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The United Republic of Tanzania
MINISTRY OF EDUCATION AND VOCATIONAL TRAINING
October, 2009
i
Contents
Table of Contents ....................................................................................................... i
1.0 INTRODUCTION ................................................................................................ 1
2.0 POLICY CONTEXT ........................................................................................... 3
2.1 International Education Goals and Targets ................................. 3
2.1.1 The Millennium Development Goals (MDGs) ......................... 3
2.1.2 Education for All (EFA) .......................................................... 3 2.2 National Policies ............................................................................ 4
2.2.1 Tanzania Development Vision 2025 ...................................... 4
2.2.2 National Strategy for Growth and Reduction of Poverty (NSGRP) 2005-2010 ............................................................. 4
2.2.3 Information and Communication Technology Policy for Basic Education 2007 ..................................................................... 4
2.2.4 Education and Training Policy (ETP), 1995 .......................... 5
2.2.5 Education Sector Development Programme (ESDP) ............ 5 3.0 PROVISION OF PRE-PRIMARY AND PRIMARY EDUCATION .............. 6
3.1 Education System .......................................................................... 6
3.2 Provision of Pre-Primary and Primary Education ....................... 6
3.3 Objectives of Pre-Primary and Primary Education ..................... 7
3.3.1 Pre-Primary Education .......................................................... 7
3.3.2 Primary Education ................................................................. 7
3.3.3 Challenges for Pre-Primary and Primary Education .............. 8 4.0 UTILISATION OF BASIC STANDARDS FOR PRE-PRIMARY AND
PRIMARY EDUCATION ................................................................................... 9
5.0 BASIC STANDARDS FOR PRE-PRIMARY AND PRIMARY
EDUCATION AND CORRESPONDING INDICATORS ............................ 11
5.1 Access and Equity ....................................................................... 11
5.2 Quality Improvement in Pre-Primary and Primary Education .. 19
5.3 Governance and Management in Pre-Primary and Primary Education ..................................................................................... 30
5.4 Institutional Arrangement ........................................................... 33
5.5 Monitoring and Evaluation .......................................................... 34
5.6 Cross Cutting Issues in Pre-Primary and Primary Education .. 35
Bibliography ............................................................................................................. 39
Annexes ..................................................................................................................... 41
ii
ABBREVIATIONS
AIDS - Acquired Immunodeficiency Syndrome
BPR - Book - Pupil Ratio
CCls - Cross-Cutting Issues
COBET - Complimentary Basic Education in Tanzania
CSOs - Civil Society Organizations
EFA - Education For All
EMIS - Education Management Information System
ESDP - Education Sector Development Programme
ETP - Education and Training Policy
GER - Gross Enrolment Ratio
GIR - Gross Intake Ratio
HIV - Human Immuno-deficiency Virus
ICT - Information and Communication Technology
IEC - Information, Education and Communication
MDG - Millennium Development Goals
MKUKUTA - Mpango wa Kukuza Uchumi na Kupunguza Umaskini
Tanzania (NSGRP)
MVC - Most Vulnerable Children
NER - Net Enrolment Ratio
NFE - Non-Formal Education
NIR - Net Intake Ratio
NSAs - Non-State Actors
NSGRP - National Strategy for Growth and Reduction of Poverty
PEDP - Primary Education Development Programme
PMO - Prime Minister’s Office
PMO-RALG - Prime Minister’s Office-Regional Administration and Local
Government
SEDP - Secondary Education Development Programme
SRH - Sexual Reproductive Health
STI - Sexually Transmitted Infections
SWAp - Sector Wide approach
T/L - Teaching and Learning
iii
TCs - Teachers’ Colleges
TPR - Teacher-Pupil Ratio
TRCs - Teachers’ Resources Centres
TV - Television
WEC - Ward Education Coordinator
1
1.0 INTRODUCTION
The Government of Tanzania recognizes the central role of education in the
socio-economic development process of the country. Hence the
Government’s initiatives to improve the provision of education in the country.
Among these is the Education Sector Development Programme (ESDP)
launched in 1997 aiming at putting into action the policy intentions reflected in
the Education and Training Policy (ETP) 1995. The ESDP priorities are;
improving the teaching-learning environment at all levels; strengthening the
management capacity; improving the Education Management Information
System and control of the spread of HIV and AIDS and/or Sexually
Transmitted Infections (STIs) through education. These Government
initiatives and actions have resulted in tremendous improvements in various
areas, not least access to primary education.
In order to ensure quality education provision in the country the Government
has set Basic Standards in education delivery for Pre-Primary and Primary
Education to be adhered to by all education providers and stakeholders. The
Basic Education Standards are quality statements, which articulate the
necessary educational inputs required to ensure the provision of quality
education on an equitable basis throughout the country. The Basic Standards
give guidance on design and implementation of pre-primary and primary
education programmes by providing a common framework to be followed by
all agencies. They also provide a basis for enhancing the quality of planning
at the school, ward and district levels and education monitoring and
evaluation to ensure an equitable provision of support. As such these
standards will ensure a greater level of co-ordination and coherence in
planning and implementation and, coupled with other interventions, should
lead to improved practices in the Pre-Primary and Primary Education sub-
sectors. The Basic Standards will thus promote the overall achievement of
basic learning outcomes which include literacy, numeracy and life skills. All
schools and education providers are legally bound to adhere to these Basic
Standards.
2
The Basic Standards for Pre-Primary and Primary Education are based on the
principle that every Tanzanian has a right to quality education. Prior to these
Standards there were guidelines and statements scattered in different
documents, some not in conformity to the current policies and situations.
Hence, the need to develop and document Basic Standards in order to
enhance the control over the provision of quality Pre-Primary and Primary
education in Tanzania.. The new consolidated Basic Standards are stated
together with their corresponding measurable indicators. The Indicators are
either qualitative or quantitative in nature and function as tools to measure the
extent to which the Basic Standards have been attained. As such the
Standards will be monitored by Education Management Information System
(EMIS) in the various sub-sectors and by the school inspectorate. The
Standards given herein are for Pre-Primary and Primary Education including
Special Needs and Non-Formal Education. If these standards are adhered to
through targeted indicators and sustained, it is expected that education
outcomes will be enhanced.
In formulating the Basic Standards, broad priority areas focused on the
Primary Education Development Programme (PEDP) have been used. These
areas are Access and Equity, Quality Improvement, Governance and
Management, Institutional Arrangement, Cross-Cutting Issues and Monitoring
and Evaluation.. For each standard developed, the corresponding indicators
are shown. The presentation of elements in the matrix includes Aspects,
Basic Standards and Indicators.
3
2.0 POLICY CONTEXT
The Basic Standards for Pre-Primary and Primary Education have been
prepared in the context of various government policies as briefly described
below:
2.1 International Education Goals and Targets
2.1.1 The Millennium Development Goals (MDGs)
The United Nations Millennium Summit held in September, 2000,
advanced the Millennium Development Goals (MDGs) which aimed,
among others, at attaining Universal Primary Education (UPE) and
gender equality in all countries. The specific targets relevant to primary
education are to:
ensure that, by 2015, children everywhere, boys and girls alike, will
be able to complete a full course of primary schooling; and
eliminate gender disparity in primary and secondary education,
preferably by 2005, and at all levels of education no later than 2015.
2.1.2 Education For All (EFA)
The 2000 World Forum on Education for All (EFA) held in Dakar
developed the Dakar Framework for Action with six specific targets for
countries to achieve. Five of the targets on education are to:
(a) expand and improve comprehensive early childhood care and
education, especially for the most vulnerable and disadvantaged
children;
(b) ensure that by 2015 all children; particularly girls, children in
difficult circumstances and those belonging to ethnic minorities,
have access to and complete free compulsory primary education.
(c) ensure that the learning needs of young people and adults are
met through equitable access to appropriate learning and life skills
programmes;
(d) eliminate gender disparities in primary and secondary education
and achieve gender equality in education by 2015, with a focus on
ensuring girls have equal access to and achievement in basic
education of good quality; and
4
(e) improve all aspects of the quality of education and ensure
excellence.
2.2 National Policies
2.2.1 The Tanzania Development Vision 2025
In the Tanzania Development Vision 2025, education is considered to
be instrumental in bringing about social-economic transformation.
According to the vision, education should be treated as “a strategic
agent for mind set transformation and for the creation of a well
educated nation, sufficiently equipped with the knowledge needed to
completely solve the development challenges.” The Basic Standards
are meant to ensure that the nation’s vision is attained.
2.2.2 The National Strategy for Growth and Reduction of
Poverty (NSGRP) 2005-2010
The National Strategy for Growth and Reduction of Poverty (NSGRP)
popularly known as “Mpango wa Kukuza Uchumi na Kupunguza
Umaskini Tanzania” (MKUKUTA) aims to achieve quality education
provision as a pre-requisite for poverty reduction. The strategy
contains a number of educational targets which include enrolment
expansion, improved learning environment, achieving higher
attendance and pass rates and higher enrolment of children with
disabilities, orphans and other vulnerable groups. Some of these
targets and indicators are the basis of this Basic Standards document.
2.2.3 Information and Communication Technology Policy
for Basic Education 2007
The Information and Communication Technology (ICT) Policy for Basic
Education 2007 is also focused on the achievement of the objectives of
the ETP and the education development programmes especially PEDP
and SEDP. The Policy aims at promoting the acquisition and
appropriate use of ICT in all education institutions. This policy is a
stepping stone for enhancing quality delivery and achievements in
education.
5
2.2.4 The Education and Training Policy (ETP), 1995
The Education and Training Policy (ETP) formulated in 1995 and now
under revision spells out the framework for operation and standards.
The objectives of this policy are “to achieve increased enrolment,
equitable access, quality improvement, optimum utilization of facilities
and operational efficiency in the education system.” These objectives
are realised through enhanced partnership in the delivery of education,
broadening of the financial base, cost effectiveness of education and
streamlining education management structures through the devolution
of power to Local Government Authorities, communities and schools.
2.2.5 Education Sector Development Programme (ESDP)
The Education Sector Development Programme (ESDP) was initiated
in 1997, and revised in 2001, as a strategy towards a Sector Wide
Approach (SWAp) to education development to redress problems of
fragmented interventions through projects so as to promote
collaboration and partnership among education stakeholders in the
financing and implementation of the education system. Due to scarce
resources it was not possible at the outset to address all education and
training challenges at the same time. Initially, therefore, the focus was
to start with Primary Education, hence the initiation of the Primary
Education Development Programme (PEDP) in July 2001 and PEDP II
in 2007. The emphasis of PEDP is to increase the enrolment of school
age children, improve equity and quality of primary education, build
capacity, strengthen institutional arrangements, monitoring and
evaluation, research and Cross-Cutting Issues. ESDP has further been
revised in 2008 to accommodate ongoing reforms.
6
3.0 PROVISION OF PRE-PRIMARY AND PRIMARY EDUCATION
3.1 Education System
The formal education system in Tanzania is 2-7-4-2-3+, that is, 2 years
Pre-Primary Education, 7 years Primary, 4 years of Ordinary Level
Secondary, 2 years of Advanced Level Secondary and 3 or more years
of university education. There are also other tertiary alternatives to
Higher Education and complementary sources of provision at Primary
and Secondary Education levels, including Complementary
Approaches to Basic and Technical Education. Special education is
integrated in regular schools as inclusive education except for extreme
cases such as autism and deaf blindness, where special schools are
established. Primary education is both universal and compulsory.
Provision of Pre-primary education is through public primary schools
with a few Pre-primary schools run privately. Pre-primary enrolment is
not yet universal with Gross Enrolment Ratio (GER) at 39.0% in 2009.
3.2 Provision of Pre-Primary and Primary Education
The provision of education in Tanzania is not only done through the
Government but also other education stakeholders including
communities, Civil Society Organisations and Development Partners
and individuals.
Under the country’s decentralized government system, the Ministry of
Education and Vocational Training deals with the formulation of policy
and regulations, quality assurance in curriculum, teacher training,
examination and assessment, setting standards, planning, monitoring
and evaluation and education research. The Prime Ministers Office
Regional Administration and Local Government (PMO-RALG) oversees
the delivery of pre-primary and primary education through the Councils
and complemented by Non-State Actors (NSAs) who run a few non-
government schools.
7
3.3 Objectives of Pre-Primary and Primary Education
3.3.1 Pre-Primary Education
The objectives of pre-primary education as stated in the Education and
Training Policy of 1995, which is currently being revised, are to:
(a) encourage and promote the overall personality development of
the child, that is, his or her physical, mental, moral and social
characteristics and capabilities;
(b) identify children with abnormal patterns of development or
educational potentials and devise special programmes for them;
(c) mould the character of the child and enable him/her to acquire
acceptable norms of social conduct and behavior;
(d) help the child acquire, appreciate, respect and develop pride in
the family, his or her cultural background, moral values, customs
and traditions as well as national ethic, identity and pride;
(e) provide the child with opportunities to acquire and develop
communication, numerical and manipulative skills; and
(f) prepare the child for primary school education.
(g) Promote human rights and peace
3.3.2 Primary Education
The objectives of Primary education as stated in the Education and
Training Policy of 1995 , which is currently being revised, are to:
(a) enable every child to understand and appreciate his or her human
person, to acquire value, respect and enrich common cultural
background and moral values, social customs and traditions as
well as national unity, identity, ethic and pride;
(b) provide opportunity and enable every child to acquire, appreciate
and effectively use Kiswahili and to respect the language as a
symbol of national unity, identity and pride;
(c) enable every child to understand the fundamentals of the National
Constitution as well as the enshrined human and civic rights,
obligations and responsibilities of every citizen;
(d) enable every child to acquire basic learning tools of literacy,
communication, numeracy and problem solving as well as basic
8
learning content of integrated relevant knowledge at the same
time, skills and attitudes needed for survival and development to
full capacity;
(e) provide the child with the foundations of self-initiatives, self-
advancement and self-confidence;
(f) prepare the child for second level education (i.e. secondary,
vocational, technical and continuing education); and
(g) prepare the child to enter the world of work.
3.3.3 Challenges for Pre-Primary and Primary Education
As a result of various Government initiatives there is a remarkable
progress in the area of access to primary education. For example
Gross Enrolment Ratio (GER) of primary education increased from
84.0% in 2001 to 110.5% in 2009 while Net Enrolment Ratio (NER)
increased from 65.5% (2001) to 95.9 % (2009). However, there are still
challenges resulting from the rapid expansion of primary school
enrolment which put pressure on quality of education. In addition there
is a challenge in access of Pre-primary education. These challenges
include:
Supply of adequate teaching and learning materials and equipment;
Training and recruitment of adequate qualified and competent
teachers to match with the expanded enrolment;
Availability of adequate and appropriate school buildings to cater for
all groups of pupils and teachers; and
Increasing enrolment in pre-primary education, which currently
(2009) stands at GER of 39%.
These challenges are a threat to the realization of targets enshrined in
the MKUKUTA, Tanzania Development Vision 2025, EFA and the
MDGs. The existence of this document will guide the stakeholders to
be aware of the Basic Standards needed for Pre-Primary and Primary
Education and be compelled to adhere to them in planning,
implementation and monitoring and hence address the challenges.
9
4.0 UTILISATION OF BASIC STANDARDS FOR PRE-PRIMARY AND
PRIMARY EDUCATION
As already stated, the Basic Standards for Pre-Primary and Primary
Education have been developed to give guidance on design and
implementation of education programmes at these levels. Also to address the
identified challenges so as to ensure improved access and quality of
education. The standards describe the whole range of inputs required for the
education programmes and offer guidance not only to education implementers
in the schools but also to policymakers, school inspectors, trainers,
examiners, curriculum developers and other functionaries. It is therefore vital
for each education provider in the field of education provision at the Pre-
Primary and Primary Education levels to consult these standards and identify
those which are relevant to his/her area of operation and utilize them
appropriately. In a bid to assist users, the table below has been included to
provide a brief summary of application for each user. It is expected that these
standards will be widely consulted and utilised so as to achieve the levels
described by the targeted indicators herein.
User Role of the Basic Standards
1. Policy makers in Ministry of
Education and Vocational Training.
The Standards will assist in formulation of policies,
quality assurance and monitoring that lead to
enhanced quality and equitable access.
2. Inspectorate. Inspectors are external guardians of standards.
The standards will be used to update the existing
inspection schedules, guidelines for school site
and close to school supervision and Inspector’s
Handbook.
3. Teachers’ Colleges (TCs). The Standards will be used to review and enhance
existing teacher training courses and identify how
TCs can assist in the provision of in-service
training of teachers.
4. Teachers’ Resource Centres
(TRCs).
The Sstandards will be used to review and
enhance existing support by TRCs to in-service
training of teachers.
5. National Examinations Council of
Tanzania (NECTA).
The Standards will be used to review and enhance
assessment and its relationship to curriculum
10
User Role of the Basic Standards
standards.
6. Tanzania Institute of Education
(TIE).
The Standards will guide design and development
of curriculum, teacher training, teaching/learning
materials and their linkage with other areas
including monitoring and evaluation, research and
quality assurance.
7. Agency for Development of
Education Management (ADEM).
The Standards will be used to review and enhance
education management training courses.
8. Prime Minister’s Office- Regional
Administration and Local
Government, (PMO-RALG),
Regions and District Councils.
The Standards will inform the development of
Education Plans and the education Medium Term
of Expenditure Framework (MTEF).
9. Ward Development Committee
(WDC).
The Standards will inform the development of the
Ward Education Plan and provide a basis for close
to school inspection for the monitoring of
standards.
10. School Committees. The Standards will serve as a reference document
to inform the review and development of the
School Development Plans and proposals for
external support including the private sector.
11. Parents/Guardians. The Standards will bring awareness on the
requirements of the school thus, encouraging them
to participate in planning, implementation and
monitoring and evaluation processes.
12. Development Partners. The Standards will provide a holistic picture of
education quality and equity to complement macro
level monitoring indicators.
13. Civil Society Organizations
(CSOs).
The Standards will provide a holistic picture of
education quality and equity. The CSOs will share,
promote and monitor the achievements of the
Standards.
11
5.0 BASIC STANDARDS FOR PRE-PRIMARY AND PRIMARY EDUCATION AND CORRESPONDING INDICATORS
The following matrices are logical frameworks designed to align the PEDP priority areas, with respective aspects, basic standards and indicators.
5.1 Access and Equity
Aspects Basic Standards Indicators
Equitable Enrolment. All eligible children identified and
admitted in schools.
1. Annual census carried out to identify all school age children both
boys and girls including children with additional special educational
needs.
2. Enrolment of learners to school:
- Pre-primary: age 5-6 years;
- Primary: age 7-13years; and
- COBET: Cohort I; age 11-13 years, Cohort II; age 14-18 years.
3. Primary Gender Parity Index: 1:1.
4. Gross Enrolment Ratio (GER) =100%.
5. Net Enrolment Ratio (NER)=95%.
6. Gross Intake Ratio (GIR)=100%.
7. Net Intake Ratio (NIR)=95%.
8. School size (maximum):
- Pre-Primary 150 pupils (6 Streams); and
- Primary 1,260 pupils (28 Streams).
12
Aspects Basic Standards Indicators
Note: Age flexibility for learners with special educational needs.
Infrastructure. Sufficient and appropriate school
buildings for effective teaching
and learning.
1. Learning rooms with sufficient lights and ventilation with windows on
two sides whose total area is at least 20% of classroom floor area.
2. Speech, sound proof and writing rooms for pupils with special
educational needs where necessary.
3. Pre-primary education.
- Classroom size at least 6.0m x 8m internally and not exceeding
25 pupils (1.9m2 space per pupil).
4. Primary School.
- Classrooms size at least 6.0m x 8.0m internally and not
exceeding 45 pupils. (1.0m2 per pupil).
5. Buildings constructed using permanent building materials.
- Foundation (at least sand/cement blocks, stones);
- Walls (at least sand/cement blocks, stones, burnt clay bricks);
- Roof structure (industrial treated soft wood timber, hard wood
timber);and
- Roof covering (corrugated iron sheets gauge 28/26, Aluminum
sheets gauge 22).
6. All buildings provided with steps, ramps and pavement to cater for
pupils with physical disabilities.
7. Dormitories (at least 2.4m2 per boarder), showers (at least 1 for 20
13
Aspects Basic Standards Indicators
pupils).
8. Dormitories/hostels with outward door opening with emergency exit.
9. Toilets (at least 1 pit for 20 girls and 1 pit for 25 boys and special
toilets for pupils with disability).
10. Dining room (at least 1.0m2 per pupil).
11. Administrative buildings with offices in function for the existing
posts (head teacher, deputy head teacher, accounts clerk and
school secretary), school general store and staff room.
12. Library with seating capacity at reading area of at least 45 pupils.
Availability of play grounds and
facilities for sports and games.
1. At least 1 pitch for both boys and girls where pupils can practice any
of the following; football, handball, netball, basketball, volleyball long
jump, Javelin, discus, high jump, pole vault, hurdling and athletics
with related materials. In addition to have seesaws, slides and
swings for pre-primary pupils.
2. Alternative recreational facilities for children with disability.
14
Aspects Basic Standards Indicators
Sufficient and appropriate land
according to the size of school.
1. 2 Streamed Day Primary School.
- At least 5 hectares sufficient for a school whose buildings
(teaching and residential ones) are single storey with area for
football, basketball, handball, netball and volleyball including area
for gardening; or
- At least 4 hectares sufficient for a school whose teaching
buildings are double storey and residential ones are single storey
with sports pitches for football, basketball, handball, netball and
volleyball excluding area for gardening.
2. 2 Streamed Boarding Primary School.
- At least 7 hectares for a school whose buildings (teaching and
residential) are single storey with pitches for football, handball,
netball, basketball and volleyball including area for gardening;
- At least 5 hectares sufficient for a school whose teaching
buildings are double storey and residential ones are single storey
and area for football, handball, netball, basketball and volleyball
including area for gardening; or
- At least 4 hectares for a school whose teaching and residential
buildings are double storey with sports pitches for football,
basketball, handball, netball and volleyball excluding area for
15
Aspects Basic Standards Indicators
gardening.
3. 4 streamed Day Primary School.
- At least 5 hectares sufficient for a school whose buildings
(teaching and residential) are single storey and area for football,
basketball handball, netball and volleyball including area for
gardening; or
- At least 4 hectares for a school whose teaching and residential
buildings are double storey with sports pitches for football,
basketball, handball, netball and volleyball excluding area for
gardening.
4. School not constructed on heavy clay soils (black cotton soils).
5. School not constructed on made up grounds, steep slopes or
waterlogged areas.
Effective school physical facilities
set up and efficient land use.
1. Existence of approved master plan used for the construction of the
school.
2. Existence of an area earmarked for future expansion of the school.
16
Aspects Basic Standards Indicators
3. Existence of ventilated pit latrine with dislodge facility (see also
latrines below).
4. Existence of trees planted by the school.
5. Existence of school land lease (certificate of occupancy).
6. Existence of demarcated boundaries (fence and gate).
Adequate furniture for effective
teaching and learning.
1. Desks (at most 1 desk for 2 pupils for both pre-primary and primary
classes)
2. One play mat for 4 pupils in the case of pre-primary classes.
3. Cupboards and shelves to keep teaching and learning materials and
other key documents (at least 1 per administrative room).
4. 1 chalk board size 1.2m x 3m.
- 1 pin board size 1.2 x 2.4m, to rear wall; and
- Small sized pin boards to side walls for Pre- primary classrooms.
5. Teachers’ tables and chairs in classrooms and staff rooms.
6. Library shelves and tables with chairs to suffice for 45 users
A healthy and clean environment. 1. Availability of safe and clean water at school. At least 5 liters per
pupil/teacher per day.
2. Availability of hand washing facilities
3. A school kitchen with energy saving cookers and chimney. At least 1
17
Aspects Basic Standards Indicators
cooker with capacity of 200 litres for 100 pupils.
4. School buildings equipped with gutters to collect rain water and drain
it to tanks endowed with water taps.
5. Toilets (ventilated pit latrines) which are sufficient, clean, covered
and separated according to sex at least 1 pit for 25 boys and 1 pit for
20 girls and at least 1 toilet pit for children with physical disability.
6. At least 2 pits for female staff members and 1 pit for male staff with
urinal.
7. Urinals for boys (at least 1 for 50 boys).
8. Existence of special room for girls.
9. Establishment of sanitation pads collection and disposal system.
10. Existence of an incinerator.
11. Fumigation of school at least once per term and Disinfection daily.
12. Existence of a sick bay for boarding schools and First Aid Kit for day
schools.
13. At least one toilet hole per school in teaching area and
residentialarea for physically challenged pupils
18
Aspects Basic Standards Indicators
School environment Secured and learner protecting
environment
1. Existence of ceiling to classes to reduce noise caused by pupils from
adjoining classes or from rain when iron roofing sheets are used
2. Existence of storm water channels to drain water from school
compound
3. Existence of warning signs in hazardous areas.
4. Deterrence measures against sexual harassment, bulling and abuse
5. Existence of reliable source of light in school.
6. Schools not located in excessive noise, high traffic and hazardous
areas.
7. Availability of adequate, safe and secure playing facilities to protect
pupils from injury.
8. Availability of wide fire escape doors which open outwards in
laboratories and dormitories and emergency exit.
9. Existence of a sick bay (rest room)
10. Existence of security lights.
Appropriate distance to school
1. A distance of not more than 4 kilometers from home to school
19
5.2 Quality Improvement in Pre-Primary and Primary Education
Aspects Basic Standards Indicators
Curriculum. Well structured curriculum
framework.
1. Existence of curriculum guidelines (framework) for each level (Pre-
Primary, Primary and Non-Formal Education) that clearly
elaborates:
- School age and duration for the level;
- Objectives of education for the level;
- Approved subjects for the level;
- Teachers qualification for the level;
- Basic requirement for effective holistic development of learner
competencies (knowledge, skills and attitudes) to be acquired;
and
- Pedagogical requirements and learning environment required
for effective implementation of the curriculum.
Appropriate, relevant and user
friendly curriculum.
1. Curriculum content that includes Cross-Cutting Issues such as
gender, environment, HIV and AIDS, Life Skills, child’s rights and
entrepreneurship.
2. Programmes that:
- Are up to date and reflect day to day life;
- Promote critical thinking and problem solving; and
- Reflect a balance between theory and practice.
20
Aspects Basic Standards Indicators
3. Programmes with:
- Content which is harmoniously linked across levels and logically
sequenced;
- A variety of appropriate teaching/learning resources including
print, visual, audio, audio-visual and e-learning materials; and
- Syllabi clearly showing suggested competences to be acquired,
specific objectives to be attained, content to be covered,
methodology and teaching strategies to be applied, textbooks,
support materials and resources to be used; assessment
modalities to be applied; and time budget for covering each topic.
4. Programmes supported with appropriate and adequate pedagogical
guides for teachers, textbooks for learners and list of basic
equipment and materials for references for each subject.
5. Programmes developed by involving education stakeholders and key
implementers.
Teaching and learning
materials and Equipment.
Adequate and appropriate
teaching and learning materials
and equipment.
1. Syllabus to Subject Ratio 2:1.
2. Textbook to Pupil Ratio:
- Pre-primary 1:1;
- Primary 1:1;
21
Aspects Basic Standards Indicators
- Special Needs Education 1:1; and
- COBET 1:1.
3. Supplementary Books:
- 5 Copies of 5 different titles for each Subject; and
- Slate to Pupil Ratio 1:1 (for Pre-Primary School and Standard
One).
4. Reference Books:
- 5 Copies of every title of a reference; and
- Atlas to Pupil Ratio 1:2.
5. Readers Books:
- 5 Copies of 5 different titles for each subject; and
- Shelved books, reference books, novels, journals, periodicals;
and magazines and other printed materials in the library.
6. Non-textual Materials for 1 Streamed Primary School:
- Globe to School Ratio 5:1;
- Science Kit to School Ratio1: 1;
- Wall map to School Ratio1: 1 (for each title); and
- Mathematical Set to Pupil Ratio 1:1.
7. Special Needs Devices and Equipment:
- Audiometer to School Ratio 1:1;
22
Aspects Basic Standards Indicators
- Speech Trainer Device to School Ratio 1:1;
- Perkins Braille to Pupil Ratio 1:1; and
- Hearing Aid to Pupil Ratio 1:1.
8. Classroom Boards:
- Chalk Board to Classroom Ratio 1:1; and
- Pin Board to Classroom ratio 1:1.
9. Duster to Classroom ratio 2:1.
10. Exercise Book per subject to Pupil Ratio 1:1.
Teaching and learning
process.
Learning that reflects the learners
socio-cultural context.
1. Illustrative examples drawn from learners’ familiar environment.
2. Teaching and learning strategies based on learners’ experiences.
3. Teaching and learning strategies based on learners’ needs, abilities
and interest (including Special Needs).
4. Involvement of resource people from the community in the teaching
and learning process.
5. Teaching and learning that uses local/improvised materials.
Teaching and learning activities
that are planned with
consideration of learners’
diversity.
1. Schemes of work for all subjects prepared.
2. Lesson plans and notes for all lessons prepared including evaluation
activities.
3. Teaching methods which are inclusive.
23
Aspects Basic Standards Indicators
4. Classroom Assistants provided to children with disabilities
Competence based approaches
with a special emphasis on critical
thinking.
1. Practice of interactive and participatory methodology.
2. Freedom of learners’ initiative and expression.
3. Equal classroom participation.
4. Recognition of learners’ initiative regarding ability, discovery and
production.
5. Well planned individual and group work with supervision.
6. Application of learned theory put into practice.
7. Learning that emphasizes critical thinking, creativity, discussions,
problem solving and analysis.
Appropriate teacher workload that
ensures quality teaching and
learning.
1. Teacher Work Load:
- 16 periods of 30 minutes each per teacher per week (Pre-
primary);
- 24 periods of 30 minutes each per teacher per week (Standard
I&II);
- 32 periods of 40 minutes each per teacher per week (Standard
III-VII); and
- Total of 40 working hours per week including lesson preparation
and marking time.
24
Aspects Basic Standards Indicators
2. Teacher Pupil Ratio:
- 1:25 Pre-Primary;
- 1:35 in inclusive primary classes; and
- 1:40 in non inclusive primary classes.
Sufficient time devoted to learning 1. 194 working days per year.
Regular, relevant and efficient
assessment of learning.
1. Continuous assessment (exercises, midterm and terminal) and
provision of remedial teaching where appropriate.
2. Summative assessment (National Standard Four and Seven
examinations).
3. Provision of feedback to pupils after periodic and summative
assessments.
4. Pass rate 75% in Primary School Leaving Certificate Examination.
5. Pass rate 95% in standard IV for cohort I COBET learners.
6. Pass rate 50% in Primary School Leaving Certificate Examination for
cohort II COBET learners.
Effective teacher-learner-
parent/care giver relationships,
based on mutual respect and
1. Learners friendly in the presence of teachers and community.
2. Teacher-learner-parent/care givers communicate using polite
language.
25
Aspects Basic Standards Indicators
understanding. 3. Teacher and parents/care givers work together to address learners’
problems.
4. Good interaction between learners with and without special needs.
5. Teacher, parents and community work together to provide care and
support to all learners (including those with special needs).
Teachers. Well trained and competent teachers.
1. Certificate teacher with “O” Level secondary education and teacher
training with components of pre-primary and inclusive education or
specializing in pre-primary education methods..
2. Teachers facilitate learning for all learners including slow learners.
3. Teachers use interactive teaching and learning methods.
4. Teachers use various teaching and learning techniques such as
illustrative examples, group discussion and project work.
5. Teachers display learners’ good work and make reference.
6. Teachers follow the syllabus.
7. Teachers evaluate learners using appropriate
measurement/instruments.
8. Teachers manage time efficiently.
9. Teachers raise rational issues in the process of teaching.
10. Teachers use child friendly interactive methods in the teaching and
learning process.
26
Aspects Basic Standards Indicators
Teachers provided with regular
professional support.
1. Teachers provided with continuous professional development
programmes including inclusive education (at least ten days annual
teacher refresher course using TCs, TRCs).
2. Teachers for special needs pupils attend at least one special course
a year.
3. Whole school inspection is carried out at least once in every two
years to every school.
4. On going school site supervision carried out by Head teacher and
WEC.
5. Pedagogical and professional advice is given to teachers
during school inspection.
6. School based open and distance In-service teacher training
programmes exist and are implemented annually.
Motivated and committed
teachers.
1. Teachers are provided with proper housing.
2. Teachers organize and run remedial lessons and encourage
participatory learning.
3. Timely payment of teachers’ salaries and incentive package.
4. Existence of transparent promotion schemes for teachers.
5. Existence of teacher employment contracts.
27
Aspects Basic Standards Indicators
6. Reward programmes to identified best performers.
Teachers demonstrating their
professional code of conduct.
1. Teachers adhere to professional ethics including decent attire,
punctuality and good language use.
2. Teachers attend to classes and deliver lessons as scheduled.
Assessment, Examinations
and Certification.
Learner centered and competence
based assessment and
examinations.
1. Assessment based on the competencies indicated in the syllabi.
(Competences for special needs include ability to perform activities
of daily living such as washing, cleaning, eating, moving things from
place to place, speech and sign communication).
2. Timed written tests carried out on monthly basis and midterm and
terminal examinations.
3. Records on learners’ performance through classroom assignments
and homework properly kept.
4. Continuous assessment that measures achievements in all subjects
taught.
5. Assessment that includes self peer and community assessment
Certification that is relevant and significant.
1. Pre-Primary school finalist having competence in socialization,
association, pre-reading, pre-writing, counting and simple arithmetic
activities.
28
Aspects Basic Standards Indicators
2. Primary school finalist having competence in communication skills,
sciences and computing.
Learner. Learners encouraged and
motivated to undertake learning.
1. Learners’ attendance (at least average 85%).
2. Pupils’ completion rate (at least 80%).
3. Learners’ participation in different school activities such as school
band, singing the national anthem and school songs, debate clubs,
science clubs, sports and games.
4. Existence of:
- play grounds;
- provision of meals;
- safe drinking water; and
- sanitation rooms for girls.
5. Learners provided with basic school materials.
6. Free health and hygiene services.
7. Non harassment and care of school pupils.
8. Avoidance of rampart use of punishments.
9. Administration of corporal punishment according to government
regulations.
29
Aspects Basic Standards Indicators
Disciplined learners. 1. Suitable behavior in and out of the school.
2. Respect for other people’s rights.
3. Fulfillment of their responsibilities, duties and obligations.
4. Adherence to school rules and regulations.
Quality assurance. Effective advisory and
professional support to school.
1. Advisory visits by Education Officers and School Inspectors to
schools at least once in a year.
2. Professional needs identified and support provided to teachers.
3. Recommended remedial measures implemented as per government
regulations.
4. Mentorship to new teachers.
Effective inspection of schools. 1. Regular inspection of all schools (whole school at least once in 2
years).
2. At least one school Inspector per district per subject.
3. Well equipped Inspectors with basic Inspection skills and 5 years
experience in teaching primary schools.
Information and
Communication Technology
in schools.
Equitable access to ICT resources
to students, teachers and
administrators.
1. Availability of ICT resources/facilities:
- ICT room for 40 pupils;
- At least 1 radio cassette per school;
30
Aspects Basic Standards Indicators
- At least 1 TV set per school; and
- At least 12 computers per school.
Effective use of ICT in school. 1. Exposure to locally available ICT equipment.
2. Basic computer skills for primary school pupils.
3. Availability of trained personnel in ICT use and maintenance.
4. Availability of Radio Programmes for schools.
5. Availability of energy sources (solar, biogas, electrical and wind
energy).
5.3 Governance and Management in Pre-Primary and Primary Education
Aspects Basic Standards Indicators
School management and
administration.
School management involving
different actors of education.
1. Existence of a functional School Committee at each school
2. Organized regular meetings (School Baraza among learners and
teachers at least 3 times per term and with parents at least once per
year).
3. Involve education leadership at village, ward and council levels in
school activities.
4. Proper delegation of school duties and responsibilities.
5. Display school income and expenditure quarterly.
31
Aspects Basic Standards Indicators
Continuous school self and
external appraisal.
1. Information sharing programmes/activities with other schools.
2. External evaluation through school inspectorate or other officials done
yearly.
3. Internal evaluation through head-teachers and heads of departments
conducted on quarterly basis.
4. Pedagogical meetings organized in the school. (monthly pedagogical
meetings).
5. Collection and utilization of feedback on school governance from
stakeholders.
Transparent school governance. 1. Key information sharing such as financial reports and performance
reports and collection of feedback i.e display of key information on the
notice board and announcement:
- 1 common notice board;
- 1 notice board for teachers;
- 1 notice board for supporting staff; and
- 1 suggestion box.
Accountable school governance. 1. Existence of Whole School Development Plan which include:
- yearly activity plan covering all aspects of school activities;
- yearly budget for all planned activities; and
32
Aspects Basic Standards Indicators
- monitoring schedule for all planned activities;
2. Production of school performance report quarterly.
School governance focusing on
learning.
1. Over one third of school meetings devoted to pedagogical activities.
2. Availability of programmes, guides and other pedagogical support to
teachers.
3. School budget portion allocated to teaching and learning activities (at
least 40%).
Education Management
Information System (EMIS).
Functioning Education
Management Information System
established in schools.
1. A continually updated database in school.
2. Daily events in school recorded according to regulations and properly
kept.
3. Reliable education data and information on school disseminated within
and outside school periodically.
Information, Education and
Communication (IEC).
Continuous information sharing in
education matters.
1. Reports on school activities and performance regularly disseminated to
stakeholders.
2. Notice boards used to display school information.
3. Release and collection of information from external source through IEC
materials such as newsletters, leaflets etc.
33
Aspects Basic Standards Indicators
Capacity building. Effective and efficient education
managers and teachers.
1. Existence of training programmes.
2. Education managers and teachers trained (at least once in every two
years).
Improved school management
skills.
1. Head teachers trained and continually refreshed in education
management.
2. School Committees capacities strengthened to manage public funds
disbursed to schools.
3. School committees trained and retrained as per training programme.
Learners, teachers and
administrators well equipped with
basic ICT skills.
1. ICT Integrated into Pre- Primary, Primary and Teacher education
curriculum.
2. Serving primary and pre-primary schoolteachers and administrators
trained in ICT.
3. Schools availed with ICT equipment such as radio cassettes and where
possible telephones, television sets and computers, including special
needs ICT equipment.
5.4 Institutional Arrangement
Aspects Basic Standards Indicators
School. Effectively running school. 1. Legally established and registered school.
34
2. Functioning school committee.
3. Adherence to set regulations, circulars and educational guidelines.
4. Existence of school safety facilities and child friendly environment.
5. Existence of guidance and counseling services in the School.
6. Functioning school Baraza, academic and other committees.
7. Conducive environment for learners including those with special needs.
8. Adequate and competent teachers.
9. Adequate and relevant teaching and learning materials including
specialized materials and assertive devices.
10. Effective school community relationship.
11. Existence of clear distribution of roles and responsibilities at all levels
(school, village, ward, council, regional and central ministries).
12. Existence of a mechanism to identify all children with learning problems
and take remedial measures.
5.5 Monitoring and Evaluation
Aspects Basic Standards Indicators
Monitoring and Evaluation. Effective Monitoring and
Evaluation of Pre-Primary and
Primary education delivery.
1. Existence of updated data for measuring performance progress.
2. Existence of monitoring and evaluation tools.
3. Existence of monitoring reports.
4. Monitoring findings and recommendations shared with educational
35
Aspects Basic Standards Indicators
stakeholders.
5. Interventions based on monitoring and evaluation reports.
6. Programme adjustments made when necessary as a result of
monitoring and evaluation.
Financial Audit. Properly managed finance and
materials.
1. Existence of Books of Accounts.
2. Proper records of school funds.
3. Existence of ledger books for school materials including fixed assets.
4. Updated records of materials.
5. School accounts regularly audited (annually by internal auditor and
once in three years by external auditor).
6. Responsible teachers (finance and store) trained on basic financial
management and proper record keeping.
Educational Research. Effective action and applied
research at local level
(school/community).
1. Research reports in place.
2. Research findings shared with stakeholders.
3. Implementation of recommendations.
4. Informed decisions and actions carried out in school.
5.6 Cross Cutting Issues in Pre-Primary and Primary Education
Aspects Basic Standards Indicators
36
Aspects Basic Standards Indicators
HIV and AIDS. Effective delivery of HIV and
AIDS/SRH/Life Skills Education.
1. Training program for HIV and AIDS/SRH and Life Skills in place.
2. Existence of care and support services including protection counseling
and treatment to those affected and infected by HIV and AIDS.
3. Existence of Peer Education programmes.
4. Existence of School Counseling and AIDS education committee.
5. Existence of Guidance and Counseling services in schools.
Care and Support Services. Effective delivery of psychosocial
services.
1. Existence of at least 2 school based qualified Counselors in each
school (Male and Female).
2. Existence of a counseling room in every school.
3. Existence of a School Guidance and Counseling programmes.
Effective School Feeding
Programmes.
1. Provision of at least one safe and nutritious meal a day in day schools.
Effective Health Services. 1. Existence of trained school health teacher.
2. Existence of a well stocked First Aid Kit.
3. Presence of referral system and records.
4. Regular health checkup (including pupil Health cards), regular
deworming and immunization (as per regulations).
Environmental Education. Effective conservation of the
school environment.
1. Existence of shadow trees and flowerbeds in the school.
2. Existence of plastic and decomposed garbage pits/tins.
37
Aspects Basic Standards Indicators
3. Existence of Environmental Committee in the school.
4. Existence of regulations and community by laws to safeguard the
school environment including marginal lands (wetlands, hills and
mountains).
5. Existence of environmental conservation clubs.
Gender. Raised awareness of gender
issues among school community.
1. Use of gender information, education and communication materials that
address gender issues.
2. Studies carried out on gender related factors affecting participation.
3. All education staff and School Committee members trained in gender
related issues.
4. Gender responses reflected in schools’ daily routine.
Child Rights. Effective prevention of child labour and abuse.
1. Non-existence of child labour in school.
2. Close follow –up to truancy cases.
3. Continuous advocacy on child rights.
Effective support for Most
Vulnerable Children
1. Number of MVCs accessing and completing Pre-Primary and Primary
Education and COBET classes.
Emergency Preparedness
and Response.
Effective response to emergencies 1. Existence of storm water channels to drain water from school
compound.
2. Provision of lightning arresters in high lightning prone areas.
38
Aspects Basic Standards Indicators
3. Existence of fire orders and equipment for firefighting.
4. Availability of wide fire escape doors which open outwards in
dormitories, hostels and laboratories and clearly marked escape routes.
5. Education on safety and security matters such as fire drills provided at
least once per term.
6. Existence of clearly marked emergency assembling point.
39
Bibliography
1. Basic Requirements and Minimum Standards Indicators for
Educational Institutions, Ministry of Education and Sports, Republic of
Uganda, November 2001.
2. Education Sector Development Programme, United Republic of
Tanzania, August, 2001 and 2008-13.
3. Education and Training Policy, United Republic of Tanzania, February,
1995.
4. Folk Education Development Programme, 2007/08 – 2011/12,
Ministry of Community Development, Gender and Children, Tanzania,
May, 2007.
5. Information and Communication Technology (ICT) Policy for Basic
Education, Ministry of Education and Vocational Training, Tanzania,
August, 2007.
6. Kiongozi cha Mkaguzi wa Shule, Wizara ya Elimu na Mafunzo ya
Ufundi, Tanzania 2006.
7. National Strategy for Growth and Reduction of Poverty (NSGRP),
United Republic of Tanzania, June, 2005.
8. Neufert Architect’s Data, Ernest Neufert, 1990. 9. Primary Education Development Programme II (PEDP II) 2007 –
2011, Ministry of Education and Vocational Training, Tanzania, 2006.
10. Primary School Buildings Standards, Norms and Designs, Royal
Government of Bhutan, 1986.
11. Programu ya Kuendeleza Walimu wa B/C Kufikia Daraja A –
Mwongozo wa Uongozi Katika Ngazi Mbalimbali, Wizara ya Elimu na
Utamaduni, Oktoba, Tanzania, 2004.
12. Proposal of the Education Sector Performance Assessment
Framework, The Performance Assessment Framework Team, Ministry
of Education and Culture, Tanzania, December, 2005.
13. Schedules for the Inspection of Schools, Federal Ministry of
Education, Abuja, Nigeria.
40
14. School Inspector’s Training Manual, Ministry of Education and
Culture, Tanzania, May, 2006.
15. Strategic Plan for HIV/AIDS, 2003 – 2007, Ministry of Education and
Vocational Training, Tanzania, May, 2004.
16. Mtaala wa Elimu ya Awali, Taasisi ya Elimu Tanzania, 2004. 17. Mtaala wa Shule za Msingi, Taasisi ya Elimu Tanzania, 2004. 18. National Curriculum Framework, Tanzania Institute of Education,
2003.
19. Tanzania Building Regulations, Building Research Unit, United
Republic of Tanzania, 1985.
20. Tanzania Development Vision 2025, United Republic of Tanzania, July,
2002.
21. Viwango vya Chini Vinavyotakiwa Katika Utoaji wa Elimu ya Msingi
Katika Wilaya, Wizara ya Elimu na Utamaduni, Tanzania, 1999.
41
Annexes Annex 1
Infrastructure
1. Schedule of Areas for Construction of 2 - Stream Day Primary School
Alternative Buildings Setup Pattern Total Area Required
Areas of Suitability
1 All buildings (Teaching and
Residential) are single storey with
sports pitches for Football,
Basketball, Handball, Netball and
Volleyball including area for
gardening.
5 Hectares Suitable in areas
where land is
abundant
2 Buildings in Teaching area are
double storey and residential area
are single storey with sports
pitches as in scenario 1 but
without area for gardening.
4 Hectares
Suitable in areas
where land is
insufficient 3 All buildings (Teaching and
Residential) are double storey
without football pitch and area for
gardening.
2 Hectares
1. Schedule of Areas for Construction of 2 – Stream Boarding Primary
School
Alternative Buildings Setup Pattern Total Area Required
Areas of Suitability
1 All buildings (Teaching and
Residential) are single storey with
sports pitches for Football,
Basketball, Handball, Netball and
Volleyball including area for
gardening.
7 Hectares Suitable in areas
where land is
abundant
2 Buildings in Teaching area are
double storey and those for
residential area are single storey
with sports pitches as in scenario 1
but without area for gardening.
5 Hectares
Suitable in areas
where land is
insufficient 3 All buildings (teaching and
Residential) are double storey with
all sports pitches as indicated,
excluding area for gardening.
4 Hectares
42
2. Schedule of Areas for Construction of 4 - Stream Day Primary School
Alternative Buildings Setup Pattern Total Area Required
Areas of Suitability
1 All buildings (Teaching and
Residential) are single storey with
sports pitches for Football,
Basketball, Handball, Netball and
Volleyball including area for
gardening.
5 Hectares Suitable in areas
where land is
abundant
2 Buildings in Teaching area are
double storey and residential area
are single storey with sports
pitches as in scenario 1 but
without area for gardening.
4 Hectares Suitable in areas
where land is
insufficient
43
Annex 2
Schedule of Areas for Construction of A 2 – Stream Boarding Primary School
ALTERNATIVE - 1 Single Storey for All Buildings
FACILITY Units GROSS AREA
m2
TEACHING AREA
Administration block 1 220
Classrooms 12 786
Domestic Science block 1 202
Library block 1 183.6
Ablution Blocks (teaching area) 2 116
Car parking and circulation area 500
Total Area 2007
RESIDENTIAL AREA
Head teacher’s house 1 108
Sick bay 1 214
3 bedroom Staff house 5 450
2 bedroom staff house 5 375
Assembly/ Kitchen /Dinning /outdoor yard 1 455
Ablution Block (boarding area) 2 116
Dormitory block 11 2354
Car parking and circulation area 900
Total Area 4972
Built up area =Teaching area + Residential area = 6979
Allowable plot coverage 35% maximum
Minimum plot area abstracted from built up area
19,940 1.994 ha
PLAYING FIELDS (including spectators)
Football pitch and Athletics 1 25,500
Basketball pitch 1 1,000
Handball pitch 1 1,700
Netball pitch 1 1,100
Volleyball pitch 1 400
29,700
Total area for playing fields 29,700 2.970 ha
AREA FOR SELF-RELIANCE
Optimum area for self-reliance 25,000
Total area for self-reliance 25,000 2.500 ha
TOTAL AREA 74,640 7.464 ha
44
Schedule of Areas for Construction of A 2 – Stream Boarding Primary School
ALTERNATIVE -2 Double Storey for Teaching Area, Single Storey for Residential and Without Farming
FACILITY GROSS AREA
m2
TEACHING AREA
Administration 110
Domestic science 101
Classrooms 393
Library 92
Ablution (teaching area) 58
Car parking and circulation area 450
Total Area 1204
RESIDANTIAL AREA
Head teacher’s house 1 100
Sick bay 1 214
3 bedroom Staff house 5 450
2 bedroom staff house 5 375
Assembly/Kitchen/Dinning/outdoor yard 1 455
Ablution Block (boarding area) 2 140
Dormitory block 11 2356 Car parking and circulation area 900
Total Area 4990
Built up area =Teaching area + Residential area 6194
Allowable plot coverage 35% maximum
Minimum plot area abstracted from built up area
17,697 1.7697 ha
PLAYING FIELDS (including spectators)
Football pitch and Athletics 1 25,500
Basketball pitch 1 1,000
Handball pitch 1 1,700
Netball pitch 1 1,100
Volleyball pitch 1 400
Total area for playing fields 29,700 2.970 ha
TOTAL AREA 47,397 4.397 ha
45
Schedule of Areas for Construction of A 2 -Stream Boarding Primary School
ALTERNATIVE -3 Double Storey for All Buildings Without Farming TEACHING AREA
Administration 110
Domestic Science 101
Classrooms 393
Library 92
Ablution (teaching area) 58
Car parking and circulation area 450
Total Area 1204
STAFF AREA
Head teacher’s house 54
Sick bay 107
3 bedroom Staff house 225
2 bedroom staff house 188
Assembly/Kitchen/Dinning/outdoor yard 228
Dormitory block 1177
Car parking and circulation area 450
Total Area 2429
Built up area =Teaching area + Staff area 3633
Allowable plot coverage 35% maximum
Minimum plot area abstracted from built up area
10,380 1.038 ha
PLAYING FIELDS (including spectators)
Football pitch 1 25,000
Basketball pitch 1 1,000
Handball pitch 1 1,700
Netball pitch 1 1,100
Volleyball pitch 1 400
29,200
Total area for playing fields 29,000 2.900 ha
TOTAL AREA 39,380 3.938 ha
46
Annex 3
Required Basic Instruments/Apparatus for Use in Primary Schools
1. Large Mathematical Set for a Pupil
A list of required basic instruments/apparatus in Mathematical set for use in Primary Schools 1. Protractor
2. Compass.
3. Triangle 90.
4. Divider.
5. Triangle.
6. Duster.
7. Meter Ruler.
8. Manual guide.
2. Mathematical Kit for a Primary school
A list of required basic instruments/apparatus in Mathematical Kit for use in Primary Schools for demonstration 1. Protractor
2. Compass.
3. Triangle 90.
4. Divider.
5. Triangle.
6. Meter Ruler.
7. Rectangle.
8. Square.
9. Trapezium.
10. Rhombus.
11. Parallelogram.
12. Tiara triangle.
13. Circle.
14. Rectangular prism.
15. Cube.
16. Triangular Pyramid.
17. Rectangular Pyramid.
18. Square Pyramid.
47
19. Cylinder.
20. Circular Pyramid.
21. Sphere.
22. Framed abacus.
23. Metric wheel.
24. Napier bones.
25. A clock model.
26. Duster.
27. Teacher’s Guide.
3. Science Kit
A list of required basic instruments/apparatus in Science Kit for use in Primary Schools
S/No. Description Amount
1. Ammeter 0 - 5A each. 1
2. Bulb 6V each. 6
3. Spirit burner. 1
4. Dry cell 1.5V - Size D each. 2
5. Beaker ml. 50g. 1
6. Beaker ml. 250g. 1
7. Beaker ml. 100g. 1
8. Magnetic Compass. 1
9. Bottomed Flask ml 250g. 1
10. Galvanometer. 1
11. Gloves. 2 Pairs
12. Spring balance. 1
13. Blue Litmus paper. 5 Packets
14. Red Litmus paper. 5 Packets
15. Dry cell holder. 1
16. Container for the items. 1
17. Plastic Clip. 1
18. Crocodile Clip. 2
19. Test tube Holder. 1
20. Motor and Pestle. 1 Set
21. Kioo cha Plastiki (150 x 100)mm. 6
22. Convex Lens. 6
23. Concave Lens. 6
48
S/No. Description Amount
24. Thermometer (-10 to +100)0C. 6
25. Bulb Holder. 2
27. A printed science Kit Manual. 2
28. Torch. 1
29. Plastic Lens mm 50g. 6
30. Rectangular Prism (100 x 20 x 18) ml. 1
31. Glass delivery tube. 1
32. Delivery tube. 1
33. Small test tube. 4
34. Medium size test tube. 3
35. Large test tube. 2
36. Meter Rule. 1
37. Stop watch. 1
38. A complete set of microscope with its manual in Kiswahili.
1
39. Screw set. 1
40. Beehive Shelves. 1 Set
41. Measuring Cylinder 100 ml. 1
42. Methylated Spirit. 1
43. Horse shoe Magnet. 1
44. Rectangular Magnet. 2 Pairs
45. Round Magnet. 2 Pairs
46. Trumpet. 1
47. Iron Fillings 250g. 1 bottle
48. Voltmeter (0-6)V. 1
49. Electric Wire 5 meters. 1
50. Razor Blade/Knife. 1
51. Printed list of apparatus. 1