Hesabu na Elimu Jumuishi (Arithmetic and Inclusive ...

Hesabu na Elimu Jumuishi (Arithmetic and Inclusive Education) Quarter 1 Progress Report October 1, 2019 through December 31, 2019

This document was produced for review by the United States Agency for International Development (USAID). It was made possible by the support of the American people through USAID and was prepared by RTI International for the USAID|Tanzania Tusome Pamoja Program.

Hesabu na Elimu Jumuishi (Arithmetic and Inclusive Education)

FY 2020 Quarter 1 Report Contract Period: GS-00F354CA-72062119M00002 Reporting Period: October 1, 2019, through December 31, 2019 Prepared for USAID|Tanzania United States Agency for International Development Contracting and Agreements Officer ATTN: Contracting Officer’s Representative

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Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report iii

Acronyms

3Rs Reading, Writing, and Arithmetic

BBC British Broadcasting Corp.

COL Community of Learning

COSTECH Tanzania Commission for Science and Technology

DPLA Decentralized Periodic Learning Assessment

DPO Disabled Persons Organization

FY Fiscal Year

GOT Government of the United Republic of Tanzania

IDP Inclusive Development Partners

KMEC Kwarara Media Education Center

LGA Local Government Authority

MOEST Ministry of Education, Science and Technology

MOEVT Zanzibar Ministry of Education and Vocational Training

OSHA Occupational Safety and Health Administration

PO-RALG President’s Office—Regional Administration and Local

Government

PORALGSD Zanzibar President’s Office – Regional Administration and Local

Government and Special Departments

PSA Public Service Announcement

PTP Parent–Teacher Partnership

Q Quarter

SBCC Social and Behavior Change Communication

SMC School Management Committee

SMS Short Message Service

TIE Tanzania Institute of Education

USAID United States Agency for International Development

ZIE Zanzibar Institute of Education

iv Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020

Table of Contents

1. Program Overview......................................................................................................... 1

1.1 Objectives and Outcomes ......................................................................................... 2

2. Quarter 1 Progress ........................................................................................................ 4

2.1 Objective 1. Improve the quality of early grade arithmetic instruction ......................... 4

2.1.1 Outcome 1.1: School classrooms have appropriate teaching and learning materials necessary to facilitate the teaching of arithmetic ........................................ 4 2.1.2 Outcome 1.2: Teachers effectively use arithmetic teaching and learning materials in the classroom ......................................................................................... 5 2.1.3 Outcome 1.3: Schools provide leadership, management, coaching, and mentoring in support of arithmetic service delivery .................................................... 5

2.2 Objective 2: Improve the inclusivity of early grade education for children with disabilities ....................................................................................................................... 6

2.2.1 Outcome 2.1: Teaching and learning materials and training techniques take into account the needs of children with disabilities, especially of those with impaired vision ......................................................................................................................... 6 2.2.2 Outcome 2.2: Children with disabilities have access to and participate in schooling ................................................................................................................... 7

2.3 Key Activities Planned for Q2 FY 2020 .................................................................. 8 2.4 Key Meetings ......................................................................................................... 9 Arithmetic and Inclusive Education regional orientation meetings for key government officials from Education, Health, Social Welfare, Community Development and Quality Assurance departments (December 13th to 18th 2019). .................................................... 9 Inclusive Development Partners (IDP) inception trip (November 4th to 8th 2019) .............. 9 2.5 Additional Technical Accomplishments ............................................................... 10

2.5.1 Improve the inclusivity of early grade education for children with disabilities ... 10

3. FINANCE AND OPERATIONS ..................................................................................... 11

3.1 Procurement ............................................................................................................ 11 3.2 Human Resources ................................................................................................... 11 3.3 Finance ................................................................................................................... 11 3.4 Finance and Operations Drivers and Obstacles ...................................................... 13

4. APPENDICES ............................................................................................................... 14

Appendix A: Financial Statement, USAID Hesabu na Elimu Jumuishi During Quarter 1 (October Through December 2019) Fiscal Year 2020 ................................................... 14 Appendix B: Summary of International Short-Term Technical Assistance Visits During Quarter 1 (October Through December 2019) Fiscal Year 2020 ................................... 15 Appendix C: Anticipated International Travel During Quarter 2 (January Through March 2020) Fiscal Year 2020 ................................................................................................. 16 Appendix D: Deliverables Table ................................................................................... 17 Appendix E: Procurement Activities During Quarter 1 (October Through December 2019) Fiscal Year 2020 ........................................................................................................... 18

Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report v

List of Figures

Figure 1. Hesabu na Elimu Jumuishi Results Framework ................................................ 3 Figure 2. USAID Hesabu na Elimu Jumuishi Monthly Expenditures During Quarter 1 (October Through December 2019) Fiscal Year 2020 ................................................... 12

List of Tables

Table 1. Target Districts, Wards, Schools, Pupils, and Teachers .................................... 2 Table 2. Outcome 1.1: School Classrooms Have Appropriate Teaching and Learning Materials Necessary to Facilitate the Teaching of Arithmetic ........................................... 5 Table 3. Outcome 1.2. Teachers Effectively Use Arithmetic Teaching and Learning Materials in the Classroom .............................................................................................. 5 Table 4. Outcome 1.3: Schools Provide Leadership, Management, Coaching, and Mentoring in Support of Arithmetic Service Delivery ........................................................ 5 Table 5. Outcome 2.1: Teaching and Learning Materials and Training Techniques Consider the Needs of Children with Disabilities, Especially of Those with Impaired Vision .............................................................................................................................. 6 Table 6. Outcome 2.2: Children with Disabilities Have Access to and Participate in Schooling ........................................................................................................................ 8 Table 7. Key Activities Planned for Q2 of FY 2020 .......................................................... 8 Table 8. Outcomes from Key Meetings or Visits ............................................................. 9 Table 9. USAID Hesabu na Elimu Jumuishi Beneficiary Expenditures (in U.S. Dollars) by Region During Quarter 1 Fiscal Year 2020 (October Through December 2019) ............ 12 Table A-1. Financial Report as of December 31, 2019 .................................................. 14 Table B-1. International Short-Term Technical Assistance Visits During Quarter 1 ....... 15 Table C-1. Anticipated International Travel During Quarter 2 Fiscal Year 2020 ............. 16 Table D-1. Deliverables Submitted Since Beginning of Activity ..................................... 17

Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 1

1. Program Overview

On September 30, 2019, the United States Agency for International Development

(USAID) awarded the $13-million, 15-month (October 1, 2019–January 7, 2021)

Hesabu na Elimu Jumuishi (Arithmetic and Inclusive Education) Activity to RTI

International as lead implementer. RTI will build upon and complement the existing

USAID Tusome Pamoja primary education program, which RTI also implements, by

adding arithmetic and inclusive education programming and support through

intensive, targeted assistance to the same regional and local governments of

Zanzibar and four Mainland regions (i.e., Iringa, Morogoro, Mtwara, and Ruvuma).

Building upon the existing work and relationships developed under Tusome Pamoja,

USAID Hesabu na Elimu Jumuishi operates within government policies; collaborates

closely with the President’s Office—Regional Administration and Local Government

(PO-RALG), the Ministry of Education, Science and Technology (MOEST), as well as

the President’s Office – Regional Administration and Local Government and Special

Departments (PORALGSD) (Zanzibar), and the Ministry of Education and Vocational

Training (MOEVT) (Zanzibar); and implements activities through government

systems and structures. Through USAID Tusome Pamoja’s successful four years of

implementation, the Government of the United Republic of Tanzania (GOT) has

moved to adopt three core activities into national policy: Communities of Learning

(COLs), Parent–Teacher Partnerships (PTPs), and a Decentralized Periodic

Learning Assessment (DPLA). Hesabu na Elimu Jumuishi continues to build upon

this collaborative strategy to increase the sustainability, replication, and national

scale-up of interventions and to support Tanzania on its journey to self-reliance.

Specifically, Hesabu na Elimu Jumuishi provides targeted technical assistance and

support for the GOT to improve school-level instruction and learning of arithmetic,

which is the third R of the 3Rs (reading, writing, and arithmetic). The Activity is

working to create a more inclusive learning environment in schools where children of

all abilities have access to the educational opportunities needed to fulfill their

potential. Because of RTI’s presence in Zanzibar and the four Mainland regions

under Tusome Pamoja, Hesabu na Elimu Jumuishi has been able to quickly mobilize

and rollout the arithmetic trainings, by using the Tanzania Institute of Education

(TIE)–approved arithmetic modules, at the beginning of the new 2020 school year.

With technical expertise from Hesabu na Elimu Jumuishi’s subcontractor Inclusive

Development Partners (IDP), the Activity will assess the current status of GOT’s

inclusive education support, especially for children with disabilities, and will build

upon existing systems and capacity to strengthen the screening process for

identifying children with disabilities, especially those with low vision and hearing. In

addition, the Activity will provide to teachers and classrooms the training and support

materials needed to make their instructional practices more inclusive. The Activity will

also engage with communities to raise their awareness of the needs of children with

disabilities and demonstrate how to provide the necessary services and support to

allow them to more effectively learn the 3Rs (Table 1).

2 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020

Table 1. Target Districts, Wards, Schools, Pupils, and Teachers

Target Area

Number of

Districts

Number of

Wards

Number of

Schools

Number of Pupils

Number of Teachers

Boys Girls Men Women

Iringa 5 106 481 33,492 32,917 194 437

Morogoro 9 213 841 85,839 85,446 515 807

Mtwara 9 191 663 94,513 91,625 758 399

Ruvuma 8 173 767 53,971 53,293 687 642

Zanzibar 11 0 290 96,163 79,465 324 1,596

Total 42 683 3,042 363,978 342,746 2,478 3,881

1.1 Objectives and Outcomes

There are two goals of Hesabu na Elimu Jumuishi. The first goal is to improve

lifelong learning skills (defined for this Activity as mastery of early grade arithmetic).

The second goal is to increase the inclusivity of primary education for children with

disabilities in Standards 1 and 2, as well as teachers and administrators in

government primary schools in Iringa, Morogoro, Mtwara, and Ruvuma regions, and

all Zanzibar regions.

These goals will be reached through successful achievement of two specific

objectives (Figure 1), which are discussed as follows:

Objective 1: Improve the quality of early grade arithmetic instruction

• Outcome 1.1 School classrooms have appropriate teaching and learning

materials necessary to facilitate the teaching of arithmetic

• Outcome 1.2 Teachers effectively use arithmetic teaching and learning

materials in the classroom

• Outcome 1.3 Schools provide leadership, management, coaching, and

mentoring in support of arithmetic service delivery

Objective 2: Improve the inclusivity of early grade education for children with

disabilities

• Outcome 2.1 Teaching and learning materials and training techniques take

into account the needs of children with disabilities, especially of those with

impaired vision

• Outcome 2.2 Children with disabilities have access to and participate in

schooling


Figure 1. Hesabu na Elimu Jumuishi Results Framework

This quarterly report is structured to reflect the Fiscal Year (FY) 2020 Annual Work

Plan. Specifically, Section 2.1 summarizes the implementation of planned activities,

including a Material Adaptation Workshop for Zanzibar modules, development of the

facilitator’s guide and notes, and development of a coaching and mentoring guide

and trainer’s notes. In addition, Section 2.1 discusses the orientation of Regional

Secretariats and Local Government Authorities (LGAs) regarding arithmetic and

inclusive education activities. Section 2.1 also discusses the implementation of

district-based surveys for support services for referral opportunities and the

development of a guide on characteristics of learning environments for children with

disabilities. The remainder of Section 2.1 describes the specific activities undertaken

during quarter (Q)1 FY 2020. Section 2.2 of the quarterly report summarizes the key

meetings held during Q1 FY 2020.

The appendices of this report present additional information, including technical

reports and program operational information (e.g., finance, travel, deliverables). The

appendices are organized as follows.


• Appendix A: Financial Statement, USAID Hesabu na Elimu Jumuishi During

Q1 (October Through December 2019) FY 2020

• Appendix B: Summary of International Short-Term Technical Assistance

Visits During Q1 (October Through December 2019) FY 2020

• Appendix C: Anticipated International Travel During Q2 (January Through

March 2020) FY 2020

• Appendix D: Deliverables Table

• Appendix E: Procurement Activities During Q1 (October Through December

2019) FY 2020.

2. Quarter 1 Progress

The Hesabu na Elimu Jumuishi Activity’s goals will be reached through successful

achievement of two specific objectives, as outlined in the FY 2020 Annual Work Plan.

This section of the report summarizes implementation of the activities during Q1 FY

2020, based on specific objectives and outcomes.

2.1 Objective 1. Improve the quality of early grade arithmetic instruction

2.1.1 Outcome 1.1: School classrooms have appropriate teaching and learning materials necessary to facilitate the teaching of arithmetic

During Q1 FY 2020, the Activity focused on supporting preparations for arithmetic

training (Table 2). The support ranged from conducting a competitive sourcing effort

to facilitate printing of five modules for teachers and five modules for trainers, to

printing the supplementary materials (cards, posters, and charts), to procuring

teaching aid kits and metal storage boxes. The sourcing and procurement of

technical assistance was also conducted during Q1 FY 2020. Details about the

procurement activities are presented in Appendix E of this report.

Additionally, during Q1 FY 2020, Hesabu na Elimu Jumuishi conducted a four-day

workshop for reviewing and adapting five TIE arithmetic trainer guides, as well as five

teacher modules and teaching aid kits for Zanzibar. The review and adaptation

exercise was conducted by 12 Zanzibar writers from the following institutions: three

from the Zanzibar Institute of Education (ZIE), two from MOEVT, two from PO-RALG,

and three program staff from Zanzibar (i.e., two Teaching and Learning Specialists

and one Inclusive Education Specialist), and two designers contracted by RTI. As

part of the workshop deliverables, all five of the TIE Arithmetic Trainer Modules, five

Teacher Modules, and teaching aid kits were adapted to suit Zanzibar use. These

modules were edited, designed, and printed and are ready for training during Q2 FY

2020.

A three-day workshop was conducted to develop trainers’ notes for arithmetic and

inclusive education. The aim of the trainers’ notes is to ensure consistency and

effectiveness in delivering arithmetic and inclusive content during the training. A total

of 15 participants attended the workshop. The attendees included four tutors, two

teachers, five program Teaching and Learning Specialists (one from Zanzibar), three

Inclusive Education Specialists, and one PO-RALG official.

By the end of the workshop, the final documents included the trainer’s notes and a

draft training plan (Master Trainers, District Training of Trainers, and rollout)

developed for Mainland and later adapted for Zanzibar. The materials were edited,

designed, and printed and are ready for use during Q2 FY 2020.


Table 2. Outcome 1.1: School Classrooms Have Appropriate Teaching and Learning Materials Necessary to Facilitate the Teaching of Arithmetic

Outcome 1.1 Status Deliverables or Scope

School classrooms have appropriate teaching and learning materials necessary to facilitate the teaching of arithmetic

Ongoing (five modules for Zanzibar adapted as pilot)

Adapt nine TIE-approved Arithmetic Modules for teachers

Completed Procure supplemental materials kits for each classroom

Completed Procure a kit of resources for creating extra teaching aids

2.1.2 Outcome 1.2: Teachers effectively use arithmetic teaching and learning materials in the classroom

The Activity will complete Outcome 1.2 during Q2 and Q3 FY 2020 (Table 3).

Table 3. Outcome 1.2. Teachers Effectively Use Arithmetic Teaching and Learning Materials in the Classroom


Teachers effectively use arithmetic teaching and learning materials in the classroom

None Conduct training in January 2020 on number concepts and operations (Modules 3, 6, 7, 8, and 9)

None Conduct training in April 2020 on fractions and other domains (Modules 10, 11, 12, and 13)

2.1.3 Outcome 1.3: Schools provide leadership, management, coaching, and mentoring in support of arithmetic service delivery

During Q1 FY 2020, a three-day workshop was conducted to develop coaching and

mentoring guide and trainer’s notes for arithmetic and inclusive education (Table 4).

A total of 11 participants attended the training. The participants included officials from

PO-RALG, ADEM, program Teaching and Learning Specialists (one from Zanzibar),

program Inclusive Education Specialists, teachers, and Tusome Pamoja staff. The

final guide and notes for Mainland were developed and later adapted for the Zanzibar

context. These materials were edited, designed, and printed and are ready for use

during Q2 FY 2020.

Table 4. Outcome 1.3: Schools Provide Leadership, Management, Coaching, and Mentoring in Support of Arithmetic Service Delivery


Schools provide leadership, management, coaching, and mentoring in support of arithmetic service delivery

Completed Incorporate content focused on arithmetic instruction into coaching and mentoring tools

Ongoing Provide two capacity building orientations for Ward Education Officers, Head Teachers, and Academic Teachers to strengthen their existing coaching and mentoring skills

Ongoing Create three self-learning handouts for use


by COLs

2.2 Objective 2: Improve the inclusivity of early grade education for children with disabilities

2.2.1 Outcome 2.1: Teaching and learning materials and training techniques take into account the needs of children with disabilities, especially of those with impaired vision

School-Based Screening of Pupils

Over the course of Q1 FY 2020, Hesabu na Elimu Jumuishi has further defined what

the screening process should entail. Complete reviews of the Zanzibar tools and the

proposed Mainland approach to screening have been conducted with IDP staff.

Recommendations on screening now focus on screening for vision and hearing only

because USAID’s policies and practices suggest that teacher screening for any

further learning difficulties is prone to misdiagnosis and runs the risk of falsely

identifying cognitive disorders. The tools that will be used for screening will be

recommended by IDP and finalized during a development workshop with government

actors during Q2 FY 2020.

As a first stage in this action, Hesabu na Elimu Jumuishi regional teams worked with

all LGAs during Q1 FY 2020 to identify referral and support services that may be

useful to schools and parents post-screening. These lists will be collated by the

regional teams, formatted and returned to LGAs for distribution to schools, and will

be used in conjunction with the screening process.

Teacher Training on Instructional Practices in Inclusive Education

During Q1 FY 2020, IDP and our Inclusive Education Specialists for Hesabu na

Elimu Jumuishi worked on the development of the teaching guides for arithmetic

training, ensuring that the best practices in teaching instruction and class

management were covered in the teacher training for the first Arithmetic Modules.

Existing teacher training materials for inclusive education were reviewed during Q1

FY 2020, and the Activity will work with government counterparts on the Mainland

and in Zanzibar to develop training during Q2 FY 2020.

Minimum Package of Materials for Schools, Particularly for Children with Low Vision

An investigation of possible support materials that will be used in the “minimum

package” began during Q1 FY 2020. The items that will be selected for procurement

and distribution will be finalized during the Screening Tools Workshop and the

Teacher Training Development Workshops, so that they are in-line and mutually

supportive of these two activities. Final selection of items and procurement will be

conducted during Q2 FY 2020.

Table 5. Outcome 2.1: Teaching and Learning Materials and Training Techniques Consider the Needs of Children with Disabilities, Especially of Those with Impaired Vision

Outcome 2.1 Status Deliverable or Scope

Teaching and learning materials and training

Ongoing—Referral lists

Conduct school-based screening of pupils


techniques take into account the needs of children with disabilities, especially of those with impaired vision

developed

Ongoing—Inclusive education in arithmetic materials and development planned

Conduct teacher training about instructional practices in inclusive education

Ongoing—Items researched and workshop planned

Identify and procure the minimum package of materials for schools, particularly for children with low vision

2.2.2 Outcome 2.2: Children with disabilities have access to and participate in schooling

Operational Research

The research topic was defined during Q1 FY 2020 as research investigating the

household, community, school, and institutional barriers that limit access to

education for children with disabilities. The research will be further defined and

agreed with PO-RALG and MOEST/ MOEVT during Q2 FY 2020, after which

permissions will be sought to conduct this research. The research will be conducted

as soon as permission is granted by the Tanzania Commission for Science and

Technology (COSTECH). This research will be managed by IDP, with support from

RTI regional offices.

SBCC Campaign—Soma Nami Radio Program and SMS Messaging

During Q1 FY 2020, RTI contracted an Expert Technical Consultant who has worked

with the Tusome Pamoja social and behavior change communication (SBCC) radio

broadcasting, first through British Broadcasting Corp. (BBC) Media Action and later

as an independent contractor. During December 2019, the Expert Technical

Consultant launched negotiations and contracting of the regional radio partners to

continue the series known as the Soma Nami radio program. All regional radio

stations have agreed to produce and air the program weekly, focusing on inclusive

education. The regional broadcasts will be supplemented by centrally produced

dramas and public service announcements (PSAs) that address key inclusive

education issues. The dramas and PSAs will be produced early in Q2 FY 2020, and

the first broadcasts of the re-focused Soma Nami radio program will launch soon

after (Table 6).

Zanzibar will develop its own dramas and PSAs through the Kwarara Media

Education Center (KMEC) to reflect the different culture and language of the islands.

In addition, Zanzibar will also broadcast the Soma Nami radio program at no cost

through the government radio station, ZBC.

Community Mobilization

With two rounds of community-based training and action planning to be implemented

during FY 2020, the work to define the first training focus began during Q1 FY 2020.

The topic areas in discussion are as follows:


• Addressing barriers to school access and performance (more likely as the

second topic because it will be informed by the operational research)

• Creating an enabling environment for the improved learning at home by

children with disabilities

• Creating school clubs for peer support and student-led actions for social

welfare awareness and response to challenges.

Table 6. Outcome 2.2: Children with Disabilities Have Access to and Participate in Schooling

Outcome 2.2 Status Deliverable or Scope

Children with disabilities have access to and participate in schooling

Ongoing—Topic defined

Conduct operational research on school access for children with disabilities

Ongoing—Contracts developed and topics defined

Conduct the SBCC campaign—Soma Nami radio program and short message service (SMS) messaging

Ongoing—Topics under investigation

Support community mobilization

2.3 Key Activities Planned for Q2 FY 2020

Table 7 provides an overview of the key activities to be conducted during Q2

(January through March) FY 2020.

Table 7. Key Activities Planned for Q2 of FY 2020

Improve the Quality of Early Grade Arithmetic Instruction

Conduct the Orientation Workshop for key GOT stakeholders and identify the Technical Working Group for Inclusive Education

Conduct the Adaptation Workshop for Zanzibar modules (four remaining Arithmetic Modules)

Conduct a workshop to develop the facilitator guidance notes

Conduct training of teachers of Standards 1 and 2 in the regions of Iringa, Morogoro, Mtwara, Ruvuma, and Zanzibar (Master Trainers, District Training of Trainers, rollout 1 and 2)

Conduct coaching and mentoring training of Ward Education Officers, Head Teachers, Academic Teachers, and Exemplary Teachers

Conduct a workshop on the development and distribution of three self-learning handouts on identified gaps for teaching arithmetic

Improve the inclusivity of early grade education for children with disabilities

Conduct a review of existing screening tools and methods and explore options for screening vision and hearing

Conduct a workshop to determine which screening tools and protocols should be used for vision and hearing and field test and finalize the screening tool

Procure screening instruments and materials for training

Conduct training on the screening tool to Social Welfare Officers, Community Development Officers, Health Officer, and teachers

Develop a document about the best practices for educating students who are deaf

Integrate the universal design of learning principles in arithmetic trainings and other teacher support materials for Tusome Pamoja and Hesabu na Elimu Jumuishi


Review existing and approved training materials for inclusive education and adapt for the June (FY 2020) inclusive education training

Field test and finalize the training materials

Identify the content and quantity of the minimum package, including the workshop for stakeholders, and test and validate the minimum package

Develop tools and the operational research concept note and recruit data collectors

2.4 Key Meetings

Hesabu na Elimu Jumuishi conducted a few key meetings with senior government

counterparts and funding partners during Q1 FY 2020. These meetings focused on

reaching agreements regarding the updated strategy for Activity implementation and

regarding key policy issues needed for Activity institutionalization or sustainability.

Table 8 summarizes these meetings and highlights the key outcomes.

Table 8. Outcomes from Key Meetings or Visits

Tittle of the Meeting or Visit

Key Outcomes

Arithmetic and Inclusive Education regional orientation meetings for key government officials from Education, Health, Social Welfare, Community Development and Quality Assurance departments (December 13th to 18th 2019).

The 1-day meeting with the key regional and district actors provided a platform for presentation and discussions of Arithmetic and Inclusive Education activities. Among others there were useful discussions for clarification on implementation modalities, linkages to existing structures and institutions and potential roles to be played by various actors.

Further to presentations and discussions, LGAs plans for collection of information on available referral support services were developed and agreed up on. The information are expected by end of January 2020.

Inclusive Development Partners (IDP) inception trip (November 4th to 8th 2019)

Meetings held with Ministry of Education (Zanzibar), five Disabled People Organizations (DPOs), Tusome Pamoja staff and visits to two primary schools during a five-day trip of two IDP specialists served as a platform for further understanding of the situation on the ground and thus shaping the focus of Arithmetic and Inclusive Education interventions. Below are the key outcomes of the visit per areas of discussion:

Screening; proposed teachers to be trained to conduct screening for identification of hearing and vision disabilities of all children. Proposed identification of universal design of learning classroom-based support and testing resources in the community, for referrals for children with potential hearing and vision disabilities

Teacher Training and Learning Materials; discussions and resolution on adapting Sense International materials for teacher training with Universal Design for Learning (UDL) approach. The latter will embrace ways to differentiate instructions to serve all children, including children with disabilities. This will impact children with a range of learning


Tittle of the Meeting or Visit

Key Outcomes

difficulties including those with hearing and vision disabilities

Characteristics of Learning Environment; agreed on three components that Arithmetic and Inclusive Education activity will be supporting to contribute to a learning environment that is conducive to children with disabilities. These include: first, teachers trained in the principles of UDL that cater for children with hearing and vision disabilities; second, accommodation for children with vision disabilities, including magnifying glasses and book stands for students who have low vision and, third, modification to classroom environment to support students with vision or hearing disabilities such as placing students who have low vision or low hearing in the front of the class.

Soma Nami Radio themes; proposal on having resource groups that include DPOs and parents of children with disabilities among others. The groups will be choosing themes for Soma Nami radio as well as gather feedback to draft messages prior to airing for mass consumption

Zanzibar; gaining of insights on progress and limitations of Inclusive Education in Zanzibar through discussions of historical and contextual background of Inclusive Education in Zanzibar. The coverage of teacher training and screening and the overall challenges of inclusive education in Zanzibar were largely discussed.

The following three were cited as challenges facing inclusive education in Zanzibar: low capacity of teachers mainly due to lack of focus on Inclusive Education during pre-service, a lack of a common understanding of the concept of Inclusive Education and limited data on inclusive education. Zanzibar has data for only 50 schools out of a total number of 290 schools. A survey is being proposed in order to establish the situation of children with disabilities.

2.5 Additional Technical Accomplishments

This subsection of the report provides more information about key activities and highlights

technical work not specifically outlined in the FY 2020 Annual Work Plan regarding activities

and deliverables. During the implementation of the key activities, many issues are identified

collaboratively with GOT counterparts and are addressed through corresponding additional

activities. Many of these supplemental activities are critical to the long-term sustainability

and uptake of the intervention and are good examples of the adaptive learning and

sustainability ethos of Hesabu na Elimu Jumuishi.

2.5.1 Improve the inclusivity of early grade education for children with disabilities

The following activities were conducted to further improve the inclusivity of early

grade education for children with disabilities:


• Hiring our six Inclusive Education Specialists for regional deployment was

completed during Q1 FY 2020, and each of the regional offices has an

Inclusive Education Specialist in place in January to support Hesabu na Elimu

Jumuishi activities.

• Launching the orientation workshops occurred in all regions, and the activities

planned have been met with enthusiasm from government counterparts from

central, regional, and district levels.

• Networking with DPOs and with inclusive education actors from civil society in

Tanzania is underway, and consultative groups will be formed at the national

and regional levels. These reference groups will support material

development, SBCC messaging, action plans, and project approaches.

3. FINANCE AND OPERATIONS

Hesabu na Elimu Jumuishi operations focused on supporting inception and

implementation of its activities in the regions. Activities supported included procuring

arithmetic and inclusive education materials; developing and conducting District

Training of Trainers arithmetic trainings, inclusive education Master Trainer training,

and the TIE Module Adaptation Workshop; and developing and conducting the

Coaching and Mentoring Guide Workshop. The activities implemented during Q1 FY

2020 set a tone for the major trainings that will occur during Q2 and Q3 FY 2020.

3.1 Procurement

Procurement activity during Q1 FY 2020 focused on supporting preparations for the

arithmetic training. The support ranged from conducting a competitive sourcing effort

to facilitate printing of five modules for teachers and five modules for trainers, to

printing the supplementary materials (cards, posters, and charts), and to procuring

teaching aid kits and metal storage boxes. The sourcing and procurement of

technical assistance was also conducted during Q1 FY 2020. Details about the

procurement activities are presented in Appendix E of this report.

3.2 Human Resources

Human resources activities focused on recruiting project staff: a Regional Inclusion

Specialist for five regions, a Arithmetic and Inclusion Specialist, and a

Communication and Knowledge Management Specialist. Additional human

resources activities include FY 2020 goal setting of Activity staff, medical checkups

for staff members as required by the Occupational Safety and Health Administration

(OSHA), and finalization of the risk assessment and its report. More activities include

following up on mandatory trainings, FY 2020 goal setting for the Activity in the

system. Planning orientations for onboarding staff members are ongoing. There is an

increase in oversight over procurement sourcing efforts. Procurement of first aid kits

for Dar and regions.

3.3 Finance

In October through December 2019, the finance team supported the inception of

Hesabu na Elimu Jumuishi officially started on October 1, 2019. Planning, budgeting,

and preliminary activities commenced in mid-October 2019. The activities that were

supported included the following: implementing arithmetic and inclusive education

activities in the regions;procuring arithmetic and inclusive education materials;

developing and conducting District Training of Trainers arithmetic trainings, inclusive


education Master Trainer training, and the TIE Module Adaptation Workshop; and

developing and conducting the Coaching and Mentoring Guide Workshop. The

activities implemented during Q1 FY 2020 set a tone for the future continued

activities.

The program expenditures were slightly lower in November 2019 compared with

October and December 2019 (Figure 2). The Hesabu na Elimu Jumuishi beneficiary

expenditures (in U.S. dollars) by region during Q1 FY 2020 are presented in Table 9.

Figure 2. USAID Hesabu na Elimu Jumuishi Monthly Expenditures During Quarter 1 (October Through December 2019) Fiscal Year 2020

Table 9. USAID Hesabu na Elimu Jumuishi Beneficiary Expenditures (in U.S. Dollars) by Region During Quarter 1 Fiscal Year 2020 (October Through December 2019)

Items Dar Iringa Morogoro Mtwara Ruvuma Zanzibar Total

Workshop/training—-Servicesa

Workshop/training—-Mealsb

Workshop/training—Transportationc

Workshop/training—Materialsd

Materials

Total expenses

a Services includes venue cost, conference package, and mobile money disbursement

charges. b Meals includes refreshment and per diem.


c Transportation includes transport allowance and fuel reimbursement.

d Materials includes stationery and printing.

3.4 Finance and Operations Drivers and Obstacles

During Q1 (October through December 2019) FY 2020, Hesabu na Elimu Jumuishi

was in its inception phase; therefore, setting operational standards and adopting the

tools to be used were key tasks. In addition, the following tasks were completed:

continuously checking on the contractual obligation requirements, following up on the

charge codes and respective charges, building capacity of staff regarding this type of

contract (material and labor), and checking on operational systems and their abilities

to detect potential risks.


4. APPENDICES

Appendix A: Financial Statement, USAID Hesabu na Elimu Jumuishi During Quarter 1 (October Through December 2019) Fiscal Year 2020

Recipient: RTI International

Award Number: Prime Contract AID, GS-00F-354CA, USAID Hesabu na Elimu Jumuishi

Performance Period: January 12, 2016 Through January 11, 2021

Table A-1. Financial Report as of December 31, 2019

A B C D E W=C+D+E G=B–W H=A–W

Result Description

Original or Revised

Total Estimated

Cost

Obligated Amount to Date

Total Billed

Accruals Outstanding Commitments

Total Expended

to Date

Balance Remaining

of Obligated

Balance Remaining

of Total Estimated Cost

USAID Hesabu na Elimu Jumuishi


Appendix B: Summary of International Short-Term Technical Assistance Visits During Quarter 1 (October Through December 2019) Fiscal Year 2020

Table B-1. International Short-Term Technical Assistance Visits During Quarter 1

Staff Name

Position Dates of Visit

Travel Origin and Destination

Purpose of Visit

Education Analyst

Oct 14-25 Washington DC, USA and Dar-Es-Salaam

Provide additional training and support to Finance Director including training on cost reporting and tracking for AIE

Onboard subcontractor, IDP, for AIE award

Review and provide feedback on Communications Strategy for the final year of the program

Senior Program Manager/AIE Mobilization Lead

October 7-29

North Carolina, USA and Dar-Es-Salaam

Onboarding of key personnel;

Orientation of AIE for Tusome Pamoja staff also working on AIE;

Finalization of mobilization plan;

Work planning with Dar and regionally-based staff members

IDP Inclusion Advisor

Nov 2-8 Washington D.C and Dar-Es-Salaam

Initial preparations to conduct situational analysis to assist in defining what will constitute the minimum package for classroom learning environments for

CwD

Provide support to defining initial themes to support inclusive education via Soma Nami radio broadcasts and SMS messaging (operational research will later inform).

IDP Inclusion Advisor

Nov 2-8 Kansas, USA and Dar-Es-Salaam

Develop workplan for the entirety of the IDP subcontract life of project in partnership with the AIE technical staff


Appendix C: Anticipated International Travel During Quarter 2 (January Through March 2020) Fiscal Year 2020

Table C-1. Anticipated International Travel During Quarter 2 Fiscal Year 2020

Name Position Date of Visit Travel Origin and Destination

Purpose of Visit

Senior Program Manager/AIE Mobilization Lead

February 23-March 7

North Carolina, USA and Dar-Es-Salaam

Finalize partnerships with resource organizations

Inclusive Education Consultant (IDP)

February 23-29 Accra, Ghana and Dar-Es-Salaam

Facilitate five-day screening and minimum package workshop


Appendix D: Deliverables Table

Table D-1. Deliverables Submitted Since Beginning of Activity

Deliverable Status

Branding Implementation Plan and Marking Plan

• Submitted to the U.S. Agency for International Development (USAID) on October 8, 2019

• Approved by USAID on January 3, 2020

Mobilization Plan • Submitted to USAID on October 10, 2019

• Approved by USAID on November 25, 2019

Quality Assurance Surveillance Plan • Submitted to USAID on October 16, 2019

• Under review by USAID

Public Events and Meeting Plan • Submitted to USAID on November 6, 2019

• Submitted to USAID on December 4, 2019

• Submitted to USAID on January 6, 2020

Training and Mentoring Plan • Submitted to USAID on December 1, 2019

• USAID acknowledged receipt on December 2, 2019

Guide to Minimum Required Characteristics for Children with Disabilities


Fiscal Year 2020 Annual Work Plan • Submitted to USAID on December 30, 2019


Activity Monitoring, Evaluation, and Learning Plan



Project Fact Sheet • Submitted to USAID on December 30, 2019


Cost Reporting for Educational Activities Cost Reporting Manual




Appendix E: Procurement Activities During Quarter 1 (October Through December 2019) Fiscal Year 2020

Supplies and Services Activity

Printing of the Arithmetic Module for Facilitators

• Five modules, totaling 34,560 units, of which 8,190 units are arithmetic, have been printed.

• The Arithmetic Module for facilitators has been printed for Mainland schools, followed by Zanzibar schools.

Printing of Arithmetic Module for teachers • Five modules, totaling 62,080 units, and 11,090 Arithmetic Modules for teachers have been printed for Mainland schools and Zanzibar schools

Procurement of teaching aid kits • Stationery materials have been procured; supply is in progress.

Distribution of the Module for teachers, the Module facilitators and teaching aid kits

• Distribution is in progress; module distribution will be completed January 17, 2020; distribution of the teaching aid kits will be extended to end of January.

Printing of cards • Four types of cards will be printed, each type will amount to 88,390 for Mainland.

• A total of 20,298 cards for Zanzibar have been printed; printing will be completed on January 30, 2020.

Printing of charts and posters • Eight types of charts and posters, amounting to 4,529, have been printed for Mainland.

• A total of 1,581 charts and posters have been printed and packed for Zanzibar; distribution awaits the completion of cards.

Procurement of metal storage boxes • A total of 5,940 units of galvanized metal storage boxes have been contracted; completion is expected at the end of January 2020.

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