Zanzibar Education Development Plan ZEDP II (2017/18 – 2021/22)

What is ZEDP II A 5 years plan for the education sector It states the high level government priorities and commitments over the medium term It presents the high level measurable policy goals and the strategies that will be used and how these will be monitored for progress It demonstrates the existing fund, it is also an advocacy tool for further funding. The document is dynamic, it will be reviewed regularly and updated

The Programmes Pre-primary and Primary Education Secondary Education Higher Education  TVE Quality and cross cutting issues with 3 sub programs: a) Inclusive education b) ICT c) Sports and Culture and 5 Services a)Curriculum b) Examination c) Inspectorate d) Registrar of Education e) Library Services Planning Management and Administration with 3 sub programs: a) Planning b) Management c) Coordination of Pemba office

Programme 1; Pre primary and Primary Education PPE PO 1 Gradually increase access for all right aged children – plan focus on disadvantaged areas PPE PO 2 Consistent high quality learning; children mastering basic skills, MSS PPE PO 3 Excellence in management and leadership Primary Policy Objective 1 Maintain access levels and improve for most disadvantaged areas and children: improved teaching and learning environment Primary Policy Objective 2 Through quality learning children having core competencies and skills to successfully complete primary education Primary Policy Objective 3: Enhanced leadership and management skills for sub sector managers and within the decentralisation process as it develops

Programme 2; Secondary Education Policy 1 Access for all children to a school environment that provides a supportive framework for learning (infrastructure, equipment and consumables, libraries, ICT) Policy 2: Quality and relevance of learning, youth and adults meeting the labor market demands through further learning, employment or self employment Policy 3 First class leadership and management of schools with communities, students, teachers and principals having clear roles and functions, reporting and accountability in the context of decentralizing through deconcentration

Programme 3; Higher Education Policy Objective 1: Graduate numbers and subject relevance meet labour market demands Policy Objective 2: Pre-service teacher training and professional development reflect best pedagogical practices Policy Objective 3: High quality research outputs Policy Objective 4: Robust institutional framework for higher education

Programme 4; TVET Policy objective TVET Policy objective 1: Sector responsive to labour market demands with a range of relevant programmes delivered in well equipped facilities by well trained instructors TVET Policy objective 2: Strong and effective guidance and oversight from the VTA Adult literacy: Policy objective – 95 per cent literacy by 2020

Programme 5; Quality improvement A. Curriculum review, monitoring and adjustment to support all the sub sectors and teacher training: competency, skills and knowledge with clearly specified outcomes B. Teacher professional development, particularly in the competency areas of maths and science, English language for instruction and new pedagogical skills to respond to the curriculum C. Examination and assessment system: Evaluation and review to assure that the curriculum outcomes are assessed and that examination and assessment outcomes and findings feed back into the learning environment D. Develop library resources: Strengthening library services E. Inclusive education : policy, professional skills for teachers and necessary infrastructure and equipment

Programme 5; Quality improvement: continue F. Student health & protection and life skills – policy Coordination and Management of School Health & Protection, Health & Nutrition, Reproductive Health & HIV/AIDS, School Water, Sanitation and Hygiene (SWASH), Child Protection, Substance abuse G. ICT. Continue to upgrade infrastructure and develop ICT for learning H. Inspectorate reform: Providing the inspectorate with the necessary skills and resources to be a supportive element in assuring the quality and consistency of children’s learning I. Sports and culture

Programme 6; Management Establish the institutional architecture (structure, function, role, accountability) needed to deliver education effectively and efficiently in a decentralised by devolution environment Leaders, managers and administrators will be provided with the professional skills and resources to allow them to deliver the type of education the nations demands. Underpinning the decision making will be high quality research based on excellent data from the school information system.

Financing the programmes

Commitment & Financial Gap of ZEDP II Budget Years Status AfDB US$ 23.4 million 2011 – 2017 Positive BADEA US$ 3.9 million 2012–2018 Chinese Government US$ 1.1 million 2016–2018 Good Neighbours US$ 650,000 2017/18 GPE US$ 8.23 million 2018–2020 KOICA US$ 10 million 2017-2021 OPEC Fund International Development Agency US$ 10.2 million 2015–2019 Swedish Embassy (SIDA) US$ 3.8 million 2018–2021 UNICEF US$ 9.2 million 2016/17– 2020/21 USAID US$ 8 million 2016–2021 World Bank US$ 35 million Total Commitment DPs US$ 113.2 million ZEDP Budget (2017/18 – 2021/22) US$ 487 million Government Commitment US$ 358 million ZEDP Financial Gap (2017/18 – 2021/22) US$ 15 million ZEDP Financial Gap as a % of the budget 3%

MONITORING AND EVALUATION 1. ZANZIBAR EDUCATION SECTOR COMMITTEE (ZESC). It has an important coordination and information sharing by bringing together the education stakeholders who are operating in the sector (government, development partners, United Nations agencies, NGOs, CSOs, and FBOs) and helps to ensure that there is coherence and complementarities. It helps to identify needs for technical and financial resources to support education programmes across the sector 2. ANNUAL JOINT EDUCATION SECTOR REVIEW (AJESR) It brings together education stakeholders to review the status of ZEDP performance and make recommendations. It analyzes the overall progress in implementing the ZEDP against the agreed indicators and targets, receive reports from programme leads that highlight successes, challenges and possible ways to resolve the identified challenges. 3. EDUCATION MANAGEMENT INFORMATION SYSTEM Is a main source of education data collected from schools through school census Provide Annual Statistical Abstract with detail report on progress of indicators defined in the ZEDP II Collects data from all levels of education and institutions/departments

AHSANTENI SANA