Science, Mathematics and English

REPORT ON THE LAUNCH OF THE PROJECT ON TEACHING AND LEARNING SCIENCE, MATHEMATICS AND ENGLISH IN SECONDARY SCHOOLS THROUGH USING ICT

26th – 27th September 2011

PEACOCK HOTEL – DAR ES SALAAM, TANZANIA

Ministry of Education and Vocational Training (MoEVT)

In collaboration with

Global e-Schools and Communities Initiative (GESCI)

1 | P a g e Table of Contents

2 | P a g e List of Abbreviations

COCIT – UDSM - College of Information and Communication (CoICT) University of Dar es Salaam MoEVT - Ministry of Education and Vocational Training Sida - with funding from the Swedish International Development Agency GESCI - Global e-Schools and Communities Initiative NECTA - National Examination Council of Tanzania SME - Science Maths and English ICT - Information and Communication Technology ICT-SME - Teaching and Learning Science, Maths and English in Secondary Schools using ICT NECTA - National Examination Council of Tanzania TIE - Tanzania Institute of Education PMORALG - Prime Ministers Office – Regional and Local Government DEOs - District Education Officer DEDs - District Education Director MEOs - Municipal Education Officer TED - Teacher Education Department SEDP - Secondary Education Development Plan

3 | P a g e Introduction This report provides details of activities of the launch of the project “Teaching and Learning Science, Maths and English in Secondary Schools using ICT” (ICT-SME Project). The launch which was held on September 26th and 27th 2011, was organized by the Ministry of Education and Vocational Training in partnership with Global e-Schools and Communities Initiative (GESCI) with funding from the Swedish International Development Agency (Sida). The purpose of the launch was to meet with the stakeholders, implementers and beneficiaries of the project, define the scope of the project, define roles and responsibilities, build consensus and a sense of ownership among the institutions participating in the implementation of the project.

Background The project on Teaching and Learning Science, Mathematics and English in Ordinary Secondary Schools through using ICT is an implementation of the major education sectoral plans and programmes. The focus of this project is to improve teaching and learning in the mentioned subjects in 21 secondary schools.

The project implementation commenced in July 2011 with a needs analysis that helped in providing the practical scope of the project given the funds provided and the resources available. The needs analysis consisted of gauging the resources at an environment, technical and organizational level. Based on the analysis of the findings from this needs analysis, the scope of the project was redefined, and a criteria for selecting the schools was developed.

Development Objective The main objective of the project is to enable students and teachers in Secondary Schools use ICT to improve the quality of Teaching and Learning Science, Mathematics and English subjects by using and integrating ICTs.

Specific Objectives The specific project objectives to be achieved in the implementation of the project in secondary schools and teachers colleges are: . To establish the status of resources and gaps in the implementing institutions through collecting baseline data . To equip the secondary schools with computer systems, internet connectivity and power supply systems in refurbished and furnished rooms . To enable teachers in Science, Maths and English in Secondary schools acquire ICT technical and integration skills and teaching methodologies through ICTs . To avail e-resources for teaching and learning Science, Maths and English . To have students access the identified e-resources in Science, Maths and English . To enable college tutors acquire ICT technical and professional skills to support the secondary schools . To enable implementing institutions successfully meet the objectives of the project through a robust monitoring and evaluation system

4 | P a g e Scope of the Project The project will be implemented by MoEVT with consultancy services from GESCI (Global e-Schools and Communities Initiative) in a period of two years. The project will cover all the components of an “end-to-end” system, namely deployment of infrastructure, development or acquisition of appropriate e-resources, training of teachers and tutors, development of maintenance and management system and deployment of a robust monitoring and evaluation system.

GESCI consultancy services will involve technical and strategic advice and capacity building services and support throughout the project from design, procurement to implementation. GESCI will provide the consultancy services on a part time basis. This will be done through face-to-face interactions during visits to Tanzania, virtual and online collaboration at intervals as required and determined by the activity at hand. Areas which require technical support from GESCI include: Initial planning on the implementation of the project, needs assessment and identification of pilot schools, support to procurement of appropriate ICT (software and hardware) and power supply equipment, development/availing relevant e-resources, capacity building, and monitoring and evaluation.

Objectives of the launch meeting The objectives of the two day meeting were as outlined below:  to raise awareness on the benefits and limitations of ICT use in SME among stakeholders  to share the needs analysis report and define the scope of the project  to define roles and responsibilities of various stakeholders in the project  to share the role and structure of monitoring and evaluation during project implementation  to develop guidelines for ICT use in SME during project implementation  to launch the project  to agree on a schedule of next steps

List of participants Participants were drawn from the institutions listed hereunder and a detailed list of individual participants is as listed in Appendix I.  53 Up country (2 PMORALG, 9 DEDs/DEOs, 21 school heads,7 teachers and 7 college principals and 7 tutors)  18 MDAs (PS, 6 TED, 2 Sec, 3 Planning, 1 Inspector, 1 Commissioner, 1 NECTA, 1 TIE, 3 Universities  Development partners  GESCI Consultants (2)

Facilitators Facilitators of the launch meeting were drawn from GESCI, MoEVT and the Centre of ICT in the University of Dar es Salaam (CoICT-UDSM).  Esther Mwiyeria (GESCI)  Senthil Kumar (GESCI)  Issa Bakari (MoEVT)  Dr. Suzan Lujara (CoICT)

5 | P a g e Outputs Expected outputs from the workshop were: a) Shared understanding on the requirements and scope of the project b) Raised awareness on the benefits and limitations of ICT Integration c) Refined structure of M&E during project implementation d) Guidelines for ICT use n SME during project implementation e) Launch of the project f) Agreement on the schedule of activities in the next phase g) Workshop report

Outcomes: a) Formation the project teams b) Creation of a common understanding among team members c) Definition/clarification of the project requirements and parameters among teams d) Capacity built among team members on pedagogical models, technical models for deployment, e-resource deployment and use models, and a robust M&E system during project implementation e) Framework for project implementation developed and shared among implementing stakeholders f) Roles and responsibilities of various project teams clarified

The activities that preceded the launch included collaboration through the exchange of emails and conference calls with the project team coordinator during which time stakeholders were identified, themes and objectives formulated and logistics for the workshop agreed upon. The workshop was facilitated through presentations, group discussions, and panel discussions. The program for the workshop is as presented in Appendix II.

Day 1 The objectives of day 1 were: o to raise awareness on the benefits and limitations of ICT use in SME among stakeholders o to define roles and responsibilities of various stakeholders in the project o to develop guidelines on the use of ICT in SME during project implementation

MS. Hellen A. Lihawa gave the opening remarks in her capacity as Assistant Director (Teacher Education Department), and as the chairperson. She welcomed the guests and appreciated the immense work that had been done to make the launch of the project possible. In her remarks, she spelt out the objectives of the launch and admonished those present to take advantage of the moment to increase their knowledge base and understand the requirements of the project. She appreciated the participation of all those present.

Ms. Esther Mwiyeria, Project facilitator, presented the Needs Analysis Report which had been carried out with the following objectives:  To scan the landscape for ICT use in Science, Mathematics and English (SME) in Colleges and Schools to determine the challenges, needs and opportunities for project implementation. • To Determine at what secondary school level (form 1, form 2, form 3 or form4) to implement the project • To identify the Teachers’ Colleges and school profiles to target for implementing the project and assessing the ICT infrastructure and systems in these categories of institutions.

6 | P a g e In her presentation she indicated that the methodology employed adopted a mixed method approach in which interviews, focus group discussions and questionnaires were used for data collection. The data collection exercise had been preceded by a capacity building workshop in Morogoro during which time a common understanding on how to collect, capture and analyze data had been created among the project team members and GESCI. Modalities for data collection had been developed in this meeting after which the project team went out to the filed to collect the data. The project team also captured the data in prepared and standardized templates and sent this to GESCI which analyzed the data and compiled the report. This report was later validated by the project team, before finalization.

Ms. Mwiyeria presented the findings, conclusions and recommendations, the redefined scope of the project based on this report, and an activity timeline. The details are to be found in the Needs Analysis Report which can be accessed at XXXXXXXXXXXXXXXXXXXXX . A brief presentation of these details is as listed hereunder.

Findings

• School heads were enthusiastic and involved in actions, but no written plans or policies for ICT development in their schools • Constraints in the use of ICTs for teaching and learning were related to over-demanding curriculum, inadequate resources, teachers knowledge and competencies, little awareness or understanding of curriculum directives for using ICT in subject areas • ICT facilities and resources were noted to be standalone isolated technologies which tend to limit ICT use to the periphery of educational activities • There were a range of pedagogical competencies for ICT use in the colleges, but none in the secondary schools. • The English language was noted to be a barrier in the access to the existing online resources • The main challenges in Science, Math and English were noted to be at the foundation level of Form 1 and Form 2 in secondary schools • Lack of policies to guide access to ICT facilities were absent and as such most of the resources in education institutions were underutilized • Lack of recognition of ICT use in the school timetable was noted to imply that the administration did not recognize the use of ICT in curriculum delivery • Lack of recognition of efforts in professional development by way of certification after training was noted to be demotivating to teachers in their quest to acquire ICT skills • Pedagogical findings indicate that priorities for professional development were more inclined towards Curriculum Planning, Learning Environment, Student Experience, communication & collaboration, Planning, Teacher understanding, Teacher awareness, and Informal learning

Recommendations

• There is a need to sensitize Principals, tutors, heads of schools, teachers and education administrators on the benefits and limitations of ICT use in the teaching of SME • Use of mobile technologies that remove isolation of ICT facilities from core curriculum activities should be explored • The focus for professional development for ICT application in SME should centre on Forms 1 and 2. • Guidelines for ICT use in the teaching of SME during project implementation should be developed • Existing pedagogical skills should be enhanced to encompass the use of ICT in pedagogical practice.

7 | P a g e • The practice in the teachers colleges should be linked with the realities in the secondary schools • The different skills at the zonal level should be harnessed through forming teams at the zonal level • The capacity of school managers to manage and monitor the project should built through the support of the zonal colleges

Project structure and scope

• The focus of the project is 7 zonal secondary colleges out of which and three secondary schools per zone. • Teh teachers in the secondayr schoo swil be provided with 5 laptops and two projectors • 20 of the schools will be on hte national power grid and 1 school will be on solar power • 210 teachers and 70 tutors will be involved in the project • College principals, District Education Officers (DEOs), Municipal Education Officers (MEOs) and Zonal inspectors will be involved in the monitoring of the project at zonal level • The ICT tools and resources should be focused on maximum utilization primarily by teachers • The infrastructure to be chosen for this project should allow teachers’ use away from the computer lab, should be portable to the classroom and should be focused on the needs of the teacher in improving his/her teaching and learning.

8 | P a g e Project Activities and Timelines

Project Stage /Teacher capacityElectronic software andTechnical infrastructure Area building content

Initial stage. Technical skills training. Selection of software. School infrastructure readiness (Months 1-6) (basic ICT use) and content tools (electrical supply, room and . 1 teacher per school. Development ofstorage setup) trained in technicalEvaluation framework . Hardware acquisition and support . Initial distribution ofdeployment and installation in . Level 1 &2Training incontent the schools ICT basic skills, M&E Intermediate stage . Training in application. Distribution of subject. Software and content installed (months 7-18) of ICTS into teachingcontent in DVDs. at schools SME . Uploading of resources . Actual integration ofin a central portal by. Colleges provide technical ICT in SME teachers support . Level 2&3

Advanced stageRemedial training in. Updated content. On-going technical support (Month 19-24) application of ICTs intodistributed – onlinefrom colleges at a reduced rate teaching of SME. access as well. . Teachers taking over the Access to online project with HoS resources.

In her presentation on “Challenges and opportunities of ICT use in secondary education in Science Maths and English (SME) in Tanzania”, Dr. Suzan Lujara from the Centre of ICT (UDSM) observed that the concept of ICT has moved from the traditional methods of communication to the use of diverse technological tools in various sectors of the economy. She added that ICT is central to the socio-economic development of any country and cited the many advantages that modern technologies bring. While explaining the digital divide concept, she elaborated the role of the National ICT policy in bridging this divide. General challenges in education in her presentation were noted as; Lack of awareness of the potential of ICTs, Lack of qualified personnel, poor ICT infrastructure and, initiatives that are dependent on donor support which makes them unsustainable due to lack of local ownership.

Opportunities presented by the use of ICT in teaching and learning that were cited by Dr. Lujara include; • Increasing access and availability of teaching/learning material • Improving the quality of teaching/learning material • Simplifying the modification of teaching/learning material • Producing durable and portable material • using more than one delivery mode (blended mode) which is not dictated by time and space • effectiveness in the use of time for teachers and students • Increasing teachers productivity • Improving classroom management • Accessing to the internet for searching material, email communication discussion forums for collaboration, chat and other social media communication tools • Introduce interactivity; student-student, student-teacher, student-content

9 | P a g e She noted challenges that were specific to the use of ICT in the teaching of SME as: • Lack of teachers confidence • Teachers’ resistance to change and negative attitude • Lack of teachers’ competence in pedagogical skills for ICT use • Unfavorable ICT Infrastructure & Technology • School environment • Lack of multimedia contents developing skills • Difficulty to represent abstract concepts in Science and Mathematics as some may need specialized tools and software packages • Lack of skills to integrate multimedia content to promote communication skills – Oral (reading, spelling, debating); Writing (appropriately) in the English subject

In her presentation on the role and structure of Monitoring and Evaluation (M&E) Ms. Esther Mwiyeria noted that M&E will be one of the factors that will contribute to the success of the project. She noted that M&E will be carried at four levels as described below: o Teachers/classroom Level o School level o Zonal level o Project Level The details relating to what will happen at each level are presented in Appendix III.

Mr. Issa Bakari Principal Education Officer in the Teacher Education Department, MoEVT, defined the roles and responsibilities of the participants and the management structure that would be followed during project implementation. The structure would include a steering committee, a project coordinating and implementation team, a zonal team and a school team.

He observed that the Steering Committee, which would have members drawn from MoEVT, PMO- RALG and Sida would oversee the implementation and progression of the project. The project coordinating and implementation team would be drawn from the teacher education department, policy and planning, secondary education department and PMORALG. The zonal team would have members drawn from the District offices and the Colleges. The school team would be comprised of the heads of schools and the SME teachers in each school.

After group discussions that were held on the proposed roles and responsibilities, the participants proposed that it would be important to involve the zonal inspectors in the monitoring and evaluation role in order to alleviate any possibilities for conflict between what is already perceived as the norm in teaching and learning in the absence of ICT. This, it was agreed, would also increase the level of ownership, sustainability and cohesiveness in the project.

The final roles and responsibilities are as presented in Appendix IV.

Mr. Senthil Kumar, GESCI Country Programme Facilitator, Rwanda, in his presentation on proposed guidelines for ICT use in SME during project implementation, suggested the guidelines in three different categories: (1) Teacher Professional Development (2) ICT Infrastructure and (3) E-content. After the group discussions, the participants revised the guidelines and the final guidelines are as presented in Appendix V.

10 | P a g e

Day 2 The objectives of day 2 were: • to launch the project • to share and agree on the revised guidelines for ICT use in teaching and learning SME during project implementation • to share and agree on the revised roles and responsibilities during project implementation • to develop and agree on the schedule of activities in the next Phase.

On the day of the launch, the Keynote speech was made by Ms. XXXXX, the Commissioner for Education. Ms. XXXXXXX noted that the project under discussion is implementing one of the key priorities in the Secondary Education Development Programme (SEDP) whose objectives are to improve equity, quality and access to secondary education. The key priority in the ICT-SME project was noted to be that of improving the quality of education outcomes in general and the teaching of Science Maths and English Language specifically.

She noted the remarkable achievements in the implementation of SEDP in that the number of Government and Non-Government secondary schools increased from 1,745 (1,202 Government) in 2005 to 4,367 (3,425 Government) in 2011. In the same vein the enrolment in Secondary schools (Form I-VI) increased from 52, 4325 students (24, 4571 girls) in 2005 to 1,711,109 (775,106 girls) in 2011. The Gross Enrolment Rate (GER) improved from 11.7% in2005 to 36.1% in2011 and the Net Enrolment Rate (NER) rose from 10.1% in2005 to 32.1 % in 2011.

She was also quick to add that despite the achievements realized during the implementation of SEDP, increased access to secondary education posed some challenges which include; shortage of qualified and competent teachers, inadequate teaching and learning materials and shortage of equipment for science and language laboratories.

To address the challenges posed by the increased enrolment in secondary schools, she noted that this pilot project is one of the Government’s initiatives to address the challenges. The project aims at improving teachers’ competencies in quality teaching and learning of Science, Mathematics and English subjects. She observed the context within which the project is situated which is part of the ’’Tanzania Beyond Tomorrow (TBT) e-Learning Programme for Basic Education’’. The main objective of the programme, in her observation, is to integrate and effectively use ICT in delivery of Basic Education in order to transform Tanzania to become a knowledgeable society.

In closing she indicated that the Government of Tanzania through MoEVT and PMORALG would mainstream the good practice of the project into a program that will be given priority in the strategic plan after a successful evaluation of the pilot project. She appreciated the role played by Sida as a Development Partner and GESCI as the consulting partner.

Mr. Phillipo Mulugo, Deputy Minister for Education and Vocational Training, officiated on the launch of the ICT-SME project. He underscored the importance of the project in improving the quality teaching of Science Math and English. He noted that these subjects are fundamental to the strengthening of the higher levels of education, scientific and technological literacy. He underscored the fact that these capabilities would eventually increase the capacity for self-reliance and development in Tanzania. He was quick to add that students’ proficiency in academic work is

11 | P a g e dependent on the mastery of the language of instruction, and in this case, English language. He noted the problems in the teaching of the subjects under discussion as emanating from a shortage of qualified and competent teachers; inadequate teaching and learning materials, which includes laboratories and laboratory equipment and chemicals. He added that the teaching methodologies used do not inspire students to opt for the science subjects in higher levels of education.

He appreciated the role of the Sida and GESCI in supporting the project financially and technically.

After defining the scope and the parameters that would guide the implementation of the project (as detailed in the needs analysis report), the Deputy Minister officially launched the project.

The launch meeting closed just after the development of a programme for the activities to be implemented in the next phase. Ms. Esther Mwiyeria facilitated the plenary discussion which was carried out jointly with the participants. Tutors and teachers to be involved in the project were identified by the various zonal teams as detailed in Appendix VI and Appendix VII.

The schedule for the activities to be carried out in the next phase is presented below.

Schedule of activities in the next Phase

Activity Dates

Prepartion of the calssrooms for ICT Integration October – Nov 2011

Technology procurement and deployment Oct – Dec 2011

Preparation of Training materials Oct – Nov 2011

Preparation of Monitorign and Evaluation tools Oct – Nov 2011

Idenitification of digital content resources for teh development fo Sept – Nov 2011 the framework e-content evaluation and develop framework (21teachers, 7 14th -18th Nov tutors, 5 TIE and 2 Universities)

Reviewing Teaching and learning materials (35 tutors and 7 21st – 25th Nov 2011 technicians) Module 1 - ICT literacy basic skills training 2nd -7th January 2012 Module 2 - Using ICT teaching and learning (210 teachers and 9th -13th Jan 2012 14 tutors)

Technical training (21 teachers and 7 tutors) 16th -17th January 2011

Training of Inspectors in M&E (& zonal inspectors) 18th and 19th January 2012

12 | P a g e Appendices

13 | P a g e Appendix I - List of Participants

14 | P a g e Appendix II – Programme

MODERATOR TIME ACTIVITY FACILITATOR Day 1: 26th September 2011 Objectives: o to raise awareness on the benefits and limitations of ICT use in SME among stakeholders o to define roles and responsibilities of various stakeholders in the project o To develop guidelines on the use of ICT in SME during project implementation

Monday 26th Sept 2011

Naomi Swai 8.00 – 8.30am • Arrival and Registration Samuel Makundi

Issa Bakari 8:30 - 9:00am • Welcome Remarks Director – Teacher Education (Mrs. Rose Masenga) Issa Bakari 9:00 - 9:30am • Presentation of the Needs Esther Mwiyeria Analysis Report Issa Bakari 9:30 -  Challenges and opportunities Dr. Suzan Lujara 10.00am of ICT use in secondary CoICT education in SME in Tanzania 10:00 – Break 10:30am Senthil Kumar 10.30 – • Presentation on the role and Esther Mwiyeria 11.00am structure of M&E Roles and Senthil Kumar 11:00 – • Responsibilities during project Issa Bakari 11:30am implementation PEO, TED, MoEVT Esther 11:30 – • Presentation on the Senthil Kumar Mwiyeria 12:30pm importance of institutional guidelines in the use of ICTs in teaching and learning during project implementation Naomi Swai, 12:30 – • Panel discussion (Questions Esther Mwiyeria, Senthil Samuel 1:30pm and Answers session on project Kumar, Issa Bakari, Secondary Makundi implementation, roles and education, Nzoka, Suzan responsibilities? etc. (Note taking ) 1:30pm – Lunch Break 2:15pm 2:15pm – • Group discussions (6-8)on : Different Teams Esther 3:30pm o M&E during project Mwiyeria implementation o Guidelines in the use of ICT in SME during project implementation Task 1 – Monitoring and Evaluation Task 2 – Guidelines for ICT use in SME during project implementation

3:30 – 3.45pm Break

15 | P a g e 3:45 – 4:45pm • Feedback from Groups Esther Mwiyeria 4:45 – 5:00pm • Way forward and departure

16 | P a g e DAY/DATE TIME ACTIVITY FACILITATOR Day 2: 27th September 2011 Objectives: • to launch the project • to share the role and structure of monitoring and evaluation to be used during project implementation • to share the guidelines in the use of ICT in SME during project implementation • to agree on the training schedule for Phase I Tuesday 27th Sept 2011

Tuesday 27th 9:00 • Minister Arrival Director – Teacher 9:00 – 9:15am • Welcome Remarks Education (Mrs. Rose Masenga) 9:15 -9:45am • Presentation of the Needs Esther Mwiyeria Analysis Report 9:450am – 10.30am • Launch of the Project with a GESCI Demonstration Sida Hon. Minister of Education 10:30am – 11.00am Break

11:00 – 11:30am • Presentation of compiled Senthil Kumar/Esther polices to guide project Mwiyeria implementation • Presentation of revised M&E tools and modalities to be used during project implementation 11.30– 12.30 pm • Plenary discussions on Senthil Kumar/Esther reviews Mwiyeria/Issa Bakari 12:30 – 1:00pm • Formation of teams and Esther Mwiyeria/Senthil orientation of the tasks Kumar 1:00 – 2:00pm Break 2:00 – 3:15pm • Team Meetings Esther/Senthil/Isaa/Suz o Teachers an Lujara o Tutors o Administrators o Principals o School Heads

Task 3 – Zonal Teams 3:15 – 3:30pm Break 3:30 – 4:00pm • Way forward an departure Issa Bakari Esther Mwiyeria

17 | P a g e 18 | P a g e Appendix III – Role and Structure of Monitoring and Evaluation

o Teachers/classroom Level . Monitoring and Evaluation tools and templates will be provided to the teachers to record among other things change in behavior as they interact with the students, lesson preparation, and frequency of technology use in teaching and learning. This will be monitored against identified indicators. o School level . Tutors from colleges will visit the teachers in the schools to offer technical and professional support. The tutors will use tools to monitor integration practices in the classroom and the support at the school level. The tutors will also lead the teachers at the school level in reflective practice sessions during which time teachers’ perceptions and experiences will be captured alongside the lessons learnt, emerging good practices, challenges, innovations and most significant changes. The tutors will report back to the College Principal. . Teachers’ competencies will also be progressively monitored through observations, self-assessment and peer-to-peer assessment from time to time. Questionnaires, interviews and the performance of students could also be used to measure progress. . Zonal school inspectors will inspect the integration practices once a term during project implementation. Since this has not been in their practice, zonal inspectors will be trained on what to look for in technology integration. o Zonal level . The monitoring and evaluation tools should also gauge what is happening at a zonal level. This could be in terms of support mechanisms that directly or indirectly affect the project. College Principals, zonal education directors (DEO/DEDs/MEOs), zonal inspectors and heads of schools in each zone will meet once a term to monitor progress and resolve any bottlenecks arising during project implementation. The project team member in-charge of that zone should also be present in this meeting. Reports from this meeting will feed into the bi-annual reports. o Project Level . The project coordinator should also monitor and record what is going on in the schools during visits, through mobile telephone calls, through monthly and quarterly reports and communication. The report from the project coordinator should be available every 6 months against a provided template. Each project team member will be in- charge of one zone and should provide feedback to the project team on a quarterly basis. The project team member should keep track and monitor the progress in each zone through visits, receiving reports and communication using various channels. Quarterly reports from each zone will feed into the bi-annual and annual reports that should be produced at the project level. . A log of complaints or issues highlighted during communication with the schools should be recorded and maintained. The trend, frequency and recurrence of these issues should be noted. . M&E reports from the project coordinator should be developed every six months and they should also draw from the quarterly and monthly reports from the classroom, school and zonal levels.

19 | P a g e Appendix IV – Roles and Responsibilities during Project Implementation The project coordinating and implementing team with members drawn from the Teacher Education Department, Policy and Planning, Secondary Education and PMO-RALG would be responsible for ; – Teachers and Tutors capacity development; – procurement and distribution of ICT facilities (hardware and software) and internet connectivity; – procurement and distribution of e-content for SME in the pilot schools; – monitor the project at National, Zonal and School level; – organize planned meetings at National and zonal level; – reporting to the steering committee and Sida; – Liaising with the Consultants in the project

The Zonal Project team with members would have members drawn from the District and the Teachers colleges. The Teachers Colleges would be responsible for Technical and pedagogical support (school visits and training); Monitoring the project; providing Venues for teachers/tutors training and meetings; Participation in the zonal meetings; and Reporting to the Project team

The DEOs and MEOs would be responsible for supporting schools to avail and refurbish classrooms for the project according to set standards; Monitoring/ school visits and Participation in the zonal meetings.

The school team would at the school level be responsible for; the actual implementation of the project in schools; availing and refurbishment of the classrooms for the project according to set standards; Security of the project equipment/facilities; Monitoring/support SME teachers in their schools; appointing teachers responsible for technical issues (systems administration) and for both e- resource development and teacher professional development.

20 | P a g e Appendix V – Guidelines for ICT use in the teaching of SME during project implementation

Suggested guidelines for integration of SME by using ICT

The programme “Teaching and Learning SME in Secondary schools using ICT” will have the detailed, sequential and time-framed, roll out of school support activities for the Technology, Professional Development and e-Content. Some of the suggested process and guidelines are;

1. Infrastructure: The infrastructure and technologies are planned to be deployed and used as outlined below along with the indicated guidelines for usage;

i. Overall plan: a. Basic training: The equipment present at the colleges would be used to for the basic training programmes. The software must be updated and completed according to what is installed in the portable devices. b. For teacher use at school, Teacher practicing at home, and Teacher class preparation: Total of 5 laptops planned to be provided to each school for the use in Form 1 subject teachers (Physics, Chemistry, Biology, Maths and English). In the event of ICT equipment availability beyond this proposed intervention, the devices could be used for other subjects in Form 1 as well as SME in From 2 and above. c. For Integration of ICTs into teaching of SME: 2 LCD projectors with external speakers shall be provided to each pilot school. The school equip 2 classrooms with appropriate electrical sockets and curtains. d. For teacher communication, Teacher collaboration, Teacher class preparation and Teacher training including e-content download and preparation: Each subject teachers shall be provided with USB modem with pre-defined airtime and the internet access time is exclusively provided for the SME programme

ii. Coordination and ICT infrastructure usage: a. Each school must nominate a person, called coordinator, responsible for the care of the devices, Internet access accounts, software and other materials related to the project. This person must ensure that the equipment is protected, stored safely, looked after and shared in an equitable manner among the assigned teachers b. The devices provided are to be used primarily by the Science, Math and English teachers. The devices are not to be used by administration or students. c. During class time the devices are to be used primarily to integrate ICTs into the teaching of Science, Math and English. A method for equitable sharing of these devices is to be implemented; making sure each subject gets a proportional use of projectors and laptops. The school has to maintain a record of how the devices are being shared among the subjects during classes. The LCD / LED projectors should be used in a balanced way to enhance the life of the bulb, avoiding transportation when hot. d. Using computers for non-instructional activities is not acceptable during school time. This may include listening to music, watching videos, instant messaging and chatting or accessing other non-curriculum websites e. When not in use, the devices must have a safe storage place, like a room or a closet. The Coordinator will be responsible for administering this place

21 | P a g e f. The computers can be taken home by the teachers. An appropriate carrying case will be provided. The school has to maintain a record of how the devices are being shared among the teachers. In that case, the teacher will be responsible for the device when outside of the school environment. g. Staff Members are expected to take precautions to ensure that laptops are not stolen, lost, or damaged. If laptops are lost, stolen, or otherwise damaged such that they cannot be restored to normal working order, the Staff Member may be responsible for the pro-rated cost of the laptop. h. In case of theft or loss, the Staff Member must immediately file a report with the school’s administration or the local security authority. Users are encouraged to check their home insurance policies regarding coverage. The School administration will evaluate the circumstances of the theft or loss to determine if the required reimbursement should be waived i. Laptops must be returned to School administrator if requested or if employment ends. No laptop will be upgraded or replaced unless the original equipment is returned in proper working order, including all accessories.

iii. Technical considerations: a. Laptops will be equipped with a web camera; a Wi-Fi, USB ports and a monitor port such that they may be connected to digital projector, a printer, and other peripherals b. Since devices are shared among the teachers, it is recommended that teachers store their own data in a DVD or Universal Serial Bus (USB) disc. The school cannot take responsibility for lost data in the shared devices. c. The laptop is installed with operation system and other application software. Under NO circumstances unlicensed software will be installed. Teachers are not allowed to install, uninstall or copy software from or to the school computers without the written approval of the coordinator d. If possible do not connect any USB device to the laptops. They might contain viruses and harm them e. Teachers must not insert passwords into the devices, software or other sections of the computers, and this might block access to the devices or sections of it to other colleagues f. The shared internet access accounts are intended for professional use, at school and at home when the devices are taken home. They are not for personal use g. In order to extend the battery life of the laptops/notebooks, a guideline will be provided with the equipment. Teachers must do their best to follow these guidelines h. Technical problems: in case of any technical problem, anomaly or malfunction the teacher must notify the coordinator immediately i. Coordinators must do their best to ensure that virus protection and other security patches are current. This preventive maintenance can take place at Colleges at least twice a year.

2. E-content: The use of Digital Learning Resources (DLR) is seen as one of the critical success factors of the SME programme. This is irrespective of the fact that digital content was not initially budgeted for in the initial project plan. The approaches planned are;

i. Overall plan: a. Develop the digital content evaluation framework with the expertise support from GESCI

22 | P a g e b. Use the evaluation framework to Identify and evaluate online and offline resources across the subject Sciences, Maths and English. c. The identified content should be closely related to the curriculum so that teachers could integrate them into their normal teaching with ease, and used them to transform their pedagogic practices. The identified content should run correctly on the devices with the standard players available. Offline resources should be given priority. d. A team of teachers drawn from the SME cohort will be trained in the basics of content identified by making use of resource personnel from Tanzania e. These teams would be trained in the use of both Open Educational Resources as well as proprietary Software acquired f. The focus of the e-resources will be “hard-to-teach & learn” topics as identified by the Tanzania Institute of Education (TIE) g. All the online resources that will be identified or developed during the project period will be delivered through offline through the use of CDs/DVDs/memory sticks as well as online resources through an existing Internet portal. Each resource must have related documentation including recommended usage, examples, tips, etc.

ii. Suggested integration practices; a. Teacher to develop the detailed integration plan and road map with the assistance / consultation with tutor and school head b. Incorporate the ICT integration period into the time tables considering the availability of LCD projectors and balanced integration (during the course of the week) of other subjects planned as part of SME programme c. It is advisable to combine 2 periods at one go for ICT integrated lessons. The time table could be adjusted accordingly d. The hard to teach and learn topics are expected to be around 20% of the total curriculum falls under “hard to teach and learn” e. Identification / consolidation of content should be well ahead of time with reference to teaching calendar f. Browse and familiarize with the learning resources and organize them well based on subjects / forms etc. Try them out in the laptops. g. Teacher to collect the LCD / LED projector and laptop (with standby mode) well in advance of the scheduled period. Also complete the lesson and shut down the equipment well within the scheduled period h. In the event, electricity issues during the ICT integrated periods, teacher should have clear alternative plan for the instructional time i. Teachers and tutors could coordinate with the other schools in the same zone or other private schools to share the teacher developed e-learning resources j. The details of the ICT integrated teaching shall be written in the log book. The log book should capture the qualitative aspects of ICT based integration of SME.

iii. School based support for ICT integration into SME a. The Tutor shall visit twice a month to school during the initial phase and subsequently once a month to provide school based pedagogical support as well as to monitor the programme. However, the teacher and tutor shall coordinate seamlessly via mail and other means of communications b. The TTC should factor in the tutors time and other logistics support for the school visit and support

23 | P a g e c. Tutor to interact with school head and teachers during the month and observe the classroom transactions and provide appropriate feedback, planning and support inputs d. Tutor to fill in the classroom observations of technology integrated teaching and learning e. The tutor shall develop the synoptic report based on the register book at the school, classroom observation document to track the bench mark of the progress f. Once in three months, the joint analysis of the programme is to be done between tutor, school head and teachers. Essentially, the would capture on infrastructure availability, integration practices, capacity gaps, progress made and planning for the following cycle g. The Tutor shall analyse and provide appropriate support to the school in-terms of challenges expressed by the school head and teachers h. The tutor shall prepare the annual report for the schools and the same shall be discussed and agreed with the school and passed on to the project coordination team

3. Professional development: The professional development for the tutors / teachers is planned with staged approach;

i. Staged approach for building capacity and competency for ICT use: GESCI experts shall guide the TTC team in contextualizing the training materials and enable them to carry out the professional development

Stage I: The requirement is for a foundational course in ICT literacy. The foundation course should provide a building block for a second stage of professional development for teachers/ tutors to apply skills in the Science, Mathematics and English ICT curriculum. Stage II: The second stage is for a knowledge deepening focus to build capacity for teachers to use basic ICT tools in teaching of Science, Mathematics and English. Stage III: At a more advanced stage the requirement is for building capacity of teacher development teams to design and redesign course/ lessons in which they will explore opportunities to use technology and to critically reflect on the appropriateness and effectiveness of technology use in their Science, Mathematics and English teaching

ii. Flexible model for capacity building that responds to the needs of target group mix of beginners and intermediate level users of technology. The continued assessment of capacity and development needs are planned. The focus is to situate the professional development within the realities of the school and college conditions and environments for the face to face training phase. The school visit report forms shall be used to address the capacity gaps

iii. Professional development programmes for ICT use in SME that are aimed at Forms 1 and II where there are challenges related to student transition with skill gaps from primary level. Tutors and teachers identified a range of competencies which they felt would be necessary in the use of ICT in the teaching of SME.

24 | P a g e iv. Capacity building modules are aligned to high importance and high priority ICT teacher competencies1 identified by teachers and tutors. The details are available as part of the needs assessment report

v. Capacity building programmes technical support to enable teacher access from the workplace to resources that are aligned to curriculum needs in Science, Mathematics and English.

1 For additional information please refer to GESCI’s “ICT Teacher Professional Development Matrix and Planning Tool” http://www.gesci.org/assets/files/ICT-TPD%20Planning%20Guide.pdf

25 | P a g e Appendix VI - List of Participating Teachers Rea mark Nelson Mandela - Morogoro s Names Gende Highest Yea ICT level Terms of Subjects r (M/F) Education rs of (none, employm taught level exp basic, ent S (certificate, erie intermedi (permane degree) nce ate, nt/ part / advanced time) Reg N ) permanen Biology/Ge ion 1 Rabia Ngailo Female Diploma 21 basic t og

permanen Physics/co 2 Robert Gille Male Bsc. 5 basic t mputer

permanen 3 Fides Kundy Female Diploma 7 basic t English

No Salum permanen Geo/Englis Che 4 Byarushengo Male B.A(Computer) 1 basic t h mistr y

permanen 5 Magreth Acard Female Bsc.(Maths) 12 basic t Maths

permanen Bio/Agricult 6 Rehema Silayo Female Diploma 2 basic t ure

permanen 7 Winnie Kiangi Female B.A(ED) 2 basic t English

Kingolwira Sec. School - Morogoro No Physi Ramadhan permanen cs 1 Khalfan Male Degree 6 basic t math/geo

permanen 2 Rajab Bwessa Male Diploma 6 none t math/geo

Yassin permanen 3 Galahenga Male Diploma 3 none t math/chem

permanen 4 Dorothei Banzi Male Diploma 29 none t math/chem

permanen 5 Beltha kulwa Female Diploma 12 none t bio/geo 6 Salome Female Diploma 13 none permanen bio/chem Mpangala t

26 | P a g e Amadeus permanen Male Degree 6 basic t eng/geo 7 Mkinga

permanen Female Diploma 6 none t eng/hist 8 Dorah Mghase

Lupanga Sec. School - Morogoro

Deodatus permanen Male Degree 6 basic t maths 1 mulokozi

permanen Female Degree 5 basic t maths 2 Gloria Kakuru

Samuel permanen Male Degree 5 basic t chem 3 Kaombwe

Hildagalda permanen Female Degree 1 basic t chem 4 sylvester

Teodos permanen Male Degree 4 basic t bio 5 F.Ombay

permanen Male Degree 1 basic t bio 6 January Maziku

Steward permanen Male Degree 4 basic t Physics 7 Kiyamba

Janeth permanen Female Degree 5 basic t Eng 8 Missango

Samuel permanen Male Degree 5 basic t Eng 9 Kundayo

27 | P a g e Issuna Sec. School – Singinda Deogratius .B. FVI + Diploma perma Physics/Ma 1 Shirima Male in education 7 basic nent th Hussein .M. perma 2 Malonga Male FVI + degree 5 basic nent Chem/Math perma Biology/Ch 3 Deo Swed Male FVI + Diploma 4 basic nent em Emanuel perma 4 Kimario Male FVI + Diploma 4 basic nent Math/Chem Si 7 Halima R. Femal mont perma 5 Mussa e FVI+ Diploma hs basic nent Eng/Geog n Mungaa Sec. School – Singida perma Biology 1 Hango Mwanja Male Degree 30 basic nent Chemistry interm perma Biology gi 2 Gerald Dangeni Male Degree 6 ediate nent Chemistry Emmanuel perma Physics/Ma 3 Domonko Male Degree 6 basic nent ths Femal interm perma English/Kis n 4 Aneth Lugenge e Diploma 1 ediate nent wahili Kijota Sec. School - Singinda perma Chemistry/ 1 Anna.J.Kinanda Female Diploma 22 basic nent Bio d perma 2 Magreth Mandi Female Diploma 12 basic nent Bio/Chem Esther.P.Samue perma 3 l Female Degree 5 basic nent Eng/Geog a Benjamine perma 4 Mollel Male Diploma 9 basic nent Eng/Kiswa perma 5 Emanuel Peter Male Degree 3 basic nent Eng/History No Venance advanc perma Physi 6 Kimaro Male Degree 1 ed nent Eng/ICT cs perma &Mat 7 Joseph Mawalla Male Degree 5 basic nent Eng/Geog hs T a b o ra Cheyo Sec. School - Tabora

part Male Diploma 3 basic time chem 1 Charles Patrick

28 | P a g e Suzana A. part Perm Female Bsc Ed 3 basic time Biol/Geog anent 2 Kinuno (female)

Daisan advanc part Male Diploma 6 ed time maths 3 Kamzola

part Male Diploma 6 basic time chem 4 Pastory Ulimali

Melania G. Kengwa part Perm Male Degree 1 basic time Eng/Kisw anent 5 (female)

part Male Diploma 3 basic time 6 Mohamed Feruz Physics

perma Physics/Ma Male Diploma 4 basic nent 7 Paul A. Kibingo th

perma Male Degree 1 basic nent 8 Norbat Nyoni English

Beatrice K. Ndyamkama Degree part Perm Male (Chem/Maths) 5 basic time anent 9 (female)

Annna M. 1 Mhekela part Biology/Ge Perm Male Degree 12 basic time anent 0 (female) og

29 | P a g e

Ipuli Sec. School - Tabora

part 3 time 1 Gaspa Maenda male Degree Basic chemistry

part 4 time 2 George Kazi male Degree Basic chemistry

Mathew part 3 time 3 Barthomew male Degree Basic english

Silivano perma 3 nent 4 Sichine male Diploma Basic english

part maths/phys 3 time 5 Robert Edwin male Degree Basic ics

Jonathan part 2 time 6 Pascal male Degree Basic physics

part 2 time 7 Yohana Musa male Degree Basic biology

perma chemistry/b 16 nent 8 Faines Msigala male Diploma none iology

Tumaini perma 4 nent 9 Kephas male Diploma Basic maths

1 part 7 0 Dotto Omari male Degree Basic time maths

Chang'a Sec. School - Tabora

Godwin perma Math/Geogr

1 msumari Male License 4 basic nent aph

part Biology/Mat Female Diploma 2 basic time 2 Neema Cosmas h

part Biology/Mat Male Diploma 7 basic time 3 Joseph Kibulei h

Donath part Chemistry/ Male Degree 2 basic time 4 Augustino Biology

30 | P a g e Rehema part Chemistry/ Female Diploma 4 basic time 5 Bernard Physics

Josephine part Chemistry/ Female Diploma 34 none time 6 Ngiliule Biology

part Math/Geogr Male Degree 5 basic time 7 Titus Kabogo aph

part Physics/Ma Male Diploma 26 none time 8 Mhozya Mlolwa ths

perma Male Diploma 2 basic nent 9 Bahati Luoga English/Hist

1 Baraka J. part English/Ge Male Diploma 5 none time 0 Kavageme ography

31 | P a g e M o n d ul i Miota Sec. School - Monduli

interme perma physics/mat Male 11 diate nent 1 Ally Kisunda Degree hs

Dickson perma chemistry/b Male 4 basic nent 2 Bundala Diploma iology

perma chemistry/ Male 2 basic nent 3 Zablon Samuel Diploma maths

perma biology/geo Male 1 basic nent 4 Daniel Loisulye Diploma g

perma biology/agri Male 7 basic nent 5 Kimbele Njake Diploma culture

interm perma english/geo Male 4 nent 6 Everisto Mvili Degree ediate graphy

perma english/geo Male 11 nent 7 Heri Labarani Diploma basic graphy

interm perma english/hist Male 4 nent 8 Serafin John Degree ediate ory

interm perma english/kis Female 4 nent 9 Neema Sitayo Degree ediate wahili

Manyara Sec. School - Monduli

32 | P a g e Moses W. advanc perma Male 13 nent 1 Urassa Degree ed Maths

advanc perma English/hist 7 nent 2 Lazaro L. Laiser Male Degree ed ory

advanc perma Female 10 nent 3 Judith Mndeme Degree ed Eng/ICT

Rafaela V. Femal interme perma 5 diate nent 4 Secha e Diploma Biology

perma Chemistry/ 6 nent 5 Hasan Majaliwa Male Diploma none Biology

Nadali T. interme perma 7 diate nent 6 Maasay Male Degree Maths

No Femal advanc perma Physi 2 ed nent cs 7 Davidica kitule e Degree Biology

Irkisongo Sec. School - Monduli

perma Female Diploma 8 none nent 1 Farida Sanga Biology

Justiniuin advanc perma Chem/Math Male Degree 6 ed nent 2 Magimbano s

advanc perma Male Degree 6 ed nent 3 Rajab Hamis Phy/Maths

perma Female Diploma 6 none nent 4 Agripina Silayo Phy/Bio

Felicina perma Female Diploma 5 none nent 5 Masawe Eng/Kisw

perma Male Diploma 3 none nent 6 Giyamu Girabi Chem/Bio

perma Female Degree 3 none nent 7 Lucy Kandera Bio/Geo

Lemjin advanc perma Male Degree 1 ed nent 8 Masandawa Math/ICT

33 | P a g e Magimbi advanc perma Male Degree 1 ed nent Eng/ICT 9 Rweyemamu

1 perma Chem/Biolo Female Diploma 4 none nent 0 Steven Paul gy

34 | P a g e Shangani Sec. School - Mtwara 8 mont interme perma 1 Moses Luta Male Degree hs diate nent Eng/Geog perma Eng/Kiswah 2 Anna Nyange Female Diploma iyear basic nent ili Femal 6 perma Eng/Kiswah 3 Rehema Matata e Diploma years none nent ili Femal 8 perma Biology/Ge 4 Rosemary Billu e Diploma years basic nent og 5 interm perma Biology/Ge 5 Athman Jazar Male Degree years ediate nent og Femal 2 perma Maths/che 6 Theresa Ntauka e Diploma years basic nent m M 4 advanc perma Maths/Phys 7 Frank Somanga Male Degree years ed nent /ICT Chuno Sec. School - Mtwara t advanc 1 Sura Jeon Female Degree 3 ed Maths perma Biology/Civi 2 Khani Mdengi Female Diploma 1 basic nent cs w perma Kiswahili/E 3 Sophina Raia Female Diploma 9 basic nent nglish No Mwema perma Kiswahili/E Physi 4 Mwambapa Female Diploma 4 basic nent nglish cs & ar perma Chem 5 Peter Lipeleko Male Degree 2 basic nent English/GS istry Sabasaba Sec. School - Mtwara Rasco Sanga a 1 Malua Male Diploma 20 basic phy/math perma 2 Judith Mpepo Female Diploma 9 none nent bio/chem perma 3 Rahel Mwilenga Female Diploma 2 basic nent math/geo Hadijja perma 4 Ngatenda Female Diploma 20 none nent bio/text perma 5 Saada Shote Female Diploma 4 none nent Eng/kisw Adinani perma 6 Mawazo Male Diploma 9 none nent math/chem Innocent interme perma 7 Makusanya Male Degree holder 8 diate nent Eng/Fre Iri n g

a Klerru Sec. School - Iringa

Lumiso perma Biology/Che 1 Myumbo Male Degree 8 basic nent mistry

35 | P a g e perma Biology/Che Female Diploma 29 basic nent mistry 2 Leonicia Seme

Interme perma Physics/mat Male dip/degree 7 diate nent hs 3 Roma Mtava

perma Physics/mat Male Dip 4 basic nent hs 4 Filbert Shari

interme perma Male Degree 1 diate nent Maths 5 Castroy Lugus

Hzron Interme perma Male Degree 23 diate nent English 6 Mwakyeaj

perma Chemistry/bi Female Degree 1 basic nent ology 7 Rozi Robert

perma Female Degree 7 basic nent Chemistry 8 Aisha Msangi

Shadrack perma Male Diploma 8 basic nent English 9 Matagi

1 Benedict perma Male Diploma 15 basic nent English 0 Mtavangu

Kalenga Sec. School - Iringa

Biology/Mat Male 1 1 Enock Sita Diploma hs

Biology/Mat Male 10 2 Gerald Ng'ingo Degree hs

Biology/Mat Male 5 3 John Mhanga Degree hs

Robert Male 2 4 Luuanga Diploma Physics

Male 10 5 Frank Mahai Degree Biology

Innocent Male 5 6 Rutahigwa Certificate Biology

36 | P a g e Naomi Female 5 7 Mwalongo Degree Chemistry

Female 5 8 Angelina Ngasa Diploma Chemistry

Fortunate Female 4 9 Kyambile Certificate English

1 Male 3 0 Kelvin Lubange Diploma English

Mlamke Sec. School Iringa

Rose V. perma chemistry/b Female 10 nent 1 Lutambi Degree basic iology

Masunga interme perma maths/phys Female 5 diate nent 2 Mihayo Degree ics

perma biology/che Female 6 nent 3 Ramla Rashid Diploma basic mistry

Veronica perma biology/che Female 10 nent 4 Mlelwa Diploma basic mistry

Neema perma biology/che Female 8 nent 5 Kikungwe Diploma basic mistry

perma biology/che Female 1 nent 6 Samlat Salum Diploma basic mistry

Alfonce perma maths/phys 6 nent 7 Mathayo male Diploma basic ics

Alexander perma english/geo 3 nent 8 Mtavangu male Degree basic g

Tainess Femal perma english/hist 6 nent 9 Mwampamba e Diploma basic ory

1 Lameck perma english/geo 1 nent 0 Benjamin male Degree basic g

37 | P a g e Butimba Sec. School - Mwanza interme perma 1 Doris Timotheo Female Degree 19 diate nent Chemistry interme perma 2 Paulo Jonathan Male Diploma 3 diate nent Chemistry Vicent interme perma 3 Kibambila Male Degree 4 diate nent Biology advanc perma 4 Paul Momwige Male Degree 7 ed nent Maths interm perma 5 Musa Joram Male Diploma 4 ediate nent Maths interm perma 6 Pelez Siwiti Male Degree 9 ediate nent English Khahma Femal interm perma 7 Ludanga e Degree 4 ediate nent English Femal interm perma 8 Zanzan Salun e Degree 5 ediate nent English No Mathew interm perma Physi 9 Kachwele Male Diploma 3 ediate nent English cs Mirongo sec. School - Mwanza M Mhozya interme perma maths/phys 1 msilanga Male Diploma 3 diate nent ics sweetbert interm perma maths/che 2 mabimbi Male Diploma 13 ediate nent m w perma 3 samuel sagara Male Degree 20 none nent eng/geog Gertrude perma a 4 Lubasha Female Degree 18 basic nent eng/hit Daniel perma physics/mat 5 masambati Male Diploma 2 none nent hs interm perma physics/mat n 6 Kiza Hussein Male Diploma 4 ediate nent hs Rosemary Femal perma biology/che 7 Emmanuel e Diploma 3 none nent m Rachel Femal interm perma biology/che z 8 Maregeri e Diploma ediate nent m Mwanavita Femal perma biology/che 9 Mjinkili e Diploma 10 none nent m

1 Chriphord perma biology/che a 5 nent 0 Zacharia Male Degree none m

38 | P a g e Mtoni Sec. School - Mwanza perma English/Kis 1 Charles Kyariga Male Degree none nent wahili Femal perma Mathematic 2 Jesline Gowele e Degree 5 none nent s/Physics Perpetua Femal perma English/Kis 3 Fissoo e Diploma 3 none nent wahili perma Biology/Ge 4 Gasper Diga Male Degree 2 none nent ography Agatha Femal perma Maths/Phys 5 Henerico e Diploma 1 none nent ics perma 6 Samuel Maseke Male Diploma 3 none nent Math/Chem perma Biology/Ch 7 Robert Koroso Male Diploma 5 none nent em Wisandara perma Biology/che 8 Warioba Male Degree 6 none nent m perma physics/che 9 Nicholas Kato Male Diploma 5 none nent m

1 Femal perma 0 Neema S. Kajeri e Diploma 7 none nent Chem/Math

39 | P a g e Appendix VII - List of Participating Tutors

Zone/ S/ Name Gen Subjects Mobile e-mail college N der Phone o. 1 Dickson M Chemistry/Biology 784563045 [email protected] Mpama /ICT m 2 Benjami M Chemistry/Biology 756056976 [email protected] n /ICT m Mgalag anza 3 Maua F Biology/Education 712574175 [email protected] O. om Mabund a 4 Ramad M Biology/Education 712330412 [email protected] hani I. m Lake – Wenge Butim 5 Malong M Mathematics/ 787412589 mwandolela@gmail. ba o Y. Education com Mwand olela 6 Sued M Mathematics/ 784623365 suedirashidi@yahoo Abdalah Education .com 7 Sophia F English/Education 784471666 [email protected] Nyau 8 Sabina F English/Education 768103195 [email protected] Masond om a 9 William M Physics/Maths/Ed 786635787 balongelejew@yaho Balonge ucation o.com leje 1 Jupiter M Biology 755748661 [email protected] Lulinga 2 Maulid M Biology 769737733 [email protected]. Hamis uk 3 Greidon M Maths 755992621 magaragreidon@ya Magara hoo.com Centra 4 Oman M Maths 783080133 oman.charles@yaho l- Charles o.com 5 Marseli F Chemistry 764880449 [email protected] K/mpa na m nda Samwel 6 Albert M Chemistry 758040240 albert2paul@yahoo. Kisima com 7 Imelda F English 787855869 indyamukama@gma Paul il.com 8 Salutary M English 754752980 [email protected] Boay om S/High 1 Stanfor M Physics, 756143830 dzombestanford@g lands- d Chemistry Ed. mail.com Dzombe Klerru 2 Joseph M Chemistry Ed. 786265942 kibonajosephat@ya at hoo.com.uk

40 | P a g e Kibona

3 Juma M Chemistry Ed. 714144932 jumalusonge@yaho Lusong o.com e 4 Phadhili M Mathematics Ed. 714115327 [email protected] Mbilinyi om 5 Kisa F Mathematics Ed. 783943949 mboyakisa@yahoo. Mboya com 6 Herieth F English Ed. 713356059 [email protected] u Mtweve .uk 7 Noah M English Ed. 765912637 noahmwasomola@y Mwaso ahoo.com mola 8 Asukisy M Biology Ed. 784252491 kasukisye e @yahoo.co.uk Kajela 9 Winfrida F Biology Ed. 754343691 winniempagike@yah Mpagik oo.com e 1 Magn M Physics 655950510 magnusmakungu@ya us hoo.com Makung u 2 Godw M Physics 712804128 [email protected] ill Biyengo 3 Monic F Math 754090253 mbuyamonica@yah a oo.com Mbuya 4 Said M Math 787189230/7 [email protected] Kamote 12100650 m Nother 5 Elben M Biol 713809657 [email protected] n- Mbise om 6 Angel F Biol 657143176 [email protected] Mondu a m li Tarimo 7 Stanl M Chem 759975926 [email protected] ey Luvand a 8 Lucas M Chem 712142859 [email protected] Paul om 9 Etinisi F Engl(Cl) 713377008 [email protected] mbo m Swai 10 Celes M Engl(Cl) 653086772 makericelestine@yah tine oo.com Makeri Easter 1 Noel M Physics 0762326900/ mganile2005@yahoo. n- Mgani 0717520313 com 2 Jumann M Chemistry 713802545 [email protected] Morog e oro Wimba

41 | P a g e 3 Hassan M Chemistry 717571990 ismail.hassan49@yah Ismail oo.com 4 Shufaa F Biology 714466298 [email protected] Salum 5 Moses M Biology 654774423 [email protected]. Kilulu uk 6 Mariah F English Felisian 7 Ibrahim M English 784325782 [email protected] Nuran m 8 Luwilo M Maths 714578816 [email protected] Sanga 9 Arafa F Maths 713539359 [email protected] Said o.uk Benta 1 Fredy M Chemistry 682614940 fredyfrancis@gmail. Francis com 2 Bryson M Chemistry 756483700 brysonmush28@yah Mushi oo.com 3 Arafa F Physics 784704801 arafanangomo@yah Ally oo.com 4 Bahati M Maths 756636465 bahatikihwelo@yaho Kihwelo o.com South 5 Chrisost M Mathematics 687562489 criss.matenga@yah ern- om oo.com Mtwar Mateng a –K a 6 Nelson M English 755893486 shaonelson@yahoo. Shoo com 7 Lucia F English 784597098 luciangonyani@yah G.Ngon oo.com yani 8 Fadhil M Biology 787666145 mzawfadhil@yahoo. Mayuva co.uk –UF 1 Hawa F English 0757-859905 [email protected] Samwel m 2 Adamu M English 766920509 [email protected] Bunga om 3 Osward M Biology 0787-146900 oswardmabubu@yaho Mabubu o.com 4 Eddy F Biology [email protected] Weste Msofe 757160859 m rn- 5 Damasi M Biology 767594699 [email protected] Tabor Mapund om a a 6 Zawadi M Mathematics 0752-525406 zawadi45@live .com Dende 7 Gaudis M Mathematics 0714-436616 guadis_ephraim@yah Ephraim oo.com 8 Emmac F Chemistry/Biology 652616400 [email protected] ulata m Emman

42 | P a g e uel

9 Davisi M Chemistry 752541524 [email protected] Msisi m 10 Amosi M Physics 769240676 amos.nkomali@hotma Nkomali il.com

43 | P a g e