1. Presented by Ms. Mshauri A. Khamis 08/08/2016 Zanzibar Beach Resort
REVIEW OF THE ZANZIBAR EDUCATION DEVELOPMENT PROGRAMME (ZEDP) 2008/09 – 2015/16
Presented by
Ms. Mshauri A. Khamis
08/08/ Zanzibar Beach Resort

2. Outline Objectives of the Review Key findings
Emerging Issues; Looking forward to the Next ZEDP
Recommendations
Tools for the next ZEDP

3. Objectives of the Review
The report will be used in the process of developing new sector plan for the next five years (2016/2017 – 2020/2021). Thus, successes and challenges of the existing ZEDP will be among the essential component to be considered in the discussion of ZEDP.
The ZEDP review to be one among the basic tool on achieving better plan through understanding its success, challenges and the way forward to overcome the identified challenges towards maximizing access, improving quality and enhance efficiency of Zanzibar education system
The review will also shade some light on developing new strategies to overcome the barriers and challenges experienced in the implementation of the outgoing ZEDP (2008/09 – 2015/16)

4. Findings Progress with activities and targets
See Appendix 3: Findings On Progress With ZEDP Activities and Targets

5. Progress with activities and targets
Blocking factors – which prevented better progress with the implementation of ZEDP activities and targets:
Inadequately coordinated and energized efforts to mobilise resources for the plan’s implementation. Government’s funding was especially much lower than was expected.
Lack of a comprehensive monitoring and evaluation
Inadequate capacity of actors
An weak community involvement in the implementation.
Lack of well structured process for translating the Plan into the day to day implementation roles of key internal and external stakeholders.
ZEDP was rather too ambitious and lacked clear mechanism for prioritization

6. Program effectiveness, achievements against targets
NER at pre-primary level in 2013 stood at 17.9% of which 12.2% is for private schools and 5.6% is for public schools. This achievement is far below the ZEDP target of 30% and 40% NER for public and private pre-primary schools, respectively
The Zanzibar NER in primary education stood at 87.5% in 2014 against the set ZEDP target of 90% by 2014 which is an encouraging performance
Net enrolment rate (NER) for lower secondary education was 45.1% in against the set ZEDP target of 90 % by The progress is unsatisfactory. The MKUZA II target of 60% though more realistic, but not achievable as well.
In VTCs, total enrolments in three centers increased by about 45% from 400 in 2011 to 580 in 2014, a performance which has surpassed the ZEDP target of 20% increase. However, proportion of women to total enrolments has been around 30% compared to 70% of their counterpart men. This trend is the same for technical education at Karume Institute of Science and Technology (KIST)

7. Programme effectiveness.............continued
For tertiary education, the total number of students enrolled in tertiary education in 2013/14 is 4,485 (2468 females, 2017 males) which is about 54% from 2,910 students enrolled in This performance is above ZEDP target of 20% increase though it is below the 2015 MKUZA target of 6,000 students.
Percentage of pupils with special needs attending school increased slowly from 1.2% of the total enrolment in primary education in 2006 to 1.4% in 2013, the trend which points to low awareness and attitudes of community towards children with special needs.
The challenges facing inclusive education in Zanzibar includes shortage of teaching and learning materials, lack of reliable transport, unfriendly school infrastructures, low awareness and negative attitudes of the community towards children with special needs

8. Programme efficiency
Only about 70% of the planned outputs have been achieved. The implementation efficiency is therefore unsatisfactory
The preliminary financial data indicates a significant financing gap-averaging 35% from 2007/08 to date (July – Dec. 2014)
However, the efficiency in utilization of disbursed funds was impressive (sometimes above 100%)
With only below 60% (on average) of the projected funds disbursed, the realized outputs justify the amount of resource invested.
The program management structure was adequate to implement the program. However, there were weaknesses in terms of inadequate reporting of progress and measuring of impacts at levels (M&E).
ZEDP was highly centralized document. A substantial number of key stakeholders are not aware of the program

9. Programme Impacts
Programme impacts have been assessed in terms of school learning outcomes, school learning environment and educational efficiency
The performance of SACMEQ indicator which measures the minimum level of mastering in reading, numeracy and writing skills is unsatisfactory as it scored 34% out of the nationally targeted benchmark of 100% by 2015.
Transition rate to form three stood at 59.4 in 2013/14 which is far below the national target of 100% by 2015.
On Proportion of girls joining ordinary and advanced levels, the national target is to have 75% and 50% of girls joined ordinary and advanced level of secondary school, respectively. By 2013, the achievement was 62.9% and 14.2% for ordinary and advanced levels, respectively. This trend shows that education access for girls to tertiary levels may create a serious challenge if corrective measures are not taken
Survival rates to Primary 5 is encouraging, though fluctuating by years with the least being in 2002 of 79.0% and the highest in 2010 of 97.8%. Almost in all the years boys show higher survival rates than girls. This can be attributed to early marriages and teenage pregnancies. However, in recent years, the trend changed in favor of girls, which is a result of the different campaigns against child violence taken by the government and other stakeholders.
Pass rate for form II examination shows an increasing trend reaching at around 70% in 2014, though it is only about 30% to 60% who qualified to join Form Three

10. Programme Impacts..............continued
Pass rate for Std. VII is higher than other grades. However, the transition rate to Form I is higher than std. VII pass rate, indicating that a large number of students are entering secondary education without gaining the minimum competencies expected from primary education (“Free promotion”)
Form IV Pass rates with a high enough grade to progress to higher levels of education (i.e., Division I-III) for both male and female students also has been gradually decreasing annually, to below 10% for both male and female students by This applies to advanced level secondary education.
Compared to other grades, the completion rate in Zanzibar primary education system has been the highest and increasing over the years, however sometimes fluctuates due to change in repetition and dropout rates.
In secondary education, completion rate is much lower standing at 43% in 2012/13 and this is due to high dropout rate which stood at 64% by 2012/13.

11. Programme Impacts................continued
School learning environment has improved in terms of Textbook provision, Pupil-Teacher ratio, Pupil-desk ratio and availability of qualified teachers at all levels. However, issues of the sustainability and long life of the textbooks and slow procurement process of books, uneven distribution of teachers, poor teachers’ welfare and incentives needs to be addressed.
Availability of classroom and toilet infrastructures remain a challenge
Educational efficiency in Zanzibar as measured by the coefficient of efficiency, has been decreasing over time though higher in Primary than secondary level.

12. Emerging Issues Looking forwards the next ZEDP
What are the critical issues under each component?
Which priority targets should go to the NEXT ZEDP?
OPEN THIS DOCUMENT:

13. Key Recommendations
In Chapter Three, the report has given many specific recommendations in the form of strategic interventions which should be included in the forth coming ZEDP. The following are just an illustrative extract of these recommendations:

14. Recommendations
Concerted efforts to increase pre-primary enrolment is needed. Efforts should be directed to community awareness on the importance of education. Also a need to put in place conducive infrastructures (classrooms) and qualified teachers for that level
Continued improvement of school learning environment particularly construction and renovation of classrooms and toilet facilities
Inclusive education need to be more promoted through sensitization of the community to change their attitude towards people with special needs. Also a need to have adequate trained teachers and improve infrastructures in favour of pupils with special needs

15. Recommendations...........continued
More efforts is needed to expand access to higher education and TVET for girls
More teachers needs to be trained in Science and Mathematics subjects
Ensure teachers’ welfare and incentives (current entitlements) are complied with and consider further improvements
Provide special incentives for teachers working in “hard” environment to address the problem of uneven distribution of teachers.
More involvement of stakeholders in programme design, implementation and monitoring is needed to ensure maximum achievement of project objectives

16. Recommendations to focus on blocking factors
As already noted, the implementation of the plan faced critical blocking factors. These must be addressed more effectively in the next ZEDP. Accordingly, the following recommendations are put forward:
Ensure more coordinated and energized efforts to mobilize resources for the plan’s implementation. The Government needs to specifically set-up funding for supporting ZEDP.
Develop and implement a comprehensive monitoring and evaluation for ZEDP.
Provide key actors in ZEDP implementation with appropriately targetted capacity building – for example the M&E focal persons will need advanced training in M&E
Ensure that ZEDP’s work plans are effectively cascaded to each implementing actor within MoEVT at all levels of structure and promotes community involvement in the implementation.
Ensure that ZEDP targets are properly prioritised and linked clearly to workable resources mobilisation targets.

17. TOOLS TO SUPPORT THE NEXT ZEDP

18. Update and implement the M&E capacity building plan
Terms of reference for M&E focal officers group to support ZEDP implementation and reviews
Develop and regularly update a five-year ZEDP M & E work plan and budget
Manage the operationalization and maintenance of the M&E system for ZEDP.
Advocate for adequate financial and other resources for implementation of ZEDP M&E work plans.
Prepare, cost and disseminate annual M&E work plans for each department at MoEVT
Develop and manage all data sources which will be administered by MoEVT to support the implementation of ZEDP.
Undertake supervision and data auditing related to the implementation of ZEDP.
Develop and maintain a computerised ZEDP M&E database management system
Update and implement the M&E capacity building plan
Mentor and coach staff in all MoEVT departments in their various roles of implementing the M&E system
Produce and disseminate all specified M&E reports. These will include quarterly and annual progress reports of ZEDP implementation which should be presented to ZESC.

19. Review of Terms of Reference for ZESC
Advising on the most practical ways of mobilising resources to support ZEDP implementation.
Receiving and discussing proposals of annual implementation work plans for ZEDP.
Receiving of general reports on the education sector development in Zanzibar – problems, successes, strengths and weaknesses.
Receive progress report of ZEDP implementation and other education plans/projects.
Receive reports on ZEDP financial issues and the gap to be covered.
Propose to the Ministry the necessary steps/strategies to overcome the gaps and drawbacks facing ZEDP implementation and educational development in general.

20. Review of Terms of Reference for ZEDP Committee
From time to time follow and monitor the ZEDP implementation.
Receive and discuss draft quarterly and annual ZEDP implementation reports from the M&E focal persons group
Report on the ZEDP progress to the ZESC.
Take lead to the plan implementation through frequently reminding respective sectors of the Ministry.

21. THANK YOU SO MUCH FOR LISTENING
Ahsanteni
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