Global Poverty Action Fund (GPAF): Innovation Grant Proposal Form

GLOBAL POVERTY ACTION FUND (GPAF): INNOVATION GRANT PROPOSAL FORM

This proposal form is designed to allow you to record all of the information that DFID needs to assess whether your project is suitable for support. It is very important you read GPAF Frequently Asked Questions before you start working on your proposal to ensure you understand and take into account the criteria of the fund.

IMPORTANT INFORMATION ON COMPLETING THE PROPOSAL FORM  The proposal form must be completed using Arial font size 12.  The proposal form must be saved as separate files in Word format (*.doc).  Sections 1 to 9 of the proposal form must not exceed a total of 10 (ten) A4 pages.  Annex A must be completed for all project partners. This annex may be a maximum of 2 pages per partner.  Annex B must be completed for all consortium members. This annex may be a maximum of 1 page per consortium member.

Proposals which do not conform to the above criteria will not be considered.

SUBMITTING YOUR PROPOSAL You must send the following documents by email to [email protected].

 Completed proposal form  Fully completed DFID standard logical framework with activities log  Fully completed budget template  Your organisation’s most recent audited or approved accounts  A maximum 1 A4 page CV of the lead person carrying out the project

If you have not previously received GPAF support, you must also send:  An electronic copy of your organisation’s constitution  A short background note on your organisation (max 1 A4 page in Arial Font 12)

We do not accept hard copies. Proposals received after the deadline will not be considered

You may submit up to 2 proposals in each funding round. Each proposal must be submitted in a separate email. GLOBAL POVERTY ACTION FUND INNOVATION GRANT: PROPOSAL FORM

SECTION 1: SUMMARY PROJECT DATA 1.1 Project title Pastoralists Girls’ Right to Primary Education 1.2 Country(ies) Tanzania 1.3 Locality(ies)/Region(s) within Ngorongoro Division of Ngorongoro District country(ies) 1.4 Partner(s) in country(ies) Pastoral Women’s Council (PWC) List all partners, putting the main partner first. This list must include overseas offices of the UK applicant if they have a role in the project. Note that you should complete Annex A for each partner listed 1.5 Anticipated start date 01/09/2011 1.6 Project duration in months 36 months 1.7 Acronyms: Please list all acronyms used in your application and explain them in full AI – African Initiatives; PWC – Pastoral Women’s Council; WDC- Ward District Council; CASEC-Community and Small Enterprises Consultancy

SECTION 2: INFORMATION ABOUT THE APPLICANT 2.1 Organisation name African Initiatives 2.2 Organisation country of UK residence 2.3 Registration or charity number 1064413 If applicable 2.4 Office address Brunswick Court, Brunswick Square, Bristol, BS2 8PE 2.5 Website address www.african-initiatives.org.uk 2.6 Main contact person Name: Rosie Martin Position: Chief Executive Email: [email protected] Tel: 0117 9150001 2.7 Which year was the organisation 1995 established? 2.8 Which of the following best Non-Governmental Organisation (NGO) describes your organisation? Trade Union Faith-based Organisation (FBO) Select a maximum of two categories Disabled Peoples’ Organisation (DPO) Organisations working with Disabled People Academic Institution / Think Tank Ethnic Minority Group or Organisation Diaspora Group Other... [please specify] 2.9 Please provide specific examples of how your organisation fits with DFID’s values and priorities African Initiatives (AI) is a social justice organisation working with partners in Africa to empower communities to demand their rights. AI’s vision is “An equal world in which everyone has their voices heard and is empowered to claim their rights.” This overriding vision fits well with DFID’s core value of diversity and equality. AI is currently supporting girls’ education projects in Tanzania, including delivering DFID funded work to enable girls to access secondary education, including through changing attitudes on the importance of girls obtaining an education. In addition, AI works with partners to address women’s rights issues, including domestic abuse in Ghana. These projects all support the DFID priority area of “Lead International Action to improve the lives of girls and women”. To further support the core value of Diversity and Equality, AI’s girls’ education projects specifically include work to ensure all girls, including those with a disability and/or HIV/AIDS are actively included, and able to access education. 2.10 Please provide the annual income for organisation in each of the previous 3 years? In GBP sterling From (dd/mm/yyyy) To (dd/mm/yyyy) Annual Income 01/04/2009 31/03/2010 202,458 01/04/2008 31/03/2009 207,777 01/04/2007 31/03/2008 80,952 Average Income for the 3 year period £163,729 2.11 What are your main sources of funding? Please state what % of your annual income you receive from DFID overall DFID CSCF, Comic Relief, trusts and foundations, Big Lottery Fund, individuals and events. DFID represents 20% of annual funding (financial year 2010/11).

SECTION 3: CAPACITY OF THE APPLICANT ORGANISATION 3.1 Experience: Please outline your experience in relation to the issues targeted in the proposal and in this country/region AI has worked with NGOs in Tanzania since 1997. Initially AI focused specifically on issues that affect pastoralists and hunter-gatherers and has gained solid experience and understanding of the ethnic differences and the complexity of issues they face. AI has supported women and girls’ rights since its inception, working with both the Pastoral Women’s Council (PWC) and later the Community Aid and Small Enterprises Consultancy (CASEC) on educational projects, from pre-school upwards. AI has also had a primary school training programme adopted by national government across Tanzania, through its partner CASEC. AI has experience of working in partnership with UK statutory donors, including DFID, Comic Relief and the Big Lottery Fund, including in education. In 2009, AI and CASEC collaborated on an extensive study to develop baseline information of girls’ secondary education in ward based secondary schools and thus has considerable knowledge of issues that affect girls in attending and achieving in schools. Based on the knowledge gained from this baseline study a three year funded Comic Relief project and four year funded DFID project were developed to address these issues and increase enrolment of girls in school. In 2010, with a Research and Planning grant from Comic Relief’s Common Ground Initiative, PWC, in collaboration with AI, undertook a participatory research and planning exercise into education in Ngorongoro district, the results of which have informed this application. AI has experience of utilising a range of capacity building methodologies and assists partners with their training, research, impact assessments, developing monitoring systems and documenting and disseminating information and learning. AI has a thriving global education department and has extensive knowledge of child protection issues which will enhance the development and support the implementation of this project. 3.2 Funding History: Please provide a brief summary of your experience with projects of this size and scope Comic Relief, 2000-2004, £232,788; 2010-2011, Comic Relief research grant (Girls’ Education) £16,000; 2010-2013, Comic Relief, £255,848; CSCF 210, 2002-2007, £108,654; CSCF 61, 2000– 2005, £193,145; CSCF 513, 2010-2014, £373,904. AI has received funding from the Big Lottery Fund and large trusts and foundations, e.g., the Waterloo Foundation. 3.3 Fraud: Are you aware of any fraudulent activity within your organisation within the last 5 years? How will you minimise the risk of fraudulent activity occurring in future? AI is not aware of fraudulent activity in the charity within the last 5 years. AI has strong internal controls including entity level controls. There are controls over the bank account including monthly bank reconciliations, segregation of duties regarding financial transactions and control over payments which are authorised by 2 people including one Trustee. Little income is received in cash. Budgets and expenditure are reviewed by the Board on a quarterly basis, including by the accountant Trustee.

SECTION 4: PROJECT BUDGET 4.1 What is the likely total cost of the £172,976 project? In GBP sterling 4.2 Total funding requested from £145,525 DFID for this project 84% 4.3 If you are not requesting the full amount from DFID Please list the amounts and sources of any other funding In GBP sterling and as a % of total project funds

4.4 Have you approached any other NO [delete as appropriate] part of DFID to fund this project? If Yes, please state which fund or department 4.5 Administration Costs Overseas Administration: 11.8% Please specify the percentage of UK Administration: 9.65% the DFID request which relates to administration costs

SECTION 5: PARTNERSHIPS 5.1 Please explain the added value that you, the applicant, will bring to this initiative beyond accessing funds for the project AI will provide specific training and support in: monitoring and impact assessment; child protection; disability rights; and fundraising support including through volunteer action. AI will provide PWC with programme and management support, and will report to and liaise with DFID. AI will provide information on new education research, focusing on pastoralists, and will assist in information dissemination including the learning from this project. AI will ensure that learning from this informs project planning and implementation. Learning will also inform AI’s global education work in the UK. 5.2 Please describe the nature and length of your relationship with the main partner(s) with whom you will be working on this initiative AI and PWC have been partners for 11 years. AI has collaborated with PWC on women’s rights work and on their education projects. AI and PWC are currently working together on the DFID funded project – ‘Girls’ right to education,’ which includes capacity building and technical support from AI, including training, advice and the provision of information. The nature of the relationship is one of respect and of equals, each recognising the value of the partnership.

SECTION 6: BASIC INFORMATION ABOUT THE PROJECT 6.1 Which of the following Millennium Eradicate extreme poverty and hunger Development Goals is your Achieve universal primary education project contributing? Promote gender equality and empower women Check all that apply Reduce child mortality Improve maternal health Combat HIV/AIDS, malaria and other diseases Ensure environmental sustainability Develop a global partnership for development None of the above 6.2 If you selected ‘none of the above’ for 6.1, please explain why?

6.3 Project Summary: Outline the overall aim of the project, the expected outcomes, what change the project is intending to achieve and who will benefit. Why is this project needed? What problem is it expected to solve? maximum of 10 lines This project will work with Maasai communities to increase enrolment, retention and performance of girls in primary school. Currently only 44% of girls of primary school age are enrolled in Ngorongoro district, whereas the national average is 95%. Maasai girls undergo female genital mutilation (FGM) around the age of 12 and are then forced into marriage often to much older men. There is also a huge burden of domestic chores placed on girls. This project aims to change community attitudes towards the importance of education for girls, and will raise awareness in schools and communities using Maasai forms of communication, including dance, song and drama. In 3 villages a pilot scheme is also proposed to offer evening classes for those who cannot attend school during the day, due to livestock herding and other duties. Advocacy at local government level will also be an important element to ensure long term sustainability and budget allocations in favour of girls. 6.4 What change is this initiative intended to achieve and for whom? What results/impact will this project have on the ground? The aim is to increase the enrolment of marginalised girls in primary schools and to increase the number of girls going to secondary school, including disabled girls. Measurable impacts include:  Increasing the gross enrolment rate of girls in primary school from 44% to 60%  Increasing the gross enrolment rate of disabled girls from 0 to 3.5%  Reducing the number of forced marriages of girls of primary school age from 80% to 60%  Increasing the number of girls completing Standard 7 (final year of primary) from 45% to 60%  Increasing the number of girls continuing onto secondary school from 30% to 40%  10 school Boards, 7 Ward District Councils (WDCs) and 7 ward Education Officers implement the national policy on education and have gender sensitive budgets to support this. The project will focus on 10 primary schools and 15 villages in Ngorongoro division, Ngorongoro district, having a direct impact on:  3,200 girls of primary school age  6,500 children who are currently unable to attend school  10 school Boards, 7 WDCs and 7 ward education officers. New learning will be generated through a comparison of these new methods of attitude changing, with more traditional methods, for example through meetings. 6.5 How will the changes described above be achieved? The project has three main areas of work: 1. Changing attitudes through workshops using traditional forms of Maasai communication. 2. Piloting in 3 villages evening classes for children unable to attend school during the day. 3. Advocacy at district level to increase funding allocation for girls’ education. Attitudinal changes using traditional forms of Maasai communication: workshops will be delivered in 10 schools, including with school boards, and 15 villages to raise awareness of the importance of primary school education for girls and for measures to be put in place to make school more accessible for girls. The workshops will be enjoyable and highly interactive, using Maasai song, dance and drama; all activities that regularly take place in Maasai villages. To complement these awareness raising workshops, evening classes will be piloted in 3 villages. These will provide some education for those children who are unable to attend school during the day due to having to take animals for grazing, or other domestic chores. The classes will take place in the village primary school and be run by teachers from the school. They will be more creative than usual school classes. Entertainment in the evening is often song and dance, and therefore these classes will reflect this. The classes will have an additional benefit of demonstrating practically the benefits of education, reinforcing the messages being delivered through the community and school workshops. Advocacy work with local organisations; engagement with the Pastoral Council (PC) and District Council will result in education being prioritised and an increase in their contribution to the education budget. Part of the money generated by tourism in the area is channelled through the PC. PWC will lobby for greater amounts to be allocated to education and for more financial transparency. 6.6 Describe what aspects of your project you consider to be innovative. Why do you believe they are innovative? Maasai communities have their own unique culture and customs, which brings its own set of issues and challenges. Therefore, for lasting change to take place, innovative and unique approaches are required. We believe that key parts of this project are innovative and address the issue of low enrolment rates of girls in primary school. The standard ways to raise awareness amongst communities are through community meetings and training. Using traditional forms of Maasai communication as outlined in 6.3 & 6.5 is a very different approach, but one which we believe will be highly effective as it uses forms of communication which Maasai cultures will be comfortable and familiar with. The pilot programme of evening classes is also an innovative and creative approach to addressing the issue of children unable to attend school, as well as offering a practical solution. However, this is an interim option; the long term aim is always for children to be in full time education. Although these techniques are being used by a group in Kenya, they have not been used in Tanzania or to address the issue of girls’ enrolment in school, therefore the tools will need to be adapted to suit these communities and be relevant to the issues this project is addressing, further adding to the innovative nature of the project. 6.7 Target Group (direct beneficiaries): Who are the direct beneficiaries? How many people are they and how have you determined this number? Please provide an absolute number (e.g. 300 children rather than children in 3 schools) plus a breakdown by age and sex. How were the target group identified? Why were they selected? What consultation has been undertaken with the target group in designing your project? The direct beneficiaries will be 3,200 girls of primary school age (7-14 years old); 6,500 children currently not in school; 100 Members of school Boards; 7 WDCs; and 7 District Education Officers. The project will take place in Ngorongoro division, Ngorongoro district, and was selected because of its marginalised population, in part due to high conflicts between people and conservation, including communities under threat of eviction, and also poorer than average educational outcomes. The 10 primary schools are the total number of primary schools in the division and the secondary schools they feed into are included in the secondary school education project also funded by DFID, which this project will complement. During 2010, participatory research and planning took place with 11 schools, 7 villages, and key government officials in Ngorongoro district to gain a deep understanding of the issues affecting enrolment, retention and performance of girls in school, the findings of which this project has been developed on. 6.8 Target Group (indirect beneficiaries): Who are the (indirect) wider beneficiaries? How many people are they and how have you determined this number? As above please specify absolute numbers. 165,000 community members, which represents the population in 15 villages. The project will raise awareness of the importance of education, therefore boys, and the community as a whole will also benefit from this. It is not uncommon for children in school to be rejected by their community when returning from school during holidays, as they are seen as being ‘the educated’ ones. With increased importance being placed on education this could change, and therefore work towards more harmonised and inclusive communities. 6.9 What access do women and girls currently have to the service you will provide; what barriers do they face in gaining more access and why; how does that compare to men and boys; how will your project change the situation for women and girls? You need not limit your response to women and girls and can use this section to discuss other marginalised groups, depending on the local context and situation analysis. Tanzanian government policy is universal education for all, but it is not considered a priority for girls by communities to attend primary school. The key barriers are:  Forced marriage and the incentive of high dowry payments. The girls’ families receive high dowry payments, as well as developing strong social links with the husbands’ family.  Domestic chores. There is a huge burden placed on girls by the demand of domestic chores. During periods of drought it is the girls who are taken out of school to collect water. In Maasai culture men and boys are seen as being superior to women and girls, and are therefore given far more opportunities to gain an education. Young men may also be given farms and cattle or will find it far easier to find employment than girls; therefore for girls to have any chance of independence, an education is crucial. Access to education for disabled girls is even more difficult. There are no official statistics on the numbers of disabled children, however based on finding no evidence of disabled children in schools during the 2010 research, it is assumed to be close to 0. By changing attitudes of communities regarding the importance of education for girls, and working to removed the stigma surrounding disability, in addition to working with schools and their Boards to ensure schools have the facilities to make it easier for girls to attend and perform well, this will enable girls to have an equal access to education. The pilot scheme of evening classes will also allow girls to have some access to education even if during the day, the burden of domestic chores prevents them from attending school. Enabling girls to access some education will be the first step in breaking down barriers and reinforcing the message being delivered through the awareness raising activities. 6.10 How and where did this initiative originate? Whose idea was it? Who was involved in the design of the project? How were the target beneficiaries involved? AI, together with partners in Tanzania, conducted research and a number of surveys in order to understand the issues affecting girls’ enrolment, retention and performance in schools in Ngorongoro district and elsewhere. An extensive participatory planning exercise was undertaken in September and October 2010 in Ngorongoro district. A wide range of groups participated, including the beneficiaries of this project; children in school, households, as well as school personnel and District Council officials. Findings from this survey complemented other previous surveys, and combined with the experience of working in the region it was clear general attitudes towards girls and their role in the community (i.e. being forced into marriage and responsible for many domestic chores) were key issues affecting their ability to attend school. This project was designed by PWC and communities, with support from AI, through a series of meetings based on the research findings. This project will enable key learning, as a comparison will be made between more traditional forms of community engagement, meetings and workshops used by PWC in other divisions of Ngorongoro, with these new tools and methodologies using song and dance. 6.11 Value for Money: It is important that DFID funded projects provide good value for money (e.g. costs per beneficiary, % of costs on activities compared to running costs). Please explain in what ways this funding will offer the maximum benefit for the resources requested. Using forms of communication, which are most familiar to Maasai communities, as well as practically demonstrating education through evening classes will change attitudes in a very effective and cost-efficient manner. The project deals with the root causes of the problems faced by girls in accessing education, and involves the whole community and key stakeholders in the project area. Activities centre on knowledge creation and awareness raising, using everyday materials and resources which will be present in most villages. By working with every primary school in the area as well as all the communities, awareness raising will be mutually reinforced between communities and schools, ensuring maximum benefit and efficient use of the resources. These 10 schools act as feeder schools for 3 of the secondary schools funded under CSCF 513, providing further cost efficiencies across both projects. Costs per direct beneficiary can be calculated as £14.70. AI does not have expensive offices abroad, associated transport costs and expatriate staff. As a small organisation, tight control is kept over expenses and running costs are minimal. PWC is a community based organisation, with associated low running costs. 6.12 Other Agencies (Wider context): What other agencies, including government are involved in the areas where this initiative will take place and how will you work with them? How will the project address gaps, complement other initiatives and avoid duplication? PWC works closely with the district education departments and councils, as well as MPs and other NGOs, such as UCRT. PWC also work closely with CASEC who are the lead partner on the DFID funded secondary education project that AI supports. PWC is known as a key actor in education in Ngorongoro that brings together all other actors in education including NGOs, the Education Department and the private sector. Collaboration with the District Council is a major role of PWC with PWC acting as the link to the community. The in-depth process of problem and situational analysis has ensured that this project is responding directly to the needs of the target groups and final beneficiaries and is not duplicating or conflicting with the efforts of others at the time of project development. 6.13 Sustainability: What are the prospects for the benefits of the project being sustained after DFID funding has come to an end? The sustainability of this project will manifest through long term attitudinal and behavioural change in relation to girls’ education. Awareness raising in schools and communities will help to develop a mutually enforcing cycle between children and parents on the importance of education. In addition, with the long term secondary education project in the region, there will be improved secondary education with more access for girls, therefore a more accessible path following on from primary education. This will also work to ensure the long term sustainability of this project. Learning from the pilot project of evening classes will be used to develop longer term strategies, which the community and District Council can be fully engaged with and support. The actions will be sustainable across generations once girls graduate from school and the benefits are recognised and passed from one generation to the next. Systematic M&E will encourage adjustments to project content and thus enhance sustainability. The strengthening of existing links to local authorities and the PC, and the good reputation of partners will encourage sustainability and the investment of time and money into education. Incorporating the learning from this project, there will be opportunities to scale up this work throughout Ngorongoro district as well as neighbouring Monduli district where PWC work. 6.14 What lessons have you drawn on from past experience (yours, your partners, or other organisations) in putting together this initiative? A previous CASEC and AI primary education project, completed in 2005, addressed issues of poor performance in school and found that a community awareness raising campaign and training modules for Village and District Councils, had a significant impact on attendance and attainment in school. PWC learning over 11 years indicates that pastoralist girls are vulnerable to early and forced marriage and as a consequence are taken out of school, in addition to the burden of carrying out domestic chores. Although no official statistics exist, PWC’s research suggests 80% of primary school aged girls are forced into marriage. Attitudes towards girls and their education need to change before any significant advances will be made. In order to value girls’ education, pastoralists need to understand its benefits. PWC and communities have also recognised the need for alternative forms of education, including evening classes for children, to run in parallel to the longer-term awareness raising and work in changing attitudes. Evidence from PWC’s work in enrolling girls into nursery school, has shown increases in primary school enrolment, therefore it is envisaged that allowing children to access some education, even more informal evening classes, will increase enrolment into full time education. Triple Line’s report on the CSCF, Project Visit to Tanzania, June 2009, found that capacity building was often demand led and is not a one way process. This project has the potential to be rolled out across pastoralist communities in Tanzania, as have AI’s previous education projects. M&E will generate new learning in this area.

SECTION 7: PROJECT MANAGEMENT AND IMPLEMENTATION 7.1 PROJECT MANAGEMENT Please outline what are the project implementation and management arrangements for this project. Note: This should include  A clear description of the roles and responsibilities of each of the partners. You may wish to include as an appendix an organogram of the project staff showing which staff are part of which partner organisation and how partners relate to each other.  A clear description of the added value of the each organisation within the project.  An explanation of the human resources (number (in full time equivalents), type, skills, background, gender) required.  An outline and justification of the material inputs (equipment) required for the project PWC will be responsible for project implementation, M&E, learning dissemination and advocacy in Tanzania. Specific roles and responsibilities for PWC will be to: 1. Deliver interactive and creative awareness raising workshops in schools and communities. 2. Work with WDCs to ensure their full involvement. 3. Deliver creative workshops and train school Boards in understanding girls’ needs in schools and develop gender sensitive budgets. 4. Establish evening classes in 3 schools. 5. Work with teachers to develop creative ‘lessons’ for the evening classes. 6. Monitoring girls’ enrolment, retention and performance at school. 7. Monitoring project impact and the effectiveness of new methodologies and tools verses more traditional training approaches through meetings. 8. Advocacy – lobbying local government to increase funds for education, and allocate a specific budget for girls’ education. Building the capacity of the PC and encourage greater spending on girls’ education. AI’s role will be to provide: 1. Overall management and coordination of the project. 2. Advice and support in M&E including both quantitative and qualitative methods. 3. Capacity building support in: safeguarding children; effective monitoring and impact assessment; disability rights and mainstreaming; effective fundraising. 4. Research to learn from the experience of others and dissemination of that learning. 5. Management of the DFID contract and ensuring effective reporting procedures. 6. Raise the profile of partners in the international context. Effective fundraising and management of a significant increase in income over the past 2 years has been meticulous. AI’s Treasurer, an accountant, has provided additional analysis and support. Systems are firmly in place to ensure that high levels of accountability are ongoing as projects develop and income is augmented. As a small NGO, Trustees are integral to management decision-making processes; the Board includes members with significant experience in international development, including the perspective of both donor and recipient, who provide relevant support and guidance. AI continues to have the skills and staff in place to ensure efficient management of a DFID grant of this level. Key personnel include:  PWC, Ms Maanda Ngoitiko, Director, female, 20% FTE, 16 years experience in development, management, leadership, advocacy, rights campaigns, gender equality.  PWC Project Coordinator, female, 100% FTE, to be recruited.  PWC Project Worker, male/female, 100% FTE, to be recruited.  AI Chief Executive, Rosie Martin, female, British, in place: 15% FTE 16 years experience in international development including 10 years overseas in Africa, Asia and the Caribbean. Skills in organisational and social development, leadership, management, M&E and impact assessment. MSc Distinction in Applied Development Studies.  AI Programme Support Officer, Christine Whinney, in place, 20% FTE, MA Rural Development, 3 years overseas experience and experience in supporting DFID funded programmes. Inputs: laptop - partners are currently working with outdated technology; Digital camera (with video recording capability) to document the workshops, as well as for lesson learning and dissemination. 7.2 NEW SYSTEMS, STRUCTURES AND/OR STAFFING Please outline which activities require new systems, structures and/or staffing  Local staff will need training in developing creative workshops using Maasai forms of communication. An exposure visit for key project personnel to a Kenyan group who use workshops to communicate in different contexts will be arranged. Workshops will then be adapted to be used for education in Tanzania.  One additional project staff member will be recruited to deliver this project. It is envisaged this will be from one of the Maasai communities the project will target.  Training for delivering creative evening classes for children will also be necessary, as well as systems put in place to ensure teachers can deliver these.

SECTION 8: MONITORING, EVALUATION, LESSON LEARNING 8.1 How will the performance of the project be monitored? The M&E framework will be based on impact assessment and learning driven. The process will be internally led by PWC and through various tools and methodologies, all key stakeholders will assess the outcomes and impact of the project on the lives of girls in the project area by answering 3 universal indicator questions; Is the project doing what was stated?, What difference is the project making?, and Are these the right things to be doing? Quantitative and qualitative data will be collected, and will include numbers of girls in primary school; numbers of girls continuing to secondary school; school drop outs due to early marriage; increase in budget allocation for schools, and understanding of community attitudes towards girls and education. Every 6 months a monitoring exercise will take place to reflect on whether changes are taking place and will be used to enhance programme implementation. This learning approach to M&E will require stakeholders to cite concrete examples of where change is occurring, both positive and negative and a reflection of how much this change is due to project implementation or other influences. Examples will be specific and verifiable. An agreement on actions to strengthen positive change and reduce negative change will be agreed by stakeholders. Key changes the project hopes to affect will be set with stakeholders at the beginning of this project. “Evidence of change” will also be explored in depth with key individuals to give greater understanding of the complexity of change and the impact of that change. These will be documented as case studies and will enhance learning. Indicators will be reviewed and adjusted regularly to incorporate improved understanding and the changing context. 8.2 How will you involve beneficiaries and other stakeholders in monitoring and evaluation? Girls as well as other key stakeholders, including parents, community members, WDCs and Ngorongoro District Council Officers will be key informants for 6 monthly monitoring of a change in attitudes towards girls’ education. All stakeholders will also be involved in monitoring project change and deciding on and incorporating adjustments as necessary. 8.3 Please explain how the learning from this project will be disseminated. This section should include how useful information and lessons will be shared during and at the end of the project, and to whom this information will be targeted (e.g. project stakeholders and other outside of the project) Project learning will be disseminated through verbal, written and video material. A learning outcomes document will be produced at the end of the project and be disseminated to all relevant stakeholders. Feedback workshops will take place with communities, schools, children and WDCs. AI and PWC will produce material for web publication. A simple video will also be made documenting the interactive workshops as well as developing a ‘toolkit’ explaining and giving examples of the methods used to develop songs, dance and story-telling to change attitudes towards girls’ education. In the UK, this will be incorporated into AI’s global education work through a network of educational establishments, including schools, colleges and universities as well as communities in Bristol and the south west.

SECTION 9: PROJECT RISKS AND MITIGATION 9.1 Please outline the main risks to success of project indicating if the risks are high, medium or low. How will these risks be monitored and mitigated? If the risks are outside your direct control, is there anything you can do to manage their effects? If relevant, this should include an assessment of the risk it poses to local partners to participate in the project.  Political instability – medium to low. Although outside of the direct control of the project, partner staff can mitigate effects by working closely with local government. Partners will keep abreast of national movements and change.  National government reduces its commitment to girls’ education – low. Partner staff will monitor national priorities and plans for a new poverty reduction strategy whilst advocating for girls education plans and priorities.  Adverse weather shocks – medium. Communities can be encouraged to put in place disaster mitigation plans.  Land conflicts- affecting safety of the area and ability of communities to participate-medium. Partners will monitor the situation and try to forge links with the involved parties. ANNEX A: CAPACITY OF PARTNER ORGANISATION Please copy and complete in this annex for each partner organisation (Max 2 pages per partner) 1.1 Partner organisation name Pastoral Women’s Council 1.2 Registration or charity number If applicable 1.3 Office address PO Box 72, Loliondo, Arusha, Tanzania 1.4 Website address http://www.tanzaniapwc.org 1.5 Which year was the organisation 1999 established? 1.6 Which of the following best this Non-Governmental Organisation (NGO) partner organisation? Trade Union Faith-based Organisation (FBO) Select a maximum of two categories Disabled Peoples’ Organisation (DPO) Organisations working with Disabled People Academic Institution / Think Tank Ethnic Minority Group or Organisation Diaspora Group Other... [please specify] 1.7 Number of existing staff employed ; staff to be employed under this project (specify new or existing and as full time equivalents (FTE)) FTE: full time member of staff = 1 ; someone who works part time on 50% of full time hours = 0.5 Staff to be employed under this project: PWC, Director, 1 FTE- Existing (0.2 for this project) Project Coordinator, 1 FTE- New Project Worker, 1FTE, - New PWC support staff: Financial Officer, 1 FTE (0.1 for this project) Driver, 1 FTE (0.1 for this project) Security Guard, 1 FTE (0.1 for this project) 1.8 Summary of expected roles and responsibilities: Please include the approximate project funding to be administered by this organisation PWC Director: Overall project supervision, including budget management and line manager of Project Coordinator. PWC Project Coordinator: Project implementation, delivering the workshops, M&E of the project, identifying teachers tor carry out evening classes, line manager of Project Worker PWC Project Worker: Assisting Project Coordinator in the implementation of the project, and M&E of the project. Project funding to be administered by PWC: £115,614. 1.9 Experience: Please outline the experience of your partner in relation to their role and responsibility in this project (including technical issues and relevant geographical coverage)

12 PWC was established by its inspirational leader Maanda Ngoitiko in 1997. It was founded to promote the interests of pastoralist women and girls and to advocate for their rights. Girls’ education lies at the heart of PWC, as education is seen as central to women’s empowerment. PWC is unique as it is the only women led pastoralist NGO working in this area. The main focus of their educational activities are: 1. Supporting a “pre form one centre” that provides additional tuition for girls leaving primary school who are at risk of missing their secondary education. 2. Providing counselling support to enable girls and young women to better understand their new academic environment in conjunction with their culture and values. 3. Training primary school management committees in their roles and responsibilities. PWC advises the District Council on how to reduce girl drop outs from primary school. 4. Lobbying the District Council to fulfil educational needs. PWC have been successful in budget allocation for education. The council now supports 230 girls through education and is building more schools and facilities as a direct result of PWC intervention. PWC has successfully lobbied for a new teacher training college to be established in a remote part of Ngorongoro. This will have a significant impact on the quality of teachers now working in the area. 5. Running an intern programme that receives secondary school graduates and secures work placements for a 1 year period before young women continue to higher education. 6. Supporting nursery and adult education. 5000 young children have been supported through 16 nursery schools. These children are automatically enrolled in primary school. Currently 52% of children are girls. Adult literacy classes use the same buildings which enable women to read and write about issues that are important to them and their communities. 7. PWC has been entrusted by one community to manage Emanyata secondary school. In the recent national examinations it was the top school in entire district. 8. PWC are currently working in partnership to deliver the DFID CSCF funded project – ‘Girls’ right to education’, focusing specifically on secondary education. PWC raises awareness of HIV and AIDS in all their work. For example in 2008, PWC supported a student forum of 405 participants. The theme of the conference was “How can the Maasai community protect themselves from HIV and AIDS” and “the importance of educating girls in a rapidly developing society”. 1.10 Funding History: Please provide a brief summary of your partners experience with projects of this size and scope Global Partners, an American PVO, funded PWC $70,000 for water and sanitation projects in 2007. Since 2007, CORDAID have funded PWC between E50,000 and E100,000 per annum for training, capacity building and advocacy. Recently PWC, in partnership with AI, worked on a Comic Relief funded project totaling £232,788, and this year PWC have received a $25,000 grant from The Flora Family Foundation. PWC’s Director, Ms Ngoitiko, was also key in a DFID funded CSCF project, when she worked for the Community Resource Trust. 1.11 Child protection (projects working with children and youth (0-18 years only): What is your partners capacity in relation to child protection? How will you work with your partners to ensure children are kept safe? PWC are currently developing a Child Protection Policy with the support of AI. In 2011, AI will provide PWC with training in safeguarding and protecting children as part of on-going CSCF work.