Education in rural Tanzania :The COBET experience

Addis Ababa,

7th - 9th September, 2005.

Background

• Universal Primary Education achievement in 1970’s, 1980’s – (254% increase, Grade 1(1974-1978);- Gross Enrollment Ratio 98%;- 11,290 public facilities;

• Mid 1980’s – 1990’s: - chronic persistent problems in access, quality, resource allocation and management;

• Accumulation of over-aged school children (enrollment at 9.5 years); 4 million out-of-school children (source : school mapping 1997-1999);

• Ratification for International treaties, including CRC –”putting child at the centre of learning”;

• National policies for education reform – ESDP (2000-2015); PEDP (2002-6); Vision 2025; PRS II (NSGRP or MKUKUTA);

• Inception of COBET, to cater for out-of-school aged children.

COBET

What is COBET?

• Complementing Primary Education• Child-friendliness in:

- Curriculum,

- Pedagogy and Facilitation:

(Inter-active, participatory methodology),• No Fees, School uniform, Caning• Special Focus on Girls, Vulnerable Children• Full District and Community Involvement

COBET Piloting

• 50 COBET Centres in 5 Learning Districts

• 3 year cycle materials developed;

• Regular Training of Facilitators

• Learning opportunity for 1,530 Children

(40% Most Vulnerable Children)

• Best Practices Influenced Quality Improvements in Primary Education

Most vulnerable children:out of school

COBET centres’ Enrollment of orphans and other vulnerable children

District Orphans Other

Male Female Total Male Female Total Centres

Songea Rural

38 13 51 12 20 32 4

Masasi 47 26 73 12 26 38 3

Ngara 42 35 77 18 20 38 3

Musoma Rural

38 43 81 4

Kisarawe 64 30 94 4

Total 276 173 449 68 78 146 18

Implementation

1. Main steps- School mapping;- Tracer study of out-of-school children;- Needs assessment;- Development of curriculum; teaching/learning materials;- Identification of premises, teachers/para-professionals, learners;- Establishment of governance structures and definition of roles

and responsibilities;- Training on the use of curriculum, governance structures- Opening centres

2. Partners- MoEC and its related institutions(TIE, IAE, NECTA);- Communities (including children) in 5 districts;- Local Government (districts)- Selected NGOs;- UNICEF

COBET

-Accessible to ‘’hard to reach Children’’;

- Flexible Time Schedule- Second chance to Drop-outs and Pregnant girls

- Less direct costs (no uniforms, no desks)- Shorter learning cycle

3 Vs 7 years- Responsive Curriculum:

(Life-Skills, HIV/AIDS)- Child-centered approach - Community participation

- Safe environment - Maximum Time on Task

COBET for the Girls’ Education in rural areas

Main results

COBET Scaling-up through PEDP

COBET Curriculum for 11-13 year olds

Change in Location: From Centres to Primary School Settings:• 1: Registering into Existing Primary Schools• 2: Setting centres in rural wards• 3: NGOs, CBOs, FBOs support

Change in Organization Structures• From COBET Centre Communities to School Communities

Change in Pedagogy• From Inter-Active, Participatory by Facilitators to Formal Primary

School Teachers

COBET

…………..

Challenges

Quality assurance : - implementation in all 120 districts of Tanzania

Mainland, given financial, human, physical constraints, especially for nomadic children;

- Weak co-ordination between different development partners supporting COBET

COBET

Way forward ?COBET

•Co-ordination mechanism for quality assurance to support COBET;

•Linkages with on-going development initiatives for pre-primary schooling;

•Conceptualization and development of Complementary Secondary Education In Tanzania (COSET).

Lessons learnt1. COBET has transformed basic education in

Tanzania through the participation of children and communities residing in rural districts;

2. By focussing on girls’ education, ALL children acquire minimum quality learning.

COBET

Thank you for listening!!