Post on 04-Jan-2016
Education in rural Tanzania :The COBET experience
Addis Ababa,
7th - 9th September, 2005.
Background
• Universal Primary Education achievement in 1970’s, 1980’s – (254% increase, Grade 1(1974-1978);- Gross Enrollment Ratio 98%;- 11,290 public facilities;
• Mid 1980’s – 1990’s: - chronic persistent problems in access, quality, resource allocation and management;
• Accumulation of over-aged school children (enrollment at 9.5 years); 4 million out-of-school children (source : school mapping 1997-1999);
• Ratification for International treaties, including CRC –”putting child at the centre of learning”;
• National policies for education reform – ESDP (2000-2015); PEDP (2002-6); Vision 2025; PRS II (NSGRP or MKUKUTA);
• Inception of COBET, to cater for out-of-school aged children.
COBET
What is COBET?
• Complementing Primary Education• Child-friendliness in:
- Curriculum,
- Pedagogy and Facilitation:
(Inter-active, participatory methodology),• No Fees, School uniform, Caning• Special Focus on Girls, Vulnerable Children• Full District and Community Involvement
COBET Piloting
• 50 COBET Centres in 5 Learning Districts
• 3 year cycle materials developed;
• Regular Training of Facilitators
• Learning opportunity for 1,530 Children
(40% Most Vulnerable Children)
• Best Practices Influenced Quality Improvements in Primary Education
Most vulnerable children:out of school
COBET centres’ Enrollment of orphans and other vulnerable children
District Orphans Other
Male Female Total Male Female Total Centres
Songea Rural
38 13 51 12 20 32 4
Masasi 47 26 73 12 26 38 3
Ngara 42 35 77 18 20 38 3
Musoma Rural
38 43 81 4
Kisarawe 64 30 94 4
Total 276 173 449 68 78 146 18
Implementation
1. Main steps- School mapping;- Tracer study of out-of-school children;- Needs assessment;- Development of curriculum; teaching/learning materials;- Identification of premises, teachers/para-professionals, learners;- Establishment of governance structures and definition of roles
and responsibilities;- Training on the use of curriculum, governance structures- Opening centres
2. Partners- MoEC and its related institutions(TIE, IAE, NECTA);- Communities (including children) in 5 districts;- Local Government (districts)- Selected NGOs;- UNICEF
COBET
-Accessible to ‘’hard to reach Children’’;
- Flexible Time Schedule- Second chance to Drop-outs and Pregnant girls
- Less direct costs (no uniforms, no desks)- Shorter learning cycle
3 Vs 7 years- Responsive Curriculum:
(Life-Skills, HIV/AIDS)- Child-centered approach - Community participation
- Safe environment - Maximum Time on Task
COBET for the Girls’ Education in rural areas
Main results
COBET Scaling-up through PEDP
COBET Curriculum for 11-13 year olds
Change in Location: From Centres to Primary School Settings:• 1: Registering into Existing Primary Schools• 2: Setting centres in rural wards• 3: NGOs, CBOs, FBOs support
Change in Organization Structures• From COBET Centre Communities to School Communities
Change in Pedagogy• From Inter-Active, Participatory by Facilitators to Formal Primary
School Teachers
COBET
…………..
Challenges
Quality assurance : - implementation in all 120 districts of Tanzania
Mainland, given financial, human, physical constraints, especially for nomadic children;
- Weak co-ordination between different development partners supporting COBET
COBET
Way forward ?COBET
•Co-ordination mechanism for quality assurance to support COBET;
•Linkages with on-going development initiatives for pre-primary schooling;
•Conceptualization and development of Complementary Secondary Education In Tanzania (COSET).
Lessons learnt1. COBET has transformed basic education in
Tanzania through the participation of children and communities residing in rural districts;
2. By focussing on girls’ education, ALL children acquire minimum quality learning.
COBET
Thank you for listening!!