Darasa Linaloongea – Misungwi And Ukerewe Districts. Mwanza, Tanzania.
Watoto Wetu Tunu Yetu Partnership Roles
The Project aimed to support Government initiatives on improving pre-primary education for children aged 5 years in public pre-primary schools by creating stimulative learning environment.
The Local Government Roles –
Resourcing ECE priorities in annual council development plans (Full Council meetings demonstrate accountability to ECD programming across impact districts)
LGA effectively performing quality assurance mandate across ECD/ECE (Council technocrats placing priority to ensure MVC accessing quality ECD/ECE)
Primary School Roles (School Committees) – Coordination of the local community to actively participate in planning, decision-making and action to improve the Pre-primary school and allocating funds for regular replenishing of learning and teaching materials.
Community Roles – Promotion of positive relationships with the school community and create opportunities for parent and community engagement.
Parents Roles – Supporting for development of learning materials using local available materials
PPE Teachers Roles – Supporting innovations, skills and knowledge application to achieve average score on quality classroom practices including innovative classroom environment “talking class or darasa linaloongea” with adequate, age-appropriate locally developed learning and teaching materials that support all children in the class.
Anticipated Results of WATOTO WETU TUNU YETU Project (2018 – 2022) implemented through partnership between TAHEA Mwanza/ Children in Crossfire – CiC:
Having model pre-primary classrooms that meet at least minimum standards for providing pre-primary education in government schools.
Having pre-primary classes with stimulative learning environment for early learning years in the impacted districts.
Having communities that change behavior towards offering a sustainable participation in early learning development process of their children (child protection, development of learning materials, support feeding and WASH programs)
The Watoto Wetu Tunu Yetu achieved a lot in terms of project goal, this documentation concentrates on “Darasa Linaloongea” and where other quality measures are mentioned, it is for the purpose of letting people know that the aspect is not a stand-alone item in quality measures, it has to be supported by other quality aspect like those mentioned above. “Darasa linaloongea” has shown that it attracts learners, it improves attendance, it helps teacher/ pupil interaction, it gives learners hands-on experience, it helps class management especially for large classes, it gives confidence to teachers and motivates them to facilitate learning and teaching of children in Pre-primary classes.
The key observations at the time of exit include:
“Madarasa yanayoongea” targeted schools in the 2 target districts of Ukerewe and Missungwi differed a lot due to the materials displayed, what is displayed, and how the classroom environment was arranged. The quantities and qualities of the learning and teaching materials also differed, let alone the innovation used in developing them
The supported efforts from community systems also differed from one school to another, not all schools had budget support for material development, not all schools had regular parents support in developing and replenishing the learning and teaching materials
The PPE Teachers innovative ideas in material development differed from one teacher to another
The School Headteachers’ support to PPE Teachers and learning and teaching materials differed from one school to another.
Parents demand for quality learning and teaching environment also differed from one school to another.
Community members initiatives in improving the learning and teaching environment differed from one community to another
Monitoring, evaluation and follow-ups visits from school communities and education systems differed from one school to another.
Learning visits across preprimary schools for the purpose of teaching improvement differed among PPE Teachers from Villages, Wards and Districts
The Pre-primary schools where the “Darasa Linaloongea” displayed quality standards had the following aspects:
PPE Teacher was happy, confident, enthusiastic to have visitors see her/ his classroom, gave details of the displayed materials and how they are used to facilitate learning among children
The floors had mats/ mikeka/ turubai for children to sit on
There were learning corners displayed with adequate and appropriate learning and teaching materials/ aids
The outside of the classrooms had prints that tells you the classroom was for Pre-Primary School children
The outside of classroom showed inclusivity of children with disabilities (not all but for children with mobility problems)
Children have regular school feeding program
The Head Teachers were supportive to PPE Teachers by using part of the capitation fund for development and replenishing of learning and teaching materials.
School committees has PPE Agenda in their regular quarterly meetings.
Ward Education Officers have regular supportive and follow-up visits
Parents help developing learning and teaching materials from locally available resources found in their communities
No
Key Risks
Impact [High, Medium, Low]
Probability of risk occurring [High, Medium, Low]
Mitigation Strategies
The sustainability of the project could be compromised if there is inadequate supervision of its activities over the course of five years. A lack of effective oversight may lead to potential challenges that could hinder the project’s long-term viability and impact.
medium
medium
One suggested mitigation strategy to ensure the sustainability of the project is to establish a robust monitoring and evaluation framework. This involves implementing regular assessments and reviews of project activities, outcomes, and impact. By having a systematic monitoring system in place, issues can be identified early on, allowing for timely adjustments and interventions. Additionally, clear communication channels and reporting mechanisms should be established to ensure transparency and accountability in project management. Regular feedback loops, involving key stakeholders, can contribute to informed decision-making and help address emerging challenges promptly.
Lack of Community Systems’ commitment to continued support of learning and teaching materials for “Darasa Linaloongea”
High
High
A key suggestion to this risk is to strengthen Community Systems by using Community Driven Systems’ Change approach in mainstreaming the development and replenishing of learning and teaching materials in Community Development Plans, School Development Plans/ School Committee Quarterly Agendas, and Regular Parent Partnership Programs.
Lack of Regular PPE Teacher Development Sessions on Learning and Teaching Material Innovations/ Development/ Replenishing and Appropriate Use in the PPE Classes.
High
High
The mitigation strategy suggestion include: 1) Regular PPE on job training on PPE material development at Ward level organized by Ward Education Officers 2) Conducting learning visits to better performing PPE classrooms with “Darasa Linaloongea” as facilitated by Watoto Wetu Tunu Yetu Project and added innovations 4) Facilitation of Parent Partnership programs at School level, supported by the PPE Teachers in collaboration with the Ward Education Officers.
Lack of Budgetary allocation specific for PPE Learning and Teaching Materials at Local Government Authority (district level)
Medium
Medium
If “Madarasa Yanayoongea” are committed at Community Systems’ levels, the main mitigation strategy for the Community Systems, namely Village/ Mitaa leadership is to conduct Social Accountability Monitoring/ Public Expenditure Tracking on the budgetary allocation on learning and teaching resources at the different levels namely Schools, Wards and Districts. This action can help in advocating for more resources to avail learning and teaching materials/ aids in Pre-Primary Schools.
Identified key risks that could negatively impact the Watoto Wetu Tunu Yetu Project sustainability in 2 target districts of Ukerewe and Missungwi.
Beneficiaries reached during Watoto Wetu Tunu Yetu Project Implemention
Beneficiary category
Misungwi Council:
Ukerewe Council:
Total
Female
Male
Female
Male
School Management Committee
0
20
0
0
20
Center Management Committee
0
50
0
0
50
Trained PPTs
16
15
12
9
52
Trained ECD caregivers
0
7
0
0
7
RALG
5
5
4
4
18
WEO’s
2
25
3
22
52
Parents
2240
1997
1302
2219
7758
PPE Children phase 1
816
846
1,323
1,302
4287
PPE Children phase 2
1118
953
1876
1614
5561
ECD Children (both ECD centre existed and within PPE classes)
333
1323
895
715
3266
Other
0
0
0
0
0
Grand total
4530
5241
5415
5885
21071
Three Years Post Implementation – Spot visitation
The above status of the school infrastructure shows that the Watoto Wetu Tunu Yetu project left a mark to be commended, however, in order to sustain the efforts, we suggest that the preprimary school systems should be strengthened at all levels to deliver the tasks agreed to during the project implementation, namely:
PPE Teachers Roles –Supporting renovation of classroom, to achieve average score on quality classroom practices including innovative classroom environment “darasa linaloongea” with adequate, age-appropriate locally developed learning and teaching materials that support all children in the class.
Parents Roles – Supporting for development of learning materials using locally available materials.
Community Roles – Promotion of positive relationships with the school community and create opportunities for parent and community engagement.
Primary School Roles (School Committees) – Coordination of the local community to actively participate in planning, decision-making and action to improve the Pre-primary school and allocating funds for regular replenishing of learning and teaching materials.
The Local Government Roles –
Resourcing ECE priorities in annual council development plans (Full Council meetings demonstrate accountability to ECD programming across impact districts of Ukerewe and Missungwi)
LGA effectively performing quality assurance mandate across ECD/ECE to ensure accessing quality maintenance across impact districts of Ukerewe and Missungwi.
TAHEA Mwanza also is left with one big project question:
What happened to children completing preprimary classes from “Darasa linaloongea” when they transitioned to early grade classes?
Suppose the scenario is like the following:
Can learning continuum happen in as the way we want?
Systems Supported Early Learning Classes Matters For Sustaining
Darasa Linaloongea – Misungwi And Ukerewe Districts. Mwanza, Tanzania.
Watoto Wetu Tunu Yetu Partnership Roles
PPE Teachers Roles – Supporting innovations, skills and knowledge application to achieve average score on quality classroom practices including innovative classroom environment “talking class or darasa linaloongea” with adequate, age-appropriate locally developed learning and teaching materials that support all children in the class.
Anticipated Results of WATOTO WETU TUNU YETU Project (2018 – 2022) implemented through partnership between TAHEA Mwanza/ Children in Crossfire – CiC:
The Watoto Wetu Tunu Yetu achieved a lot in terms of project goal, this documentation concentrates on “Darasa Linaloongea” and where other quality measures are mentioned, it is for the purpose of letting people know that the aspect is not a stand-alone item in quality measures, it has to be supported by other quality aspect like those mentioned above. “Darasa linaloongea” has shown that it attracts learners, it improves attendance, it helps teacher/ pupil interaction, it gives learners hands-on experience, it helps class management especially for large classes, it gives confidence to teachers and motivates them to facilitate learning and teaching of children in Pre-primary classes.
The key observations at the time of exit include:
The supported efforts from community systems also differed from one school to another, not all schools had budget support for material development, not all schools had regular parents support in developing and replenishing the learning and teaching materials
The PPE Teachers innovative ideas in material development differed from one teacher to another
The School Headteachers’ support to PPE Teachers and learning and teaching materials differed from one school to another.
Parents demand for quality learning and teaching environment also differed from one school to another.
Community members initiatives in improving the learning and teaching environment differed from one community to another
Monitoring, evaluation and follow-ups visits from school communities and education systems differed from one school to another.
Learning visits across preprimary schools for the purpose of teaching improvement differed among PPE Teachers from Villages, Wards and Districts
The Pre-primary schools where the “Darasa Linaloongea” displayed quality standards had the following aspects:
The floors had mats/ mikeka/ turubai for children to sit on
There were learning corners displayed with adequate and appropriate learning and teaching materials/ aids
The outside of the classrooms had prints that tells you the classroom was for Pre-Primary School children
The outside of classroom showed inclusivity of children with disabilities (not all but for children with mobility problems)
Children have regular school feeding program
Parents help developing learning and teaching materials from locally available resources found in their communities
Identified key risks that could negatively impact the Watoto Wetu Tunu Yetu Project sustainability in 2 target districts of Ukerewe and Missungwi.
Beneficiaries reached during Watoto Wetu Tunu Yetu Project Implemention
Three Years Post Implementation – Spot visitation
The above status of the school infrastructure shows that the Watoto Wetu Tunu Yetu project left a mark to be commended, however, in order to sustain the efforts, we suggest that the preprimary school systems should be strengthened at all levels to deliver the tasks agreed to during the project implementation, namely:
TAHEA Mwanza also is left with one big project question:
Suppose the scenario is like the following:
Can learning continuum happen in as the way we want?
Post Code
TAHEA Mwanza