Waache Wasome Let Them Learn
TANZANIA
Quarterly Progress Report Y2 Q 3 April 1, 2018 – June 30, 2018 Cooperative Agreement AID-OAA-A-17-00001 Submitted by World Education, Inc. / (WEI) July 31, 2018
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Table of Contents Acronyms ...... 3 Executive Summary ...... 4 A. Introduction ...... 6 Project Overview ...... 6
Key Objectives ...... 7
B. Project Activities ...... 9 Objective 1: Build the agency, knowledge, and protective assets of girls in secondary school ...... 9
Objective 2: Increase family commitment and capacity to invest in girls’ education...... 14
Objective 3: Foster a girl friendly and supportive school environment ...... 20
Objective 4: Provide alternative education pathways for girls who have dropped out of secondary school due to pregnancy and/or early marriage ...... 25
C. Monitoring, Evaluation, and Learning ...... 29 D. Project Management ...... 31 E. Opportunities and Challenges ...... 36 Key Opportunities ...... 36
Key Challenges ...... 36
Annex A: Indicator Tracking Tables...... 39 Annex B: Success Story ...... 48 Annex C: Updated Summary of Supportive Supervision Visits Conducted in FY18- Quarter 3 ...... 50 Annex D: Day of the African Child ...... 56
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Acronyms AOR Agreement Officer Representative ARH Adolescent Reproductive Health COSTECH Tanzania Commission for Science and Technology DEO District Education Officer DED District Executive Director DMT District Master Trainer EEV Economic Empowerment Volunteer EDI Economic Development Initiatives EWS Early Warning System GBV Gender Based Violence ICT Information and Communications Technology LGA Local Government Authority LIMCA Livelihood Improvement for Mothers and Caregivers of Adolescents MEL Monitoring and Evaluation and Learning MoEST Ministry of Education, Science, and Technology MoHCDGEC Ministry of Health, Community Development, Gender, Elderly and Children NPA-VAWC National Plan of Action to End Violence Against Women and Children (2017-2022) NORC National Opinion Research Center OVC Orphan and Vulnerable Children PO-RALG President's Office Regional Administration and Local Government POY Protect Our Youth REO Regional Education Officer SRGBV School-Related Gender-Based Violence SQAO School Quality Assurance Officer STEM Science, Technology, Engineering, Math TCRF Tanzania Child Rights Forum USAID United States Agency for International Development USG United States Government VEO Village Executive Officer WEdO Ward Education Officer WEO Ward Executive Officer WEI World Education, Inc.
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Executive Summary
World Education Inc.’s Bantwana Initiative (WEI/Bantwana) is pleased to submit this Year 2 Quarter 3 (Y2 Q3) Progress Report for the Waache Wasome project in Tanzania. This report covers the period April 1-June 30, 2018. Waache Wasome (Let Them Learn) is a five-year project funded by USAID which aims to increase adolescent girls’ participation and retention in secondary school. The project’s efforts are rooted in the principle of empowering girls to create and achieve goals for their future, while addressing the social/gender norms, economic barriers, and violence that constrain their ability to remain and excel in school.
This quarter WEI/Bantwana made significant progress toward achieving milestones across all objectives. The WEI/Bantwana team, in collaboration with LGAs, established 13 new Protect Our Youth (POY) Clubs, trained an additional 38 adults (50% female) in the POY Matron/Patron training workshop, and trained an additional 132 students (51% female) in the Peer Education training workshop. This brings the total number of POY Clubs to 143 (99% of planned), the total number of trained Matrons/Patrons to 72 (100% of planned), and the total number of trained Peer Leaders to 253 (88% of planned).
The WEI/Bantwana team, in collaboration with the Karatu Community Development Officer, continued to monitor and support 28 Livelihood Improvement for Mothers and Caregivers of Adolescents (LIMCA) groups. The 28 groups are comprised of 697 members (87% female) and have accumulated 89,358,000 TZS in savings. These savings have been revolving and earning interest in micro-loans to the group members, with a total of 17,549,600 TZS in loans circulating this quarter, and the total cumulative value of loans issued is 148,298,500 TZS. With support from WEI/Bantwana, three LIMCA groups opted to register with the Karatu District Council, which will enable them to benefit from additional government assistance including favorable “soft loans”. This quarter, WEI/Bantwana also provided business skills training to 124 LIMCA members using the “Selling Made Simple” curriculum and supported six LIMCA groups to participate in a carpet making training workshop. Additionally, the WEI/Bantwana team, in collaboration with LGAs, identified 108 Economic Empowerment Volunteers (94% female) who will support new LIMCA groups in the communities and neighborhoods related to the 30 Phase I schools. This quarter WEI/Bantwana trained all the 53 Economic Empowerment Volunteers (EEVs) in Karatu District, with the remaining district EEV training planned for next quarter.
During this reporting period, WEI/Bantwana conducted “lunch and learn” sessions with 110 teachers and head teachers from the six pilot schools and oriented 25 teachers as well as two LGAs on documenting cases of GBV in their respective schools. The “lunch and learn” sessions are an important post-training reinforcement tool for the School-Related Gender-Based Violence (SRGBV) teacher training conducted in previous quarters. The “lunch and learn sessions” provide an opportunity for teachers and head teachers to learn how to use the SRGBV case log, discuss SRGBV issues in their schools, and work collectively to address these issues. In addition, WEI/Bantwana worked with LGAs to identify District Master Trainers (DMTs) who will be trained to deliver the SRGBV training to teachers across the 30 schools beginning in Q4. WEI/Bantwana also convened a meeting with LGAs and regional authorities to discuss the Early Warning System (EWS) that is planned for piloting in Q4. The EWS will provide a means of early identification for students at high
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risk of dropping out. During the meeting, WEI/Bantwana and the LGAs agreed that they would work collaboratively to design a system that leveraged and strengthened existing systems and structures rather than creating a parallel, project dependent system.
WEI/Bantwana made progress towards setting up the Out of School Study Groups (OSSG) to build the protective assets of girls who already dropped out of school and cannot return. In collaboration with LGAs in Karatu District Council, WEI/Bantwana identified 22 out of school adolescents for enrollment in OSSG. Of the 22 girls identified, more than half were forced to drop out of school due to unwanted pregnancy. Part of the OSSG program includes the delivery of critical early childhood stimulation materials to help the young mothers better care for their children during the critical first 1000 days. During this quarter, WEI/Bantwana compiled ECS materials that will be used in the OSSG sessions.
One of the most notable achievements that begin this quarter (and will continue into next quarter) is obtaining the endorsement of the MoHCDGEC for the rolling out of Waache Wasome’s SRGBV teacher training and POY Club materials. During this reporting period, WEI/Bantwana participated in a technical meeting in Dodoma to present the materials to the MoHCDGEC Management Team to show their relevance for the implementation of the National Plan of Action to End Violence Against Women and Children (NPA-VAWC/2017-2022). USAID also sent a representative to this meeting. The outcome of the meeting was three-fold: 1) the endorsement of the materials by the MoHCDGEC; 2) the creation of a multi-sector task force to review in detail the Waache Wasome materials with the intent to adapt and adopt them for use as national materials for rolling out the NPA-VAWC/2017- 2022; and 3) an official letter authorizing WEI/Bantwana to continue implementing Waache Wasome using the draft materials in the interim.
During this reporting period, WEI/Bantwana also supported 20 POY Club members from Karatu District to participate in a children’s symposium organized by Arusha Regional Authorities in the Arusha City Stadium in celebration of the Day of the African Child 2018. The POY Club members performed a song in front of the guest of honor, the Deputy Minister for the MoHCDGEC, Dr. Faustine Ndugulile.
In this report, project activities are reported by objective according to how they are numbered and described in the Waache Wasome Year Two Annual Work Plan. Due to that fact, the numbering in the objective activity tables beginning on page nine may not be sequential depending on how the activities are presented in the annual work plan.
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A. Introduction
Project Overview Waache Wasome is a five-year project, funded by the United States Agency for International Development (USAID) and implemented by World Education, Inc.’s Bantwana Initiative (WEI/Bantwana), aimed at increasing adolescent girls’ enrollment and retention in both formal secondary school and alternative education pathways through a comprehensive model rooted in the principles of human centered design and addressing harmful gender norms. Waache Wasome takes a ‘whole-of-girl’ approach shaped by evidence and designed for replication and scale-up. This model empowers adolescent girls to create and achieve goals for their future, while addressing the intersectional social norms and economic barriers that constrain their ability to remain and excel in school. Rooted in the principles of participatory youth development and human centered design where solutions are designed together with girls and not for them, Waache Wasome ensures meaningful engagement of adolescents throughout the program cycle.
Waache Wasome interventions are in line with the priorities of the Government of Tanzania including the Law of the Child Act of 2009 and the National Plan of Action to End Violence Against Women and Children (NPA-VAWC). Waache Wasome’s strong links to the goals, objectives, and priority activities laid out in the NPA-VAWC are clear in the POY Club, SRGBV teacher training, LIMCA, and parenting skills models.1 Activities under Objective 3 include seeking to equip teachers and school administrators with the knowledge and skills to uphold the Law of the Child Act (2009), to prevent and respond to violence in schools, and to foster support for students who are struggling academically. Waache Wasome works closely with regional and local government authorities which includes regional education technical staff, district technical staff, school administrations, teachers, community leaders, and parents to bring a holistic package of interventions to the target councils and ensures project ownership at the local level. The project also works with government organs to support the dissemination and implementation of policies that pertain to adolescent girls.
Gendered beliefs and practices in the home, school, and community environments conspire to negatively affect girls’ enrollment and retention in school, as well as limit their aspirational attitudes, agency, and potential to learn. Waache Wasome is designed as a comprehensive model to address the full range of gendered beliefs and practices at the home, school, and community that negatively affect girls’ enrollment and retention. Waache Wasome’s socio-ecological approach illustrated below invests in solutions that support girls as individuals, within their families, in schools, and in communities.
1 These models align with thematic area #7 “Safe Schools and Life Skills,” thematic area #2 “Norms and Values,” thematic area #7 “Household Economic Strengthening,” and thematic area #4 “Parenting, Family Supports, and Relationships” in the NPA-VAWC.
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Figure 1. Socio-ecological model
Key Objectives Within the context of the many challenges facing adolescent girls in Tanzania, Waache Wasome seeks to address the full range of gendered beliefs and practices at the home, school, and community that negatively affect girls’ enrollment and retention through the following objectives:
1. Build the agency, knowledge, and protective assets of girls in secondary school; 2. Increase family commitment and capacity to invest in girls’ education; 3. Foster a girl friendly and supportive school environment; and, 4. Provide alternative education pathways for girls who have dropped out of secondary school due to pregnancy and/or early marriage.
These objectives are illustrated in the logic model on the next page:
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B. Project Activities
Objective 1: Build the agency, knowledge, and protective assets of girls in secondary school
Activities under Objective 1 support change at the level of the individual—empowering adolescents with information, skills, and support networks to better navigate the variety of risks they face and build protective assets to reduce vulnerabilities. POY Clubs meet the needs of vulnerable adolescent girls; however adolescent boys are also welcomed as Club members. Engaging boys enlists them as allies in combatting gender discrimination and violence in schools. POY Clubs also help adolescents build soft skills (such as goal setting, time management, communication skills, and decision making) to help support their academic success and encourage their ability to pursue their education.
Protect Our Youth (POY) Clubs Y2 Q3 Activities Status Description WEI/Bantwana translated the draft POY 1.3. Translate updated POY manuals that are currently being used in schools Club materials into In progress into Kiswahili. Kiswahili Translation of the task force approved materials will be completed once they are available. WEI/Bantwana printed the draft POY Club 1.4. Print updated POY Club materials for use in schools. In progress materials WEI/Bantwana will print the task force validated materials once approved. 1.5. Develop POY Club This activity will be completed following the training package for On hold sub-grantee pre-award approval process. sub-grantees
1.6. Organize POY Club This activity will be completed following the training workshop for On hold sub-grantee pre-award approval process. sub-grantees 1.8. Support sub-grantees to WEI/Bantwana formed 13 additional POY Clubs introduce and establish in 10 schools with a total membership of 467. Achieved POY Clubs in secondary WEI/Bantwana has formed a total of 143 POY schools Clubs out of the planned 144. 1.9. Support student WEI/Bantwana supported Clubs to select 26 Peer selection of Peer Leaders. Selection of Matrons/Patrons took place Achieved Leaders and teacher in Q2. Matrons/Patrons
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Protect Our Youth (POY) Clubs Y2 Q3 Activities Status Description 1.10. Collect POY Club WEI/Bantwana completed intake forms for the Achieved enrollment data POY Club members. WEI/Bantwana trained 38 POY Club 1.11. Train POY Club Matrons/Patrons from the 19 project schools in Achieved teacher Matron/Patrons Musoma MC, Musoma DC and Tarime DC. Training for Karatu DC was done in Q2.
1.12. Train POY Club Peer WEI/Bantwana trained 132 Peer Leaders on In progress Leaders Segment I.
WEI/Bantwana conducted technical supervision 1.13. Conduct POY Club Achieved visits to the 36 project schools. supportive supervision
Teen Advisory Groups (TAG) WEI/Bantwana presented the TAG model to the 1.15. Orient LGAs on TAG Karatu Education Team. In progress model Karatu Education Team advised introducing TAG later in the program. WEI/Bantwana will consider feedback received 1.16. Formation of TAG Ongoing from Karatu Education Team on how to move forward with TAG.
This activity is on hold until after formation of 1.17. TAG Leader Training On hold TAG.
1.3. Translate updated POY Club materials into Kiswahili WEI/Bantwana translated the draft POY manuals that are currently being used in schools into Kiswahili. Since the task force created by MoHCDGEC is still in the process of providing input on the English version, WEI/Bantwana will update the Kiswahili version once the English version is deemed final and approved. See the Additional Project Management Activities section of this report for more details regarding the MoHCDGEC task force.
1.4. Print updated POY Club materials WEI/Bantwana printed a small quantity of POY Club materials to train Peer Leaders during the piloting period. Mass printing of final materials will be done after the materials approval process is completed.
1.5. Develop POY Club training package for sub-grantees This activity is on hold until sub-grantee awards are approved.
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1.6. Organize POY Club training workshop for sub-grantees This activity is on hold until sub-grantee awards are approved.
1.8. Support sub-grantees to introduce and establish POY Clubs in secondary schools During this quarter, WEI/Bantwana formed 13 additional POY Clubs in 10 schools with a total membership of 467 (58% female) members. The first wave of POY Clubs were formed in late January/early February to accommodate NORC baseline data collection and, due to the early start, not all students were available in school to participate in Club formation. This second wave of Club formation was conducted at a time when more students could be engaged in Club formation which helped Waache Wasome reach a total of 143 Clubs formed out of the targeted 144.
Table I: Additional POY Clubs formed in FY18Q3
NAME OF # # PEs FORM I FORM III TOTAL COUNCIL SCHOOL CLUBS F M T F M T F M T F M T Karatu DC WelWel 1 1 1 2 19 14 33 0 0 0 19 14 33 Karatu DC Florian 1 1 1 2 15 13 28 0 0 0 15 13 28 Karatu DC Ganako 2 2 2 4 25 11 36 17 15 32 42 26 68 Karatu DC Banjika 1 1 1 2 26 9 35 0 0 0 26 9 35 Karatu DC M/Sumawe 1 1 1 2 25 15 40 0 0 0 25 15 40 Musoma DC Rusoli 1 1 1 2 15 15 30 19 14 33 34 29 63 Musoma DC Kasoma 2 2 2 4 31 38 69 0 0 0 31 38 69 Musoma MC Mwisenge 2 2 2 4 17 15 32 19 14 33 36 29 65 Musoma MC Makoko 1 1 1 2 25 13 38 0 0 0 25 13 38 Tarime DC Inchugu 1 1 1 2 25 15 40 0 0 0 25 15 40 TOTAL 13 13 13 26 223 158 381 55 43 98 278 201 479
1.9. Selection of Peer Leaders and teacher Matron/Patrons During this reporting period, WEI/Bantwana supported the 13 newly formed POY Clubs to select 26 (13 female) Peer Leaders.
1.10. Collect POY Club enrollment data As reported above, this quarter WEI/Bantwana formed an additional 13 POY Clubs bringing the total number of Clubs formed to 143. See the table below for a breakdown of the number of additional participants from each of the 10 schools with newly formed Clubs. Post-survey data will be collected in Q4.
1.11. Train POY Club teacher Matron/Patrons WEI/Bantwana trained 38 (19 female) POY Club Matrons/Patrons, nine LGAs (three District Social Welfare Officers, three District Education Officers, three School Quality Assurance Officers) staff and
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19 heads of schools from the 19 project schools2 in Musoma MC, Musoma DC and Tarime DC (Table II). The Matron/Patron training focused on the contents of the manual and their roles and responsibilities to Peer Leaders and POY Clubs. At the end of the training, Matrons/Patrons were guided to develop action plans to support clubs in their respective schools. WEI/Bantwana uses these action plans to provide monitoring and supportive supervision. WEI/Bantwana trained 34 POY Club Matrons/Patrons in Karatu DC in the previous quarter for a total of 72 Matrons/Patrons trained between the four project districts.
Table II: POY Club teacher Matron/Patrons, Heads of Schools and LGA trained in Musoma DC, Musoma MC, and Tarime DC Matrons/patrons Heads of School LGAs Officers TOTALS Council F M T F M T F M T F M T Musoma 7 7 14 2 5 7 1 2 3 10 14 24 MC Musoma 8 8 16 2 6 8 2 1 3 12 15 27 DC Tarime TC 4 4 8 1 3 4 1 2 3 6 9 15 TOTAL 19 19 38 5 14 19 4 5 9 28 38 66
1.12. Train POY Club Peer Leaders WEI/Bantwana, in collaboration with LGAs, successfully trained 132 Peer Leaders (50% girls) from 19 secondary schools (see Table III) on Segment I of the current POY manual. WEI/Bantwana will wait to complete Segment II of the training due to the timing involved in the MoHCDGEC task force review of the POY Club materials. As of this quarter, WEI/Bantwana has trained a total of 253 Peer Leaders out of the targeted 288 in the four councils. Of the 35 targeted Peer Leaders not trained, 28 are the newly selected Peer Leaders identified this quarter that will be trained next quarter and seven were no shows to the trainings previously offered. POY Clubs whose Peer Leaders are trained in Q4 will continue with club sessions throughout the life of the project until all intended topics are completed during weekly sessions. Topics will also be covered through different school platforms like school assemblies, parents meetings, role plays, debates and songs to strengthen spillover effects among students and the school community at large.
The three-day Peer Leader training provides participants with a basic understating of the contents of the POY Club manual, application of participatory facilitation methodologies, and their roles and responsibilities. The LGA officials who attended the training this quarter included the Municipal Education Officer, Municipal Quality Assurance Officer (Musoma Municipality), District Education Officer, District Social Welfare Officer, District Quality Assurance Officer (Musoma DC) and District Education Officer, District Quality Assurance Officer and District Social Welfare Officer (Tarime District Council).
2 The schools are from Musoma MC: Mwisenge, Makoko, Buhare, Nyasho, Nyabisare, Iringo, Nyamwitebiri. Musoma DC: Rusoli, Mkirira, Mugango, Makojo, Mtiro, Nyakatende, Mabui and Kasoma. Tarime DC: Inchugu, Nyamwigura, Korotambe and Kebogwe
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Table III: POY Club Peer Leaders Trained in Musoma MC, Musoma DC, and Tarime DC # Ages 10-14 Ages 15-19 TOTALS Council Schools M F T M F T M F T Musoma MC 7 2 4 6 21 22 43 23 26 49 Musoma DC 8 3 7 10 25 20 45 28 27 55 Tarime DC 4 1 6 7 13 8 21 14 14 28 TOTAL 19 6 17 23 59 50 109 65 67 132
1.13. Conduct POY Club supportive supervision In this reporting period, WEI/Bantwana conducted technical visits reaching 36 schools to strengthen the implementation of POY Club activities and provided diverse support including: 1) Facilitating refresher training to LGAs including DEO, DQAO, DSWO on the POY model to facilitate the formation of the 13 additional POY Clubs. 2) Providing POY Club Peer Leaders with ongoing capacity building on facilitation skills and documentation of Club activities. 3) Enhancing POY Club spillover effects among students who are not POY members, teachers and parents through Peer Leaders exchange and learning visits. 4) Supporting POY Club member preparation and participation in the commemoration of the Day of African Child (DAC) to communicate Protect Our Youth messages during the event including one joint field technical support visit with the Regional Education Officer (REO) and District Education Officer (DEO) for learning, ownership for sustainability beyond the life of the program.
Teen Advisory Groups (TAG)
1.15. Orient LGAs on TAG model During this quarter, WEI/Bantwana presented the TAG model to the Karatu Education Team (DEOs and Heads of School from the six pilot schools). WEI/Bantwana presented the composition of TAG members, roles and responsibilities, and modalities of TAG meetings. LGAs proposed that the TAG model be introduced later in the program given the many ongoing in-school program interventions including weekly POY Clubs sessions, weekly Subject Clubs sessions, teacher SRGBV monthly lunch and learn sessions, case log management and reporting, along with all other concurrently with other school programs. LGAs proposed delaying implementation of TAG to allow for more room for adaptation and application of ongoing interventions.
1.16. Formation of TAG WEI/Bantwana will explore options on how to best to design TAG to be integrated into schools.
1.17. TAGs Leaders Training This activity is on hold until the project has a clear path forward and LGA support for forming TAG.
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Objective 2: Increase family commitment and capacity to invest in girls’ education
LIMCA supports change at the household level through a community savings group model designed to help mothers and caregivers develop a safety net—both social and economic—within their community, to provide additional support to ensure their daughters’ continued education. The combination of economic hardship and discriminatory gender norms sharply curb families’ ability and willingness to invest in girls’ education. Activities under Objective 2 intervene at the household/family level to reinforce support for girls’ education and develop mechanisms to overcome economic barriers that contribute to adolescent girls’ withdrawal from school. Data suggests that parents evaluate the perceived returns from investment in education against the costs incurred—including indirect costs (uniforms, exercise books, levies) and opportunity costs (“lost labor” of domestic work by girls). Many families opt for “early marriage,” and while this is often categorized as a “cultural norm” it cannot be completely separated from economics. Early marriage is strongly associated with poverty, bride price, coping in the face of economic shocks such as drought, harvest failure, market instability, or unexpected illness or death of breadwinner.
Livelihood Improvement for Mothers and Caregivers of Adolescents (LIMCA) Y2 Q3 Activities Status Description 2.4. Conduct one-day This activity will take place once sub-grantees orientation for sub In progress are on board. grantee staff 2.5. Support sub-grantees to WEI/Bantwana identified 108 Economic promote LIMCA and Achieved Empowerment Volunteers. identify EEVs 2.6. Conduct LIMCA model This activity will be completed when orientation to local In progress implementing partners are on board. implementing partners WEI/Bantwana conducted LIMCA orientation 2.7. EEV training In progress training for 53 EEVs in Karatu DC. WEI/Bantwana registered four additional 2.8. Registration of LIMCA In progress LIMCA groups for a total of 28 active groups LIMCA. Each of the 24 LIMCA groups received two capacity building and monitoring support visits. 2.11. Support quality Supported LIMCA group Secretaries to implementation of the In progress update and keep the central ledgers current. LIMCA model
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Parenting Skills WEI/Bantwana continued to refine the draft materials developed with input from MoHCDGEC. 2.13. Develop parenting skills In progress WEI/Bantwana collected information from manual parents/caregivers and stakeholders on challenges raising adolescent girls to improve the parenting skills materials. 2.14. Translate parenting skills This activity is on hold until parenting skills On hold manual into Kiswahili materials are completed. 2.15. Conduct parenting skills simulation training workshop to This activity is on hold until parenting skills On hold contextualize materials materials are completed. for the Tanzanian context 2.16. Revise parenting skills This activity is on hold until activity 2.15 is materials based on simulation On hold completed training
2.17. Print parenting skills This activity is on hold until activity 2.16 is On hold training materials completed.
2.18. Train EEVs from Y1 pilot This activity is on hold until activities 2.16 communities on On hold and 2.17 are completed. parenting skills 2.19. Provide supportive supervision and coaching to This activity is on hold until activity 2.18 is On hold EEVs rolling out completed. parenting skills sessions
2.4. Conduct one-day orientation for local implementing partner staff This activity is on hold until after sub-grantee partners are on board.
2.5. Support sub-grantees to promote LIMCA and identify EEVs WEI/Bantwana, in collaboration with LGA staff, including the District Community Development Officer3 (DCDO) and Ward Community Officers in the four districts, identified 108 Economic Empowerment Volunteers 53 (four male) in Karatu DC, 22 in Musoma DC, 21 (two male) in Musoma MC and 12 in Tarime DC.
3 The DCDO is responsible for supporting implementation of the Tanzanian National Guidelines for Household Economic Strengthening and connecting them to Waache Wasome LIMCA activities and participating in EEV selection benefits project sustainability.
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Including LGAs in this process is an important strategy for building local ownership and helping to ensure the success of these groups. Together with LGAs, WEI/Bantwana interviewed the 108 selected EEV candidates out of 300 individuals who applied for the available volunteer positions. Interviews were conducted at the ward level involving the Ward Executive Officers, Village/Mitaa Executive Officers, Community Development Officers, and WEI/Bantwana staff. The candidates were given a mathematic test to determine their ability to support LIMCA groups in financial transactions. The candidates who passed the test were invited for oral interviews and 108 were selected for the EEVs positions.
2.6. Conduct LIMCA model orientation to local implementing partner WEI/Bantwana will use the LIMCA orientation package to train sub-grantee staff once the on- boarding process for partners is completed. WEI/Bantwana will orient sub-grantees on the LIMCA model as well as their roles and responsibilities in supervising EEVs and LIMCA groups.
2.7. EEV training WEI/Bantwana conducted LIMCA orientation training for 53 (four male) EEVs and one female LGA officer from Karatu DC (Table IV). The training oriented EEVs on LIMCA methodology and their roles and responsibilities. Participants were guided by practical exercises on how LIMCA groups set internal rules and regulations related to: group objectives, criteria for membership, meetings and savings (buying of shares, the education fund, and social fund), criteria for loan disbursement, loan repayment conditions, withdrawing savings, termination of membership, fines and offences.
Table IV: EEVs Trained in Karatu DC Number of EEVs trained Ward Female Male Totals Baray 0 0 0 Endabash 3 0 3 Endamaghan 4 0 4 Endamararieck 0 1 1 Ganako 7 0 7 Mang'ola 8 0 8 Mbulumbulu 16 0 16 Qurus 4 3 7 Rhotia 7 0 7 Total EEVs 49 4 53
Furthermore, roles and responsibilities of individual members in LIMCA groups were discussed with an emphasis on attendance to LIMCA meetings, saving on weekly or by-weekly basis, repayment of loans, active participation in all group major decisions, ensuring confidentiality of group decisions, documentation of group proceedings and finally transactions to strengthen group cohesion and sustainability.
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At the end of the training, EEVs prepared work plans for rolling out LIMCA activities in their respective wards. Activities included in the work plans were mobilization of community members into forming LIMCA groups, formation of LIMCA groups, selection of group leaders, development of group constitutions, and mobilizing funds for purchase of LIMCA group working tools (three lock cash box, central ledger, calculator, pens, and a notebook for documenting the proceedings of the meetings).
2.8. Registration of LIMCA Groups WEI/Bantwana registered four newly formed groups with 79 members (68 female), bringing the total number of active LIMCA groups to 28. In this quarter, LIMCA groups issued loans valued at TZS 17,549,600. Cumulatively, LIMCA has issued loans worth TZS 148,298,500 (Table V.). Cumulative value of social funds is 6,965,550 (Table VI.).
Using their education funds, LIMCA groups provided scholastic materials to 21 adolescent girls who attend government day secondary schools in Karatu DC this quarter. The education fund is created by dedicating a small percentage of the interest accumulated from micro-loans. As the education fund accumulates, members make a collective decision about how to use that fund to support adolescents in need to continue their education. In each LIMCA group, a committee is formed to identify adolescent girls in need of such support. The committees presented the identified needs to their respective groups, giving all members an opportunity to discuss and agree on what they are able to provide in terms of scholastic materials, stationeries, clothes, shoes, underwear, and pads.
Table V. Cumulative savings and lending among the 28 LIMCA groups – Karatu DC
# Members Value of Cumulative Value of Cumulative Ward savings in value of loans in this value of
F M T this quarter savings quarter loans
# Groups Groups #
Qurus 7 158 28 186 4,957,600 19,756,000 7,905,000 32,951,000 Mbulumbulu 2 46 6 52 1,857,000 11,752,000 1,385,000 32,396,500 Endamarariek 7 153 20 173 2,913,000 22,516,000 4,109,600 23,541,000 Baray 12 249 37 286 7,572,000 35,334,000 4,150,000 59,410,000 TOTAL 28 606 91 697 17,299,600 89,358,000 17,549,600 148,298,500
Table VI. Cumulative social and education funds among 28 LIMCA groups– Karatu DC Education fund Cumulative Social fund this Cumulative value Ward this quarter (TZS) education fund quarter (TZS) of social fund Qurus 348,850 1,316,050 402,250 1,499,000 Mbulumbulu 191,000 1,169,500 227,000 1,203,000 Endamarariek 106,000 2,058,000 83,500 1,850,750 Baray 306,600 1,845,400 425,000 2,412,800 TOTAL 952,450 6,388,950 1,137,750 6,965,550
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2.11 Support quality implementation of the LIMCA model During this reporting period, WEI/Bantwana conducted supportive visits to 13 groups which were approaching the end of their LIMCA cycle. During the visits, EEVs, group leaders and members of the groups were taken through the process of distributing shares. The profit gained from loans is distributed to members based on the number of shares they bought during the cycle. After the share out, members are invited to sign a form indicating their willingness to continue with the groups. Some members may opt to leave the group. In such a scenario, new members are invited to join the group to fill in the space left by members who leave.
In collaboration with the Karatu District Council, WEI/Bantwana conducted eight support visits to LIMCA groups during their business skills sessions as part of mentoring the EEVs on how to effectively facilitate sessions. The business skills sessions teach members best business practices using the “Selling Made Simple” book during normal weekly meetings. A total of 124 LIMCA members from five groups participated in the business skills sessions.
Some of the key messages from the sessions included: . Members should assess their businesses in terms of demand and market. They were advised to look for where they can get more customers. . LIMCA members should be proactive and consider their environment and seasons that provide opportunities for selling i.e. selling sweaters during cold season or selling umbrellas during the rainy season. . Respect and listen to customers and use their ideas to make improvements. . Loans should not be taken for personal needs or to give to friend or family members but for members to invest in their businesses. . Members were cautioned not to sell on credit as there is a danger of not getting their money back.
In this quarter, WEI/Bantwana also provided six LIMCA members from four different groups the opportunity to participate in a carpet making training. Skills gained will help the trained members to make rugs which can be sold to tourists as souvenirs. The trained members are also expected to use the skills they gained to train other members in their groups.
WEI/Bantwana offers to assist mature LIMCA groups to register with the DCDO in their respective districts in order to become eligible for soft loans. Soft loans are loans with very favorable terms or conditions for the borrower and do not require collateral or a bank account minimum. This benefit is a good fit for some groups and supporting registration is mentioned as a type of VSLA support in the National Household Economic Strengthening guidelines. This quarter, the project facilitated the registration of three LIMCA groups with DCDO in Karatu DC to be eligible for council soft loans. Requirements for registration include: a constitution, minutes of all member meetings discussions to register the group, a letter to DED requesting registration and a bank account for receiving and repaying the loans. The following groups were registered and received soft loans from the Karatu District Council: Twiga LIMCA group from Endamararek Ward received TZS 2 million Agape LIMCA group from Qurus Ward received TZS 1.5 million Huruma LIMCA group from Qurus Ward received TZS 2 million
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The loans are made for 12 months with a two month grace period before the first installation of repayment is due. Members of these LIMCA groups receive small loans at interest of 10% per month. The normal length of the loans in LIMCA groups is three months. Interest gained from loans contributes to group income, for example a TZS 2,000,000 loan creates for the group a profit of TZS 2,200,000 (TZS 2,000,000 at 10% times 12 months = TZS 2,400,000 minus the 10% (200,000)) interest which is paid to the District Council.
Parenting Skills Waache Wasome’s parenting skills program is designed to address age-specific parenting topics related to adolescence and equip caregivers to support their daughters’ continued education. Parenting skills modules will be layered onto LIMCA group activities, which serve as a key intervention point for parents and caregivers.4 A recent analysis of parenting interventions in Tanzania conducted by UNICEF5 indicates that while numerous implementing partners are promoting parenting skills materials in Tanzania, national coordination through policy and strategies is lacking. Furthermore, roles and responsibilities of key ministries still require further clarification. A national task force on parenting skills has been formed and is led by the Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC) to align parenting efforts and to discuss the structure and roles of a national parenting framework.
2.13. Develop parenting skills manual WEI/Bantwana continued to refine draft parenting skills materials by collecting information from LIMCA parents and caregivers on challenges that they face in raising their adolescent girls. The final manual will be completed in Q4. LIMCA topics members were also asked what they would like to learn in order to improve their parenting skills. The suggested by the parents and caregivers are: How to communicate on social issues which affect adolescent girls like early marriage, FGM, pregnancy, family planning, sexual reproductive education, and taboos around menstruation Information on unsafe sexual behavior
WEI/Bantwana worked with a consultant in revising the draft materials after receiving inputs from the LIMCA members as well as from stakeholders involved in parenting skills interventions and officers from Department of Children and Department of Social Welfare from the MoHCDGEC. The draft manual was streamlined into five modules as follows:
Module 1: Understanding Parenting Module 2: Adolescent Development Module 3: Parents/caregivers’ role in adolescents’ puberty and sexuality Module 4: Guiding and supporting adolescent living with HIV Module 5: Communicating with young people about money, drug and substance abuse
4 Evidence suggests that when additional services are layered on top of VSLA activities there is stronger uptake of desired behavior change than when the services are delivered alone (Annan et al., 2013). 5 Analysis and Mapping of Parenting and Family Care Practices and Interventions in Tanzania, UNICEF publication forthcoming.
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2.14. Translate parenting skills manual into Kiswahili This activity will be conducted once parenting skills materials are completed.
2.15. Conduct parenting skills simulation training workshop to contextualize materials for the Tanzanian context This activity will be conducted once parenting skills materials are completed and translated.
2.16. Revise parenting skills materials based on simulation training This activity will be conducted once parenting skills materials are completed and translated.
2.17. Print parenting skills training materials This activity will be completed once parenting skills materials are completed and translated.
2.18. Train EEVs from Y1 pilot communities on parenting skills EEVs in Karatu DC pilot communities will participate in a three-day training when activity 2.17 is completed.
2.19. Provide supportive supervision and coaching to EEVs rolling out parenting skills sessions WEI/Bantwana will provide supervision and mentoring support to EEVs to ensure that parenting skills are conducted after the EEVs complete their training.
Objective 3: Foster a girl friendly and supportive school environment
Activities under objective 3 create a more girl-friendly learning environment and address obstacles that contribute to drop out. Interventions include School-Related Gender-Based Violence (SRGBV) prevention and response training, Subject Clubs, and STEM activities.
School-Related Gender-Based Violence Prevention and Response Training Y2 Q3 Activities Status Description WEI/Bantwana is using the English version of 3.4. Translate updated SRGBV SRGBV training with teachers currently. teacher training and TOT On hold Translation of updated material will be materials into Kiswahili completed following MoHCDGEC task force approval. WEI/Bantwana printed draft manuals for use this year. 3.5. Print SRGBV training On hold Mass printing of final materials will be teacher resource materials completed after validation and approval by the MoHCDGEC is completed.
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Orientation for Musoma MC and Musoma DC 3.6. Orient LGA technical team In will take place later in project implementation. on SRGBV teacher training progress
WEI/Bantwana identified 19 DMTs to directly 3.7. Support school-level rollout In facilitate SRGBV trainings. of SRGBV teacher training progress A total of 25 teachers and 2 LGAs were trained on SRGBV case logs. 3.11. Introduce the Early WEI/Bantwana introduced the concept of Warning System to LGAs and Not done developing the EWS to regional and district regional authorities educations teams. 3.12. Convene Early Warning Not done This activity will be conducted in Q4. System design workshop 3.13. Develop Early Warning System training module and On hold This activity will be conducted following 3.12. tools 3.14. Orient WEI/Bantwana, LGA, and local implementing This activity will be conducted following 3.13. On hold partner staff on the Early Warning System Subject Clubs WEI/Bantwana convened a two-day workshop 3.20. Share findings and with PO-RALG, regional, and district education strategize on improvement of Achieved stakeholders to strategize on improvement of Subject Clubs Subject Clubs. WEI/Bantwana revitalized 12 Subject Clubs in 3.21. Revitalize Subject Clubs Ongoing Karatu DC schools with a total of 1,535 students implementation in schools registered.
3.22. Conduct monthly WEI/Bantwana conducted 12 supportive Ongoing supportive supervision supervision visits, two visits per school.
3.4. Translate updated SRGBV teacher training and TOT materials into Kiswahili The English version of the draft SRGBV teacher training materials are being used with teachers in year two. Teachers have a good grasp of English and using the English version is not a problem for their comprehension. Translation of the final SRGBV material will take place after the task force has completed its review and provided its approval.
3.5. Print SRGBV training teacher resource materials WEI/Bantwana printed the draft English version of the SRGBV manuals for use in year two. Mass printing of the updated SRGBV materials is on hold to allow for the process of validation and approval by the task force.
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3.6. Orient LGA technical team on SRGBV teacher training Orientation for LGAs in Musoma MC and Musoma DC was delayed due to a review of the SRGBV manuals by a technical team from the MoHCDGEC. This review by the MoHCDGEC technical team took longer than anticipated and resulted in activities being implemented later than planned. The review was necessary because some government officials at the Council and Regional level are adopting a strict interpretation of a policy that says that any materials used in government schools must be “government approved.” To avoid unnecessary complications in the current operating environment, WEI/Bantwana has engaged the MoHCDGEC in a review of all the school based materials that are linked with the NPA-VAWC. The review process has taken longer than anticipated, however was necessary in the current operating environment. The orientation of the LGA technical teams for Musoma MC and Musoma DC will be completed in Q4. LGAs in Karatu and Tarime were oriented in previous reporting quarters.
3.7. Support school-level rollout of SRGBV teacher training In this reporting period, WEI/Bantwana identified 19 SRGBV District Master Trainers (DMT) (five female) in Musoma DC, Musoma MC and Tarime DC. DMTs are qualified district level trainers (including teachers and LGA officials) identified by WEI/Bantwana, in collaboration with LGAs, who will take on the responsibility of directly training teachers on SRGBV prevention and response, gender responsive pedagogy and positive discipline. The selection of District Master Trainers involved reviewing applications and inviting qualified candidates for interviews. The DMTs will receive training in Q4 to enable them roll out SRGBV training in schools under the supervision of WEI/Bantwana.
As part of the SRGBV training follow up, WEI/Bantwana conducted six focus group discussions popularly referred to as “lunch and learns” with 110 teachers in six pilot schools as well as two LGAs in Karatu DC. Through SRGBV lunch and learn sessions, teachers were oriented on the SRGBV case log tool to strengthen their documentation and reporting of SRGBV cases in both school and community settings. At the end of the orientation, each school was provided with copies of the case log tool for use when responding to SRGBV cases. Table VII. Shows that a total of 25 teachers (9 female) were oriented on SRGBV case log in Karatu DC.
Table VII. Teachers oriented on SRGBV case log in Karatu DC # Teachers # Heads of School TOTAL School F M T F M T F M T Banjika 1 2 3 1 1 2 2 4 Baray 1 2 3 1 1 1 3 4 Endallah 0 3 3 1 1 0 4 4 Florian 2 2 4 1 1 2 3 5 Slahhamo 1 2 3 1 1 1 3 4 Welwel 1 2 3 1 1 2 2 4 Total 6 13 19 2 4 6 8 17 25
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Early Warning System (EWS) Evidence suggests that secondary school dropout can be predicted through key indicators of Absenteeism, Behavior and Course failure (ABC), which can be monitored at the school level (GW- CEE, 2012). Early Warning Systems aimed at early identification of patterns that lead to dropout have demonstrated effectiveness at increasing secondary school retention (Creative Associates International, 2015 & Neild et al., 2007).
The Early Warning System identifies students who may be at risk of dropping out of school, links them to appropriate prevention services as well as monitors the students’ responses to interventions to ensure their retention in school. Through the implementation and roll out of the Early Warning and Response System, WEI/Bantwana seeks to address the link between parents/guardians and communities at large and school drop-out as a key factor limiting education completion rates for adolescent girls in secondary schools. WEI/Bantwana will not create a parallel system but rather strengthen existing systems in schools. WEI/Bantwana will work closely with the school leadership and management to ensure that special attention is given to vulnerable students identified during POY Club registration. Vulnerable girls will be monitored a on regular basis through their participation in POY Clubs, follow up with class teachers, and guidance to ensure that they are supported to navigate the challenges that might cause them to drop out of school.
3.11. Introduce the Early Warning System to LGAs and regional authorities WEI/Bantwana facilitated an introductory session around the concept of developing an EWS for 10 regional and district educations teams (Arusha and Mara Regional Education Officers, Regional Academic Officers, District Education Officers, District Academic Officers) during the Subject Club design workshop that is reported under activity 3.20. Following the introduction, the participating LGAs expressed their committed to support the creation of a new EWS model that will be developed jointing in a design work shop. During the workshop, WEI/Bantwana agreed to a suggestion provided by participating LGAs to hold the EWS design workshop in August to allow for head of schools, disciplinary teachers, and academic teachers to participate. WEI/Bantwana will also consider the LGAs recommendation to link the EWS model design to School Disciplinary Committees6 in order to leverage and strengthened that existing system rather than creating a parallel, project dependent system.
3.12. Convene Early Warning System design workshop WEI/Bantwana will facilitate a EWS design workshop in collaboration with LGAs and school representatives in August.
3.13. Develop Early Warning System training module and tools This activity will be conducted following activity 3.12.
3.14. Orient WEI/Bantwana, LGA, and local implementing partner staff on the Early Warning System This activity will be conducted following activity 3.13.
6 Members of the School Disciplinary Committee includes the Deputy Head of School, Discipline Master/Mistress, Counselling and Guidance Teacher, Class Teacher, Teacher on Duty, Two Students (boy and girl)
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Subject Clubs Schools are mandated to have Subject Clubs on different academic topics i.e. math club, chemistry club, geography club, history club – but there is no standard for how clubs are organized or established and they are often inactive. Waache Wasome seeks to work in collaboration with regional and education officers who will develop standardized guidelines on the composition and management of Subject Clubs to ensure they contribute to students learning and academic improvement.
3.20. Share findings and strategize on improvement of Subject Clubs WEI/Bantwana convened a two-day workshop with PO-RALG as well as regional and district education stakeholders to share information and strategize on how to improve Subject Clubs. During the workshop, WEI/Bantwana shared its findings on existing Subject Clubs and pilot revitalization in the six schools in Karatu DC. Participants held long discussions which resulted in the development of a prototype for Subject Clubs as well as an action plan of implementation.
3.21. Revitalize Subject Clubs implementation in schools During this quarter, WEI/Bantwana revitalized 12 Subject Clubs in the following schools in Karatu DC: Awet, Diego, Domel, Edith Gvora, Endabash, Florian, Ganako, Kainam Rhotia, Mang’ola, Mlimani Sumawe, Qangdend, and Upper Kitete. A total 1,535 adolescents (63% girls) were registered in the clubs as shown in table below.
Table VIII. Subject Clubs enrollment by subject in 12 Karatu DC schools
FORM II FORM IV TOTAL Subject Club Girls Boys Total Girls Boys Total Girls Boys Total Agriculture 0 13 13 22 7 29 22 20 42 Language 118 70 188 119 32 151 237 102 339 Math 94 55 149 21 14 35 115 69 184 Science 182 135 317 106 78 184 288 213 501 Social Sciences 133 76 209 179 81 260 312 157 469 TOTAL 527 349 876 447 212 659 974 561 1,535
3.22 Conduct monthly supportive supervision During this quarter, WEI/Bantwana conducted 12 supportive supervision visits (two visits per school) in the pilot schools to monitor Subject Clubs that were revitalized in Q2. During the visits, it was observed that every school continued with their own Subject Club models. Some schools had Subject Clubs that combined students from Form I and Form IV, others combined Forms I through Form IV, while some schools were based on grades. Although students register to one club, membership to most clubs are not fixed, meaning that a student can join a Math Club this week and join a Geography Club in the following week. Every week, students choose a club to join based on their interest in a particular subject and all Subject Club meetings take place at the same time. This makes it hard for Peer Leaders and teachers to consistently track attendance. WEI/Bantwana focused on addressing this challenge during the Subject Club design workshop reported under activity 3.20.
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Objective 4: Provide alternative education pathways for girls who have dropped out of secondary school due to pregnancy and/or early marriage
The activities under this objective support highly vulnerable girls who have dropped out of school and cannot re-enter due to various reasons including pregnancy, early marriage, economic hardship, health issues, corporal punishment, and living long distances from school. Interventions include developing Out of School Study Groups (OSSG) which will equip girls with the knowledge and skills that adolescent mothers need to keep them and their babies safe, healthy, and stable. The components of OSSG are life skills, adolescent LIMCA, early childhood stimulation, vocational training, and preparation for the Qualifying Test.
Provide alternative education pathways for girls who have dropped out of secondary school due to pregnancy and/or early marriage Y2 Q3 Activities Status Description 4.2. Translate OSSG life skills Translation of the materials was initiated in In progress materials into Kiswahili this quarter. 4.3. Field test the OSSG life WEI/Bantwana field tested the OSSG materials In progress skills materials under the DREAMS IC program in Temeke. 4.4. Revise the OSSG life skills WEI/Bantwana revised the OSSG materials materials based on the In progress based on the Temeke field testing. Revisions simulation training are ongoing. WEI/Bantwana printed limited copies of OSSG 4.5. Print OSSG life skills In progress materials for field testing. Mass printing will materials be completed when materials are final. 4.6. Develop early childhood WEI/Bantwana developed draft early Done stimulation materials childhood stimulation materials. 4.7. Translate the early WEI/Bantwana will translate the early childhood stimulation Not done childhood stimulation materials once finalized. materials into Kiswahili 4.8. Contextualize the early childhood stimulation materials This activity is on hold until the materials are On hold through a simulation translated. training 4.9. Revise the early childhood This activity is on hold until the materials are On hold stimulation materials contextualized.
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4.11. In collaboration with WEI/Bantwana started identification of ECS LGAs, identify and recruit In progress volunteers this quarter. OSSG and ECS facilitators This activity will be completed in Q4.
OSSG facilitator training will be conducted 4.12. Train OSSG facilitators On hold after Peer Leaders are recruited from OSSG participants. ECS training will be conducted after volunteer 4.13. Train ECS volunteers On hold recruitment is completed.
WEI/Bantwana identified 22 OSSG 4.14. Enroll girls in OSSG In progress participants from three wards of Endamararieck, Qurus, and Mbulumbulu.
4.15. Identify local “safe Identification of safe places will be completed places” for the delivery of In progress after completion of identification process OSSG described in 4.14.
4.16. Equip OSSG sites with Safe places will be equipped child friendly child friendly materials for On hold materials for ECS after completion of ECS/day care identification of safe places described in 4.15.
This activity will be implemented following 4.17. Support OSSG meetings On hold completion of activities 4.14 and 4.15. WEI/Bantwana engaged IAE in discussion earlier in implementation of the project and, 4.18. Collaborate with IAE to after leadership turnover, will re-engage with conduct learning needs Ongoing IAE in Q4. assessment WEI also contacted VETA and other qualifying test centers to gauge options. 4.19. Collaborate with IAE to This activity is on hold until the project re- identify short On hold engages with IAE. entrepreneurial courses 4.20. Collaborate with IAE to This activity will take place after deliver short On hold WEI/Bantwana determines if it will move entrepreneurial courses forward with IAE or another test center. 4.21. Conduct support Supportive visits will begin once OSSG On hold supervision visits interventions are operational.
4.22. Convene quarterly review Quarterly review meetings will be scheduled On hold meetings once OSSG interventions are operational.
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4.2. Translate OSSG life skills materials into Kiswahili WEI/Bantwana started the translation of developed OSSG materials in this quarter. List of OSSG Tools developed for documentations and data recording: 4.3. Field test the OSSG life skills materials
WEI/Bantwana field tested the OSSG manual in Temeke MC OSSG enrollment form under the DREAMS IC program and received valuable OSSG attendance register feedback from participants on improvements to the materials. OSSG weekly reporting tool Waache Wasome will also collect feedback from OSSG OSSG referral handbook participants on the material in Karatu DC. Field testing and OSSG home visit Book finalization of the material will conclude in Q4. OSSG case log OSSG home visit card 4.4. Revise the OSSG life skills materials based on the simulation training WEI/Bantwana revised the OSSG materials based on the Temeke field testing. Revision of the material will continue based on the feedback collected in Karatu DC.
4.5. Print OSSG life skills materials WEI/Bantwana printed a limited number of copies of the OSSG materials in order to field test them in Temeke. Mass printing for Waache Wasome will be completed following activity 4.4.
4.6. Develop early childhood stimulation materials WEI/Bantwana developed draft early childhood stimulation materials.
4.7. Translate the early childhood stimulation materials into Kiswahili WEI/Bantwana will translate the early childhood stimulation materials once finalized.
4.8. Contextualize the early childhood stimulation materials through a simulation training WEI/Bantwana will refine the early childhood stimulation materials via a simulation training once the materials are translated into Kiswahili.
4.9. Revise the early childhood stimulation materials WEI/Bantwana will finalize the early childhood stimulation materials once the material is contextualized.
4.11. In collaboration with LGAs, identify and recruit OSSG and ECS facilitators This quarter, WEI/Bantwana began the process of identifying ECS volunteer facilitators and will complete this activity in Q4.
4.12. Train OSSG facilitators The OSSG facilitator training will be conducted after completing the recruitment of Peer Leaders from among the identified OSSG.
4.13. Train ECS volunteers ECS training will be conducted after volunteer recruitment is completed.
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4.14. Enroll girls in OSSG WEI/Bantwana collaborated with the District Council in identifying 22 Out of School Study Group participants in the three pilot wards of Endamararieck, Qurus, and Mbumbulu. Prior to identification, a meeting was held with three WEOs, two SWOs and three WEI/Bantwana staff members to plan the identification exercise. During the meeting, participants were oriented on the OSSG model, how to conduct the identification, how to use the tools, and the criteria for selecting the girls. Among the criteria for enrollment of girls into OSSG is that the girls have dropped out of school within the past two years.
While being interviewed during the identification process, the girls mentioned different reasons for why they dropped out of school such as pregnancy, course failure, distance from school, poverty, and illness. The leading cause being pregnancy (55%) followed by course failure (36%) as indicated in Chart I. Eight parents signed consent forms for girls under the age of eighteen to participate. The identification process will continue in Q4 in order to reach the target of 60 OSSG participants in Karatu DC.
4.15. Identify local “safe places” for the delivery of OSSG WEI/Bantwana will identify safe places after completing the identification process described in 4.14.
4.16. Equip OSSG sites with child friendly materials for ECS/day care Safe places will be equipped with child friendly materials for ECS after the safe places are identified.
4.17. Support OSSG meetings This activity will be implemented following the completion of activities 4.14 and 4.15.
4.18 Collaborate with IAE to conduct learning needs assessment WEI/Bantwana engaged IAE in a discussion earlier in the implementation of Waache Wasome regarding collaboration however, since that time, the leadership at IAE has changed and WEI/Bantwana will need to re- engage IAE regarding the proposed collaboration. WEI/Bantwana also contacted other qualifying testing centers to see what other collaborating partners may be available. Chart I: Causes of drop out reported among 4.19 Collaborate with IAE to identify short the identified OSSG participants in three entrepreneurial courses wards of Karatu DC This activity is on hold until the project re-engages with IAE.
4.20. Collaborate with IAE to deliver short entrepreneurial courses This activity will take place after WEI/Bantwana determines if it will move forward with IAE or another test center.
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4.21 Conduct support supervision visits Supportive visits will happen once OSSG interventions are operational.
4.22. Convene quarterly review meetings Quarterly review meeting will happen once OSSG interventions are operational
C. Monitoring, Evaluation, and Learning Activity Status Description
ME.4. Train WEI/Bantwana Ongoing WEI/Bantwana participated in a training staff and sub-grantee staff workshop on Data Quality Assessment (DQA) and LGAs on project data organized by D4D. collection tools, WEI/Bantwana oriented Waache Wasome monitoring protocols, and project staff on updates to the MEL plan. MEL plan
ME.6. Provide input to NORC Pending WEI/Bantwana did not receive the baseline impact evaluation team on from NORC during this quarter. baseline assessment report
ME.7. Develop Field Link In progress The POY Club module of FieldLink was beta- Tanzania database tested.
ME.8. Train WEI/Bantwana In progress WEI/Bantwana oriented M&E staff and five staff and sub-grantee data entry volunteers to upload data into staff to upload data into FieldLink. FieldLink Tanzania
ME.9. Prepare internal monthly In progress Internal monthly data reports were prepared by data reports for WEI/Bantwana District Coordinators. monitoring of local implementing partner performance
ME.10. Carry out routine data Ongoing WEI/Bantwana conducts routine data verification verification to ensure quality of data for reporting and use.
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ME.11. Develop, test, and refine Ongoing WEI/Bantwana developed the SRGBV case log data collection tools and and the OSSG Enrollment Form. monitoring protocols
ME.12. Prepare quarterly data Ongoing WEI/Bantwana collects data on a monthly basis report and as activities happen. Monthly data are aggregated on quarterly basis in the attached Indicator Tracking Table (See Annex A).
ME.4. Train WEI/Bantwana staff and sub-grantee staff and LGAs on project data collection tools, monitoring protocols, and MEL plan During this quarter, two WEI/Bantwana staff participated in a three-day Data Quality Assessment (DQA) training workshop organized and facilitated by the USAID Data for Development (D4D) project. The workshop aimed at training M&E staff to conduct their own internal DQAs as well as to prepare for the USAID DQA. The training workshop covered topics on program indicators, data quality standards, data quality management plan, DQA checklist, data verification and system assessment tools, and a practical session with a field visit to an implementing partner in Morogoro.
Also, in this reporting period, WEI/Bantwana responded to questions from USAID on updates to the MEL plan that were submitted last quarter. WEI/Bantwana requested revisions to indicator definitions, disaggregations, and targets, revised the logic model, and created a target rationale table as an additional annex to the MEL Plan. WEI/Bantwana oriented program staff on the changes made to the draft updated MEL plan. WEI/Bantwana regularly conducts orientation and training sessions on MEL to program staff and volunteers when changes or updates are made to the data collection tools, monitoring protocols, reporting templates, indicators and targets and the MEL plan. WEI/Bantwana received a second round of requested revisions to the MEL Plan. These will be submitted to USAID next quarter.
ME.6. Provide input to NORC impact evaluation team on baseline assessment report WEI/Bantwana will provide input on the baseline assessment report when NORC completes the draft report.
ME.7. Develop FieldLink Tanzania database WEI/Bantwana conducted beta testing of the POY Club component of the FieldLink Tanzania database this quarter, uploading POY Club data into FieldLink. Also, by the end of this quarter, a total of 3,929 out of the 5,025 POY Club enrollment forms were uploaded. A POY Club enrollment form consists of 50 items including indicators such as GNDR-3, GNDR-4, and WW_POY_O1. WEI/Bantwana will complete uploading POY Club enrollment, POY Club participation, POY Club post-survey, and LIMCA data in quarter four.
ME.8. Train WEI/Bantwana staff and sub-grantee staff to upload data into FieldLink Tanzania During this quarter, WEI/Bantwana oriented M&E staff and five volunteers to upload POY Club enrollment data as aforementioned.
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ME.9. Prepare internal monthly data reports for monitoring of local implementing partner performance WEI/Bantwana collects data on a monthly basis and generates monthly reports. During this quarter, the monthly data reports were prepared by WEI/Bantwana district staff. The monthly reports are used to monitor the project performance in each project district and are the basis for the aggregation of quarterly reports. When the first round of uploading data into FieldLink is completed, internal monthly data reports for monitoring performance in respective districts will be automatically generated by FieldLink. WEI/Bantwana will complete the automation of internal monthly data reports in FieldLink for monitoring sub-grantees when such sub-grantees are in place.
ME.10. Carry out routine data verification During this quarter, WEI/Bantwana verified POY Club participation data, LIMCA data, and SRGBV lunch and learn data in terms of availability, completeness and accuracy. Missing POY Club participation data was re-collected from schools. POY Club Peer Leaders and Matrons and Patrons were urged to ensure that they file the POY Club attendance registers immediately after the meeting to avoid any misplacements. Also, incomplete LIMCA forms as well as SRGBV lunch and learn and SRGBV case logs were taken back to the field for completion.
WEI/Bantwana participated in Data Quality Assessment (DQA) that was conducted by the USAID Data for Development (D4D) project. Three USG Foreign Assistance Indicators (ES.1-4, GNDR-4 and GNDR-8) and one USAID Standard Indicator (GNDR-3) were verified against source documents.
ME.11. Develop, test, and refine data collection tools and monitoring protocols WEI/Bantwana develops, refines and updates data collection and monitoring protocols based on needs and continuous learning. During this quarter, SRGBV case identification and reporting (SRGBV case log) and OSSG identification tools were developed. The SRGBV case log is used to identify, document and respond to SRGBV cases in project schools. Also, the OSSG identification tool was used in a transact walk to identify out-of-school girls and teen moms for the OSSG program.
ME.12. Prepare quarterly data report WEI/Bantwana continuously collects data for project monitoring, learning, and reporting. Data is collected on monthly basis and as activities happen and are aggregated on quarterly basis. For this quarter, the quarterly data report is as shown on attached Indicator Tracking Table.
D. Project Management IV. Project Management Activity Status Description PM.3 Complete procurement WEI/Bantwana submitted required process In progress documentation to TRA and obtained VAT exemption at the end of June 2018. All procurements will be processed in Q4.
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PM.4. Sign agreement with WEI/Bantwana is working with WGBH on a WGBH Educational In progress work plan and associated budget for year three. Foundation to adapt Design Squad for Tanzania
PM.9. Work with sub-grantees All three organizations submitted information for to prepare partner work Done development of work plans, project descriptions plans, PMPs, project and budgets with budget notes. descriptions, budget, and budget notes
PM.10. Obtain concurrence Concurrence memos will be submitted to USAID for sub-granting to sub- In progress once negotiations with sub-partners are grantees from USAID completed.
PM.11. Sign sub-award This activity will be completed after sub-award agreements On hold concurrence memos are submitted for review and with sub-grantees approval by USAID.
PM.12. Convene quarterly WEI/Bantwana collaborated with the Karatu technical review Done Council to conduct a one-day technical review meetings meeting. PM.13. Submit quarterly and The January-March quarterly report was annual program and Ongoing submitted to USAID in April. USAID requested financial reports clarification on the report, clarification was submitted and a second round of clarifications will be submitted in Q4.
PM.3 Complete procurement process In this reporting period WEI/Bantwana submitted all the documents required to process exemptions. Initial letters of support from ward, district, and regional levels were acquired and WEI/Bantwana submitted the request to TRA. TRA requested more supporting documents like bilateral agreements, amendments etc. which indicate that the government of Tanzania signed a deliberation with the US government on waiving taxes for USAID funded projects.
With USAID’s help, WEI/Bantwana successfully resubmitted all supporting documents and TRA released a letter of approval. All the remaining project procurements will be processed in Q4.
PM.4. Sign agreement with WGBH Educational Foundation to adapt Design Squad for Tanzania WEI/Bantwana is working with WGBH on a work plan and associated budget for year three.
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PM.9. Work with sub-grantees to prepare partner work plans, PMPs, project descriptions, budget, and budget notes In this quarter, WEI/Bantwana worked individually with the apparently successful applicants identified through a competitive RFA process to discuss and agree on the steps in managing start up activities to be included in the first sub-agreement contract. All three proposed partners: Service, Health and Development for People Living Positively with HIV/AIDS (SHIDEPHA+), Rafiki Social Development Organization (RAFIKI SDO), and Africa Inland Church Tanzania (AICT)) were involved in the negotiations. The work plan, project descriptions, budget and budget notes will be submitted for approval in Q4. The back and forth negotiations with sub-partners took longer than anticipated.
PM.10. Obtain concurrence for sub-granting to sub-grantees from USAID All concurrence memos will be submitted to USAID after negotiations with sub-partners are completed and concurrence memos are finalized.
PM.11. Sign sub-award agreements with sub-grantees Signing of sub-awards will follow USAID approval of the concurrence memos.
PM.12. Convene quarterly technical review meetings In April 2018, WEI/Bantwana collaborated with the Karatu District Education Team to plan and conduct a one-day quarterly review meeting on project activities in schools. The objective of the meeting was to gather information on what works well, challenges and discuss the way forward. Participants included the heads of school from all six pilot schools, Patron/Matrons, counselling and guidance teachers and the District Education Officer.
PM.13. Submit quarterly and annual program and financial reports WEI/Bantwana submitted the January-March quarterly report to USAID in April. USAID requested clarification on the report, clarification was submitted and a second round of requested clarifications will be submitted in Q4.
Additional Program Management Activities
1. Collaboration with other stakeholders: i. D4D Data Quality Assessment workshop in Morogoro: In April, USAID through its M&E partner Data for Development (D4D) organized a two-day implementing partner workshop in Morogoro. The objective was to create deeper understanding among implementing partners on the data quality assessment process which included an orientation for the DQA held in May 2018. WEI/Bantwana was represented by M&E Advisor Dr. Hosea Mpogole and M&E Manager Ms. Annamaria Magige. ii. USAID Visit to Waache Wasome Project in Arusha and Karatu: In May the USAID Education Team comprised of Mr. Abbas Nsanzugwanko and Mr. Kristopher Capella visited Karatu District to announce a visit from the USAID Tanzania Mission Director to the DC and LGA officials, assessed preparedness of District Council to host the Mission Director, and planned activities including speaking to the selected Waache Wasome
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beneficiaries. During the visit, the USAID Education Team was accompanied by the WEI/Bantwana Tanzania Country Director, the District School Quality Assurance Officer, Samson Mkonyi. They visited Welwel Secondary School to observe teachers who were trained on SRGBV and POY Clubs. At the school, the team was received by Headmistress Elizabeth Kipandwa, who
briefed them about the The USAID Tanzania Education Specialist, Abbas Nsanzugwanko (standing) school and Waache speaking to teachers who attended SRGBV training at Welwel Secondary School Wasome interventions. The team met teachers who were trained on SRGBV and heard testimonies of changed behavior as a result of SRGBV training. Other sites visited included a LIMCA group at the Gongali village in Qurus ward and Banjika Secondary School. The USAID Tanzania Mission Director, Andrew Karas, visited Waache Wasome in Karatu DC on 25th May 2018 to observe and speak to beneficiaries. He was accompanied by Abbas Nsanzugwanko, Project Management Specialist and Alternate AOR for Waache Wasome, USAID/Tanzania; Ana Bodipo-Mbuyamba, Community-Based Services Team Lead, USAID/Tanzania; Kristopher Capella, Education Development Advisor, USAID/Tanzania; Crystal Garrett, Desk Officer, USAID/Washington; Noorie Osman Budget Analyst, USAID/Tanzania, Dustin Laxton, Operations Coordinator, Defense Attache Office of US Embassy Tanzania; Rachel Chilton, Deputy Development Outreach & Communication Officer, USAID/Tanzania and Mary Magungu, Training Coordinator, USAID/Tanzania. iii. Participation in Power of Savings Group Conference in Kigali: WEI/Bantwana provided a professional development opportunity to its economic strengthening team to participate in the Savings Group Conference 2018 in Kigali, Rwanda as part of staff capacity building. The knowledge and information gained during the conference will be used by the team to strengthen LIMCA activities. The conference was organized by the Small Enterprise and Education Promotion Network (SEEP) and WEI staff attendance was not funded by the Waache Wasome project. iv. Commemoration of Day of the African Child (DAC): In this reporting period, the Arusha Regional Secretariat, in collaboration with the Ministry of Health, Community Development, Gender, Elderly and Children, invited WEI/Bantwana to participate in the commemoration of the Day of African Child (DAC) in Arusha City in June 2018. WEI/Bantwana was among the 35 non-governmental organizations to participate in the event. WEI/Bantwana coordinated with USAID regarding the press coverage for the
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event however the date of the event changed at the last minute making coordination a challenge. DAC comprised of three events: 1) training journalists on GBV, 2) Children Symposium, 3) peak celebrations that included IP to set up booth for exhibitions and children procession and live performances. WEI/Bantwana was given the role of coordinate children symposium. WEI participation included 20 (girls) POY Club members who participated in children symposium and peak celebration at the stadium, designing and facilitation of the symposium, and setting up booth for showcasing Waache Wasome project activities. Also, POY Club members performed a song in front of the guest of honor, Deputy Minister for the Ministry of Health, Community Development, Gender, Elderly and Children, Dr. Faustine Ndugulile. Further detail of the event is described in Annex D. v. Participation in MOHCDGEC National IPG Meeting: In June, WEI/Bantwana participated in the National Implementing Partners Group (IPG) meeting in Dodoma. The meeting aimed at providing an opportunity for NGOs implementing activities aligning with NPA – VAWC to review progress. Other IPs that attended the meeting were JSI – CHSSP, Measure Evaluation, ANPCAN Tanzania, IOM, Plan International, Railway Children Africa, SOS Children’s Village TZ, ACE Africa, TCRF, CAMFED and UNICEF.
2. Environmental Compliance Waache Wasome activities related to direct social protection services (Tanzania 3.1 Health IEE Tactic Category 4) and household economic strengthening activities (Tanzania 3.1 Health IEE Tactic Category 5) comply with Tanzanian environmental regulations and, where appropriate, involve training that includes environmental awareness and sensitivity. All other Tanzania Health and Education IEE negative determination findings are not relevant to the implementation of Waache Wasome.
3. POY and SRGBV Validation Process Although WEI/Bantwana organized a POY Club and SRGBV materials validation workshop in Q1, it was necessary to complete another validation process due to the ongoing challenges related to pressure for central government approval of the material content. This quarter, WEI/Bantwana presented the revised POY and SRGBV materials to the Management Committee of the MoHCDGEC7 for validation and approval. During the presentation, WEI/Bantwana, in collaboration with GBV experts and an Education Specialist from the Tanzania Education Authority, presented an overview of GBV in Tanzania, linking the proposed materials with current policies and regulations in Tanzania and how GBV affects school outcomes. The Ministry Management Committee members had an opportunity to ask questions and seek clarification from the presenters. At the end of the two-day meeting, the Management Committee unanimously agreed that the POY Club and SRGBV materials
7 Acting Permanent Secretary, Director for Community Development, Director for Gender and Development, Director for Policy and Planning, Assistant Director of Monitoring and Evaluation, Internal Auditor, Acting Head of Information Communication and Technology, Assistant Director for Children Development, Director of Children Development, Assistant Commissioner for Social Welfare, Director for Procurement Management, Deputy Director for Procurement Management, Deputy Director for Gender and Development, Director of Administration and Human Resource Unit, and Deputy Director for Community Development.
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are relevant for implementation of NPA-VAWC but would require a thorough technical review in order to make them national material under the MoHCDGEC.
The Management Committee formed a task force of 10 members to conduct a technical review and improve the materials in order to become national manuals and be used across the country. The task force members selected are: a) Four Representatives from MoHCDGEC( Department of Policy and Planning (DPP), Department of Children Development, Department of Gender and Commissioner for Social Welfare) b) Representatives from PO-RALG ( Department of Education – two people) c) Representatives from MoEST (Office of Commissioner of Education, Quality Assurance (one) & Teachers Education ) d) Representative from Teachers’ Service Commission e) Technical Expert from WEI/Bantwana
The task force was given seven days starting from the last week of July 2018 to complete the assignment. The Director of Policy and Planning (DPP) in collaboration with WEI/Bantwana shall provide logistical and facilitation to enable the task force to undertake review. In the meantime, the Management Committee agreed that WEI/Bantwana can use the draft POY Club and SRGBV materials to rollout training as part of piloting.
E. Opportunities and Challenges
Key Opportunities 1. NPA-VAWC: The national stakeholders of the National Plan of Action to End Violence Against Children (NPA-VAWC) as a see the Waache Wasome project a pioneer in operationalizing GBV prevention and response interventions in secondary schools in Tanzania. The content of the POY Club curriculum and the SRGBV teacher training is fully aligned with what the NPA-VAWC is calling for under Pillar #2 – Safe Schools and Life Skills. This is an opportunity to enhance local ownership of Waache Wasome and strengthen sustainability.
Key Challenges 1. Passive resistance to methods of disciplining children: Issues of disciplining children are deeply rooted in culture and traditions in Tanzania. For example, corporal punishment is widely accepted in the community and to some extent encouraged in the education policy (education policy accepts up to four strokes administered by head teacher). However, in most schools, this privilege is abused and thus leads to violence. So, when Waache Wasome advocate for alternative and positive discipline approaches, it receives passive resistance among teachers and parents because they think that the project wants to bends school rule. This creates subtle hostility from the community as well as some policy makers.
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2. Continued sensitivities towards INGOs: The overall heightened sensitivity towards INGOs in Tanzania, coupled with a general tendency within PO-RALG at the moment to favor educational infrastructure projects over all other education projects, is a source of ongoing and low simmering friction. To combat this, WEI/Bantwana is working hard to engage the PO-RALG Waache Wasome focal person, as well as LGAs and Regional Authorities as champions for Waache Wasome. WEI/Bantwana is making progress however this is a slow process and takes time. As a result, some activities had to be shifted around and are being implemented slightly later than originally planned in the work plan. During the next quarter, WEI/Bantwana will accelerate implementation to meet all annual targets.
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Annexes
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Annex A: Indicator Tracking Tables Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT
OUTPUT LEVEL INDICATORS
Total Males 6944 811 792 393 This is an annual indicator. During Q3, Total Females 6284 1098 617 431 this included the head Male Age 10-14 764 89 88 181 count of new students (Form I) that benefited Female Age 10-14 # learners in 1257 219 103 274 as a result of training secondary schools or Male Age 15-19 teachers on SRGBV USG 6180 722 704 212 equivalent non- prevention and #1 ES.1-4 Foreign Female Age 15-19 4142 13,228 31% school based settings 5,027 879 514 157 response, gender Assistance reached with USG Disabilities 28 4 22 3 responsive pedagogy, education assistance and positive discipline Karatu DC 6,246 1,909 0 824 and SRGBV lunch and Musoma DC 2,820 0 0 0 learn meetings in six pilot schools in Karatu Musoma MC 2,692 0 0 0 DC. Tarime DC 1,470 0 1,409 0 During Q3, a total of Total Males 1915 312 0 1656 4,237 (61% Girls) out of Total Females 3125 413 0 2581 the enrolled 5,025 adolescents participated Male Age 10-14 460 75 0 422 in POY Club meetings, # in-school Female Age 10-14 1250 162 0 892 using a 60% adolescents participation rate per Male Age 15-19 1455 237 0 1234 #2 WW_POY participating in Custom 4962 5,040 98% the MEL Plan. Protect our Youth Female Age 15-19 1875 251 0 1689 WEI/Bantwana works (POY) clubs with POY Club matrons Karatu DC 2,380 725 0 2006 and patrons and Heads Musoma DC 1,120 0 0 886 of School to ensure that adolescents are Musoma MC 980 0 0 856 participating in Tarime DC 560 0 0 489 meetings. Total Males During Q3, this # in-school 144 0 61 65 included the head count #3 WW_PE adolescents trained Custom Total Females 253 288 88% 144 0 60 67 of in-school adolescents as Peer Leaders Male Age 10-14 57 0 17 6 trained as Peer Leaders
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT in Musoma DC (55; 27 Female Age 10-14 58 0 26 17 Girls), Musoma MC (49; Male Age 15-19 87 0 44 59 26 Girls) and Tarime DC (28; 14 Girls).Peer Female Age 15-19 86 0 34 50 Leader training will Karatu DC 136 0 121 0 continue in Q4 following completion of Musoma DC 64 0 0 55 the task force approval Musoma MC 56 0 0 49 process of POY materials. Tarime DC 32 0 0 28 For Q3, this included Male 607 75 80 91 the number of individuals, parents and Female caregivers of 3443 553 538 606 adolescents continuing # individuals enrolled savings and lending in economic Karatu DC 1,912 628 618 697 activities though LIMCA strengthening groups. Also, four new interventions that Musoma DC #4 WW_ES Custom 707 4,050 17% LIMCA groups (79 aim to increase 901 0 0 0 members) were formed family commitment Musoma MC in Karatu DC. At the and capacity to invest 787 0 0 0 time of writing this in girls' education report, WEI/Bantwana had trained EEVs to Tarime DC rollout LIMCA groups in Karatu DC and Mara 450 0 0 0 Region.
Male 90 0
Female 510 0 Rolling out positive # individuals trained parenting skills training Karatu DC 600 0 #5 WW_PS in positive parenting Custom 0 600 0% for pilot LIMCA groups skills Musoma DC 0 N/A in Karatu DC be conducted in Q4. Musoma MC 0 N/A
Tarime DC 0 N/A # persons trained USG SRGBV Teacher This is an quarterly #6 GNDR-8 352 936 38% with USG assistance Foreign Training (M) 485 71 33 0 annual indicator that is
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT to advance outcomes Assistance SRGBV Teacher reported annually in the consistent with Training (F) 237 31 11 0 IPRS. For Q3, this gender equality or EEV Training (M) included: 53 EEVs (49 female 18 0 0 4 female) trained to empowerment EEV Training (F) 90 11 0 49 support LIMCA groups through their roles in in Karatu DC; 57 Heads POY Club Patrons public or private of School and POY (M) 36 0 30 33 sector institutions or Club Matrons and POY Club Matrons organizations Patrons (24 Female) in (F) 36 0 21 24 Musoma DC, Musoma OSSG Facilitator MC and Tarime DC; Training (F) 4 0 0 0 and 10 LGA officers (5 Others (e.g. LGA female) who Staff_M) 18 13 2 5 participated in POY Others (e.g. LGA Club Matrons and Staff_F) 12 4 5 5 Patrons and EEV Karatu DC 440 130 54 54 trainings. WEI/Bantwana will achieve these Musoma DC 209 0 0 27 targets through the SRGBV training Musoma MC 182 0 0 24 scheduled in Q4. Tarime DC 105 0 48 15
Total Males 2246 0 367 561
Total Females 2074 0 416 974
Male Age 10-14 382 0 16 26 During Q3, WEI/Bantwana Female Age 10-14 456 0 41 64 revitalized subject clubs # in-school Male Age 15-19 1864 0 351 535 in 12 schools in Karatu. #7 WW_SC adolescents enrolled Custom 2,318 4,320 54% A total of 1,535 in subject clubs Female Age 15-19 1618 0 375 910 adolescents (63% Girls) Karatu DC 2,039 0 783 1,535 were enrolled in Subject Clubs. Musoma DC 977 0 0 0
Musoma MC 839 0 0 0
Tarime DC 465 0 0 0
#8 WW_STEM # adolescents Custom Total Males 0 0 0 0 No STEM activities
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT enrolled in programs were planned for Y2. Total Females 0 that aim to enhance science, technology, Male Age 10-14 0 engineering, and Female Age 10-14 0 mathematics (STEM) Male Age 15-19 0
Female Age 15-19 0
ICT Camps 0
Design Squad 0
Karatu DC 0 During Q3, Age 10-14 10 0 0 0 WEI/Bantwana in Age 15-19 50 0 0 22 collaboration with Karatu LGA and # out-of-school Karatu DC 60 0 0 22 VEOs/Village adolescent girls and Chairpersons identified young women Musoma DC 0 and enrolled 22 girls #10 WW_AEP Custom 0 60 0% (AGYW) supported and teen moms (12 Musoma MC 0 through Out-of- Teen Moms). School Study Groups WEI/Bantwana will continue to identify, Tarime DC 0 enroll and support more girls and teen moms in Q4. OUTCOME LEVEL INDICATORS Numerator 381 (POY_Girls) This is an annual % females who Denominator indicator. A pre-test 560 report increased self- (POY_Girls) survey for this indicator efficacy at the USAID Karatu DC was administered in Q2 #11 GNDR-3 143 N/A 68% N/A conclusion of USG Standard (Numerator) during POY Club supported training/ Karatu DC formation. A post-test 210 programming (Denominator) survey will be Musoma DC administered in Q4. 95 (Numerator)
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT Musoma DC 140 (Denominator) Musoma MC 95 (Numerator) Musoma MC 140 (Denominator) Tarime DC 48 (Numerator) Tarime DC 70 (Denominator) Numerator (Male) 322 26 18
Numerator (Female) 334 13 5
Denominator (Male) 676 68 29 Denominator 726 27 11 (Female) This is an annual Numerator 656 39 23 indicator. A pre-test (Total) survey for POY Club Denominator % participants 1402 95 40 was administered in Q2 reporting increased (Total) during POY Club Karatu DC agreement with the 269 56 0 formation. A post-test concept that males USG (Numerator) survey will be Karatu DC #`12 GNDR-4 and females should Foreign 575 95 0 46% 47% 98% administered in Q4. have equal access to Assistance (Denominator) Also, pre- and post-test Musoma DC social, economic, and 157 0 0 for SRGBV teacher political resources (Numerator) training in Karatu DC, Musoma DC and opportunities 337 0 0 Musoma DC and (Denominator) Musoma MC will be Musoma MC 150 0 0 administered in Q4 (Numerator) during the training. Musoma MC 322 0 0 (Denominator) Tarime DC 80 0 23 (Numerator) Tarime DC 168 0 40 (Denominator) WW_POY_O % adolescent girls Numerator (Girls This is an annual #13 Custom 188 #DIV/0! 84% #DIV/0! 1 who report an 10-14) indicator. A pre-test
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT improved ability to Numerator (Girls survey for this indicator 282 manage their life and 15-19) was administered in Q2 solve their problems Denominator (Girls during POY Club 224 10-14) formation. A post-test Denominator (Girls survey will be 336 15-19) administered in Q4. Numerator 470 (Total) Denominator 560 (Total) Karatu DC 176 (Numerator) Karatu DC 210 (Denominator) Musoma DC 117 (Numerator) Musoma DC 140 (Denominator) Musoma MC 117 (Numerator) Musoma MC 140 (Denominator) Tarime DC 60 (Numerator) Tarime DC (Denominator) 70 Numerator (Male) 91 0 12
Numerator (Female) 517 0 99
% parents/caregivers Denominator (Male) 153 0 13 This is an annual who report that they Denominator indicator. are satisfied with 861 0 104 #14 WW_ES_O2 Custom (Female) 95% 60% 158% WEI/Bantwana is economic Numerator revising this indicator as strengthening 608 0 111 (Total) per USAID comments. interventions Denominator 1014 0 117 (Total) Karatu DC 287 0 111 (Numerator)
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT Karatu DC 478 0 117 (Denominator) Musoma DC 135 0 0 (Numerator) Musoma DC 226 0 0 (Denominator) Musoma MC 118 0 0 (Numerator) Musoma MC 197 0 0 (Denominator) Tarime DC 68 0 0 (Numerator) Tarime DC (Denominator) 113 0 0 Numerator (Male) 162 34 14
Numerator (Female) 76 16 7
Denominator (Male) 340 68 29 Denominator 166 27 11 (Female) Numerator 238 50 21 (Total) % of teachers who Denominator This is an annual 506 95 40 demonstrate (Total) indicator. A pre- and improved Karatu DC post-test for SRGBV WW_GBV_O understanding of teacher training in #15 Custom (Numerator) 112 50 0 53% 56% 94% 3 gender equitable Karatu DC Karatu DC, Musoma practices and SRGBV (Denominator) 239 95 0 DC and Musoma MC prevention and Musoma DC will be administered in response (Numerator) 53 0 0 Q4 during the training. Musoma DC (Denominator) 113 0 0 Musoma MC (Numerator) 46 0 0 Musoma MC (Denominator) 98 0 0 Tarime DC (Numerator) 27 0 21
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT Tarime DC (Denominator) 56 0 40 CONTEXT INDICATORS NATION INDICATOR INDICATOR DISAGGREGATI AL SN TYPE ACTUAL COMMENTS CODE TITLE ON AVERAG E
Proportion of Boys 90.17% Based on 2017 Form students passing Girls Two National Form II national 88.55% #16 CONTZ_PR.2 Context 89.32% Assessment (FTNA) examinations Arusha Region exam results (NECTA, (scoring Division I to 91.47% 2018) IV) Mara Region 86.52%
Proportion of Boys 79.06% students passing Girls Form IV national 75.21% Based on 2017 CSEE #17 CONTZ_PR.4 Context 77.09% examinations Arusha Region results (NECTA, 2018) (scoring Division I to 81.42% IV) Mara Region 72.79%
National average 17:01 Secondary school Based on 2016 data #18 CONTZ_PTR Context Arusha Region 17:01 pupil-teacher ratio 16:01 (BEST, 2017) Mara Region 19:01
Boys 3.5% Based on 2016 data (BEST, 2017). Out of Girls 3.4% Dropout rate the enrolled 1,774,383 nationally in Death 1.3% students 61,488 (48.5% secondary school girls), equivalent to #19 CONTZ_DR Context Pregnancy 3.5% disaggregated by sex 5.6% 3.50% dropped out. and reason of Truancy 93.1% Reasons for dropout dropout were death (1.3%), Arusha Region 1.6% pregnancy (5.6%) and truancy (93.1%). Mara Region 3.9%
#20 CONTZ_TR Transition rate Context Boys 70,60% Based on 2016 data
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Y2 % INDICATOR Y2 Y2 Q1 Y2 Q2 Y2 Q3 Y2 CUMU- SN INDICATOR TITLE TYPE DISAGGREGATION OVERAL ACHIEVE- COMMENTS CODE TARGET ACTUAL ACTUAL ACTUAL LATIVE TARGET MENT nationally from (BEST, 2017) Girls primary to secondary school in a given year Arusha Region
Mara Region
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Annex B: Success Story WAACHE WASOME LIMCA CHANGING LIVES IN KARATU DC: STORIES OF BENEFICIARIES
Livelihood Improvement for Mothers and Caregivers of Adolescents (LIMCA) is a platform that supports change at the household level through a community savings group model designed to help mothers and caregivers develop a safety net—both social and economic—within their community, to provide additional support to ensure their daughters’ continued education. In this quarter, LIMCA issued loans valued at TZS 17,549,600 ($7693 USD). Cumulatively, LIMCA has issued loans valued at TZS 148,298,500 ($65,006 USD) since its inception in 2017. In a rural district where poverty is rampant, the model is becoming a game changer in the district. Here ae a few of the beneficiaries stories:
I am one of very few men to join a LIMCA group. My peers wonder why I decided to join a group that is comprised mainly of women, but they don’t know the benefits of being a member of LIMCA. Through LIMCA I can take a loan and improve my asset base, while at the same time contribute to the education of girls in my community. Before joining LIMCA I had a bio-gas plant but I could not utilize it effectively because I lacked a continuous supply of cow dung. After joining, I took
a loan of TZS 200,000 ($87.77 USD) and bought dairy cattle which provided my wife and I with a continuous supply of dung for the bio gas plant. The ” The bio-gas has reduced cooking time for bio-gas has reduced cooking time for my wife, and it my wife, and it makes it easier to get our kids makes it easier to get our kids ready for school in the ready for school in the morning. – Joseph B. morning. Without LIMCA, we would not have been “ Sule able to receive a loan to buy the cow.
My name is Winner Manuel Sule. I am very happy about my membership in LIMCA group. Before I joined LIMCA, I was selling fruits and only earned an average of TZS 15,000 ($6.58 USD) per day. After joining
LIMCA, I learned entrepreneurship skills as well as
financial discipline. Within the group we also learned
about the importance of supporting girls’ education.
Upon joining, I took a loan of TZS 100,000 and” opened a kiosk selling consumer goods. My income has increased to TZS 30,000 ($13.15 USD) per day. In addition to my I am no longer dependent on my husband for finances. I am proud that I am able to buy scholastic materials for my daughter in secondary school. – Winner Manuel Sule “ Waache Wasome Let Them Learn Tanzania | Y2 Q3 Progress Report 48
income becoming more stable and predictable, I am no longer dependent on my husband. I am proud that I am able to buy scholastic materials for my daughter in secondary school.
My name is Asteria Nicodemus. I joined LIMCA group last year (2017). Before joining the group, I did not have skills to save income. I would spend all the money earned and had no meaningful income generating activity. After joining the group, I was taught financial literacy, basic entrepreneurships skills. These skills are making lots of difference in my life. I took a loan and bought one pig at TZS 100,000 and kept it for seven months. The pig gave birth to seven piglets which I sold at 40,000 each. Together
with this income, I have taken another loan of TZS 250,000
and plan to build a modern house for the family. My dream
of building a better house for my family is now within my
reach because of LIMCA. ”
My dream of building a better house is now within “ my reach because of LIMCA -Asteria Nicodemus
My name is Sabrina Nicodemus. I am a Form IV student in Karatu DC. A few months ago Waache Wasome project staff who came to our school to start Protect Our Youth Clubs (POY Clubs) and requested us to tell our parents that they have a chance to join LIMCA to improve their finances.
I am proud that my mother joined a LIMCA
group. When she joined, she received a loan of
TZS 150,000 and bought feed for our dairy cattle.
The cattle are now able to produce enough milk
for consumption“ at home and to sell at the market.
My mother now has a hand in providing for the
family. “
” After my mother joined LIMCA and got loans, we now get our basic needs easily at home, we have plenty of milk for sale and our own consumption – Sabrina Nicodemus, Form IV student
Waache Wasome is generously supported by the American people through the United States Agency for International Development (USAID). These stories are the responsibility of the Bantwana Initiative of World Education, Inc. and do not Waachenecessarily Wasome reflect Letthe views Them of USAIDLearn orTanzania the United |States Y2 QGovernment.3 Progress Report 49
Annex C: Updated Summary of Supportive Supervision Visits Conducted in FY18- Quarter 3 Comments and/or explanation on Support Visit Issues discussed and technical support Target per # of visits per District/Council discrepancies in visits per technical Focus Areas provided Quarter technical area areas Economic Facilitation on business skills to improve Joint supportive supervision visits Strengthening: members’ capacity in savings and lending strengthen LGA understanding on through LIMCA activities. During the visit, 15 implementation of LIMCA model for members shared their best practices in taking Karatu DC 1 1 ownership and continue support
loans obtained from LIMCA group activities to beyond the life of the program. A total strengthen household income for girls’ education of 53 LIMCA members and EEVs support. benefited from these visits. Further technical support visit was provided for WEI/Bantwana continued to equip mentoring LIMCA group members on EEVs, resources persons and LIMCA effectively making use of “Selling Made members’ ability to use LIMCA Simple” resource materials to improve their resource materials to improve their Karatu DC business skills. Topics covered included: unique 24 24 business skills and savings. A total of markets, successful selling, good use of loans, 50 group members, 4 resources market demand and improving the quality of persons and 4 EEVs benefited. items/products.
A visit was also made to 112 LIMCA group Data for the 28 LIMCA groups were leaders and EEVs on filling in reporting forms collected and technical support for member weekly attendance and provided to strengthen group leaders contributions, loans and repayments, the number and EEVs abilities to document and Karatu DC 28 28 of supported girls through education fund, end report group activities on a weekly and of the cycle information and collecting monthly basis respectively. members’ Income Generating Activities (IGA) to inform the FY 18 Q3 report.
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Comments and/or explanation on Support Visit Issues discussed and technical support Target per # of visits per District/Council discrepancies in visits per technical Focus Areas provided Quarter technical area areas In collaboration with Community Development A total of 53(F-49, M-4) EEVs Officers, WEO and VEOs, a technical support selected. EEVs in Karatu DC undergo visit was made to facilitate selection and training training on LIMCA material and of EEVs to support implementation of the practices to enable them to support Karatu DC LIMCA model. The process involved posting 1 1 formation and facilitation of LIMCA advertisements, shortlisting candidates and group weekly sessions in Karatu conducting oral interviews and math tests to District. identify successful candidates.
With the same purpose above, WEI/Bantwana A total of 59 out of 157 applied backstopped LGAs in shortlisting and candidates were selected for EEVs Musoma MC, interviewing EEVs to support implementation of positions being 23 for Musoma MC, 24 Musoma DC and LIMCA model in Mara region. 3 3 Musoma DC and 12 Tarime DC. The Tarime DC selected EEVs will undertake LIMCA model training next quarter.
Protect Our Youth WEI/Bantwana facilitated a refresher training to A total of 13 clubs were formed in the (POY) Clubs: DEOs, school head teachers, Patrons/Matrons on same 10 schools with 479 members Karatu DC, POY the model to facilitate formation of (58%-girls) making a total of 5,505 Musoma MC, additional POY Clubs. Teachers were refreshed (60%-girls) POY members reached in Musoma MC 13 13 on criteria of forming POY Clubs, Club Phase I. and Tarime DC members composition and roles and responsibilities in facilitating the exercise.
Orientation sessions to POY Club Patrons and A total of 66 (male-38, female-28) Matrons, Heads of School and LGAs Officials Musoma MC, including 38 Patrons/Matrons 19 (DEO, DQAO, DSWO) on POY club’s Heads of Schools, 9 Council Musoma DC & 19 19 materials, roles and responsibilities in Tarime DC representatives participated. supporting Clubs activities.
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Comments and/or explanation on Support Visit Issues discussed and technical support Target per # of visits per District/Council discrepancies in visits per technical Focus Areas provided Quarter technical area areas WEI/Bantwana backstopped District Council in The training equipped Peer Leaders training POY Club Peer Leaders on POY Club Musoma MC, with knowledge on the POY Club materials, Club operations and management, model and facilitation skills. Who, as a Musoma DC & 19 19 roles and responsibilities and facilitation skills Tarime DC result, facilitated 704 weekly Club sessions out of planned with 792 Club Members benefiting. To strengthen Peer Leader facilitation capacity, Exchange visits serve as a means for WEI/Bantwana backstopped Heads of School to sharing experience in facilitation to organize exchange learning visit among Peer Karatu DC 6 4 improve Peer Leaders’ techniques in Leaders for sharing facilitation skills in facilitation. This activity is ongoing. delivering POY Club materials. To strengthen POY Club spillover effect To enhance replication of POY Clubs’ WEI/Bantwana supported trained impact to the rest of students in pilot Patron/Matrons to facilitate Club members to schools, support was provided to Club share POY Club messages through songs, members to share POY Club messages Karatu discussions and speeches with non POY students 6 6 among non POY members using through experience sharing meetings and school different methodologies assemblies using child protection messages posted in school.
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Comments and/or explanation on Support Visit Issues discussed and technical support Target per # of visits per District/Council discrepancies in visits per technical Focus Areas provided Quarter technical area areas Backstopping Heads of Schools, Patron/ POY Clubs members’ participation in Matrons to facilitate POY Club members’ Commemoration of the Day of African preparation participation in Commemoration of Child (DAC) served as an opportunity the Day of African Child (DAC). The event to present different POY Club proceeded with children symposium followed by messages to inform decision and policy a celebration. POY Club members presented Karatu DC 1 1 makers to enact by laws protecting in- POY messages that addressed SRGBV and school adolescents strictly from demonstrated Club sessions. harmful practices. A total of 25 POY Club members represented the Waache Wasome project in Commemoration of the Day of African Child. Protect Our Youth A joint field technical supportive visit with the Joint supportive supervisions serves as (POY) Clubs: Regional Education Officer (REO) and District a learning opportunity for government Joint field technical Education Officer (DEO was conducted to representatives and take the lead in support visit with establish project contribution to school retention supporting in-school program Regional Education and performance in pilot schools. The REO activities beyond the life of the Officer (REO) and insisted Heads of Schools report on teachers’ program. Also, data generated from Karatu DC District Education behavioral change and attitudes after attending 3 3 the program interventions serve to Officer (DEO) SRGBV trainings. To promote POY Club inform government decision making spillover in the school community, the REO for improving students’ performance
strongly suggested each school prepare and retention. Information, Education, Communication (IEC) materials with same information for sharing.
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Comments and/or explanation on Support Visit Issues discussed and technical support Target per # of visits per District/Council discrepancies in visits per technical Focus Areas provided Quarter technical area areas School-Related Through SRGBV Lunch and Learn sessions, The trained 25 (female-8) teachers and Gender-Based teachers were oriented on the SRGBV case log 2 council representatives facilitated Violence: tool to strengthen documentation and reporting documentation of attended 68 (girls- (SRGBV): to attended cases identified at school. Lunch and 58) SRGBV cases in this quarter. Karatu 6 6 Learn focus group discussions promote teacher WEI/Bantwana will continue to follow- behavior change. up and support teachers to identify, document, address and report SRGBV related cases. WEI/Bantwana supported the Municipal Council The establishment of the DMT team in shortlisting District Master Trainers to rollout will support scale up of SRGBV SRGBV teacher training. WEI/Bantwana teacher trainings to reach all teachers Musoma MC interviewed 12 shortlisted candidates to select 3 1 in the 7 targeted schools in Musoma 7 qualified for SRGBV District Master Trainers MC. (DMT) for Musoma MC.
Program WEI/Bantwana supported Karatu DC in The Mission Director visit to the Management: preparation for hosting the USAID/Tanzania Waache Wasome project sites served Mission Director visit. A joint field technical as a learning and monitoring supportive supervision visit was made with opportunity to ensure value for money council officials to facilitate head of schools in in implementation of project activities. selected schools to prepare POY Clubs and Also, the visit strengthened SRGBV trained teachers to meet with the understanding of government Karatu DC 1 1 Mission Director for discussion and learning stakeholders at both regional and purposes. district levels on Waache Wasome Further preparation was made with LIMCA project models and implementation groups for information and selection of a few strategies. members to represent their groups during the visit. Six LIMCA groups were selected showcases of their handcrafts during the visit.
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Comments and/or explanation on Support Visit Issues discussed and technical support Target per # of visits per District/Council discrepancies in visits per technical Focus Areas provided Quarter technical area areas WEI/Bantwana support Karatu DC in The quarterly review meeting saves an preparation and facilitating program quarterly opportunity to jointly review the review meeting gathering feedback from SRGBV implementation of action plan trained teachers, Peer Leaders, POY Club developed during initial SRGBV members on the implementation of program training to prevent and respond to activities including achievements and challenges SRGBV practices for further technical in POY Club sessions, Subject Clubs, and support. It further saves as means to Karatu DC 6 6 SRGBV Lunch and Learn session for leaning and track project intervention impact in improvement. school environment. Focus Group Discussion (FGD) tool with guided A total of 31 teachers including Head of questions was administered to Solicit students schools from 6 Pilot schools, (9- both POY Members and Non POY members’ females) one male district officials feedback on teachers shift in attitudes behaviour participated in the meeting towards SRGBV practices Monitoring & WEI/Bantwana backstopped Heads of Schools, As responses to project efforts for Evaluation: Academic Masters in tracking students’ empowering adolescents to remain in performance and retention in pilot schools. The school and excel their goals, field visit exercise involved reviewing school enrolment was conducted to work jointly with against attendances and national form four and heads of schools and academic two examination results before and after Karatu DC 6 3 masters tracking program initiation of in-school program interventions. contributions to students’ performance The results showed that there has been decreases and retention. This exercise is in school dropout as well as improved form four ongoing to cover all program targeted national examination results as compared past schools two years 2016/2017
Total project supportive supervision visits conducted in FY18 Q3 146 139 7
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Annex D: BRIEF ABOUT WEI/BANTWANA PARTICIPATION IN THE DAY OF the AFRICAN CHILD COMMEMORATION HELD IN ARUSHA 12TH AND 13TH JUNE 2018
Introduction
The Arusha Regional Secretariat, in collaboration with the Ministry of Health, Community Development, Gender, Elderly and Children invited WEI/Bantwana to participate in the commemoration of the Day of the African Child that was held in Arusha on 12th and 13th June 2018. WEI/Bantwana was among 35 non- governmental organizations invited to the event, which is usually celebrated on 16th every June, but this year it was rescheduled to avoid coinciding with Eid al-Fitr.
Day one: 12th June 2018
On 12th June 2018 there were two events running simultaneously; a training for journalists on gender-based violence (GBV) and a children’s symposium. WEI/Bantwana participated in the children’s symposium held at Nyasa Hall of the AICC, Arusha. The event was attended by 308 participants, mostly children and parents/guardians from Arusha, Kilimanjaro and Tanga regions. Also, in attendance were members of the Arusha Regional NPA-VAWC Protection Committee, and non-governmental organizations dealing with children from across the country.
WEI/Bantwana was one of the facilitators in the children symposium. Other facilitators were World Vision Tanzania and Compassion International. WEI/Bantwana also brought 20 POY Club members from Waache Wasome Project in Karatu DC to participate in the event.
One of the POY Club members from Karatu DC making a contribution during children symposium held on 12th June 2018 at AICC, Arusha as part of the celebrations to mark the Day of African Child. More than 300 children attended. Participants in the children’s symposium had a rare opportunity to interact and ask direct questions to the Deputy Minister for the Ministry of Health, Community Development, Gender,
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Elderly and Children, Dr. Faustine Ndugulile. Some of the questions and responses from the Deputy Minister are as follows:
Children’s Questions and Deputy Minister’s Responses
Children’s Questions Deputy Minister’s Responses
Our parents use family planning services, and Government understands the dilemma of allowing family some would want us girls to use the same. planning services to the adolescent and students in particular. However, we are in a dilemma because However, we have big problem in childhood pregnancy that we government and schools do not allow family would wish to address. In this regard, the government is planning services to students. How can you help preparing a national guideline on how adolescents and students us? would access family planning services.
Most schools used to have lunch, but the service The government did not ban school lunch per se; rather it was abolished early this year. We feel that such abolished unsolicited parents’ contributions. Some head teachers service was vital for our learning. Do you have a used to misappropriate parent’s lunch contributions. We have plan to re-introduce school lunch? directed teachers to stop soliciting any contributions from the parents. However, if parents themselves agree on lunch contributions, they should take the money to the District Executive Director who will manage the school lunch.
More than 60% of Tanzanians are children and We have policies and guidelines that reflect needs of the children young people. As government, how do you and young people. Presence of the National Children Council ensure that budget allocations reflect this fact? which was meeting here in Arusha this week is one of the government’s efforts to ensure that the voice of the children and young people are considered in planning. However, room is still open for any good suggestions that would ensure that the needs of the children and young people are taken care of.
There are many cases of GBV reported to police The government is working hard to ensure that police and other but it appears that only few are investigated and state organs perform their missions well. However, we still have persecuted. What is your say on this? some individuals in the system who compromise our efforts. Our task is to identify those and deal with them. I would also request you to cooperate and report any misbehaving office so that we reprimand him or her.
Many children fail Standard 7 and thus cannot Government has many plans to assist those who cannot proceed progress to secondary education. What is the to secondary education. They can enroll into VETA for government plan to ensure that they succeed and vocational trainings or join private secondary schools. prosper in life?
Our parents tell us that in their days, they were The government is pondering to re-introduce vocational skills studying vocational skills in primary and courses in primary and secondary schools. However, this will secondary schools. The skills enabled them to take time because we will have to find a way of balancing employ themselves after graduating from school. academic and vocational classes, develop curriculum, and ensure Why the government abolished such vocational? that the required infrastructure is in place. Don’t you see that it is high time to re-introduce them again?
Why some students are placed in secondary The first priority in allocating students is to fill nearby secondary schools that are very far from their homes which schools. We only allocate students to far schools once all the have no boarding facilities? spaces in nearby schools have been filled.
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Day Two: 13th June 2018
On 13th June 2018 WEI participated in the peak celebrations of the Day of African Child held at Sheikh Amri Abeid Stadium in Arusha City. The Deputy Minister for the Ministry of Health, Community Development, Gender, Elderly and Children, Dr. Faustine Ndugulile officiated the event attended by more than 50 governmental and non-governmental organizations dealing with children, and 1,500 children.
WEI/Bantwana set up a booth to showcase past and present programs on children. The booth also was used Waache Wasome Project Chief of Party, Lilian Badi, briefing the as a platform to interact with policy makers and Deputy Minister for Health, Community Development, Gender, Elderly and Children, Dr. Faustine Ndugulile likeminded organizations. The Deputy Minister for the Ministry of Health, Community Development, Gender, Elderly and Children, Dr. Faustine Ndugulile, accompanied with other senior government officials, visited the WEI/Bantwana booth and was briefed about Waache Wasome project and other interventions. Also, they briefly observed POY Clubs in session.
Children marching to Sheik Amri Abeid Stadium in Arusha to mark Day of African Child held on 13th June 2018. POY Club members are seen holding Waache Wasome banner during the event. POY Club members from Karatu DC participated in the children’s procession that involved an estimated 1,500 children. Later on, they performed a song on child rights titled Wako wapi...wanaotesa watoto? (Where are they...those who abuse children?)
The celebrations were also used to inaugurate Arusha Regional NPA-VAWC Protection Committee tasked to combat violence against children and women. During the event, WEI/Bantwana received a certificate of appreciation for participating in the Day of African Child in Arusha Region.
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Aziza Sufian leading POY Club choir to perform at Sheik Amri Abeid Stadium in Arusha on 13th June 2018 during celebrations to mark the Day of African Child.
POY Club members performing a song on child rights during celebrations to mark the Day of African Child held at Sheik Amri Abeid Stadium in Arusha City.
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