1. Education in rural Tanzania : The COBET experience Addis Ababa, 7 th - 9 th September, 2005.

2. 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

3. 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

4. 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

5. Most vulnerable children: out of school

6. COBET centres’ Enrollment of orphans and other vulnerable children DistrictOrphansOther Male Female TotalMale Female Total Centres Songea Rural 3813 5112 20 32 4 Masasi47 26 7312 26 38 3 Ngara42 35 7718 20 38 3 Musoma Rural 38 43 81 4 Kisarawe64 30 94 4 Total276 173 449 68 78 146 18

7. 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

8. -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

9. 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

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11. 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

12. 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).

13. Lessons learnt 1.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

14. Thank you for listening!!