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Documentation of Partner Program Models

Instructions:

The goal of this tool is to document program models implemented by Firelight partners, to highlight the range of programs and their effectiveness. This documentation will be consolidated and be available to our partners and other peer organizations for their review, learning, and possible adaptation/application.

Most organizations run several programs. Please use this form to document one or two of your key programs. Use one form for each program model you are documenting. Please provide answers that are informative but brief (please follow the word limits provided). The goal is to provide a clear overview of the program, but not to overload the reader with too much information. The reader can always reach out to you for more information if they wish.

If a particular section is not clear, please reach out to the Learning & Evaluation team at Firelight ([email protected]) for clarification. If a particular section does not apply, indicate “Not applicable” or leave it blank.

Name of ProgramVutamdogo Program

Name of OrganizationTAHEA (Tanzania Home Economics Association) Mwanza

Section and Explanation ResponseOrganization descriptionProvide a short description of the organization – how it started, what its goals are, and the kinds of programs or services it provides. (100 words max)

TAHEA is a professional national non-governmental organization founded in March 1980, legally registered on October 14, 1980, and later given the certificate of NGO Compliance No. 1732 on December 4th, 2006 under the NGO Act. TAHEA Mwanza has grown in service provision, during the last 5 years; TAHEA Mwanza has been able to increase access to quality care, learning and development to 21,692 children aged 5-6 years in Ilemela and Nyamagana districts. In the last 2 years we piloted a literacy and numeracy program named VUTAMDOGO (Pull the Little One) in 5 communities of Ilemela district in Mwanza, Tanzania.

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Section and Explanation ResponseContext Describe the context, with specific attention to factors that affect the target population and the program. Highlight aspects of the policy environment, community environment, etc. that relate to your target population and program. (150 words max)

Education for All has done more to get children into school than to improve the quality of education. In the case of fishing communities where TAHEA Mwanza has its VUTAMDOGO program, the context issue is one of the contributing factors for children performing low in literacy and numeracy acquisition. The fishing sub-sector led to the growth of many fishing centers and the fisher folk life style situation led to school dropout, truancy, child labor, and low school enrolment, accounting for illiteracy among families today. Efforts made by the local government and nongovernmental organizations towards increasing school enrolment cannot be ignored, however, the increase in enrollment did not match that of the school infrastructure, thus issues of education quality started to be affected, resulting into poor teacher/pupil ratio, poor class/pupil ratio, book/pupil ratio, desk/pupil ratio, and in general, the schools’ learning environment started to be no longer supportive for children.

Challenge/s addressed by programDescribe specific challenges, problems, or issues that the program aims to address. For example, low levels of access to primary education, high levels of malnutrition, specific challenges faced by girls and young women, etc. (50 words max)

The increased enrollment in TAHEA targeted schools has led to poor Teacher/ Pupil ratio, which affects learner centered methodologies use in school, VUTAMDOGO program aims at improving child/ teacher ratio by improving child/ teacher interaction in learning how to read, write and doing mathematics in after school sessions.

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Section and Explanation ResponseOpportunity/ies addressed by program Describe specific opportunities or strengths that the program builds on. For example, perhaps the community is engaged and mobilized on a particular issue, or the youth in the community are energetic and eager to participate in a particular activity, or the organization’s staff recently received training on a particular skill, etc.(50 words max)

The energy and willingness of youths as a community resource, act as agents of change in their communities through participation and engagement in improving literacy and numeracy skills among children. TAHEA trains them on how to facilitate reading, writing and mathematics to children using adequate learning materials during afterschool sessions.

Target population Describe the target population(s) for the program – for children/youth include age range. (50 words max)

Children attending class 1 (2,000) Children attending class 11 (2,000) Youths (200) Parents Communities (5) Schools Teachers Local government

Needs / strengths assessment Were the target population’s needs and strengths assessed? How? What were the findings? (100 words max)

Ilemela district was one of the 38 out of 133 districts, including TAHEA target schools which were surveyed by UWEZO Organization in Tanzania in 2010 (Are Our Children Learning?), The findings were that, the time they enter standard 3, 100% of children should have basic competencies in literacy and numeracy. The reality is that by standard 3, 7 out of 10 children cannot read basic Swahili, 9, out of every 10 children cannot read Basic English and 8 out of every 10 children cannot do basic Mathematics. One of the recommendations of the survey was to focus on literacy and numeracy acquisition.

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Section and Explanation ResponseTheory of change Describe the theory of change held by the organization with regards to how this program effects change in the community.

A theory of change is like a roadmap that shows the contributing factors and pathways that are intended to lead to a desired change. A theory of change will usually involve one or two statements including the following components: (a) problems/needs/opportunities; (b) strategies; (c) target population; (d) short-term outcomes; (e) long-term outcomes.

For example: In ABC community, children under the age of 5 experience high levels of malnutrition(a – problem). Community members are eager to address this issue and improve their children’s health outcomes (a – opportunity). XYZ organization trains mothers and other caregivers to prepare nutritional foods using locally available, low-cost resources (b – strategy and c – target population) so that the mothers and caregivers can provide more nutritious meals to their children (d – short-term outcome), child malnutrition rates are

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Section and Explanation ResponseProgram description Describe the program – how it operates (type of program, content/curriculum if appropriate, frequency of program, number of beneficiaries). Also describe if the program links strategically with another program run by your organization, by another organization, by government, etc. (250 words max)

Vutamdogo is an innovation to improve literacy and numeracy among children attending class 1 and 11 in 5 fishing communities. The program looks for alternative ways of other people outside the classroom to participate in improving and promoting literacy and numeracy skills through community involvement. The program uses Youths as agents of change; the program is becoming popular and is being demanded for scaling up and replication to other communities. The program targets many areas of language development including building letter knowledge, phonological awareness, language and motivation to read, development of vocabulary, and receptive and expressive language development in promoting Literacy. In numeracy promotion, the program used cooperative games and storybook‐based activities to promote mathematical and literacy understanding while developing social skills. Games that reinforce basic numeracy skills, mental mathematics, problem solving, pattern sensing, concentration and critical thinking was promoted. Play was another avenue for learning in young children, and to make major contribution to the cognitive, physical, social, and emotional, development of children.

Focus of programWhat is the focus of the program (select all that apply)?

√Community engagement and empowerment√ Economic empowerment

Health HIV/AIDSNutrition

√Early childhood development√Primary education

Secondary education√Parenting√Psycho-social well-being√Child protection / child rights√Gender

Girls’ empowerment√Youth development√ Social accountability, advocacy, civic engagement

Other, please specify: ___________________

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Section and Explanation ResponseLength, frequency, duration How long is the program, what is the frequency of the program, and what is the duration of the program?Examples: Child comes to preschool for 4

hours (length) daily Monday through Friday (frequency), from September through May, from when the child is 3 years until s/he enters school (duration)

Home visits take place with each family for 30 minutes (length) each week (frequency), from when the child is identified as at risk until they are no longer at risk – average 6 months (duration)

Community members are invited to attend a two hour session (length) each month (frequency) on an ongoing basis (duration)

Radio segments are 5 minutes long (length) and are aired twice daily (frequency) during the month of January.

(50 words max)

The trained VUTAMDOGO facilitators will conduct after school sessions which will not exceed 2 hours per day, except on Saturdays where mobile mini libraries/ reading competitions will be scheduled in the morning for a three hours session.

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Section and Explanation ResponseCommunity engagement – general Describe if and how the program engages the community. Which community members are involved? What do they do? (150 words max)

The program puts responsibilities to Youths who had a privilege of accessing formal education (O- Level) to help younger children in their community to read, write and do basic mathematics in after school programs to support the country efforts to have educated people as Tanzania approaches its Vision 2025 . The VUTAMDOGO program is Youth-led; however Parents, Teachers/ Para Teachers, Community Leaders and the community at large have roles assigned to them for collective responsibilities to enable the program work successfully. The program takes into account that learning happens in a responsive and supportive home, school and community.

The participation of parents and the larger community is key for the program; Youth groups partner/ collaborate with the existing community systems and structures to have collaborative efforts in realizing the project goal. The primary school Teachers from the participating schools were facilitated with knowledge and skills on how to mentor youth facilitators in numeracy and literacy skills including play based approaches to make it fun after a long day in their schools. Children were supported in reading, writing and doing basic mathematics in reference to the curriculum content (class appropriate contents). Class 1 and 11 Teachers from the participating schools identified challenging items for children in reference to their classroom work in the 3 areas of reading, writing and basic mathematics and share them with youths during mentoring sessions. There were monitoring and evaluation teams which included parents, community leaders, schools, ward and district level education officials who participated in the follow-up and supervision of the Community Approach Model (VUTAMDOGO) in improving Literacy and Numeracy skills among children attending early primary school classes.

Community engagement – specific Please tell us if community members are informed, consulted with, or involved in decision-making at different stages in program development and evaluation.

Stage Community members are informed

Community members are consulted, surveyed, or interviewed

Community members participate / collaborate

Community members are involved in decision-making

N/A

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Section and Explanation ResponseMark Y in the boxes reflecting ways in which community members are engaged at different stages of program development and evaluation.

Assessment of needs, strengths, and priorities

Y Y Y Y

Developing program and/or action plans

Y Y Y Y

Identifying communities and/or recruiting participants for programs

Y Y Y

Implementing program Y Y Y YMonitoring implementation of program

Y

Evaluating outcomes of program

Y Y Y Y

Reflecting on progress and learning’s

Y Y Y Y

Revising program design and implementation based on learning’s

Y Y Y Y

Policy environmentDescribe if and how the program coordinates with, supports, complements, strengthens, or leverages existing policies or government structures. Describe also if and how the policy environment supports, complements, or deters the program.(100 words max)

The program supports the Tanzanian education policy that guarantees free primary education for all students. The policy has resulted in many cascading problems, which the Vutamdogo program addresses.

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Section and Explanation ResponseGovernment engagementDescribe if and how government is engaged with this program. (50 words max)

VUTAMDOGO program engages the local government at different levels, the community leaders play a bigger role as the program is community based; the Ward level and the Teachers’ Center Coordinator are supervisors for afterschool and backup support. Teacher’s College Tutor conducts master training on 3Rs; the Ward Officials mentors teachers and the youth facilitators.

Enablers Describe factors that enable successful implementation of the program. For example, holding meetings with district government to ensure their support, working closely with community leaders and establishing community ownership of the program, knowledge and skills in early childhood development at the organization, etc. (50 words max)

Youths are always mobile especially when they have no reliable income generation activities; there should be a parallel program which caters for their needs which include economic activities, leadership mentoring and later introduce them to community development support activities like VUTAMDOGO Program.

Limiters Describe factors that limit or challenge successful implementation of the program. For example, lack of vehicle to make field visits, challenges in the policy environment, lack of time to build relationships with communities, etc. (50 words max)

The Youth challenges as VUTAMDOGO facilitators include inadequate capital for individual income generation activities, limited access to credit schemes and for girl children who are early mothers need time off during late pregnancy, child delivery and child care, so replacement is done which sometimes with less skilled youths.

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Section and Explanation ResponseLocation(s) Describe the geographic location(s) in which the program has been successfully implemented (if there are areas where the program was unsuccessful, you can discuss these in the Lessons Learned / Additional Considerations section). Provide the name of the city, district, country, etc., and indicate whether it is an urban, peri-urban, or rural setting. (50 words max)

Bugogwa and Shibula are Rural Wards,in Ilemela district, Mwanza Region, VUTAMDOGO program operates in 5 communities and 8 schools namely, Nyamwilolelwa, Mhonze, Igombe, Bugogwa, Umoja, Masemele, Isanzu, and Kisundi.

Human resources required Describe the human resources required for successful implementation of this program (e.g., number of staff/volunteers involved in direct implementation and estimate amount of time dedicated to the project). (50 words max)

2 TAHEA full time staff, 4 wards level officials - part time (6 hours per week) 2 and 28 Class 1 and 11 Teachers and 8 School Head teachers (Volunteers), 18 Community leaders and 122 Youth Facilitators are involved in a program with 2,000 children per year.

Financial and material resources required Describe the financial and material resources required for successful implementation of this program (e.g., vehicle, refreshments, per diems, etc.)(50 words max)

1 Vehicle, 2 Motor Cycles, refreshment for youths, Facilitation fee during trainingLearning and teaching materials, Floor marts, Magazine costs, story books.

Community contributionsDescribe ways in which communities contribute human, financial, and/or material resources for the program. (50 words max)

Head teachers and Community leaders monitoring and follow-up visits time.

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Section and Explanation ResponseCost analysisWhat is the estimated cost per beneficiary? What is the estimated cost per community / center / group?If you are unable to calculate this estimate, please describe what information is available in your financial and beneficiary records, and what additional information you would need to gather in order to be able to calculate the cost analysis.(50 words max)

The cost per child is 35,600/= Tanzania Shillings per 2 years

Key stakeholdersDescribe who the key stakeholders are in this program, and if/how they are involved in programmatic decision-making. Stakeholders are people who have an interest in the program, such as implementers (program staff, volunteers, etc.), decision-makers, beneficiaries, etc. Decisions around where to implement the program or who participates in the program might be made only by program staff, or they might be made by or with others such as community leaders, headteachers, community health workers, district government, etc. (50 words max)

Children, Youths, Community Leaders, Teachers, Community members, Parents, Local government (Ward and District levels)

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Section and Explanation ResponseAdaptations Describe any ways in which the program can be adapted in different contexts and with different levels of human, material, and financial resources. (100 words max)

Mainstreaming into extra curriculum activities in schools Adult learning facilitation – as a government provision to citizens who never went to

formal school Accelerated classes for children who missed school – as a government provision to

children as a way of mainstreaming them in formal schooling. CBOs/ NGOs working with communities can use the approach in improving literacy

and numeracy skills in children, adults. The approach can be used in Conflict areas where people stay in refugee camps/

temporary settlements. It can be used by people who move from one place to another like pastoralists.

Monitoring, evaluation, and learningDo you have and use a plan to monitor, evaluate, and learn in this program? What indicators are you interested in? What data are you gathering? (100 words max)

-# of Community Based Groups engaged in Schooling of children.Data:1) Community Groups who support literacy and numeracy skills to class 1 and 11 children in after

school programs/ homes.2) Type of Community Support given to children for after school programs.

-% increase in children who perform well in Numeracy and Literacy skills in early primary classes. Data:

1) Children performance in reading, writing and mathematics (Terminal Examination results done at school level and VUTAMDOGO Examinations)

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Section and Explanation ResponseEvidence of impact/outcomes Describe any quantitative or qualitative changes observed in the community and/or target population as a result of this program. (150 words max)

VUTAMDOGO is implemented through Community Grantmaker program; it has been able to influence families and communities to support the program and its delivery at community level.

The Pilot Program has been able to achieve the following:

1) VUTAMDOGO Overall Children Performance 2014-2016

S/N SUBJECTS BASELINE 2014

% SCORE 2015

% SCORE 2016

CLASS I READING 34.08 44.36 68.38

WRITING 15.74 56.36 71.25

MATHEMATICS 27.36 47.93 69.13

CLASS II READING 60.02 64.56 77.88

WRITING 37.74 49.44 63.38

MATHEMATICS 41.84 52.54 68.25

2) 5 Children (3 Boys and 2 Girls) have been mainstreamed in Class III in formal Primary School.

3) 23 Adults (14 Females and 9 Males) know how to read and write.

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Section and Explanation ResponsePotential for sustainabilityWhat is the likelihood of this program sustaining itself in the years ahead? Please explain your reasoning. (50 words max)

TAHEA Mwanza works with Youth groups to enhance their existence in the community as Community Based Organizations who are functional and have the ability to mobilize community members and resources for their communities to develop as they link with the local government for support, they are better placed to serve the communities when they are capacitated.

Potential for scalabilityWhat is the likelihood of this program growing or being replicated by other organizations in the years ahead? Please explain your reasoning. (50 words max)

This project is paving way on how Tanzania as a country can learn from VUTAMDOGO approach as they and replicate it in other school communities to address the literacy and numeracy improvement among children through after school programs, which can be mainstreamed using the VUTAMDOGO Approach through extra curriculum school programs.

Potential for systemic changeWhat is the likelihood of this program resulting in systemic change in your community, district, or country? E.g. shifts in community norms, changes in policy, changes in service delivery. Please explain your reasoning. (50 words max)

It’s potential in improving writing, reading and mathematics skills in children by additional assistance in after school programs.

It’s potential of assisting children who missed school as an accelerating program to be mainstreamed in the school system.

It’s potential of facilitating adults in learning how to read and write within a very short time.

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Section and Explanation ResponseLessons learned and additional considerations Describe any lessons learned and/or additional issues that other organizations should consider if they want to implement or adapt this program (200 words max)

Lessons Learned1) Youth is a community resource which is always neglected, if there is an

inclusive system and engagement at the community level, they can actively participate in community development, however their specific needs as a group should be addressed first, and those needs include economic strengthening, community identity, and capacity development to enable them act/ engage with knowledge and skills to offer quality services.

2) After School literacy and numeracy programs are of bigger impact when the larger community is involved, the school partnership is present and the local government becomes part of the program.

3) Since the program depends on partnerships, collaborations and relationships, the program key actors should be the backbone of the program, and therefore, should be informed of what is happening at all times, feedback should be from all partners as the success depend on each playing his/ her role

4) The implementing organization should have good knowledge and skills in education programming and organizational development as innovations need to address challenges as they occur and coping strategies be in place to make the innovation to be meaningful, if not the program might fail.

Additional consideration:

1) Program Strengths The program is community based; it does not need external facilitation. The community itself becomes a part of the solution by utilization of the available

resources both human and non human.

2) Program Challenges The youth commitment depends on how the youth economic needs have been met/

addressed for it to be successful.

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Section and Explanation ResponseContact informationIf a person or organization wanted more information about this program, perhaps to adapt it for their context, who should they contact and how can they reach them? (Name, email, phone number, website)

For more Information send an email to:Name: Mary KabatiEmail: [email protected] or [email protected] Phone: +255 754 443226Website: tahea.or.tz.org

Additional resourcesPlease share any additional resources/references that would be helpful in understanding and/or implementing this program? (e.g., links to online documents, other organizations that have implemented similar programs, etc.)

TAHEA Mwanza work with the resource poor communities was awarded a Certificate of Recognition by Ilemela Municipal Council as a Social Corporate Partner in 2016, and in addition TAHEA Mwanza has been given a Certificate of Accreditation by Molly’s’ Network’ Assessors and Independent Assessment Panel recognizing TAHEA as an organization which is meeting the community needs in an effective and efficient way, accreditation period is from March 2016 to March 2018. TAHEA Mwanza is qualified to undertake the project.

Information filled out bySpecify the name, position, and contact information for the person who filled out this form. This will let us know whom we can reach out to if we have additional questions about the program model.

Mary KabatiProgram Coordinator – TAHEA Mwanza,TANZANIA

Date this form was filledSpecify the date this program model was documented. This will enable us to make sure we have updated versions of program models.

October 15, 2016

Photos providedWe would appreciate a few photos of the program if you have them.

Yes

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Section and Explanation ResponsePhoto consent available for each person in photosIf you do wish to provide photos, please indicate whether or not you have consent from the people in the photos for their publication/sharing. If you do not have permission, we will leave those photos out of any document we publish/share.

Yes

If you have any feedback on how to improve the structure of this form, please provide it here. Thank you!

Nil

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