Integrated School Readness Program

Also known as ‘’Watoto Wetu Tunu Yetu’’ focus on supporting children aged 3 to 6 years access quality and inclusive early childhood education in two districts of Misungwi and Ukerewe of Mwanza region. TAHEA Mwanza intervenes on supporting community ECD centres and Pre-primary levels for supporting access to education for children in the impacted districts.  The goal is to increase opportunities for children to access conducive learning environment that leads to improved children’s school readiness and receptiveness to learning.


This program is designed based on local context relevancy where we planned to work with community and local government systems by focusing on facilitation, mobilization, sensitization, Observation, mentoring and coaching approaches.


Our work through this project has evolved around community capacity, enabling individuals, teachers to develop the confidence, understanding skills and knowledge required in influencing learning of children. Also strengthening the ability of local government officials and community leaders to build their structures, systems, additional skills so that they become able to define and achieve the intended project objectives.

Provided skills by the project have allowed school teachers, parents and other officials expand and further develop a child’s skills in the specific areas of social interaction, play, language, emotional development, physical skills, literacy and fine motor skills.

  • Enhancing PPT and care givers training
  • Creating stimulative learning environment by designing modal classes that enables children to acquire competent skills in cognitive, social emotional and physical
  • Creating awareness and mobilizing community on the importance of early years education by conducting community meetings so as to enhance children have nutritious feeding at school, WASH, outdoor games, age appropriate latrines, protection and safeguarding, local available learning materials, gender and inclusion
  • Conducting sensitization meeting with center and school management committees
  • Support preprimary classes and centers with Learning kits
  • Conducting school visit for observation, mentoring and coaching support
  • Supporting school infrastructure development by constructing and renovation of classes in the impacted schools
  • Establishment of community of learners for helping teachers to easily share their experience