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Education in rural Tanzania : The COBET experience. Addis Ababa, 7 th - 9 th September, 2005. Background. COBET. Universal Primary Education achievement in 1970’s, 1980’s – (254% increase, Grade 1(1974-1978); - Gross Enrollment Ratio 98%; - 11,290 public facilities;

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education in rural tanzania the cobet experience
Education in rural Tanzania :The COBET experience

Addis Ababa,

7th - 9th September, 2005.

background
Background

COBET

  • 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.
what is cobet
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
cobet piloting
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
implementation
Implementation

COBET

  • 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
slide8

COBET for the Girls’ Education in rural areas

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 cycle3 Vs 7 years- Responsive Curriculum: (Life-Skills, HIV/AIDS)- Child-centered approach - Community participation - Safe environment - Maximum Time on Task

main results
Main results

COBET

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
challenges
Challenges

COBET

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

way forward
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).
lessons learnt
Lessons learnt

COBET

  • 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.