the Director for Policy and Planning, 2 extraordinary

ESDC/LEG meetings were held from where FY2015/16 report, FY2016/17 and

extension proposal were discussed and decisions made.

15

➢ Regional level activity Monitoring

Monitoring of region level activities implementation has so far been successfully

supported through LANES particularly with the engagement of regional secretariat,

LGA officials, Head Teachers, WECs and QAs including provision of vehicles to 38

LGAs for quality assurance.

2.5 Factors delaying implementation and Mitigation Measures

Decision making process

Intensive internal and external decision making processes largely affected the timelines set

for activity implementation. Approvals for all the above items depended on internal

Ministerial decision making, Inter-ministerial (Ministry of Finance) and Development

Partners (LEG) decisions. Widened decision making platform meant that for activity

implementation to be initiated over three months were used for engaging key stakeholders

to make decisions on activity design and implementation processes.

To mitigate this it has been suggested that a LANES Implementation Committee (LIC)

recommended in the original LANES proposal be formed alongside reviving of the

Education Sector Development Committee (ESDC) which also sits as the LEG.

Complex Institutional Arrangements

The Tanzania Education System is administered and managed by two Ministries: The

Ministry of Education, Science and Technology responsible for Policy and tertiary

education; and the President’s Office Regional Administration and Local Government

responsible for administration of basic education (Pre Primary, Primary, Secondary,

Special Needs and Adult and Non Formal). Two key issues hinder smooth operation:

• Physical distance of key implementing Ministries and Agencies - The MoEST is

based in Dar es Salaam while PORALG HQs are in Dodoma, a distance of 559

kilometers by road. This makes it difficult to jointly engage key implementers

especially because almost all key activities have both policy and administration

aspects. Likewise, most of the activities require that there is clear demarcation of

what within an activity should be defined as ‘policy aspect’ and what as

‘administrative aspect’.

• Clear business process - With all activities requiring engagement of various

institutions depending on mandate, the LANES programme has struggled with how

to bring all parts together in achieving a single result.

To mitigate risks associated with the complexity at which activities in the sector take place,

some of the newly engaged LANES Coordination staff will be based at PORALG once they

are well acquainted with programme requirements.

16

2.6 Progress on achievement of Indicator Targets

Table 1: Achievement of indicator targets

S/N OUTPUT/ACTIVITY DESCRIPTION

RESP BASELINE ANNUAL TARGETS

STATUS AS OF DECEMBER 2016 2014-16 JUNE 2017

1 Improved Teaching and Learning of 3Rs for children aged 5 to 13 years

1.1 Improve Methodology for Leaning and Teaching of 3Rs

Print Standard II Books

TIE

Books are in place-5 titles aligned to relevant competencies in the curriculum

Complete printing of the Books

Contracts were successfully issued to suppliers and printing is on-going (53.6% of one title – ‘Najifunza Kusoma’ already delivered in 13 regions). Final date for delivery is expected end Jan. 2017.

Standard III Books that align with standard 1&2 3Rs books developed and printed for distribution to all schools in Mainland Tanzania

TIE

Std I, II, III-VI Curriculum Package Materials+ Std I&II Books in place; Draft standard III Books in place being pre tested

Final Standard III books in place by Nov. 2016; and printed and delivered by end Feb. 2017

Books were developed and approved for printing; process to award printing contracts is ongoing.

Standard IV Books developed to align with standard 1-3 books and printed for distribution to all schools in Mainland Tanzania

TIE Books not in place; process not started

Draft pre tested standard IV books in place by Feb 2017; completed by June 2017

Start date for development of the books is January 2017

Pre Primary books (6 titles) that align with the curriculum developed printed for distribution to all schools in Mainland Tanzania

TIE

Pre-primary curriculum with reviewed and aligned to the 3Rs National Curriculum; Books not yet developed

Final Books in place by Oct 15th ; 13,087,254 units printed by end Jan 2017; distributed to all schools in by end March 2017

The books have been reviewed by CE and report given to TIE for incorporation of inputs. Meanwhile tender document has been prepared awaiting completion of the books before request for no objection to advertise is done.

17




1.1.4

E-content for the 3Rs developed for use in schools with relevant electronic devices

E-LU

ICT Exhibition and conference held in 2015; various e-learning solutions exhibited

Studio for development of e-content established at TIE by June 2017

TIE has already developed plan to incorporate E-Learning into the institution activities. LANES Unit is working with TIE to refine the plan including on development of an National E-Learning Framework

1.1.5 Pre-Service Teacher Training (PRESET) Curricular reviewed to incorporate 3Rs

TIE Pre service curriculum does not offer courses on T&L of the 3Rs

Tanzania’s current system for teacher pre-service instruction & certification reviewed by Dec 2016; and existing programs to create a common pre-service model for all TTCs revised by June 2017

A plan has been developed and is under discussions with TIE on how to move forward with implementation.

1.2 Increased Skills for teaching Basic Literacy and Numeracy

1.2.1 Std III&IV Teachers trained on revised curriculum

ADEM Revised Std III-VI curriculum is in place alongside syllabi and Teachers Guides

22,995 Teachers trained by Sept 2016; activity and financial reports submitted to MoEST by mid-October 2016

Completed. A total of 22,993 teachers were trained through ADEM

1.2.2

Additional teachers (Std I&II) trained based on schools with highest number of students

ADEM

Curriculum materials already in place; Plan for training additional teachers not in place.

Additional Std I & II teachers trained as per plan by June 2017- Estimated total number of 5,625 teachers

Planning for the activity has started. This activity was awaiting approval from GPE on the revised LANES plans.

1.2.3 School Based Continuous Professional Development rolled out

TIE Draft Modules are in place being pre-tested

School Based Continuous Professional Development (SB CPD) Modules developed, printed and distributed; SB CPD Modality and plan for implementation in place

Modules have been developed. Discussions are ongoing at TIE involving partners to complete and agree on modality of carrying out SB-CPD.

1.2.4

National 3Rs Implementation Guide developed, printed and distributed

TIE Guide not in place Guide Developed by end Oct 2016; printed and distributed by end Dec 2016

A draft has already been developed however will be defined based on the conclusions for the SB-CPD modality. The agreement is to finalize the guide by mid Jan 2017.

18




1.2.5

Special Needs Education Teachers trained on the adapted 3Rs New Curriculum

SNE

Curriculum package materials required for training in place; 519 Std I&II Special Needs Education Teachers already trained

Training conducted by end Aug 2016

Completed. A total of 519 teachers have been trained.

1.2.6

3Rs training for 450 teachers who teach learners with Intellectual Impairment conducted

PO-RALG

Guides for operationalization of centers and teacher's guide not in place

Guides developed by end Nov 2016; training conducted by end Jan 2017

Two guides have been developed and submitted to Press B for type setting and later approval before printing.

1.2.9

Std III&IV teachers for Visual and Hearing Impairment trained on revised Std III-VI Curricular

PO-RALG

Curriculum package materials required for training in place

Training conducted by end Dec 2016

TIE is printing curriculum materials before the training can take place.

1.2.10

Training for at least one Pre Primary Teacher from each public school on the revised preprimary curriculum conducted

TIE Revised curriculum in place; teacher and learning materials being developed

T&L materials developed by end Oct 2016; TOTs trained by end Oct 2016; Teachers trained by end Nov 2016

Training is on-going in 20 centers and expected to reach 16,129 teachers countrywide.

1.3 Increased interaction with 3Rs Learning Materials

1.3.1

Std II Books and Curriculum materials for Pre Primary, Std III&VI printed and distributed

TIE/PORALG

Revised books that align with the curriculum in place

5,459,000 copies printed and distributed to all schools based on number of students

No objection for to award contract to the successful bidders for printing and supply of curricular materials has been granted. The distribution plan has already been completed for distribution of all remaining materials under LANES.

1.3.2 Standard III books printed and distributed to all schools

TIE/PORALG

Draft Standard III Books in place being pre-tested

Procurement process completed; 6,818,818 Copies printed and distributed to all schools based on number of students

1.3.3 Print braille books for standard I & II pupils

SNE Regular books in place being transformed into braille print

12,800 braille books 8400 braille books (regular) and 4400 large print text books printed and distributed

19




1.3.4

25 titles of story books printed and distributed to all schools in 22 regions (excluding those receiving support from Tusome Pamoja)

TIE N/A

Final Books in place by Oct 15th ; 12,000,000 units printed by end Jan 2017; distributed to all schools in by end March 2017

1.3.5

Reading Corner established and in operation at 46 Libraries at regional and District Levels

TLSB Feasibility study being conducted

Feasibility study report completed by July 2016; Plan for each Library developed by Aug 2016; materials procured by end Oct 2016

A feasibility study was completed alongside plans for establishment of the centers. No-objection to advertise tender for supply of the materials submitted to SE.

1.3.6 Reading Week organized at National level annually

TLSB Reading week organized by June 2017

Preparations for FY2016/17 week will start in Jan 2017 for the week to be held in April 2017.

1.3.7

Grants for establishment of 'Talking Classrooms' provided to all schools based on number of students per school, including in Special Needs Schools/Units

MoEST Agreement to transfer funds directly to schools reached

Guide for classroom branding developed by end July 2016; budget for school supplies approved by end Oct 2016; grants transferred to schools by end Jan 2017; schools completed branding of classrooms by end June 2017

Guide is in place and a total of 35,000 copies has been printed at Press A, delivery of the same to all public schools countrywide has started.

Additional standard I&II Curricular Materials Distributed to all schools

32,000 copies distributed 2 per school in all public primary schools

912,698 additional copies distributed based on number of student per school by Dec 2016

No Objection to award contract for printing and supply of the additional STD I & II curricular materials to the bidders granted.

1.4 Increased School Readiness

1.4.1

Special Needs Assessment Kits procured and distributed to identified centers for assessment of children prior to enrolment

SNE Procurement process is in final stages

125 Learning Needs Assessment Kits procured and distributed to 25 regions by Dec 2016; Grants given to districts by December 2016; At

Learning Needs Assessment Kits delivered in mid-Dec 2016; verification and receiving of the items completed by a special task force that included representative from MoEST, UDSM, PO-RALG, National

20




least 80% of Schools in operation by Jan 2017

Assessment Resource Centre, LGA and Primary Schools; distribution to commence after the verification of the actual needs from each center, to be done before end of Jan. 2017.

1.4.3 NFE Centers in all 26 regions established and in operation

PO-RALG

Centers have been identified and children enrolled in 2016; Centers Facilitators Guide not in place; operational manual is in place but not distributed

Complete Facilitator's Guide by end Oct 2016; Train 1840 center facilitators (10 from each LGA) by end Dec 2016; print and distribute operational manual by end Oct 2016

PO-RALG has already provided list of all centers including names of facilitators. Retroactive payment is to be done based on completion of confirmation of Facilitators Names. Final confirmation is of visits by the MoEST QA team that are in the LGAs is on-going.

1.4.4

Satellite Schools in 6 LGAs of Mkalama, Rufiji, Ngorongoro, Liwale, Ukerewe and Longido established and in operation

PO-RALG

Needs per center not identified

Needs Assessment conducted and report presented by end Oct 2016; 60 Satellite Schools established-10 in each of the 6 LGAs

The needs assessment report is in place. Next activity is for targeted Districts to come up with plans on how to expend lumpsum allocation in LANES. Proposals could include refurbishment of existing infrastructure and possible upgrade to full schools.

1.4.5 Assessment of Children Prior to Enrolment conducted

PO-RALG

Assessors Guide is in place; 125 region level Assessors trained

Additional 736 Assessors trained (4 from each of the 184 Councils)

This was awaiting procurement of assessment Kits whose arrival is expected end Dec 2016; modality on how to undertake the assessment to be finalized in Jan. 2017 by the regions teams.

1.4.6

Meeting with Special Needs Education Officers (SNEOs) from 184 LGAs to discuss take off of LANES activities conducted

PO-RALG

SNE Officers not oriented on implementation of special needs activities under LANES support

Orientation Manual developed by end Nov 2016; SNE officers orientation workshop held by end Dec 2016

This activity has already been conducted by PO-RALG.

1.4.7 Training for LGA level assessors on assessing learning needs of children

PO-RALG

Assessors Guide and Facilitators Guide in place

LGA level assessors trained by end Dec 2016

Pending for a modality on how the activity will be carried out and implement it.

21




prior to enrollment conducted

2 Improved Education Sector Management

2.1 Increased use of data for evidence based planning

2.1.1 Follow up of Std I&II curriculum implementation carried out.

QAD

Vehicles and fuel provided to QA at 38 Districts; 3Rs Inspection checklist in

place; Plan for District level QA in place; at least 80% of all schools Inspected to determine 3Rs learning achievements

Quality Assurance and M&E Framework is in place; a planning meeting was held in October where draft zonal strategic plans were developed and completion is ongoing however need to be fast tracked so that the lumpsum funds set in the LANES programme are prioritized accordingly

Plan to provide grants for follow up by QA not in place; 3Rs inspection checklist not in place

2.1.2 PSLE 2015 Item Response Analysis Booklets produced and Distributed annually

NECTA 254,530 Copies distributed in 2015

254,530 Copies distributed by July 2016

The books have been printed and distributed as planned.

2.1.3

Action Oriented Research studies to inform on key aspects of 3Rs implementation conducted

UDOM Grant provided to UDOM

Call for proposals conducted by end Aug 2016; research proposals to be provided with grants selected by end Sept 2016; proposals discussed at stakeholders meetings for inputs by mid Oct 2016; At least 4 Studies conducted by June 2017

Proposals have been selected for four research areas. Three of those research proposals were shared at the JESR 2016 in November. Studies are expected to be completed by May 2017.

2.1.4

Scholarships for Academic Studies (Masters and PhD) focusing on early grade education provided

UDOM 17 Students (10 Masters and 7 PhD) enrolled in 2016 academic year

Ongoing Ongoing at UDOM. A workshop to share progress on the studies being conducted is to be done in Feb. 2017

22




2.1.5

National level field visits to review implementation of 3Rs activities conducted annually

DPP 2 Field Visit Conducted (1 in 2015 and 1 in 2016)

TORs for field visits prepared and approved; visits conducted by end Dec 2016.

One of the field visits was conducted in May 2016 as part of the LANES Mid Term Review. A report has been provided in-file.

TORs for field visits prepared and approved; field visits conducted by end June 2017

To be conducted in second half of FY2016/17.

2.1.6

Regional and LGA infrastructure and tools for Basic Education Management Information System established

PO-RALG

Plan is in place and approved

Equipment procured by Dec 2016; Equipment installed by end Dec 2016; Help desk team allocated room and started providing support directly to LGAs by beginning Jan 2017; Regional and National BEST produced by May 2017

Tender for the procurement of ICT infrastructure for 186 LGAs and 26 Regional Secretariats (RS) advertised; review process on-going.

2.1.7

The Education and Training Policy (ETP 2014) disseminated and ESDP and its sub sector operational plans developed

DPP

Policy translated however not printed; ESDP dissemination workshops held at region level

2000 English copies and 18000 Kiswahili copies of the ETP printed and distributed by Nov 2016; Internal workshops for discussing recommended ESDP strategies held and ESDP final draft document shared by end Oct 2016

Revisions have been done to the Policy by a team that was formulated by the CE: Agripina Habicht; Rose Upor and Issack Kitururu. Office of the DPP has been mandated to finalize and print the document.

2.1.8

Various studies conducted to input into development of the ESDP and its operational plans

DPP

Draft ESDP in place however requires key baseline data/information for operationalization

Recommendations for key studies to be carried out given by end Oct 2016; TOR and tools for studies drafted by end Nov 2016 including formulation of teams to conduct the studies.

One study (Fee Free Education) has already been conducted the report is being completed and should be submitted by Jan 2017.

23




2.2 Improved Field Management

2.2.1

LANES activities taking place within the region/LGA monitored and support provided to improve school level implementation

PO-RALG

Regional and LGA plans for monitoring and support supervision in place; M&E Framework not developed

Regional level LANES action plans for FY2016/17 approved by end August 2016; implementation started by end Sept 2016; Region level Monitoring guide and tools developed by Sept 2016; 2 region education performance review meetings conducted in 26 regions; 4 field visits conducted by the Regional Education teams by June 2017

• The plans were developed and approved through RAS and submitted to PO-RALG. Funds have already been transfer to PORALG exchequer for first disbursement to regions/LGAs;

• 40% of the budget (TZS12.75 billion) sent to the 26 RS and 93 LGAs in week 1 of Jan. 2017 to for implementation of the planned activities.

2.3 Capacity Development for Effective Delivery of Education Services

2.3.1 Record Manager (PReM) System for Basic Education Prepared and Completed

NECTA Plan for pilot approved

Pilot completed by end Sept 2016; approval for roll out provided by mid Oct 2016; roll out completed by Jan 2017; system in use from Jan 2017

The pilot in 3 regions completed, NECTA to provide report to the senior MoEST & PO-RALG management for improvements in Jan 2017 before roll-out commence.

2.3.2

Training of key staff in the education sector based on training needs assessment report provided

DAHR Training plan is in place

Key staff to be trained identified and given approval for support through LANES; grants provided

A directive was given in a management meeting held in Oct 2016 for DAHR to provide a plan for expending lumpsum funding allocated in LANES. 1 MoEST staff supported to undertake MA studies at UDSM.

2.3.4

Education Sector Quality Assurance framework developed and key recommendations implemented

QAD Procurement process for engagement of consultants ongoing

Consultants engaged; work started; Basic Education Quality Assurance Framework (BE-QAF) developed

Recommendations were made by the tender board on engagement of selected consultants. Negotiation underway with the identified consultant.

24




2.3.5

MOEST HQ Registry computerized to increase efficiency in decision making

DAHR N/A MOEST HQ Registry computerization completed by December 2016

Pending plan by DAHR.

2.3.6 Resource persons trained on braille repair and maintenance

SNE

Perkins School for the Blind contacted; programme for training of 7 persons established

7 persons trained by Perkins School for the Blind on braille repair and maintenance

All approvals from the MoEST has been given. Follow up is being made with the US Embassy to secure visas for the selected candidates.

2.3.7

Timely Audits and VFM exercises of the LANES programme conducted annually

CIA N/A 1 FM training conducted by end Oct 2016

A training was conducted on 24th Nov 2016 at the Swedish Embassy targeting Directors; procurement and finance officers from LANES implementing MDAs; follow up is to be made on the key actions including revision of the Operations Manual

3 Increased Community Engagement

3.1 Increased Community Sensitization and Awareness Raising

3.1.2 Grants provided to CSOs to support monitoring of 3Rs activities at region level

CSO Modality for Grants provision not in place

Modality developed and agreed upon by end Oct 2016; grants provided by Dec 2016; implementation started by Jan 2017

Two meetings were held with the Swedish Embassy in the presence of the PS at which TENMET was asked to prepare and submit a concept note for expenditure of the lumpsum funding.

a)

The public sensitized about 3Rs through the International Literacy Week (UNESCO)

N/A

Programme for ILW developed; modality agreed upon; event organized emphasizing a theme on 3Rs

Event held successfully in collaboration with UNESCO

b)

IEC materials on the 3Rs programme-targeting school children produced, Printed and distributed

N/A

100 feature articles placed on different newspapers; 3 LANES briefing brochures produced quarterly; LANES newsletter prepared bi annually; and general

6000 copies of IEC materials have been printed-distribution is ongoing; a booklet has been prepared showing key areas of the LANES programme; should be printed for dissemination in Dec/Jan 2017

25




education newsletter produced ones a year

c) LANES Website developed and updated periodically

N/A LANES Website updated weekly with all the news articles placed on mass media

The framework is in place; discussions have been held on its completion before it is displayed.

d) Radio and TV programmes produced to sensitize public engagement on 3Rs

N/A

At least 25 TV and radio programmes focusing on different thematic issues aired quarterly

Ongoing

3.2 Increased parents and Community Engagement

3.2.1

School Management Committees trained on Whole School Planning and Community Mobilization

PO-RALG

10,870 Head Teachers trained in 2015 however training of School Committees delayed pending agreement on modality

Modality completed by July 2016; Training of TOTs completed by Aug 2016; Grants sent to regions and LGAs by Oct 2016; training of 11,647committees (a total of 151,411 members) completed by Dec 2016

Educational Circular No, 4 of 2016 released and in effect from 01st October 2016; SMC orientation is on-going in 129 LGAs (19 regions); 11,647 committees with over 150,000 members to be reached; orientation is taking place at the ward level.

26

3. Program Disbursement

The planned schedule as per the Government and the Grant Agent agreement was as

indicated in table 4. The schedule was disrupted by delay in start of activity

implementation (for over a period of 8 months). Although the first disbursement was done

as per schedule from the Grant Agent, the Government did not start expenditure until

second half of the first year of implementation (FY2014/15). During the reporting period,

third allocation amounting to US$18 616 762. 56 was received. Further MoEST requested

the fourth allocation towards the end of Q2 of FY2016/17 and it is expected to be received

in early January 2017. .

Table 2: Disbursements as per agreement

S/N FISCAL YEAR Date Of

Disbursement

Disbursement

Amount (US$)

1 2014/15 2014-05-22 20 000 000. 30

2 2015/16 2015-02-01 19 597 448. 54

3 2015/16 2015-08-01 18 616 762. 56

4 2016/17 2016-02-01 18 277 282. 80

5 2016/17 2016-08-01 18 308 505. 80

TOTAL 94 800 000. 00

Table 3: Progress on Disbursements

Current reporting period

disbursement

Cumulative disbursement Next reporting period

disbursement

Planned (US$) Actual (US$)

Planned (US$) Actual (US$) Reporting

period

Future

planned

GPE

18,616,762. 56 18,616,762. 56 58,214,211.40 58,214,211.40 2016-2017 18,277,282.80

27

4. Technical, policy, or knowledge products

Various documents were produced through LANES in implementation of key activities. It

should be noted that the GPE-LANES programme support national 3Rs reform hence all

documents supported in the process are official documents.

Table 4: Knowledge Products produced through GPE-LANES

S/N AGENCY/DEPA

RTMENT

DOCUMENT TITLE (Translated)

PED Head Teacher Toolkit for School Management-General

Head Teacher ‘s Guide for Implementation of the 3Rs

School Management Committees Guide

ANFE Guide for Establishment and Operationalization of Non

Formal Education centers

NECTA PSLE Item Responses Analysis Booklets (8 Items) -2014

PSLE Item Responses Analysis Booklets (8 Items) -2015

Standard II 3Rs Assessment Item Responses Analysis

Booklets (2)-2015

QAD Quality Assurers 3Rs Checklist

MoEST School Management Committee Guideline

SNE Special Learning Needs Assessment Guide

PO-RALG Guide for Developing a Talking Classroom

TIE Curricular

• Standard I &II

• Standard III-VI

• Pre Primary

Syllabi

• Standard I

• Standard II

• Mathematics standard III-VI

• Civic and Ethics

• English Language

• Science and Technology

• Kiswahili

• Social Studies

Teachers Guides

• 3Rs Teachers Guide-Reading and Writing

Standard I&II

• 3Rs Teachers Guide- Arithmetic- Standard I&II

28

S/N AGENCY/DEPA

RTMENT

DOCUMENT TITLE (Translated)

• 3Rs Facilitators Guide- Standard I&II

• Standard I&II 3Rs Teachers Guide for Teaching

Children with Visual and Hearing Impairment

• Framework for Teaching 3Rs Standard I&II

Text-Books

• Standard I

o Reading Book I-Standard I

o Reading Book II-Standard I

o Writing Standard I

o Arithmetic Standard I

o Arts and Sports Standard I

o Health and the Environment Standard I

• Standard II

o Reading -Standard II

o Writing Standard I

o Arithmetic Standard I

o Arts and Sports Standard I

o Health and the Environment Standard I

Charts

• Arithmetic

• Reading

NOTE: Some documents are only available in Kiswahili. Translation of curricular package

materials is ongoing for use in English Medium Schools

29

5. Conclusion

The GPE LANES programme continues to be the largest grant support directly to the

Education Sector in Tanzania focusing specifically on activities for attainment of literacy

and numeracy skills for early grades.

The overall implementation of activities has steadily increased and commitments for the

majorly cost drivers’ activities, including printing and distribution of textbooks completed.

As of 31st December 2016, the programme had spent 33% of the total grant, which is a 15%

increase from the spending reported at the end of FY2015/16 (at 18%). The forecast

expenditure at the end of FY2016/17 will be at slightly over 75% of the total grants. This is

based on the commitments done and activities which necessary preparations has been

done, including school supplies for establishment of 'Talking Classrooms' and printing of 25

titles of the story books.

Harmonization with partners implementing 3Rs programme remains to be a key focus in

implementation of the LANES programme. This will particularly be the case in the

remaining programme period as GPE-LANES put more emphasis in region level

implementation, Monitoring and Evaluation.

Emphasis will also be given on pushing forward national frameworks particularly on

school management and 3Rs assessment in order to ensure consistency in key aspects

related to planning and assessment.

30

6. Annex

6.1 Standard Financial Report

OVERAL SUMMARY

S/N ACTIVITY DESCRIPTION RESP BUDGET(A) PRIOR PERIOD EXP.FY 2014-16(B)

CURRENT YR REPORT-July-

December 2016(C )

TOTAL CUMM AMOUNTS(D)

SPENT (%)

INCOME

Opening Balance 39,535,255,114

Grant Cash Received from Donor 40,361,513,565

Total Income 79,896,768,679

1 Improved Teaching and Learning of 3Rs for children aged 5 to 13 years

1.1 Improve Methodology for Learning and Teaching of 3Rs

Develop Std II, III&IV Curriculum Package Materials +Books

TIE 457,565,813

457,565,813 457,565,813

100

Review/Align Pre-primary curriculum with 3Rs National Curriculum

TIE 109,876,468

109,876,468 109,876,468

100

Assess curriculum implementation for inputs into curriculum review process

TIE

104,000,000 45,341,000.00

45,341,000.00

44

Development and airing of E-Content TIE

500,000,000 - -

Revise pre service curriculum to incorporate 3Rs TIE

1,219,643,000 14,176,500.00

14,176,500.00

1

31



December 2016(C )


SPENT (%)

Sub Total

2,391,085,281 567,442,281 59,517,500

626,959,781

26

1.2 Increased Skills for teaching Basic Literacy and Numeracy -

3Rs Teacher Training interventions based on 3Rs assessment implemented by 2016

PO-RALG

12,092,130,749

12,092,130,749 12,092,130,749

100

Train National Facilitators for training of Std III&IV Teachers

TIE 101,993,500

101,993,500 101,993,500

100

Train College Tutors for training of Std III&IV Teachers

TIE 957,319,975

957,319,975 957,319,975

100

Train Special Needs Education Teachers on the adapted 3Rs New Curriculum

SNE 760,694,000

760,694,000 760,694,000

100

Train 2 Std III&IV Teachers ADEM

18,335,410,000 18,335,410,000

18,335,410,000

100

Additional Training for Std I&II teachers + rollout of SB CPD

ADEM

5,324,188,473 - -

Std I&II Special Needs Education Teachers oriented on the adapted 3Rs New Curriculum

SNE

777,987,000 - -

Train Pre Primary Teachers on the revised curriculum TIE

12,332,491,500 - -

Conduct training for 450 teachers of special needs education on adapted 3Rs curriculum for learners with intellectual impairments.

PO-RALG

1,022,230,000 - -

Std III&IV teachers for Visual and Hearing Impairment trained on revised Std III-VI Curricular

PO-RALG

1,144,730,000 - -

32



December 2016(C )


SPENT (%)

Sub Total

52,849,175,197 13,912,138,224 18,335,410,000

32,247,548,224

61

1.3 Increased interaction with 3Rs Learning Materials -

Support Councils to undertake EFA and Literacy Week Celebrations

PO-RALG

157,920,000

157,920,000 157,920,000

100

Support Regional Secretariats to undertake Literacy/Education Week Celebrations

PO-RALG

36,000,000

36,000,000 36,000,000

100

Support National Literacy/Education Week MoEST 168,246,400

168,246,400 168,246,400

100

Print Std I Books and Curriculum materials for Std III&IV

TIE 5,658,173,014

5,658,173,014 5,658,173,014.00

100

Packaging and Distribution of Std I Books PO-RALG

473,013,474

473,013,474 473,013,474

100

Establish a reading Corner at 100 Libraries at regional and District Levels

TLSB 8,087,500

8,087,500 8,087,500

100

procure 8400 braille books (regular) and 4400 large print text books for standard I & II pupils

SNE

640,000,000 - -

Support printing of Std I-IV Books and Curriculum materials-Std II and III Books, Curriculum and Teachers Guides

TIE

17,012,000,000 4,658,561,657.72

4,658,561,657.72

27

Print curriculum materials and books for pre-primary, std I&II

TIE

7,551,176,200 110,144,381.00

110,144,381.00

1

Establish Reading Corners and Organize Reading Week

TLSB

956,000,000 865,632,000.00

865,632,000.00

91

33



December 2016(C )


SPENT (%)

Organize Reading Week at regional levels TLSB

396,000,000 - -

Distribution of Std I Books PO-RALG

625,600,000 316,886,221.08 316,886,221.08 51

Distribution of Std II PO-RALG

625,600,000

- -

Distribution of Std III books PO-RALG

625,600,000

- -

Supplies to Schools for purchase of 3Rs learning aids-Units of measures equal to streams

PO-RALG 18,162,566,400

- -

School supplies-Education equipment and materials for learners with intellectual and Visual impairments

SNE

2,293,677,409 - -

Sub Total

55,389,660,398 6,501,440,388 5,951,224,260

12,452,664,648

22

1.4 Increased School Readiness -

Pre enrolment assessment of children to determine learning needs conducted at the beginning of each year of STD I in 25 Councils by 2016

PO-RALG

18,654,023

18,654,023 18,654,023

100

Conduct Assessment of Children Prior to Enrolment PO-RALG

283,102,000

283,102,000 283,102,000

100

Procure and Distribute Special Needs Assessment Kits SNE

4,037,851,600 - -

Establishment of 10 Satellite Schools PO-RALG 3,464,700,000

- -

34



December 2016(C )


SPENT (%)

Establish and Operationalise NFE Centers and LCs PO-RALG 2,362,450,000

- -

Conduct Assessment of Children prior to enrolment PO-RALG

1,879,600,000 - -

Hold a meeting with SNEOs from LGAs to discuss take off of LANES activities(184)

PO-RALG

254,310,000 187,001,000 187,001,000.00 74

Train LGA Assessors on assessing Learning needs prior to enrollment-184

PO-RALG 826,470,000

- -

Sub Total

13,127,137,623 301,756,023 187,001,000

488,757,023

4

2 Improved Education Sector Management -

2.1 Increased use of data for evidence based planning -

2.1.1

Conduct 3Rs Assessments/Research, Publish and Share Knowledge

-

Official School Ranking to ensure school level data on performance is effectively used in planning and management

NECTA 646,737,497

646,737,497 646,737,497

100

Midline and Endline Assessments for Std II Conducted in 2015 and 2016

NECTA 939,692,839

939,692,839 939,692,839

100

254,530 copies of PSLE 2015 Item Responses Analysis Booklets produced and Distributed by February, 2016

NECTA 1,125,435,983

1,125,435,983 1,125,435,983

100

Conduct 2 Action Oriented Research UDOM 6,928,328

6,928,328 6,928,328

100

Conduct Academic Research- Masters and PhD UDOM 70,930,047

70,930,047 70,930,047

100

35



December 2016(C )


SPENT (%)

Organize International Conference on Literacy and Numeracy

UDSM 182,799,469

182,799,469 182,799,469

100

Organize Conference and Exhibition on ICT in Education

E-LU 245,716,900

245,716,900 245,716,900

100

Support staff members to participate in international conferences/seminars

DPP 43,065,553

43,065,553 43,065,553

100

Conduct surveys and evaluation to input into ongoing planning and implementation processes.

DPP

1,029,590,000 - -

Endline Assessments for Std II Conducted in 2018 NECTA

1,014,314,438 - -

254,530 copies of PSLE 2015 Item Responses Analysis Booklets produced and Distributed

NECTA

1,557,469,976 1,405,893,126.11

1,405,893,126.11

90

Action Oriented Researches UDOM 1,107,300,000.00

- - -

Academic Oriented Researches - Masters and PhD Candidates

UDOM

1,539,506,072.01 - -

2.1.2

Coordinate, Monitor and Provide Support for LANES activities taking place within the Region

-

Programme Coordination Unit for the GPE programme components established by July 2014

DPP 230,242,493.58

230,242,493.58 230,242,494

100

Hold periodic reviews of implementation of the LANES programme

DPP 115,976,022.03

115,976,022.03 115,976,022

100

Provide support to MOEVT for M&E of LANES activities implementation

DPP 97,790,000.00

97,790,000.00 97,790,000

100

36



December 2016(C )


SPENT (%)

Hold field visits to review implementation of LANES activities

DPP 61,851,590.89

61,851,590.89 61,851,591

100

Hold a Technical Working session to review progress of Action Plans implementation

DPP 154,350,000.00

154,350,000.00 154,350,000

100

Monitor LANES activities taking place within the Region

PO-RALG 358,363,608.47

358,363,608.47 358,363,608

100

Monitoring and supportive supervision by PO-RALG PO-RALG

710,400,000 315,008,140.00 315,008,140.00 44

Administrative Support to REOs/RAOs PO-RALG

124,800,000 - -

Monitoring and supportive supervision for 26 Regional Team

PO-RALG

1,291,680,000 - -

Monitoring and supportive supervision for 95 LGA Teams

PO-RALG

3,974,800,000 - -

Organize quarterly DEOs-QA-WEC meeting to discuss progress of basic education (including performance of 3Rs initiatives)

PO-RALG

6,649,088,000 - -

Organize bi-annual REO-DEOs-QA meeting to discuss progress of basic education (including performance of 3Rs initiatives)

PO-RALG

2,808,752,000 - -

Sub Total

26,087,580,817 4,279,880,331 1,720,901,266

6,000,781,597

23

2.2 Improved Planning & Coordination -

Support dissemination of ETP and ESDP +Operational Plans development

DPP 162,206,000

162,206,000 162,206,000.00

100

37



December 2016(C )


SPENT (%)

National Coordination Unit for the LANES programme in Operations

LNCU 694,446,347

694,446,347 694,446,346.72

100

Support dissemination of ETP, ESDP and operational plans development

DPP 1,448,900,000

219,865,000.00 219,865,000.00

15

Hold periodic reviews of implementation of the 3Rs Programme

DPP 712,100,000

- -

LANES coordination LNCU 2,375,665,338

195730978 195,730,977.95

8

Enhancement of data collection and processing infrastructure

PO-RALG

3,617,010,116 26,490,000.00 26,490,000.00 1

Provide Grants to CSOs to provide support in establishment and monitoring of 3Rs activities at regional level

CSO 1,113,120,000

- -

Support collection, data verification, use and dissemination

PO-RALG

454,045,000 - -

Sub Total

10,577,492,801 856,652,347 442,085,978

1,298,738,325

12

2.3 Improved Field Management -

Train Quality Assurers on the 3Rs Curriculum revision

QAD 1,243,608,930

1,243,608,930 1,243,608,930.00

100

Procure vehicles for Inspectors to Undertake a follow-up

QAD 2,565,080,699

2,565,080,699 2,565,080,699.24

100

Provide fuel to Districts that received new vehicles QAD 290,740,000

290,740,000 290,740,000.00

100

38



December 2016(C )


SPENT (%)

Train Head Teachers, Ward Education Coordinators and School Committees on Management and Supervision

ADEM 289,664,300

289,664,300 289,664,300.00

100

Train Head Teachers, Ward Education Coordinators and School Committees on Management and Supervision

ADEM 4,382,209,718

4,382,209,718 4,382,209,718.00

100

Quality Assurance of 3Rs implementation at region level

QAD

2,913,486,000 50,324,000.00

50,324,000.00

2

Develop Education Sector Quality Assurance System QAD

1,393,488,800 - -

Review of the school inspectorate tools to incorporate 3Rs

QAD

145,120,000 - -

Provide Motorbikes for WECs to conduct close to school/learning centre inspection, M&E

QAD

7,095,000,000 - -

Procure and provide vehicles to QAs QAD 1,483,600,000

- -

Provide Fuel to WECs PO-RALG 996,212,794

- -

Sub Total

22,798,211,241 8,771,303,647 50,324,000

8,821,627,647

39

2.3 Capacity Development for Effective Delivery of Education Services -

2.3.1

Overall support to Systems Strengthening -

Record Manager (PReM) System for Basic Education Prepared and Completed by June, 2017

NECTA 3,194,450,000

252,963,303.95 252,963,303.95

8

39



December 2016(C )


SPENT (%)

National System for Registration and Exam results processing for Std II and IV completed

NECTA 3,180,320,000

- -

2.3.2

Overall support to MDAs for effective implementation of LANES activities

-

Record Manager (PReM) System for Basic Education Prepared and Completed by May, 2016

NECTA 8,307,600.00

8,307,600.00 8,307,600.00

100

Overall Institutional contribution to MOEVT/PMORALG to support LANES coordination

DAHR 204,578,496.57

204,578,496.57 204,578,496.57

100

Provide Institutional Contribution to TIE for increased capacity in LANES implementation TIE

274,262,380

274,262,380.00 274,262,380.00

100

Institutional contribution to MOEST/PO-RALG to support LANES coordination

DAHR 943,617,833

279,234,194.00 279,234,194.00

30

Overall capacity Development to staff DAHR 400,000,000

-

-

Computerisation of the MOEST HQ Registry DAHR 429,876,000

-

-

Operational Costs ADEM

709,787,954 - -

Conduct Internal Audit Exercises on LANES Programme

CIA

642,400,000 - -

To facilitate capacity building to LANES Implementers on Financial Management by June 2017

CIA

447,300,000 - -

Conduct External Audit Exercises on LANES Programme

CIA 150,000,000

-

-

40



December 2016(C )


SPENT (%)

3% Institutional Contribution TIE 1,161,579,321

144,846,706.16 144,846,706.16

12

10% Institutional Fees UDOM 162,765,000

164,290,000.00 164,290,000.00

101

Resource persons trained on braille repair SNE

384,985,575 - -

Sub Total

12,294,230,160 487,148,477 841,334,204

1,328,482,681

11

3 Increased Community Engagement -

3.1 Increased Community Sensitization and Awareness Raising -

Launch the LANES Programme to ensure community involvement by end 2014

GCU 84,695,750

84,695,750 84,695,750.00

100

Communities sensitized on participation in both formal and non-formal education for OOS children age 5-13

ANFE 124,975,000

124,975,000 124,975,000.00

100

Sensitize the Public about LANES through Media and Tour programmes

GCU 42,342,739

42,342,739 42,342,739.22

100

KKK Songs video & Audio Production GCU 110,589,000

-

-

Sensitization through Media on enrolment in both Formal and Non Formal

GCU 101,400,000

-

-

Strengthening 3Rs Clubs GCU 521,856,000

-

-

41



December 2016(C )


SPENT (%)

Air programmes through TV and Radio to sensitize communities on school feeding

GCU 251,000,000

- -

Communities sensitized on Enrolment GCU 70,000,000

- -

Communities sensitized to ensure provision of School meals

PED 71,132,250

- -

Sub Total

1,377,990,739 252,013,489

-

252,013,489

18

3.2 Increased parents and Community Engagement -

Train Management Committees on Whole School Planning and Community Mobilization

PO-RALG

692,557,360

692,557,360 692,557,360.00

100

Organize Policy week for regional and Council primary Education officers

PED

346,280,000 - -

Training of School Management Committees PO-RALG

6,255,171,273 49,930,000.00 49,930,000.00 1

Conduct Education Week at regional and district levels/Reading Competition

PO-RALG

402,475,000 - -

Sub Total

7,696,483,633 692,557,360 49,930,000

742,487,360

10

Total Expenditure

204,589,047,891 36,622,332,568 27,637,728,208

64,260,060,776

31

Surplus/Deficit for the Period 52,259,040,471.04

42

6.2 Actions on the Mid-Term Review Recommendations

SNo Recommendation Actions Taken During the Reporting Period

1 An extension of up to September 2018 to

allow implementation of remaining

activities

A revised result framework, budget and action plan for no-cost extension was approved by

LEG and the request submitted to the GPE Secretariat by the Supervising Entity, Embassy of

Sweden. A no objection to the no-extension request has been granted through a notification

letter dated December 15, 2016, with a new end-date of December 31, 2018.

2 Align LANES Activities to MTEFs FY2016/17 budgeted activities are appropriately aligned to the MTEF for both MoEST and

PO-RALG. Subsequently, efforts have been made to ensure that activities that are

implemented by the Regions/LGAs for the FY2017/18 are integrated.

3 LANES should get back on track as a

national programme and focus on

strengthening Government’s systems whilst

consolidating the national reform process.

ESDP roadmap was revised to update dates following the delay of release of required data.

As part of the process, a Task Force for finalization of the ESDP document alongside a costing

framework indicating was formed.

4 Enhancement of the Quality Assurance of

MoEST accompanied by TA (Technical

Assistance)

Process for engagement of a consultant to develop a Basic Education Quality Assurance

Framework was initiated, the actual work to commence in Q3 of FY2016/17.

5 In service Teacher training strategy should

be developed with support from LANES

An INSET strategy is in place, and revision to accommodate current changes alongside the

revision of pre-service primary teacher curriculum and modality for conducting INSET at

teacher colleges has started through TIE.

6 Community sensitization should be rolled

out

Community Sensitization activities have been incorporated in the LANES plans for FYs

2016/17 and 2017/18 at all levels. To start with, preparation for orientation of School

Management Committee in 19 regions completed with the work to be conducted in Q3 of

FY2016/17.

7 The overall management and oversight of

LANES needs to be examined with

Establishment of LIC was described in the LANES proposal to GPE however it was later

deemed that it could create parallel structure in addition to the ESDC and the previous BRN

43

SNo Recommendation Actions Taken During the Reporting Period

recommendation to establish a LANES

Implementation Committee

monitoring structure.

8 Disburse a materials fund directly to

schools

The budget has been adjusted to allow for additional funding to disburse grants to

schools for purchase of materials/teaching aids. A total of TZS 18.2 billion has been

allocated. A guide for creating 'talking classrooms' has also been developed based on

experience from Mtwara schools/Std I&II teachers. The modality for grants

distribution has also been developed based on 2016 data so that schools are allocated

grants based on number of students (Std I&II) to 16,109 schools.

9 Accelerate distribution of materials to

schools

Procurement process still takes long for materials printing and distribution to be done

effectively. Deliberate effort was made to ensure that the development, printing and

distribution of pre-primary and Standard I &-III textbooks and curriculum package

materials reaches school, latest by end of Q3 of FY2016/17.

10 Technical assistance to TIE Supervising Entity, Embassy of Sweden, engaged a consulting firm - NIRAS Indevelop - for

building TIE’s capacity in developing teaching and learning materials that communicate the

ethos of a revised competence-based curriculum package. Anise Waljee led the consulting

team from where: review of the existing curriculum package, textbooks and other

supplementary teaching and learning materials was done. Further the capacity of bookwriters

who work with TIE in developing teacher guides and early grade reading materials will be

developed.

Documents

Ministry of Education, Science and Technology Global ... · books (6 titles) that align with the curriculum for teaching and learning of preprimary education has been developed and