Fursa Kwa Watoto

Fursa kwa Watoto Project was an initiative in Tanzania designed to improve school readiness and learning outcomes for children by building evidence on effective and scalable provision of quality pre-primary education in line with Tanzanian policies and systems.


Fursa Kwa Watoto is a four year program (2014 – 2017) designed to improve learning outcomes for children by enhancing existing pre-primary instruction and supporting innovative Early Childhood Education (ECE) strategies in line with current policy initiatives in Tanzania.


Fursa kwa Watoto’s main strategy is to work through the Government of Tanzania’s existing pre-primary education policies and structures, apply its national classroom standards, implement its national curriculum, and train teachers through support of teacher training colleges (TTCs).


Fursa kwa Watoto main goal is to strengthen national and international ECE by demonstrating that children who access improved quality pre-primary education are more likely to achieve higher school readiness, and learning outcomes in standard II.


The project is currently piloted in 30 schools in two districts of Ilemela and Moshi rural of Mwanza and Kilimanjaro regions where TAHEA implements in Ilemela while Maarifa ni Ufunguo implements in Moshi. The rollout phase (2016 – 2017) will involve 60 schools per region.

  • Pre-primary teachers/paraprofessionals in existing GoT pre-primary classes improve their pedagogical skills with specific attention to skills in 3R’s and socio-emotional development.
  • Head Teachers and Deputy Head teachers support Pre-primary teachers to improve practice in the classroom.
  • Improved learning resources and environment for Pre – Primary Education.
  • Parents have skills for supporting development of children’s school readiness.
  • Improved local government and community capacity to resource, manage and monitor pre-primary education.
  • Local government officials improved knowledge of the importance of investing in young children and more specifically in PPE.
  • In-service Training for Pre – primary teachers
  • Mentoring of teachers
  • Head Teacher and deputy teacher Training
  • Learning Kits (collection of learning materials)
  • Parent Partnership Program
  • Capacity building and awareness raising to local government officials on the importance of investing in young children.

All these will contribute to the long term outcome which is to improve school readiness of children accessing quality pre-primary education at entry to primary standard