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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 Waache Wasome Let Them Learn Tanzania | Y2 Q2 Progress Report 1 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 Waache Wasome Let Them Learn Tanzania | Y2 Q2 Progress Report 2 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. Waache Wasome Let Them Learn Tanzania | Y2 Q2 Progress Report 3 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. Waache Wasome Let Them Learn Tanzania | Y2 Q2 Progress Report 4 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
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