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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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.

11. Financing the programmes

12. 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
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$ 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%

13. 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

14. AHSANTENI SANA