Waache Wasome Let Them Learn
TANZANIA
Quarterly Progress Report Y2 Q2 January 1, 2018 – March 31, 2018 Cooperative Agreement AID-OAA-A-17-00001 Submitted by World Education, Inc. / (WEI) April 30, 2018
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Table of Contents Acronyms ...... 3 Executive Summary ...... 4 I. Introduction ...... 5 I.1 Project Overview ...... 5
I.2. Key Objectives ...... 6
II. Project Activities ...... 7 Objective 1: Build the agency, knowledge, and protective assets of girls in secondary school ...... 7
Objective 2: Increase family commitment and capacity to invest in girls’ education...... 14
Objective 3: Foster a girl friendly and supportive school environment ...... 18
Objective 4: Provide alternative education pathways for girls who have dropped out of secondary school due to pregnancy and/or early marriage ...... 23
III. Monitoring, Evaluation, and Learning...... 25 IV. Project Management ...... 28 V. Opportunities and Challenges ...... 34 V.1 Key Opportunities ...... 34
V.2 Key Challenges ...... 35
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Acronyms AOR Agreement Officer Representative ARH Adolescent Reproductive Health COSTECH Tanzania Commission for Science and Technology DEO District Education Officer DED District Executive Director DMT District Master Trainer EEV Economic Empowerment Volunteer EDI Economic Development Initiatives EWS Early Warning System GBV Gender Based Violence ICT Information and Communications Technology LGA Local Government Authority LIMCA Livelihood Improvement for Mothers and Caregivers of Adolescents MEL Monitoring and Evaluation and Learning MoEST Ministry of Education, Science, and Technology MoHCDGEC Ministry of Health, Community Development, Gender, Elderly and Children NPA-VAWC National Plan of Action to End Violence Against Women and Children (2017- 2022) NORC National Opinion Research Center OVC Orphan and Vulnerable Children PO-RALG President's Office Regional Administration and Local Government POY Protect Our Youth REO Regional Education Officer SRGBV School-Related Gender-Based Violence SQAO School Quality Assurance Officer STEM Science, Technology, Engineering, Math TCRF Tanzania Child Rights Forum USAID United States Agency for International Development USG United States Government VEO Village Executive Officer WEdO Ward Education Officer WEO Ward Executive Officer WEI World Education, Inc.
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Executive Summary World Education, Inc.’s Bantwana Initiative (WEI/Bantwana) is pleased to submit the Year 2 Quarter 2 (Y2 Q2) Progress Report for the Waache Wasome project in Tanzania, covering the period from January 1, 2018 – March 31, 2018. Waache Wasome (Let Them Learn) is a five- year project funded by USAID which aims to increase adolescent girls’ participation and retention in secondary school. The project’s efforts are rooted in the principle of empowering girls to create and achieve goals for their future, while addressing the social/gender norms, economic barriers, and violence that constrain their ability to remain and excel in school.
This quarter kicked off Phase I of the Waache Wasome project with activities rolling out in 30 additional schools in the four target districts of Karatu DC, Tarime DC, Musoma MC and Musoma DC. WEI/Bantwana established 130 new Protect Our Youth (POY) Clubs in the 36 total project schools with 5,025 students enrolled (of which 60% are girls) this quarter. The project also helped the newly enrolled POY members to select 260 peer educators (130 girls) and 72 matron/patrons (36 female) to run Club activities at their respective schools. WEI/Bantwana trained the 34 matron/patrons and 121 peer educators (60 girls) selected by the 17 Karatu DC schools with support from Karatu LGAs. These trainings will continue in the other project districts in Q3. POY Club materials were updated to reflect lessons learned in the pilot phase and underwent an LGA technical review to make further improvements to the content. This quarter, 36 LGA (10 female) representatives in Phase I project districts were oriented to the POY Club model.
A total of 618 members (87% women) from 24 Livelihood Improvement for Mothers and Caregivers of Adolescents (LIMCA) groups continued their savings and lending activities this quarter, issuing a total of 271 micro-loans (value of TZS 23,978,300) and bringing their total cumulative savings to TZS 72,491,000 ($32,434). Supportive supervision visits were conducted with each LIMCA group to continue capacity development of group leaders. The LIMCA model was introduced to LGAs and heads of school from the 36 project schools where implementation is rolling out in Phase I. WEI/Bantwana also collaborated with teachers at each of the 36 project schools to administer a survey to Form I students that will help target households for LIMCA participation and to identify potential Economic Empowerment Volunteers.
During this quarter, WEI/Bantwana facilitated School-Related Gender-Based Violence Training Workshop Segment I for 44 teachers (11 female) and the heads of school for the four project schools in Tarime DC. Rollout of SRGBV training will be directly implemented by District Master Trainers (DMT) for subsequent districts. WEI/Bantwana identified eight DMT candidates in Karatu DC this quarter, these DMTs will complete a ToT along with the other district DMTs to be identified next quarter. WEI/Bantwana also organized a technical review of the SRGBV teacher training materials with 31 LGA representatives to solicit feedback and help ensure the content is well aligned to the Tanzanian context. During this quarter, feedback was gathered from project schools on their experience with Subject Clubs to help inform revitalization efforts moving forward. Subject Club activities were focused in five Karatu DC schools this quarter where WEI/Bantwana enrolled 783 (416 girls) Form II and Form IV student participants.
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This quarter WEI/Bantwana was also heavily involved in identifying and selecting sub- grantee partner organizations that will support direct implementation of Waache Wasome starting in Q3. WEI/Bantwana also established a collaborative relationship with a local SRH champion, Human Cherish, which was involved in facilitating SRH training sessions for POY peer educators.
I. Introduction
I.1 Project Overview Waache Wasome is a five-year project, funded by the United States Agency for International Development (USAID) and implemented by World Education, Inc.’s Bantwana Initiative (WEI/Bantwana), aimed at increasing adolescent girls’ enrollment and retention in both formal secondary school and alternative education pathways through a comprehensive model rooted in the principles of human centered design and addressing harmful gender norms. Waache Wasome takes a ‘whole-of-girl’ approach shaped by evidence and designed for replication and scale-up. This model empowers adolescent girls to create and achieve goals for their future, while addressing the intersectional social norms and economic barriers that constrain their ability to remain and excel in school. Rooted in the principles of participatory youth development and human centered design where solutions are designed together with girls and not for them, Waache Wasome ensures meaningful engagement of adolescents throughout the program cycle.
Waache Wasome interventions are in line with the priorities of the Government of Tanzania including the Law of the Child Act of 2009 and the National Plan of Action to End Violence Against Women and Children (NPA-VAWC). Waache Wasome’s strong links to the goals, objectives, and priority activities laid out in the NPA-VAWC are clear in the POY Club, SRGBV teacher training, LIMCA, and parenting skills models.1 Activities under Objective 3 include seeking to equip teachers and school administrators with the knowledge and skills to uphold the Law of the Child Act (2009), to prevent and respond to violence in schools, and to foster support for students who are struggling academically. Waache Wasome works closely with regional and local government authorities which includes regional education technical staff, district technical staff, school administrations, teachers, community leaders, and parents to bring a holistic package of interventions to the target councils and ensures project ownership at the local level. The project also works with government organs to support the dissemination and implementation of policies that pertain to adolescent girls.
1 These models align with thematic area #7 “Safe Schools and Life Skills,” thematic area #2 “Norms and Values,” thematic area #7 “Household Economic Strengthening,” and thematic area #4 “Parenting, Family Supports, and Relationships” in the NPA-VAWC.
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Gendered beliefs and practices in the home, school, and community environments conspire to negatively affect girls’ enrollment and retention in school, as well as limit their aspirational attitudes, agency, and potential to learn. Waache Wasome is designed as a comprehensive model to address the full range of gendered beliefs and practices at the home, school, and community that negatively affect girls’ enrollment and retention. Waache Wasome’s socio- ecological approach illustrated below invests in solutions that support girls as individuals, within their families, in schools, and in communities.
Figure 1. Socio-ecological model
I.2. Key Objectives Within the context of the many challenges facing adolescent girls in Tanzania, Waache Wasome seeks to address the full range of gendered beliefs and practices at the home, school, and community that negatively affect girls’ enrollment and retention through the following objectives:
1. Build the agency, knowledge, and protective assets of girls in secondary school; 2. Increase family commitment and capacity to invest in girls’ education; 3. Foster a girl friendly and supportive school environment; and, 4. Provide alternative education pathways for girls who have dropped out of secondary school due to pregnancy and/or early marriage.
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These objectives are illustrated in the conceptual framework below:
II. Project Activities
Objective 1: Build the agency, knowledge, and protective assets of girls in secondary school
Activities under Objective 1 support change at the level of the individual—empowering adolescents with information, skills, and support networks to better navigate the variety of risks they face and build protective assets to reduce vulnerabilities. POY Clubs meet the needs of vulnerable adolescent girls; however adolescent boys are also welcomed as Club members. Engaging boys enlists them as allies in combatting gender discrimination and violence in schools. POY Clubs also help adolescents build soft skills (such as goal setting, time management, communication skills, and decision making) to help support their academic success and encourage their ability to pursue their education.
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1.1 Protect Our Youth (POY) Clubs Y2 Q2 Activities Status Description WEI/Bantwana organized a technical review session for 31 LGA officials (11 female) from Mara and Arusha to solicit feedback on POY materials. LGAs expressed appreciation for contents of 1.1. Get buy-in from POY materials (Form I and III) as well as LGAs on revised POY Ongoing provided feedback for additions and changes. materials One LGA official insists WEI/Bantwana must obtain central government approval of materials. WEI/Bantwana will discuss the way forward with USAID. WEI/Bantwana is in the process of making all 1.2. Translate updated of the changes requested by the LGAs during POY Club materials into In progress the technical review session. Kiswahili Translation of updated POY materials will be done after completion of revisions. WEI/Bantwana printed limited copies of Y1 POY materials for use in Y2 POY Clubs. 1.3. Print updated POY In progress Printing of Y2 POY Club manuals is on hold Club materials until the issue of central government approval is discussed with USAID. 1.4. Develop POY Club This activity will be completed when Y2 POY training package for In progress manuals are complete and sub-grantee sub-grantees selection process is completed. 1.5. Organize POY Club Because sub-grantee selection is still in training workshop for In progress progress, WEI/Bantwana will conduct Y2 sub-grantees POY Club training workshops directly. 1.6. Introduce POY Club POY Club introduction meetings organized model to LGAs in with LGAs at Council and Ward levels in Achieved collaboration with sub- Karatu DC, Musoma MC, Musoma DC, and grantees Tarime DC. 1.7. Establish POY Clubs WEI/Bantwana established 130 POY Clubs in Achieved in secondary schools 36 schools. 1.8. Support student Students selected 260 peer educators (2 peer selection of peer educators selected per Club, 1 boy and 1 girl). Achieved educators and teacher Students selected 72 matrons and patrons (1 matron/patrons matron and 1 patron selected per school).
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1.1 Protect Our Youth (POY) Clubs Y2 Q2 Activities Status Description WEI/Bantwana enrolled 5,025 students in 130 1.9. Collect POY Club POY Clubs, of which 3,018 (60%) are girls. Achieved enrollment data Monitoring the attendance of POY Club members will begin in Q3. POY Club training for matron/patrons completed in Karatu with 34 matrons/ patrons 1.10. Train POY Club (17 female) trained. teacher In progress POY Club training for remaining 38 matron/patrons matrons/patrons in Musoma MC, Musoma DC and Tarime DC will take place in Q3 during Easter break. POY Club peer educator training completed in Karatu DC with 121 (60 girls) POY Club peer educators trained. 1.11. Train POY Club peer In progress POY Club peer educator training for the educators remaining 138 peer educators for Musoma DC, Musoma MC, and Tarime will take place in Q3 during Easter break. 1.12. Conduct POY Club Supportive supervision conducted in Karatu at supportive Achieved the 6 pilot schools. supervision
1.1. Get buy-in from LGAs on revised POY materials WEI/Bantwana conducted a two-day technical session with Mara and Arusha Regional and District education technical staff to review POY materials (Form I and Form III) used during the pilot year. The POY materials were designed based on the results of a participatory exercise to reflect the real life concerns and challenges faced by adolescent girls2. LGAs expressed appreciation for the materials and deemed them to be appropriate for use in schools.
A total of 31 Education Technical Officers (11 female) participated in the technical review session, including: Regional Educational Officers; Regional Academic Officers for Mara and Arusha; Zonal Quality Assurance Officers for Lake and Northern Zones; District Quality Assurance Officers from Karatu DC, Musoma MC, Musoma DC and Tarime DC; District Education Officers and District Academic Officers from the four target districts; and selected teachers from the six pilot schools in Karatu DC. The Arusha Regional Community Development Officer, Arusha Social Welfare Officers and the Tanzania Child Rights Forum (TCRF) Coordinator also participated.
TCRF is an influential local CSO with over 85 member organizations that are dedicated to promoting child rights in Tanzania. TCRF provides an opportunity to network among non-
2 This participatory protective asset mapping exercise with adolescent girls and their caregivers was described in the Y1Q2 report.
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government actors and individuals to support and invest in initiatives that promote the rights and well-being of children in Tanzania. TCRF is also a national stakeholder that has supported the MOHCEGEC in the development and operationalization of the NPA-VAWC. Because the NPA-VAWC operational targets call for the establishment of school clubs like POY Clubs, there was value added in inviting TCRF to the technical review session.
Box 1: LGAs recommendations for revisions to POY materials:
1. The manuals require editing, formatting and should include illustrations and pictures that reflect the Tanzanian culture and environment. 2. Create a guide for facilitating the manuals including what is needed for facilitation materials (e.g., flipchart, chalk). 3. At the end of each semester, there should be an evaluation for the purpose of collecting constructive feedback on POY Clubs. 4. The topics of menstrual hygiene and career development should be expanded. 5. Examples from relevant text books should be integrated into the POY manuals (Form I and III) to enhance what students learn in class. 6. A matron or patron should facilitate the sessions on SRH and entrepreneurship.
WEI/Bantwana is committed to making all of these recommended changes. WEI/Bantwana incorporated recommendations #1, #2, #3, and #6 into the POY manuals that will be translated and printed for use in Y2. Recommendations #4 and #5 will take time and will be integrated in the next version of the manuals so as not to disrupt Club activities planned this quarter. Some LGA officials have been vocal about the need for WEI/Bantwana to have the manuals approved by the central government (notably the Tanzania Education Institute) prior to use in secondary schools. WEI/Bantwana is in discussion with USAID on how best to proceed. See the “Challenges” section of this report for more details. Because the LGAs are anticipating another review process, they understand that they may see some of their recommendations may be included in the next “version” of the POY manuals (i.e. after central government review, revisions, and reprinting).
1.2. Translate updated POY Club materials into Kiswahili As noted above, recommendations #1, #2, #3, and #6 were immediately incorporated into the POY manuals. Recommendations #4 and #5 will take time and will be made over the course of this year and will be integrated in the next version of the manuals. The translation is on hold until WEI/Bantwana completes inputting all of the recommendations from the LGAs and discusses with USAID the way forward regarding the issue of central government approval.
1.3. Print updated POY Club materials So as not to disrupt Y2 planned activities, WEI/Bantwana printed a small number of Y1 POY materials for use in the Y2 Clubs while the issue of getting central government approval is being discussed with USAID.
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1.4. Develop POY Club training package for sub-grantees WEI/Bantwana developed a POY Club formation and training protocol. Once sub-grant agreements are signed, partner organization staff will be trained on the protocols and on POY Club materials.
1.5. Organize POY Club training workshop for sub-grantees This activity is planned for Q3 as the sub-grantee pre-award process is still ongoing. Once sub-grantees are on board, they will be trained on the protocols and other POY Club materials in order to provide regular supportive supervision.
1.6. Introduce POY Club model to LGAs in collaboration with sub-grantees During this reporting period, WEI/Bantwana introduced the POY Club model to a total of 36 LGA (10 female) officials from Musoma MC (13 officials, 4 female), Musoma DC (16 officials; 4 female), and Tarime DC (7 officials; 2 female). There was no official POY introduction to the Karatu LGA technical team this quarter as the Waache Wasome project and its models were introduced to LGAs during the pilot phase of Y1. The POY introductory meetings at the LGA level were managed by WEI/Bantwana without sub-grantee involvement, as the sub-grantee selection process was not yet completed.
In Musoma MC, the introductory meeting was officiated by the DED who noted that POY Clubs have come at the right time as Musoma MC is experiencing an increase in girls dropping out of school due to early pregnancy. The DED voiced her support for the project and requested the LGA technical team (DEO, DSWO, QAO and heads of school) to do the same. The introduction meeting in Musoma MC was attended by the District Education Officer, District School Quality Assurance Officer (SQAO), District Social Welfare Officer, Council Chairperson, Social Service Committee Chair and Heads of Schools.
In Musoma DC, the introductory meeting was officially opened by the Regional Education Officer as the DED could not participate due to a schedule conflict. The REO acknowledged Waache Wasome’s support for girls’ retention in school and in helping girls achieve their educational goals. In his speech, the REO indicated that Musoma DC is also experiencing a high number of girls dropping out of school due to early pregnancy and cited 60 cases last year alone. Two cases have already been reported this year. He requested WEI/Bantwana to reach out other members of the community to educate them on the importance of supporting the education of girls. The meeting was attended by the District Education Officer, District School Quality Assurance Officer, District Social Welfare Officer, Social Service Committee Chair and heads of school.
The introductory meeting in Tarime DC was officially opened by the District Commissioner. In his opening remarks, he voiced appreciation for the process WEI/Bantwana used to randomize participating schools in Tarime DC and pledged support for project activities in the district. The introductory meeting in Tarime was attended by the District Education Officer, District School Quality Assurance Officer, and District Social Welfare Officer, Council Chairperson, Social Service Committee Chair and heads of school.
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1.7. Support sub-grantees to introduce and establish POY Clubs in secondary schools Immediately after the LGA introductions, WEI/Bantwana, in collaboration with LGAs, launched POY Clubs in 36 schools. That includes the six pilot schools in Karatu from Y1, as well as 30 additional schools for Y2. This establishment of the POY Clubs was managed by WEI/Bantwana and LGAs (including DEOs, DSWOs, and SQAOs) – sub-grantees were not involved, as the sub-grantee selection process is still in progress.
Establishment of Clubs at the school level took place as follows: WEI/Bantwana and LGAs conducted an orientation for teachers and head teachers to outline the purpose of the Clubs and the need to encourage the participation of the most at-risk girls. When forming Clubs of about 40 participants, at least 10 girls were selected by teachers based on the developed vulnerability criteria.3 The other 15 girls and 15 boys were randomly selected by using a secret ballot. In schools with small enrollment, all interested class members were registered in POY Clubs.
As noted in the table below, WEI/Bantwana and LGAs formed 130 Clubs out of a targeted 144 Clubs. A total of 5,025 students were enrolled in the Clubs (of which 3,018 were girls, approximately 60%).
Table 1: POY Club formation in the 36 project secondary schools
# POY Club members # Council # POY # POY Schools Clubs Clubs Variance Girls Boys Total Targeted Formed Karatu DC 17 68 61 7 1,463 899 2,362 Musoma DC 8 32 27 5 598 425 1,023 Musoma MC 7 28 28 0 663 421 1,084 Tarime DC 4 16 14 2 294 262 556 TOTAL 36 144 130 14 3,018 2,007 5,025
The reason 130 Clubs were formed instead of 144 is that some of the secondary schools were small, especially the Form III classes, and the class size was too small to accommodate more than one POY Club. To address this going forward, WEI/Bantwana will explore possibilities of forming additional POY Clubs in Form I, which tend to be much larger classes than Form III.
1.8. Support selection of peer educators and teacher matron/patrons In collaboration with LGAs, WEI/Bantwana supported POY Club members to select 260 peer educators (130 girls), and 72 matrons/patrons (36 females) in Y2 schools (see Table 2). Peer educators facilitate sessions using the POY Club materials and they oversee running the Clubs by administering the attendance register, documenting discussed topics, and providing needed
3 Vulnerability criteria includes frequent absenteeism, orphan status, experience with abuse, shy or withdrawn most of the time, struggling academically, struggling to get scholastic materials or school uniform, walk longer distance to and from school, comes from a known poor family that struggles to meet basic needs, behavior change that signals being in sexual relationships, chronic illness, lives with disability, etc.
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support. Peer educators also ensure that weekly meetings are conducted as scheduled. Matrons/patrons provide mentorship, facilitate selected POY Club sessions (e.g., SRH, goal setting and entrepreneurship), monitoring and supportive supervision.
Table 2: Selected Peer Educators and Matron/Patrons # # POY Peer Educators Matrons & Patrons Council Schools Clubs Girls Boys Total Matrons Patrons Total Karatu DC 17 61 61 61 122 17 17 34 Musoma DC 8 27 27 27 54 8 8 16 Musoma MC 7 28 28 28 56 7 7 14 Tarime DC 4 14 14 14 28 4 4 8 TOTAL 36 130 130 130 260 36 36 72
1.9. Collect POY Club enrollment data During this quarter, WEI/Bantwana collected POY Club enrollment data in 36 schools. POY Club enrollment consists of three mains steps: identification of Club members, registration of identified members, and filling of individual member intake forms. A total of 5,025 adolescents (3,018 girls) registered and completed the POY Club intake form. The intake form collects data on demographic information of adolescents and their parents/caregivers, gender equitable attitudes (GNDR-4), hope scale items,4 self-efficacy (GNDR-3), and vulnerability factors. Data from the POY Club intake forms will be entered into the data management program, FieldLink, when it is completed in Q3. The enrollment data collected will be compared with post-survey data to determine changes in outcomes of interest (GNDR-3 and GNDR-4) in Q4.
1.10. Train POY Club teacher matron/patrons WEI/Bantwana organized a training workshop for 34 (17 female) POY Club matrons/patrons from the 17 project schools in Karatu DC in collaboration with LGAs and school administrators.5 The matron/patron training focused on their roles and responsibilities to POY Clubs and provided an introduction to POY Club materials. At the end of the training, POY Club matrons/patrons were guided in developing action plans to support Clubs in their respective schools. WEI/Bantwana uses these action plans to provide monitoring and supportive supervision.
As part of the collaboration with LGAs, the training was also attended by the DC, DSWO, DSQA and the 17 Karatu DC heads of schools participating in the Waache Wasome project. During the opening remarks, the Karatu DC pledged strong support for the Waache Wasome project and emphasized the importance of teachers in providing the critical leadership needed for the success of POY Clubs in their schools.
4 Snyder et al. (1997). The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology, 22(3): 399-421. 5 The schools are Ganako, Banjika, Welwel, Quangdend, Baray, Domel, Endallah, Endabash, Edith Gvora, Kainam Rhotia, Mang’ola, Florian, Awet, Mlimani Sumawe, Diego, Upper Kitete and Slahhamo
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The training workshop for POY Club matrons/patrons for Musoma MC, Musoma DC and Tarime DC will be conducted during the first week of April in Q3.
1.11. Train POY Club peer educators WEI/Bantwana successfully trained 121 (60 girls) POY Club peer educators from Y2 secondary schools in Karatu DC. The three-day training provided peer educators with a basic understating and application of participatory facilitation methodologies and an overview of the POY Club materials. Training for Musoma MC, Musoma DC and Tarime DC will be conducted in Q3 during the Easter break.
1.12. Conduct POY Club supportive supervision At the end of the last school year, members of the POY Clubs expressed disappointment that the Clubs were supposed to “disband” for Form II. Even when it was explained that they could join Subject Clubs, which would help them to prepare for national exams, many POY Club members said that they intended to continue meeting as a POY Club, even informally. During this quarter, WEI/Bantwana conducted supportive supervision visits to the six pilot schools where POY Club members have transitioned to Subject Clubs. WEI/Bantwana found that some experienced POY Club members do continue to hold informal meetings to keep providing support to one another. Some former POY Club educators also provide mentoring support to new educators by participating in Club meetings and guiding them on how to conduct sessions. On a visit to the pilot POY Club in Banjika Secondary School in Karatu DC, former peer educators shared their plans to continue activities such as ‘morning speech,’ a five to ten-minute talk given by a selected student during morning school assembly to share what they learned with POY for the benefit of other students. Additional information on supportive supervision visits can be found in the supportive supervision matrix in Annex C.
The training of the peer educators and the matron/patrons for the Y2 POY Clubs took place during the Easter holiday (beginning at the very end of Q2 and continuing into Q3) so as not to disrupt classes. Supportive supervision visits for the Y2 POY Clubs will begin next quarter.
Objective 2: Increase family commitment and capacity to invest in girls’ education
Activities under Objective 2 support change at the household level. LIMCA is a community savings group model designed to help mothers and caregivers develop a safety net—both social and economic—within their community, to provide additional support to ensure their daughters’ continued education. Parenting skills are layered onto the LIMCA sessions to equip parents and caregivers with improved skills to communicate with adolescents.
2.1. Livelihood Improvement for Mothers and Caregivers of Adolescents (LIMCA) Y2 Q2 Activities Status Description 2.1.1. Translate LIMCA Achieved LIMCA materials were translated. materials into English
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2.1.2. Print LIMCA LIMCA passbooks were printed for Achieved materials members this quarter. 2.1.3. Conduct school- Conducted LIMCA mapping for community mapping Achieved parents and caregivers of Form I for LIMCA targeting students. 2.1.4. Conduct one-day orientation for local The activity is planned for Q3 when In progress implementing partner sub-grantee selection is complete. staff WEI/Bantwana introduced Waache 2.1.5. Support sub-grantees Wasome to LGAs technical staff in the to promote LIMCA In progress target districts. and identify EEVs Ads for EEVs volunteer positions posted in all 26 wards. Each of the 24 LIMCA groups received two capacity building and monitoring 2.1.6. Support quality support visits in Q2. implementation of the Achieved Supported LIMCA group Secretaries to LIMCA model update and keep the central ledgers current. 2.2. Parenting Skills Developed draft parenting skills 2.2.1. Develop parenting In progress material in collaboration with officials skills manual from the MoHCDGEC. 2.2.2. Translate parenting Translation will be completed in Q3 skills manual into In progress following finalization of parenting Kiswahili skills materials.
2.1. LIMCA 2.1.1. Translate LIMCA materials into English The LIMCA materials are comprised of three booklets: 1) Kikundi Chetu – (Our Group); 2) Uuzaji Umerahisishwa (Selling Made Simple); and 3) Mwongozo wa LIMCA (LIMCA Guide). The first two books had previously been translated into English and this quarter the translation of the third booklet was completed.
2.1.2. Print LIMCA materials LIMCA passbooks were printed for group members this quarter along with the Kiswahili version of Selling Made Simple (Uuzaji Umerahisishwa).
2.1.3. Conduct school-community mapping for LIMCA targeting LIMCA groups are supported by an EEV who operates at a village and/or hamlet level. An EEV will support LIMCA groups in their home village or hamlet, but they are not expected to
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support LIMCA groups outside of their village/hamlet. This makes it easy for the EEV to meet with their group on a weekly basis without incurring any transportation costs – and thus enhances the sustainability of the LIMCA group. WEI/Bantwana planned and budgeted to train and recruit three EEVs for every secondary school. During the pilot year, WEI/Bantwana situated the LIMCA groups in the villages that were closest to the targeted secondary schools. The experience from the pilot year showed that many of the vulnerable girls in the POY Clubs were not living in the villages and neighborhoods that were closest to the secondary school, but were living in other villages and neighborhoods.
To optimize targeting for the Y2 cohort, WEI/Bantwana conducted a community mapping exercise to identify where the parents and caregivers of adolescent girls enrolled in the secondary school were living in highest concentrations. The purpose of the mapping was to identify where large concentrations of caregivers and parents of adolescent girls enrolled in secondary schools are living to inform where the LIMCA groups would be established.
The community mapping exercise was conducted by teachers administering a registration tool to all Form I students in the 36 project schools. Teachers collected the names of parents/caregivers and their place of residence (hamlet, village/mitaa and ward). Unfortunately, the findings from the community mapping exercise were inconclusive because the parents and caregivers of the adolescent girls are spread out over a large geographical area. Going forward, WEI/Bantwana will finalize selection of the 90 priority villages/mitaa and hamlets in collaboration with WEOs and VEOs depending on number of available parents/caregivers of adolescents as well as selected EEVs.
2.1.4. Conduct one-day orientation for sub-grantees This activity is planned for Q3 because the process of recruiting sub-grantees is still in progress. Once selected, all sub-grantees will be oriented on the LIMCA model. During this quarter, WEI/Bantwana introduced the LIMCA model to LGA officials and other stakeholders (heads of school from 36 schools) from the districts targeted for LIMCA activities. The introduction provided a clear understanding of the LIMCA model and how it contributes to the overall goals of Waache Wasome.
2.1.5. Support sub-grantees to promote LIMCA and identify EEVs Although the community mapping did not determine exactly which villages and hamlets would be most strategic for the placement of the LIMCA groups because of the large dispersion of students, WEI/Bantwana identified the 25 wards where LIMCA will be established. WEI/Bantwana circulated advertisements to announce the upcoming recruitment of the EEVs in the 25 selected wards. The ads were posted on all public noticeboards in the wards. It is expected that by mid-April WEI/Bantwana, in collaboration with LGAs, will finalize the list of villages/hamlets and begin the recruitment of the new EEVs. The recruited EEVs will be trained on the LIMCA model and will then mobilize parents/caregivers in forming LIMCA groups, which they will support on a weekly basis.
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2.1.6. Support quality implementation of the LIMCA model WEI/Bantwana collaborated with DCDOs to conduct two monitoring and support visits to each of the 24 groups. As part of LIMCA group leader capacity building, WEI/Bantwana reviewed central legers to ensure that documentation of member transactions were recorded accurately. Member passbooks were also checked to ensure their savings were recorded properly and match what is recorded in the central ledger. During this quarter, LIMCA members saved a total of TZS 12,425,900 (see Table 3). Members took out 271 loans this quarter with a value of TZS 23,978,300.
Table 3: LIMCA group cumulative savings and lending
Ward # Members Value of Cumulative Value of Cumulative savings in value of loans in this value of
# Groups F M T this quarter savings quarter loans
Qurus 5 120 17 137 4,495,500 15,231,000 9,735,000 25,046,000
Mbulumbulu 2 46 6 52 3,790,000 9,895,000 9,492,500 31,011,500
Endamarariek 7 153 20 173 785,000 19,603,000 1,570,800 19,431,400
Baray 10 219 37 256 3,355,400 27,762,000 3,180,000 55,260,000
TOTAL 24 538 80 618 12,425,900 72,491,000 23,978,300 130,748,900
Table 4: LIMCA group contribution to education and social funds
Cumulative Ward Education fund Cumulative Social fund this value of social this quarter education fund quarter fund
Qurus 257,450 967,200 309,150 1,096,750
Mbulumbulu 245,000 978,500 240,500 976,000
Endamarariek 81,000 1,952,000 21,000 1,767,250
Baray 247,400 1,538,800 337,700 1,987,800
TOTAL 830,850 5,436,500 908,350 5,827,800
2.2. Parenting Skills 2.2.1. Develop parenting skills manual WEI/Bantwana conducted a five-day parenting skills development workshop this quarter. The workshop brought together experts from the Ministry of Health, Community Development Gender, Elderly, and Children and practitioners from non-governmental organizations6 to collaborate with WEI/Bantwana senior technical staff in developing a draft Parenting Skills Manual for Parents/Caregivers of Adolescents.
6 Emmanuel Burton (MoHCDGEC), Miriam Lukas (MoHCDGEC) Kudely Sokoine (ICS), Patrick Msuya (TUMA), Alinune Nsemwa (JSI/WEI/Bantwana (CHSSP), Walter Odera (ACRE), Dr. Gasper Mpehongwa (WEI/B), Grace Muro (WEI/B), Victoria Munene (WEI/B)
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The developed draft manual was adapted from the MoHCDGEC Parenting Education Manual for Families. The group reviewed existing parenting skills materials that are currently used by various organizations to identify best practices aligned with Waache Wasome project goals.
The parenting skills offered by WEI/Bantwana to LIMCA participants who are caregivers of adolescent girls are tailored to suit the desired needs of these caregivers which were expressed during the protective assets mapping activity. During the exercise, parents shared challenges they experience in communicating with their adolescents on issues such as puberty and sexual relations as they are considered taboo. Many adolescents receive incomplete or incorrect information from peers or others who also have limited information on those topics. The material included in the parenting skills manual is focused on building communication skills and providing caregivers with accurate information they can share with their adolescent girls.
Box 2: References materials used in development of draft parenting skills manual 1. Parenting Education Manual for Families. Ministry of Community Development, Gender and Children Department of Children (April 2014) 2. Go Families! Building Adults’ Skills to Communicate with Young People. Johns Hopkins Bloomberg School of Public Health/Center for Communication Programs (2011). 3. Families Matter! Program Facilitators Manual. Families Matter Program Zimbabwe (April 2016) 4. Better Parenting Training Manual. Pact Ethiopia/Yekokeb Berhan Program for Highly Vulnerable Children Pact (2014) 5. Good Parenting Skills Manual. Care and Protection Guidelines for Most Vulnerable Children (Pact Tanzania Jali Watoto Program 2010)
2.2.2. Translate parenting skills manual into Kiswahili Translation will be completed in Q3 after finalization of the parenting skills manual.
Objective 3: Foster a girl friendly and supportive school environment
Activities under objective 3 create a more girl-friendly learning environment and address obstacles that contribute to drop out. Interventions include School-Related Gender-Based Violence (SRGBV) prevention and response training, Subject Clubs, and STEM activities.
3.1. School-Related Gender-Based Violence Prevention and Response Training Y2 Q2 Activities Status Description Conducted 3-day technical workshop to review SRGBV materials (Segments I and II) with regional and district LGAs. 3.1.1. Translate updated Incorporated feedback from LGAs into SRGBV teacher training and On hold revised manual, including the creation of a ToT materials into Kiswahili teacher reference manual (teachers’ compendium). Translation of SRGBV materials will be take
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place after the way forward with the issue of central government approval is discussed with USAID. WEI/Bantwana printed copies of the updated SRGBV materials to continue with the 3.1.2. Print SRGBV teacher SRGBV for this quarter. In training and ToT progress WEI/Bantwana put on hold the large volume materials printing of materials until the way forward with central government approval has been discussed with USAID. LGAs in Tarime DC were oriented on 3.1.3. Orient LGA technical In SRGBV teacher training materials. team on SRGBV progress LGA orientation in Karatu, Musoma MC and teacher training DC will take place next quarter. WEI/Bantwana conducted SRGBV teacher 3.1.4. Support school – level training Segment I in Tarime DC. In rollout of SRGBV progress WEI/Bantwana will continue to roll out the teacher training SRGBV training to the remaining districts in Q3. School enrollment data was collected during the establishment of the POY Clubs. School 3.1.5. Gather and analyze In dropout data will be collected through the school enrollment and progress course of the school year and will be used to dropout data inform the development of the early warning system. 3.2. Subject Clubs 3.2.1. Gather information on the existing Information on the existing Subject Clubs Subject Clubs and Achieved was collected from 30 Y2 schools from academic support target districts. program 3.2.2. Share findings and Findings on existing Subject Clubs will be strategize on In compiled and shared with LGAs, heads of improvement of progress school and teachers in Q3. Subject Clubs 3.2.3. Revitalize Subject Enrolled 783 students (416 girls) in Subject In Clubs implementation Clubs in in five Karatu DC secondary progress in schools schools.
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3.1. SRGBV 3.1.1. Technical review of SRGBV materials WEI/Bantwana conducted a three-day workshop with regional and district education stakeholders to review project SRGBV materials (Segment I and II). The purpose of the exercise was to request feedback from Regional and LGA officials and to ensure the materials are well aligned to the country context. This activity was not planned to take place this quarter, however WEI/Bantwana made the strategic decision to extend the planned review of the POY materials in order for LGA officials to also review SRGBV materials during the same week.
A total of 31 (11 female) officials attended the technical review workshop which included Regional Educational Officers for Mara and Arusha, Zonal Quality Assurance Officers, District Quality Assurance Officers, and District Education Officers for Karatu DC, Musoma MC, Tarime DC, and Musoma DC, and selected teachers from Karatu DC.
Box 3: Major feedback during the technical SRGBV material review workshop 1. The content of the SRGBV materials (Segment I and II) is acceptable and will be useful to the students and schools. However, one of the LGAs insisted that central ministry approval is required.1 2. To improve logical flow of ideas, references and facilitator’s guides should be merged into one document and be user-friendly 3. Trim the introduction to ensure that it contains only relevant information. The rest could be incorporated into reference materials 4. On punishment versus discipline, there should be examples of alternative options 5. Include a session on career counselling skills for teachers. Most schools offer career counselling but counsellors lack appropriate training and skills. 6. Main topics in the manuals should be called ‘modules’ and sub topics referred to as ‘sessions.’ For example, a main topic (module) is ‘gender vs sex.’ In this module, the subtopics are suggested to be called ‘sessions’ could be include ‘how gender affects school outcomes’ 7. Referred materials in the pedagogical progression should indicate corresponding page numbers to the reference materials.
WEI/Bantwana incorporated these comments and suggestions and will discuss the way forward regarding central government approval with USAID.
3.1.2. Translate updated SRGBV teacher training and ToT materials into Kiswahili WEI/Bantwana printed just enough copies of the updated SRGBV materials to continue with the SRGBV for this quarter. WEI/Bantwana put the translation on hold until the way forward with central government approval has been discussed with USAID.
3.1.3. Orient LGA technical team on SRGBV teacher training WEI/Bantwana oriented four (two female) LGA officials from Tarime DC along with teachers and heads of school on the SRGBV teacher training materials. LGA orientation in Karatu, Musoma MC and DC will take place next quarter.
3.1.4. Support school-level rollout of SRGBV teacher training WEI/Bantwana successfully trained 44 teachers (11 female) on SRGBV Segment I in Tarime DC. Participating officials included the REO, DEO, DSWO, and DSQAO. The training also
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involved heads of the four participating schools from Tarime DC. There are 1,409 students (617 girls) attending the four Tarime schools that participated in the SRGBV training. This training has the potential to greatly improve the school environment and level of safety for these students.
WEI/Bantwana will implement a District Master Trainer (DMT) model to rollout SRGBV teacher training to the remaining schools in Box 4: Topics covered in Segment I of the SRGBV Q3. DMTs are well-qualified district level training in Tarime DC trainers (including teachers and LGA 1. Goal and objectives of School-Related Gender-Based officials) identified by WEI/Bantwana in Violence training 2. Conceptual definition of School-Related Gender-Based collaboration with LGAs who will take on violence the responsibility of directly training 3. Child rights: Tanzania policy and legal context teachers on SRGBV prevention and 4. Existing laws and policies to address violence against children response, gender responsive pedagogy and 5. Child rights case studies positive discipline. WEI/Bantwana also 6. Understanding violence and its consequences developed a protocol for identifying and 7. Defining violence 8. Four types of violence selecting appropriate individuals to serve as 9. School-Related Gender-Based violence DMTs which directs the selection process, 10. Attitudes towards violence and outlines roles and responsibilities of 11. How violence affects young people 12. Teachers’ responsibilities in responding to SRGBV DMTs. The draft protocol was reviewed by 13. Types of responses to SRGBV LGAs this quarter who provided suggestions 14. Bystander scenarios for improvement and supported 15. Reporting violence 16. Referrals WEI/Bantwana to use it in recruiting DMTs. 17. Improving reporting and referrals in our schools – a call to action The protocol was used in Karatu DC to select DMTs in the district this quarter. Advertisements for the volunteer positions were sent to the DED office and posted on all public noticeboards, inviting candidates with the requisite qualifications to apply. The WEI/Bantwana technical team, in collaboration with the DEO and his team, reviewed the 114 received applications and shortlisted 16 candidates for interviews. The interview panel was composed of two WEI/Bantwana staff members and the DEO, DEO (Academic) and SQAO. The panel ranked interviewees separately and the eight highest scorers (two female) were selected as Karatu DMTs.
The selected DMTs will participate in an SRGBV Training of Trainers. Following the ToT, they will facilitate SRGBV training to teachers from the 11 Karatu DC project schools. DMTs will be paired up and each pair will be responsible for training teachers in four schools. They will also provide backstopping to SRGBV activities in the schools they supervise. DMTs will act as focal contacts for SRGBV activities in Karatu DC. Identification and training of DMTs in Musoma DC, Musoma MC, and Tarime DC will be conducted in Q3.
3.1.5. Gather and analyze school enrollment and dropout data WEI/Bantwana collected and analyzed school enrollment and dropout data for the 36 Waache Wasome project schools. The data were collected from 17 schools in Karatu DC, 8 schools in Musoma DC, 7 schools in Musoma MC and 4 schools in Tarime DC in January/February 2018. It was observed that the total enrollment was 14,944 students (7,060 girls) by
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January/February 2018. WEI/Bantwana will validate the drop out data at district level. Results will be shared in Q3.
3.2. Subject Clubs 3.2.1. Gather information on the existing Subject Clubs and academic support programs WEI/Bantwana collected information on existing Subject Clubs from 30 secondary schools in Karatu DC, Musoma MC, Musoma DC, and Tarime DC. Data was collected using a structured tool which covered items on the existence, nature, management, achievements and challenges of Subject Clubs.
Results showed that the majority of project schools have Subject Clubs but only a few were active. It was further found that schools with active Subject Clubs do not have strong systems for tracking attendance or monitoring topics discussed in the Clubs. Furthermore, only five schools compensated for Subject Club session times that were interrupted by schedule conflicts.
Table 5: Status of Subject Clubs (SC) in Y2 secondary schools Karatu Musoma Musoma Tarime Item description DC (n=11) DC (n =8) MC (n=7) DC (n=4) # schools with SC 11 8 7 3 # schools with active SC 9 3 6 2 # schools with SC based on form/grade 2 2 0 1 # schools with clubs based on subjects regardless of Form/grade (mixed form/grade clubs) 9 6 7 2 # schools with SC members self-selected 10 5 6 2 # schools documenting topics discussed in SC 5 2 4 1 # schools tracking & documenting attendance in SC 4 1 1 1 # schools compensating interrupted SC sessions7 4 1 0 0
3.2.2. Share findings and strategize on improvement of Subject Clubs WEI/Bantwana will share these findings with heads of schools, teachers, Regional and LGA officials, and other stakeholders to stimulate discussion and foster support from teachers and school officials for the revitalization of Subject Clubs.
3.2.4. Revitalize Subject Club implementation in schools WEI/Bantwana enrolled 783 (416 girls) Form II and IV students in five schools in Karatu DC (Table 7). The Clubs hold a one-hour session once per week. Subject Club sessions are facilitated by a peer leader with support from respective subject teachers. Revitalization of Subject Clubs in the Karatu DC, Musoma MC, Musoma DC and Tarime DC project schools will continue in Q3.
7 Only five schools took the step to reschedule missed Subject Club sessions.
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Table 6: Subject Club enrollment in 5 schools in Karatu DC Form II Form IV TOTAL School Girls Boys Total Girls Boys Total Girls Boys Total Banjika 71 41 112 46 23 69 117 64 181 Baray 31 29 60 19 27 46 50 56 106 Endallah 60 56 116 30 37 67 90 93 183 Slahhamo 43 31 74 37 24 61 80 55 135 Welwel 41 59 100 38 40 78 79 99 178 TOTAL 246 216 462 170 151 321 416 367 783
Objective 4: Provide alternative education pathways for girls who have dropped out of secondary school due to pregnancy and/or early marriage
Activities under this objective support highly vulnerable girls who have dropped out of school and cannot re-enter due to pregnancy and/or early marriage. Interventions include developing Out of School Study Groups (OSSG) which will equip girls with the knowledge and skills that adolescent mothers need to keep themselves and their babies safe, healthy, and stable. The components of OSSG are life skills, adolescent LIMCA, entrepreneurial skills, and early childhood stimulation.
In preparation for the enrollment of OSSG participants in Q4, WEI/Bantwana developed a draft OSSG life skills manual that will be used in the OSSG clubs. Leveraging experience working with out of school girls under DREAMS IC programming, WEI/Bantwana developed a strategy for mobilizing LGAs and processes for identification and enrollment of OSSG participants. WEI/Bantwana updated the LIMCA materials to make them relevant for adolescent girls. WEI/Bantwana also began working on an early childhood stimulation module that will be layered onto the LIMCA groups. These materials and tools are all in progress and will be completed by Q4 when OSSG enrollment is scheduled to begin.
4.1 Out of School Study Groups (OSSG) Y2 Q2 Activities Status Description 4.1 Develop OSSG life skills materials by compiling existing WEI/Bantwana developed draft OSSG evidence-based life Done implementation manual skills curricula for out of school adolescent girls
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4.1 Out of School Study Groups (OSSG) Y2 Q2 Activities Status Description 4.2 Translate OSSG life Translation of OSSG implementation manual skills materials into In progress will be completed in Q4 Kiswahili
4.3 Field test the OSSG life The draft implementation manual will be field Not done skills materials tested in Karatu DC in Q4
4.4 Revise the OSSG life The material will be revised after field testing in skills materials based on Not done Q4 the simulation training
4.1. Develop OSSG life skills materials by compiling existing evidence-based life skills curricula for out of school adolescent girls The Waache Wasome project developed a draft OSSG manual based on the results of a learning needs assessment conducted in Karatu DC. The learning needs assessment was also conducted to inform a similar WEI/Bantwana project called DREAMS IC on the needs of out of school adolescent girls and young mothers. The following table provides a breakdown of the different modules included in the manual.
Core Competency Modules Livelihood Modules Specialized Modules
(For all participants) (Optional) (If relevant for participant)
Sexual reproductive Vocational skills Parenting skills health Entrepreneurship skills Qualifying Test & HIV prevention Financial literacy Private Candidate Life skills Courses Psychosocial support
4.2. Translate OSSG life skills materials into Kiswahili WEI/Bantwana will translate the draft OSSG manual into Kiswahili in Q4.
4.3. Field test the OSSG life skills materials The draft OSSG manual will be field tested in Q4. WEI/Bantwana will use a simulation training with OSSG volunteers to test the draft manual in terms of content, relevance and methodology. OSSG volunteers will be recruited from the existing pool of PSWs/HBC/CHWs.
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4.4. Revise the OSSG life skills materials based on the simulation training WEI/Bantwana will revise the OSSG manual based on observations, suggestions and recommendations from the simulation training to be conducted in Q4. The revised manual will be used in rolling out OSSG model.
III. Monitoring, Evaluation, and Learning Activity Status Description
III.1. Update MEL plan to Achieved The MEL Plan was updated and can be align with revised found in Annex B of this report. project description
III.2. Revise existing data Achieved A total of 18 data collection tools, forms, collection tools and and protocols were reviewed and updated monitoring protocols this quarter. A description of the revised for POY Clubs, LIMCA tools can be found in the narrative below. and SRGBV teacher training
III.3. Train WEI/Bantwana In progress LGA staff were oriented on POY Club data staff, sub-grantees and collection forms and protocols prior to the LGAs on project data Club formation. collection tools, Sub-grantees will be trained on project data monitoring protocols collection tools, monitoring protocols and and MEL plan MEL plan after finalization of the sub- grantee selection process in Q3.
III.4. Provide support to Achieved Supported NORC in baseline survey by NORC impact providing all information and data as evaluation team during requested. baseline data collection Provided NORC with a dataset of all as needed enrolled POY Club members in the 36 schools for categorizing between POY and non-POY members in the baseline survey.
III.5. Develop FieldLink In progress A beta version of FieldLink Tanzania Tanzania database database developed and tested with LIMCA data. A final version will be released in Q3.
III.6. Train WEI/Bantwana In progress Four WEI/Bantwana staff were oriented on staff and sub-grantee the beta version of FieldLink Tanzania. staff to upload data into Further training will be conducted when a FieldLink Tanzania final version is released in Q3.
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III.7. Carry out routine data Ongoing WEI/Bantwana conducts routine data verification verification to ensure quality of data for reporting and use.
III.8. Prepare quarterly data Ongoing WEI/Bantwana collects data on monthly report basis and as activities happen. Data is aggregated in the Indicator Tracking table on a quarterly basis. The indicator tracking table can be found in at the end of this report.
III.1. Update MEL Plan to align with revised project description The MEL Plan was reviewed and revised to align with the revised program description. The revised MEL Plan can be found in Annex B with track changes to indicate where the updates have been made. Once USAID approves these changes, WEI/Bantwana will accept the track changes and submit a clean version of the revised MEL Plan.
Key updates to the MEL Plan are summarized below: 1. Indicator #9 (WW_ARH) indicator has been removed due to removal of previous objective 4 (ASRH); 2. WW_EWS (Early warning system) indicator has been added as Indicator #9 with its Performance Indicator Reference Sheet (PIRS) included; 3. Targets have been revised by scaling downwards and outcome indicators whose targets were TBD have been estimated based on PY1 results; 4. Disaggregation of context indicators have been reviewed especially regarding regional disaggregations. Instead of putting disaggregations for all 31 regions of Tanzania, now the regional disaggregations will be Regional (National, Arusha, Mara) only; 5. The data flow chart has been revised. Of interest, we have removed the mention of consortium partners such as Restless Development; 6. Some indicator codes have been changed e.g. WW_ES to WW_ECON, WW_AEP to WW_OSSG, and WW_ES_O2 to WW_ECON_O2.
III.2. Revise existing data collection tools and monitoring protocols for POY Clubs, LIMCA and SRGBV teacher training WEI/Bantwana reviewed six POY Club data collection and monitoring forms (School Statistics Form, POY Club Registration Form, POY Club Intake and Completion Survey, POY Club Attendance Register, Monitoring Form, and POY Club Students Led Campaign Form) and one POY Club data collection protocol. School Statistics, POY Club Registration and Intake Survey forms were used during the POY Club formation. This quarter WEI/Bantwana reviewed and/or developed eight LIMCA group data collection and monitoring forms. WEI/Bantwana also reviewed and/or developed four Subject Club data collection and monitoring forms including: a survey on existing clubs, registration, attendance register, and monitoring and supportive supervision forms. The revisions to the forms are
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improvements that are based on experience from the pilot year as well as the work being done on the FieldLink database.
III.3. Train WEI/Bantwana staff, sub-grantees and LGA staff on project data collection tools, monitoring protocols and MEL plan WEI/Bantwana oriented LGA staff from Musoma DC, Musoma MC and Tarime DC on POY Club data collection forms and protocols before rolling out POY Club formation. The meetings were aimed at orienting LGA staff and heads of schools on the POY Club model, formation process as well as data collection and monitoring tools and protocols. In Musoma DC five LGA staff (DED, DEO, DSQA, DSWO), Social Services Committee Chairperson and eight heads of schools (two female) participated in the orientation meeting. In Musoma MC, three LGA staff (DEO, DSQA, DSWO), Social Services Committee Chairperson, Regional Education Officer (REO) and seven heads of schools (three female) participated in the orientation. Tarime DC participants in the orientation meeting included 12 LGA staff (one female) including DC, DAS and Council Chairperson and four heads of school.
WEI/Bantwana will train sub-grantees on project data collection tools, monitoring protocols and the MEL plan after finalization of the sub-grant award process in Q3.
III.4. Provide support to NORC impact evaluation team during baseline data collection as needed During this quarter, NORC completed the data collection for the baseline survey. In the run up to the baseline data collection, WEI/Bantwana provided NORC with information and data as requested. This included weekly skype calls as well as responding to specific requests for information in between the weekly calls. WEI/Bantwana provided NORC with a dataset of all enrolled POY Club members in the 36 schools for categorization between POY and non-POY members for those surveyed in the baseline.
Following the completion of the baseline data collection in February, WEI/Bantwana and NORC continued to communicate by email and phone calls. NORC communicated to WEI/Bantwana that they were able to collect the data they needed. NORC also shared with WEI/Bantwana that approximately 10% of the students participating in the baseline indicated that they would like to consult with the social welfare officer who was accompanying the data collection team. NORC mentioned that they were surprised by the high demand for referrals to the Social Welfare Officer. It is possible that the presence of the research team may have led the students to have the impression that they should ask for scholarships or financial assistance from the visitors.
III.5. Develop FieldLink Tanzania database WEI/Bantwana developed a beta version of the FieldLink Tanzania database. This version contains all of the Phase I LIMCA forms and all of the school POY Club forms. The beta version was tested with LIMCA data to ensure that it captured data and produced reports as intended. A final version of the FieldLink Tanzania database will be released in Q3.
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III.6. Train WEI/Bantwana staff and sub-grantee staff to upload data into FieldLink Tanzania WEI/Bantwana oriented four staff (three female) on the beta version of FieldLink Tanzania. This orientation was aimed at building the capacity of staff to enter data and test the functionality of the database. Further training will be conducted when the final version is released in Q3.
III.7. Carry out routine data verification WEI/Bantwana conducts data collection and verification on routine basis. In this quarter, LIMCA data were verified against source documents (central ledgers and members passbooks). Following observed discrepancies in financial data, two supportive supervision visits were made to each of the existing LIMCA groups to strengthen the record keeping skills of group leaders and EEVs. Also POY Club, SRGBV and Subject Club data were verified against source documents as well as school enrollment data.
III.8. Prepare quarterly data report WEI/Bantwana collects and analyzes data for project monitoring, learning and reporting. Data is collected data on monthly basis and as and when activities happen. The collected data is analyzed and aggregated on Indicator Tracking Table for reporting on quarterly basis. This quarter’s data can be found at the end of this narrative report.
IV. Project Management IV.1. Project Management Activity Status Description IV.1.1. Conduct project In progress WEI/Bantwana secured the release of all procurement program vehicles from the Ministry. Procurement of program motorcycles, copier and a generator are scheduled for Q3. IV.1.2. Refine targeted Achieved WEI/Bantwana successfully developed and solicitation tools for applied tools during pre-award assessment selecting process. implementing partners IV.1.3. Select sub- Achieved WEI/Bantwana collaborated with Council grantees through Officials from Karatu DC, Tarime DC, targeted solicitation Musoma MC and Musoma DC in selecting process sub-grantees. A total of eight out of 22 local NGOs/FBOs were selected. IV.1.4. Conduct pre- Achieved WEI/Bantwana conducted pre-award award risk assessments with the eight selected assessment of
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selected sub- organizations. grantees Out of the eight organizations visited and assessed, three8 organizations were selected for the next stage of the pre-award process. IV.1.5. Work with sub- grantees to prepare partner work plans, This activity is planned for Q3 following Rescheduled PMPs, project sub-grantee past performance checks. descriptions, budget and budget notes IV.1.6. Obtain concurrence for This activity is planned for Q3 following sub-granting to sub- Rescheduled sub-grantee past performance checks. recipients from USAID
IV.1.7. Sign sub-award This activity is planned for Q3 following the agreements with Rescheduled development of sub-grantee work plans and sub-grantees budgets as well as USAID concurrence.
IV.1.8. Submit quarterly WEI/Bantwana submitted the Q1 narrative and annual Ongoing progress report and financial report. program and
financial reports IV.1.9. Share redacted The final versions of the Y1 Annual Report, work plans with Y2Q1 Progress Report and the Y2 Work In progress appropriate GoT Plan will be submitted after incorporating all officials comments from USAID in Q3. WEI/Bantwana participated in five different meetings and workshops which were organized by both government and USAID IV.1.10. Collaboration including D4D and USAID. with other Done WEI/Bantwana successfully collaborated stakeholders with a private sector partner that specializes in menstrual hygiene education to facilitate a POY peer educator training session.
8 Service, Health and Development for People Living Positively with HIV/AIDS (SHIDEPHA+), Rafiki Social Development Organization – RAFIKI SDO and Africa Inland Church Tanzania (AICT).
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IV.1. Conduct project procurement WEI/Bantwana, through the support of the Ministry, received all the release orders for the project vehicles. All vehicles were released and registered under the Donor Funded Program (DFP). The remaining procurements (generator, heavy duty copier and motorcycles) are planned for Q3.
IV.2. Refine targeted solicitation tools for selecting implementing partners WEI/Bantwana successfully refined solicitation tools, for example an RFA scoring guide, and utilized them when selecting potential implementing partners this quarter.
IV.3. Select sub-grantees through targeted solicitation process In this reporting period, WEI/Bantwana collaborated with officials from Karatu DC, Tarime DC, Musoma MC and Musoma DC to facilitate pre-bidder meetings in each project district and thereafter convened a two-day meeting to read, review and score all proposals submitted by potential sub-grantees. A total of eight out of 22 local NGOs/FBOs were selected to continue on to the pre-award risk assessment exercise.
IV.4. Conduct pre-award risk assessment of selected sub-grantees WEI/Bantwana conducted pre-award assessments with the eight selected organizations in Karatu, Musoma MC, Musoma DC and Tarime DC. Findings for each organization were presented and discussed. Out of eight organizations visited and assessed, the team selected three organizations to move onto a past performance check as follows: 1. Service, Health and Development for People Living Positively with HIV/AIDS (SHIDEPHA+): Selected to implement in Karatu District9. 2. Rafiki Social Development Organization – RAFIKI SDO: Selected to implement in Musoma MC. 3. Africa Inland Church Tanzania (AICT): Selected to implement in Musoma DC and Tarime DC.
These potential sub-grantees have experience in managing USG funded projects and have been implementing activities that align with Waache Wasome goals and objectives for years.
IV.5. Work with sub grantees to prepare partner work plans, PMPs, project descriptions, budget and budget notes The sub-grantee selection process was delayed and this activity is now planned for Q3 immediately following completion of sub-grantee past performance reviews.
9 WEI/Bantwana recognizes the potential for stigma with SHIDEPHA as a partner. However, there were very limited qualified applicants for Karatu. SHIDEPHA has experience as a USG sub-grantee and with programming to promote retention of adolescent girls through DREAMS programming as a sub-grantee to JHPIEGO. Among all the applications, SHIDEPHA emerged from the competitive ranking process as the most qualified applicant.
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IV. 6. Obtain concurrence for sub-granting to sub-grantees from USAID The sub-grantee selection process was delayed and this activity is now planned for Q3 immediately following past-performance reviews and preparation of partner work plans, PMPs, project descriptions and budgets.
IV.7. Sign sub-award agreements with sub-grantees The activity is planned for Q3 following the development of sub-grantee work plans and budgets as well as USAID concurrence.
IV.8. Submit quarterly and annual program and financial reports The Q1 progress report and financial reports were submitted as scheduled in January.
IV.9. Share redacted work plans with appropriate GoT officials In this quarter, the Y1 Annual Report, Y2 Work Plan and Y2 Q1 Progress Report were submitted to the USAID AOR for review, comments and endorsement before submission to the government. The final approved version will be submitted to the government at all levels (i.e. Ministry, Regional Secretariats and district councils) immediately after receiving USAID endorsement next quarter.
IV.10. Collaboration with other stakeholders IV.10.1. Hosted D4D visit in Arusha: The Data for Development (D4D) Chief of Party, Mr. Carlos Torres, and Database Manager, Mr. Yusuph Maatu, visited the WEI/Bantwana office in Arusha this quarter. The purpose of the visit was to introduce the D4D project and to orient WEI/Bantwana technical staff on how to use and submit data reports through the Implementing Partners Reporting System (IPRS) managed by D4D. During the visit, D4D presented their key roles as follows: 1. Conduct evaluation/assessment/research to support USAID Mission’s ability to plan and ensure that evaluations meet USAID requirements to address learning and decision making needs. 2. Strengthen performance monitoring and reporting, conducting Data Quality Assessments (DQAs) as well as integrating the use of Geographical Information Systems with performance monitoring. 3. Build and strengthen internal and external capacity of the USAID staff, implementing partners (including the Government of Tanzania) on the use of data for decision making.
IV.10.2. Participation in MOHCDGEC Training of Trainers (ToT) NPA - VAWC: WEI/Bantwana participated in a national ToT training on the establishment of a women and children protection committee to coordinate the NPA-VAWC (2017/18-2021/22). The training was organized by the Ministry of Health, Community Development, Gender, Elderly, and Children. The ToT was attended by officials from organizations implementing projects/programs aligning with NPA – VAWC as well as regional and district community development officers.
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The intended outcome of the ToT was to create a cadre of national facilitators who will facilitate the establishment of the Women and Children Protection Committee for the Coordination of the NPA-VAWC (2017/18 – 2021/22) at the regional level. During the session, participants were oriented on the National Integrated Case Management System by CHSSP. IV.10.3.Participation in the IPG meeting in Dodoma: In February, the Department of Social Welfare (DSW) organized a one-day meeting for all Chiefs of Party or Senior Technical Officers to meet as Implementing Partner Groups in Dodoma. The objectives of this meeting were (i) to introduce the newly appointed Commissioner for Social Welfare, (ii) to discuss with the IPGs on the best ways of revitalizing the monthly IPG meeting, and (iii) to participate in handing over the National Case Management tools to the government. UNICEF, USAID, Help Age International, PACT, Measure Evaluation and Railway Children Africa were praised as remarkable supporters of the DSW. WEI/Bantwana was represented by the Education Technical Manager.
IV.10.4. USAID Gender and Youth IP workshop in Morogoro: In February, WEI/Bantwana was among the USAID implementing partners that attended a Gender and Youth Implementing Partners workshop in Morogoro. The meeting was facilitated by two USAID technical staff in collaboration with two guest speakers from CRDB Bank and WILDAF. The objective of this workshop was to share USAID’s Development Objectives (DOs) as follows:
DO1: Women and youth empowerment DO2: Inclusive broad based economic growth sustainability DO3: Effective democracy governance improvement
WEI/Bantwana was represented by the Education and GBV Technical Manager and Protect our Youth Technical Manager.
IV.10.5. Participation in International Women’s Day in Karatu: In March, WEI/Bantwana participated in an International Women’s Day event. WEI/Bantwana collaborated with the Karatu District Council in organizing the event and supported representatives of LIMCA groups to participate at the district level. During the event, the Karatu District Commissioner, Theresia Mahongo, launched the Karatu District Council Women’s Empowerment Support Initiative, through which she distributed soft loans to 55 women and youth groups in attendance amounting to TZS 70 million. Among the groups to receive the loans were two WEI/Bantwana LIMCA groups (Upendo Aslinii from Mbulumbulu ward and Mwangaza from Kinihe Qurus ward) each group received TZS 1 million repayable after six months with a grace period of two months at the interest of 6 % per year.
IV.10.6. Collaboration with non-governmental partners: This quarter, WEI/Bantwana successfully collaborated with Human Cherish, a local champion in SRH and sanitary pad sensitization and distribution in schools. WEI/Bantwana engaged Human Cherish technical staff to facilitate an SRH session for the POY peer leader training in Karatu. WEI/Bantwana will continue to strengthen its relationship with this organization and other partners in the future to support POY Club activities and Out of School Study Groups (OSSGs).
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IV.2. Environmental Compliance Waache Wasome activities related to direct social protection services (Tanzania 3.1 Health IEE Tactic Category 4) and household economic strengthening activities (Tanzania 3.1 Health IEE Tactic Category 5) comply with Tanzanian environmental regulations and, where appropriate, involve training that includes environmental awareness and sensitivity. All other Tanzania Health and Education IEE negative determination findings are not relevant to the implementation of Waache Wasome.
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V. Opportunities and Challenges
V.1 Key Opportunities
1. Teachers acknowledge existence of SRGBV cases and are willing to change: After the SRGBV training, teachers acknowledged the existence of SRGBV incidents in schools and expressed a willingness to change that they attributed to their participation in the training. Corporal punishment and abusive language were taken as the normal way of dealing with student behavioral challenges and course failure. Following SRGBV training, there have been reported cases of discussions between teachers and students on how best they can make the school environment friendly and supportive. For example, in Banjika Secondary School, WEI/Bantwana was informed that students have initiated discussions with teachers on how course failure can be addressed without corporal punishment. These developments have enhanced professional relationships between teachers and students, and teachers are now willing to provide academic support including sharing of past examination papers and to listen before considering punishment.
2. Former POY educators in pilot schools providing mentoring support to newly elected educators: In a recent quarterly review meeting with students, it was noted that former POY educators in the six pilot schools were providing mentorship to the newly elected POY educators during and after POY Club sessions. This encourages a spillover effect and guarantees quality leadership to the newly elected POY Club educators. Furthermore, former POY Club leaders backstop the new leaders on difficult topics.
3. Extending POY Clubs to Forms II and IV: By design, the POY Clubs were intended as a one year intervention for Form I and Form III students respectively. USAID has requested that WEI/Bantwana modify the design of the POY clubs so that students who are enrolled in the POY Clubs in Form I continue in the clubs until Form IV. This proposed modification presents an opportunity in that POY Club members will benefit from 4 years of protective asset building through the clubs instead of just one year. It presents a challenge in that it will require additional material to be developed, additional monitoring resources will need to be devoted to the additional clubs, and additional teacher or peer educator training will require additional resources. WEI/Bantwana has begun exploring various options for making the proposed design changes. These changes will be reflected in the Y3 work plan.
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V.2 Key Challenges
1. Documentation of SRGBV incidences at school level still challenging: The SRGBV reporting system in schools is not yet well defined. As a result, most cases are treated as normal disciplinary cases which are not referred beyond the school. Secondly, there is apparent fear among the teachers and school administration that reporting SRGBV cases may attract attention of district and regional level officials. WEI/Bantwana included the national reporting and referrals systems as part of the SRGBV teacher training. Most teachers were not familiar with the reporting requirements or referral pathways prior to the training workshop.
2. Additional activities in the school calendar interfere with POY Club sessions: In the current reporting period, there were some unanticipated school activities that interfered with POY Club sessions. For example, preparations of inter-school sports competitions, and recently introduced regional and district examinations. The sporting events and the examinations require students to prepare for at least two weeks, and therefore affect the POY Club calendar.
3. Coordination during the baseline data collection: WEI/Bantwana received feedback from LGAs in Musoma who were confused about the visit of the NORC local partner, EDI. LGAs in Musoma felt that in terms of protocol, WEI/Bantwana should have accompanied the introduction of EDI. The LGAs called WEI/Bantwana to request clarification why WEI/Bantwana was not present. WEI/Bantwana explained that the timetable was very tight and that EDI and WEI/Bantwana were not able to coordinate the courtesy visits so that both organizations could be present.
4. Materials development and the issue of TIE: As reported under Objective 1 and 3, WEI/Bantwana successfully conducted a technical review session for LGAs to provide input on the POY and SRGBV manuals. Overall, the feedback from the LGAs was positive and supportive. The LGAs also provided recommendations for revisions to both manuals. In the case of the SRGBV manuals, the revisions were minor and have already been made. In the case of the POY manuals, the revisions have been made however the LGAs also requested the development of additional sessions which have not yet been developed. Although overall the process of obtaining LGA buy-in has been productive and successful, there is one significant challenge. One district level official has been very vocal in insisting that WEI/Bantwana obtain approval from the Tanzania Institute of Education (TIE) for both the POY and the SRGBV materials before using them in schools. This places WEI/Bantwana in a difficult position. On the one hand, going through normal channels of TIE approval could take years and derail the project. On the other hand, completely ignoring the issues raised by this LGA official could lead to a complaint against WEI/Bantwana being filed and a stop-work order issued from central government. As an intermediate way forward, WEI/Bantwana is continuing with project implementation using the POY manuals from the pilot year and the revised SRGBV
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manuals. WEI/Bantwana printed limited copies of the materials to permit the project to continue functioning this year. WEI/Bantwana is in discussion with USAID on the way forward to this challenge. One promising alternative to TIE is to engage the Children’s Division of the MOHCDGEC that is mandated to operationalize the National Plan of Action to End Violence Against Women and Children (NPA-VAWC). Both the POY Club materials and the SRGBV teacher training materials align with the NPA-VAWC. WEI/Bantwana will explore the possibility of working with the Children’s Division to obtain their approval of the manuals.
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