Hesabu na Elimu Jumuishi (Arithmetic and Inclusive Education) Quarter 1 Progress Report October 1, 2019 through December 31, 2019
This document was produced for review by the United States Agency for International Development (USAID). It was made possible by the support of the American people through USAID and was prepared by RTI International for the USAID|Tanzania Tusome Pamoja Program.
Hesabu na Elimu Jumuishi (Arithmetic and Inclusive Education)
FY 2020 Quarter 1 Report Contract Period: GS-00F354CA-72062119M00002 Reporting Period: October 1, 2019, through December 31, 2019 Prepared for USAID|Tanzania United States Agency for International Development Contracting and Agreements Officer ATTN: Contracting Officer’s Representative
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Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report iii
Acronyms
3Rs Reading, Writing, and Arithmetic
BBC British Broadcasting Corp.
COL Community of Learning
COSTECH Tanzania Commission for Science and Technology
DPLA Decentralized Periodic Learning Assessment
DPO Disabled Persons Organization
FY Fiscal Year
GOT Government of the United Republic of Tanzania
IDP Inclusive Development Partners
KMEC Kwarara Media Education Center
LGA Local Government Authority
MOEST Ministry of Education, Science and Technology
MOEVT Zanzibar Ministry of Education and Vocational Training
OSHA Occupational Safety and Health Administration
PO-RALG President’s Office—Regional Administration and Local
Government
PORALGSD Zanzibar President’s Office – Regional Administration and Local
Government and Special Departments
PSA Public Service Announcement
PTP Parent–Teacher Partnership
Q Quarter
SBCC Social and Behavior Change Communication
SMC School Management Committee
SMS Short Message Service
TIE Tanzania Institute of Education
USAID United States Agency for International Development
ZIE Zanzibar Institute of Education
iv Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
Table of Contents
1. Program Overview......................................................................................................... 1
1.1 Objectives and Outcomes ......................................................................................... 2
2. Quarter 1 Progress ........................................................................................................ 4
2.1 Objective 1. Improve the quality of early grade arithmetic instruction ......................... 4
2.1.1 Outcome 1.1: School classrooms have appropriate teaching and learning materials necessary to facilitate the teaching of arithmetic ........................................ 4 2.1.2 Outcome 1.2: Teachers effectively use arithmetic teaching and learning materials in the classroom ......................................................................................... 5 2.1.3 Outcome 1.3: Schools provide leadership, management, coaching, and mentoring in support of arithmetic service delivery .................................................... 5
2.2 Objective 2: Improve the inclusivity of early grade education for children with disabilities ....................................................................................................................... 6
2.2.1 Outcome 2.1: Teaching and learning materials and training techniques take into account the needs of children with disabilities, especially of those with impaired vision ......................................................................................................................... 6 2.2.2 Outcome 2.2: Children with disabilities have access to and participate in schooling ................................................................................................................... 7
2.3 Key Activities Planned for Q2 FY 2020 .................................................................. 8 2.4 Key Meetings ......................................................................................................... 9 Arithmetic and Inclusive Education regional orientation meetings for key government officials from Education, Health, Social Welfare, Community Development and Quality Assurance departments (December 13th to 18th 2019). .................................................... 9 Inclusive Development Partners (IDP) inception trip (November 4th to 8th 2019) .............. 9 2.5 Additional Technical Accomplishments ............................................................... 10
2.5.1 Improve the inclusivity of early grade education for children with disabilities ... 10
3. FINANCE AND OPERATIONS ..................................................................................... 11
3.1 Procurement ............................................................................................................ 11 3.2 Human Resources ................................................................................................... 11 3.3 Finance ................................................................................................................... 11 3.4 Finance and Operations Drivers and Obstacles ...................................................... 13
4. APPENDICES ............................................................................................................... 14
Appendix A: Financial Statement, USAID Hesabu na Elimu Jumuishi During Quarter 1 (October Through December 2019) Fiscal Year 2020 ................................................... 14 Appendix B: Summary of International Short-Term Technical Assistance Visits During Quarter 1 (October Through December 2019) Fiscal Year 2020 ................................... 15 Appendix C: Anticipated International Travel During Quarter 2 (January Through March 2020) Fiscal Year 2020 ................................................................................................. 16 Appendix D: Deliverables Table ................................................................................... 17 Appendix E: Procurement Activities During Quarter 1 (October Through December 2019) Fiscal Year 2020 ........................................................................................................... 18
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report v
List of Figures
Figure 1. Hesabu na Elimu Jumuishi Results Framework ................................................ 3 Figure 2. USAID Hesabu na Elimu Jumuishi Monthly Expenditures During Quarter 1 (October Through December 2019) Fiscal Year 2020 ................................................... 12
List of Tables
Table 1. Target Districts, Wards, Schools, Pupils, and Teachers .................................... 2 Table 2. Outcome 1.1: School Classrooms Have Appropriate Teaching and Learning Materials Necessary to Facilitate the Teaching of Arithmetic ........................................... 5 Table 3. Outcome 1.2. Teachers Effectively Use Arithmetic Teaching and Learning Materials in the Classroom .............................................................................................. 5 Table 4. Outcome 1.3: Schools Provide Leadership, Management, Coaching, and Mentoring in Support of Arithmetic Service Delivery ........................................................ 5 Table 5. Outcome 2.1: Teaching and Learning Materials and Training Techniques Consider the Needs of Children with Disabilities, Especially of Those with Impaired Vision .............................................................................................................................. 6 Table 6. Outcome 2.2: Children with Disabilities Have Access to and Participate in Schooling ........................................................................................................................ 8 Table 7. Key Activities Planned for Q2 of FY 2020 .......................................................... 8 Table 8. Outcomes from Key Meetings or Visits ............................................................. 9 Table 9. USAID Hesabu na Elimu Jumuishi Beneficiary Expenditures (in U.S. Dollars) by Region During Quarter 1 Fiscal Year 2020 (October Through December 2019) ............ 12 Table A-1. Financial Report as of December 31, 2019 .................................................. 14 Table B-1. International Short-Term Technical Assistance Visits During Quarter 1 ....... 15 Table C-1. Anticipated International Travel During Quarter 2 Fiscal Year 2020 ............. 16 Table D-1. Deliverables Submitted Since Beginning of Activity ..................................... 17
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 1
1. Program Overview
On September 30, 2019, the United States Agency for International Development
(USAID) awarded the $13-million, 15-month (October 1, 2019–January 7, 2021)
Hesabu na Elimu Jumuishi (Arithmetic and Inclusive Education) Activity to RTI
International as lead implementer. RTI will build upon and complement the existing
USAID Tusome Pamoja primary education program, which RTI also implements, by
adding arithmetic and inclusive education programming and support through
intensive, targeted assistance to the same regional and local governments of
Zanzibar and four Mainland regions (i.e., Iringa, Morogoro, Mtwara, and Ruvuma).
Building upon the existing work and relationships developed under Tusome Pamoja,
USAID Hesabu na Elimu Jumuishi operates within government policies; collaborates
closely with the President’s Office—Regional Administration and Local Government
(PO-RALG), the Ministry of Education, Science and Technology (MOEST), as well as
the President’s Office – Regional Administration and Local Government and Special
Departments (PORALGSD) (Zanzibar), and the Ministry of Education and Vocational
Training (MOEVT) (Zanzibar); and implements activities through government
systems and structures. Through USAID Tusome Pamoja’s successful four years of
implementation, the Government of the United Republic of Tanzania (GOT) has
moved to adopt three core activities into national policy: Communities of Learning
(COLs), Parent–Teacher Partnerships (PTPs), and a Decentralized Periodic
Learning Assessment (DPLA). Hesabu na Elimu Jumuishi continues to build upon
this collaborative strategy to increase the sustainability, replication, and national
scale-up of interventions and to support Tanzania on its journey to self-reliance.
Specifically, Hesabu na Elimu Jumuishi provides targeted technical assistance and
support for the GOT to improve school-level instruction and learning of arithmetic,
which is the third R of the 3Rs (reading, writing, and arithmetic). The Activity is
working to create a more inclusive learning environment in schools where children of
all abilities have access to the educational opportunities needed to fulfill their
potential. Because of RTI’s presence in Zanzibar and the four Mainland regions
under Tusome Pamoja, Hesabu na Elimu Jumuishi has been able to quickly mobilize
and rollout the arithmetic trainings, by using the Tanzania Institute of Education
(TIE)–approved arithmetic modules, at the beginning of the new 2020 school year.
With technical expertise from Hesabu na Elimu Jumuishi’s subcontractor Inclusive
Development Partners (IDP), the Activity will assess the current status of GOT’s
inclusive education support, especially for children with disabilities, and will build
upon existing systems and capacity to strengthen the screening process for
identifying children with disabilities, especially those with low vision and hearing. In
addition, the Activity will provide to teachers and classrooms the training and support
materials needed to make their instructional practices more inclusive. The Activity will
also engage with communities to raise their awareness of the needs of children with
disabilities and demonstrate how to provide the necessary services and support to
allow them to more effectively learn the 3Rs (Table 1).
2 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
Table 1. Target Districts, Wards, Schools, Pupils, and Teachers
Target Area
Number of
Districts
Number of
Wards
Number of
Schools
Number of Pupils
Number of Teachers
Boys Girls Men Women
Iringa 5 106 481 33,492 32,917 194 437
Morogoro 9 213 841 85,839 85,446 515 807
Mtwara 9 191 663 94,513 91,625 758 399
Ruvuma 8 173 767 53,971 53,293 687 642
Zanzibar 11 0 290 96,163 79,465 324 1,596
Total 42 683 3,042 363,978 342,746 2,478 3,881
1.1 Objectives and Outcomes
There are two goals of Hesabu na Elimu Jumuishi. The first goal is to improve
lifelong learning skills (defined for this Activity as mastery of early grade arithmetic).
The second goal is to increase the inclusivity of primary education for children with
disabilities in Standards 1 and 2, as well as teachers and administrators in
government primary schools in Iringa, Morogoro, Mtwara, and Ruvuma regions, and
all Zanzibar regions.
These goals will be reached through successful achievement of two specific
objectives (Figure 1), which are discussed as follows:
Objective 1: Improve the quality of early grade arithmetic instruction
• Outcome 1.1 School classrooms have appropriate teaching and learning
materials necessary to facilitate the teaching of arithmetic
• Outcome 1.2 Teachers effectively use arithmetic teaching and learning
materials in the classroom
• Outcome 1.3 Schools provide leadership, management, coaching, and
mentoring in support of arithmetic service delivery
Objective 2: Improve the inclusivity of early grade education for children with
disabilities
• Outcome 2.1 Teaching and learning materials and training techniques take
into account the needs of children with disabilities, especially of those with
impaired vision
• Outcome 2.2 Children with disabilities have access to and participate in
schooling
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 3
Figure 1. Hesabu na Elimu Jumuishi Results Framework
This quarterly report is structured to reflect the Fiscal Year (FY) 2020 Annual Work
Plan. Specifically, Section 2.1 summarizes the implementation of planned activities,
including a Material Adaptation Workshop for Zanzibar modules, development of the
facilitator’s guide and notes, and development of a coaching and mentoring guide
and trainer’s notes. In addition, Section 2.1 discusses the orientation of Regional
Secretariats and Local Government Authorities (LGAs) regarding arithmetic and
inclusive education activities. Section 2.1 also discusses the implementation of
district-based surveys for support services for referral opportunities and the
development of a guide on characteristics of learning environments for children with
disabilities. The remainder of Section 2.1 describes the specific activities undertaken
during quarter (Q)1 FY 2020. Section 2.2 of the quarterly report summarizes the key
meetings held during Q1 FY 2020.
The appendices of this report present additional information, including technical
reports and program operational information (e.g., finance, travel, deliverables). The
appendices are organized as follows.
4 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
• Appendix A: Financial Statement, USAID Hesabu na Elimu Jumuishi During
Q1 (October Through December 2019) FY 2020
• Appendix B: Summary of International Short-Term Technical Assistance
Visits During Q1 (October Through December 2019) FY 2020
• Appendix C: Anticipated International Travel During Q2 (January Through
March 2020) FY 2020
• Appendix D: Deliverables Table
• Appendix E: Procurement Activities During Q1 (October Through December
2019) FY 2020.
2. Quarter 1 Progress
The Hesabu na Elimu Jumuishi Activity’s goals will be reached through successful
achievement of two specific objectives, as outlined in the FY 2020 Annual Work Plan.
This section of the report summarizes implementation of the activities during Q1 FY
2020, based on specific objectives and outcomes.
2.1 Objective 1. Improve the quality of early grade arithmetic instruction
2.1.1 Outcome 1.1: School classrooms have appropriate teaching and learning materials necessary to facilitate the teaching of arithmetic
During Q1 FY 2020, the Activity focused on supporting preparations for arithmetic
training (Table 2). The support ranged from conducting a competitive sourcing effort
to facilitate printing of five modules for teachers and five modules for trainers, to
printing the supplementary materials (cards, posters, and charts), to procuring
teaching aid kits and metal storage boxes. The sourcing and procurement of
technical assistance was also conducted during Q1 FY 2020. Details about the
procurement activities are presented in Appendix E of this report.
Additionally, during Q1 FY 2020, Hesabu na Elimu Jumuishi conducted a four-day
workshop for reviewing and adapting five TIE arithmetic trainer guides, as well as five
teacher modules and teaching aid kits for Zanzibar. The review and adaptation
exercise was conducted by 12 Zanzibar writers from the following institutions: three
from the Zanzibar Institute of Education (ZIE), two from MOEVT, two from PO-RALG,
and three program staff from Zanzibar (i.e., two Teaching and Learning Specialists
and one Inclusive Education Specialist), and two designers contracted by RTI. As
part of the workshop deliverables, all five of the TIE Arithmetic Trainer Modules, five
Teacher Modules, and teaching aid kits were adapted to suit Zanzibar use. These
modules were edited, designed, and printed and are ready for training during Q2 FY
2020.
A three-day workshop was conducted to develop trainers’ notes for arithmetic and
inclusive education. The aim of the trainers’ notes is to ensure consistency and
effectiveness in delivering arithmetic and inclusive content during the training. A total
of 15 participants attended the workshop. The attendees included four tutors, two
teachers, five program Teaching and Learning Specialists (one from Zanzibar), three
Inclusive Education Specialists, and one PO-RALG official.
By the end of the workshop, the final documents included the trainer’s notes and a
draft training plan (Master Trainers, District Training of Trainers, and rollout)
developed for Mainland and later adapted for Zanzibar. The materials were edited,
designed, and printed and are ready for use during Q2 FY 2020.
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 5
Table 2. Outcome 1.1: School Classrooms Have Appropriate Teaching and Learning Materials Necessary to Facilitate the Teaching of Arithmetic
Outcome 1.1 Status Deliverables or Scope
School classrooms have appropriate teaching and learning materials necessary to facilitate the teaching of arithmetic
Ongoing (five modules for Zanzibar adapted as pilot)
Adapt nine TIE-approved Arithmetic Modules for teachers
Completed Procure supplemental materials kits for each classroom
Completed Procure a kit of resources for creating extra teaching aids
2.1.2 Outcome 1.2: Teachers effectively use arithmetic teaching and learning materials in the classroom
The Activity will complete Outcome 1.2 during Q2 and Q3 FY 2020 (Table 3).
Table 3. Outcome 1.2. Teachers Effectively Use Arithmetic Teaching and Learning Materials in the Classroom
Outcome 1.2 Status Deliverables or Scope
Teachers effectively use arithmetic teaching and learning materials in the classroom
None Conduct training in January 2020 on number concepts and operations (Modules 3, 6, 7, 8, and 9)
None Conduct training in April 2020 on fractions and other domains (Modules 10, 11, 12, and 13)
2.1.3 Outcome 1.3: Schools provide leadership, management, coaching, and mentoring in support of arithmetic service delivery
During Q1 FY 2020, a three-day workshop was conducted to develop coaching and
mentoring guide and trainer’s notes for arithmetic and inclusive education (Table 4).
A total of 11 participants attended the training. The participants included officials from
PO-RALG, ADEM, program Teaching and Learning Specialists (one from Zanzibar),
program Inclusive Education Specialists, teachers, and Tusome Pamoja staff. The
final guide and notes for Mainland were developed and later adapted for the Zanzibar
context. These materials were edited, designed, and printed and are ready for use
during Q2 FY 2020.
Table 4. Outcome 1.3: Schools Provide Leadership, Management, Coaching, and Mentoring in Support of Arithmetic Service Delivery
Outcome 1.3 Status Deliverables or Scope
Schools provide leadership, management, coaching, and mentoring in support of arithmetic service delivery
Completed Incorporate content focused on arithmetic instruction into coaching and mentoring tools
Ongoing Provide two capacity building orientations for Ward Education Officers, Head Teachers, and Academic Teachers to strengthen their existing coaching and mentoring skills
Ongoing Create three self-learning handouts for use
6 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
by COLs
2.2 Objective 2: Improve the inclusivity of early grade education for children with disabilities
2.2.1 Outcome 2.1: Teaching and learning materials and training techniques take into account the needs of children with disabilities, especially of those with impaired vision
School-Based Screening of Pupils
Over the course of Q1 FY 2020, Hesabu na Elimu Jumuishi has further defined what
the screening process should entail. Complete reviews of the Zanzibar tools and the
proposed Mainland approach to screening have been conducted with IDP staff.
Recommendations on screening now focus on screening for vision and hearing only
because USAID’s policies and practices suggest that teacher screening for any
further learning difficulties is prone to misdiagnosis and runs the risk of falsely
identifying cognitive disorders. The tools that will be used for screening will be
recommended by IDP and finalized during a development workshop with government
actors during Q2 FY 2020.
As a first stage in this action, Hesabu na Elimu Jumuishi regional teams worked with
all LGAs during Q1 FY 2020 to identify referral and support services that may be
useful to schools and parents post-screening. These lists will be collated by the
regional teams, formatted and returned to LGAs for distribution to schools, and will
be used in conjunction with the screening process.
Teacher Training on Instructional Practices in Inclusive Education
During Q1 FY 2020, IDP and our Inclusive Education Specialists for Hesabu na
Elimu Jumuishi worked on the development of the teaching guides for arithmetic
training, ensuring that the best practices in teaching instruction and class
management were covered in the teacher training for the first Arithmetic Modules.
Existing teacher training materials for inclusive education were reviewed during Q1
FY 2020, and the Activity will work with government counterparts on the Mainland
and in Zanzibar to develop training during Q2 FY 2020.
Minimum Package of Materials for Schools, Particularly for Children with Low Vision
An investigation of possible support materials that will be used in the “minimum
package” began during Q1 FY 2020. The items that will be selected for procurement
and distribution will be finalized during the Screening Tools Workshop and the
Teacher Training Development Workshops, so that they are in-line and mutually
supportive of these two activities. Final selection of items and procurement will be
conducted during Q2 FY 2020.
Table 5. Outcome 2.1: Teaching and Learning Materials and Training Techniques Consider the Needs of Children with Disabilities, Especially of Those with Impaired Vision
Outcome 2.1 Status Deliverable or Scope
Teaching and learning materials and training
Ongoing—Referral lists
Conduct school-based screening of pupils
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 7
techniques take into account the needs of children with disabilities, especially of those with impaired vision
developed
Ongoing—Inclusive education in arithmetic materials and development planned
Conduct teacher training about instructional practices in inclusive education
Ongoing—Items researched and workshop planned
Identify and procure the minimum package of materials for schools, particularly for children with low vision
2.2.2 Outcome 2.2: Children with disabilities have access to and participate in schooling
Operational Research
The research topic was defined during Q1 FY 2020 as research investigating the
household, community, school, and institutional barriers that limit access to
education for children with disabilities. The research will be further defined and
agreed with PO-RALG and MOEST/ MOEVT during Q2 FY 2020, after which
permissions will be sought to conduct this research. The research will be conducted
as soon as permission is granted by the Tanzania Commission for Science and
Technology (COSTECH). This research will be managed by IDP, with support from
RTI regional offices.
SBCC Campaign—Soma Nami Radio Program and SMS Messaging
During Q1 FY 2020, RTI contracted an Expert Technical Consultant who has worked
with the Tusome Pamoja social and behavior change communication (SBCC) radio
broadcasting, first through British Broadcasting Corp. (BBC) Media Action and later
as an independent contractor. During December 2019, the Expert Technical
Consultant launched negotiations and contracting of the regional radio partners to
continue the series known as the Soma Nami radio program. All regional radio
stations have agreed to produce and air the program weekly, focusing on inclusive
education. The regional broadcasts will be supplemented by centrally produced
dramas and public service announcements (PSAs) that address key inclusive
education issues. The dramas and PSAs will be produced early in Q2 FY 2020, and
the first broadcasts of the re-focused Soma Nami radio program will launch soon
after (Table 6).
Zanzibar will develop its own dramas and PSAs through the Kwarara Media
Education Center (KMEC) to reflect the different culture and language of the islands.
In addition, Zanzibar will also broadcast the Soma Nami radio program at no cost
through the government radio station, ZBC.
Community Mobilization
With two rounds of community-based training and action planning to be implemented
during FY 2020, the work to define the first training focus began during Q1 FY 2020.
The topic areas in discussion are as follows:
8 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
• Addressing barriers to school access and performance (more likely as the
second topic because it will be informed by the operational research)
• Creating an enabling environment for the improved learning at home by
children with disabilities
• Creating school clubs for peer support and student-led actions for social
welfare awareness and response to challenges.
Table 6. Outcome 2.2: Children with Disabilities Have Access to and Participate in Schooling
Outcome 2.2 Status Deliverable or Scope
Children with disabilities have access to and participate in schooling
Ongoing—Topic defined
Conduct operational research on school access for children with disabilities
Ongoing—Contracts developed and topics defined
Conduct the SBCC campaign—Soma Nami radio program and short message service (SMS) messaging
Ongoing—Topics under investigation
Support community mobilization
2.3 Key Activities Planned for Q2 FY 2020
Table 7 provides an overview of the key activities to be conducted during Q2
(January through March) FY 2020.
Table 7. Key Activities Planned for Q2 of FY 2020
Improve the Quality of Early Grade Arithmetic Instruction
Conduct the Orientation Workshop for key GOT stakeholders and identify the Technical Working Group for Inclusive Education
Conduct the Adaptation Workshop for Zanzibar modules (four remaining Arithmetic Modules)
Conduct a workshop to develop the facilitator guidance notes
Conduct training of teachers of Standards 1 and 2 in the regions of Iringa, Morogoro, Mtwara, Ruvuma, and Zanzibar (Master Trainers, District Training of Trainers, rollout 1 and 2)
Conduct coaching and mentoring training of Ward Education Officers, Head Teachers, Academic Teachers, and Exemplary Teachers
Conduct a workshop on the development and distribution of three self-learning handouts on identified gaps for teaching arithmetic
Improve the inclusivity of early grade education for children with disabilities
Conduct a review of existing screening tools and methods and explore options for screening vision and hearing
Conduct a workshop to determine which screening tools and protocols should be used for vision and hearing and field test and finalize the screening tool
Procure screening instruments and materials for training
Conduct training on the screening tool to Social Welfare Officers, Community Development Officers, Health Officer, and teachers
Develop a document about the best practices for educating students who are deaf
Integrate the universal design of learning principles in arithmetic trainings and other teacher support materials for Tusome Pamoja and Hesabu na Elimu Jumuishi
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 9
Review existing and approved training materials for inclusive education and adapt for the June (FY 2020) inclusive education training
Field test and finalize the training materials
Identify the content and quantity of the minimum package, including the workshop for stakeholders, and test and validate the minimum package
Develop tools and the operational research concept note and recruit data collectors
2.4 Key Meetings
Hesabu na Elimu Jumuishi conducted a few key meetings with senior government
counterparts and funding partners during Q1 FY 2020. These meetings focused on
reaching agreements regarding the updated strategy for Activity implementation and
regarding key policy issues needed for Activity institutionalization or sustainability.
Table 8 summarizes these meetings and highlights the key outcomes.
Table 8. Outcomes from Key Meetings or Visits
Tittle of the Meeting or Visit
Key Outcomes
Arithmetic and Inclusive Education regional orientation meetings for key government officials from Education, Health, Social Welfare, Community Development and Quality Assurance departments (December 13th to 18th 2019).
The 1-day meeting with the key regional and district actors provided a platform for presentation and discussions of Arithmetic and Inclusive Education activities. Among others there were useful discussions for clarification on implementation modalities, linkages to existing structures and institutions and potential roles to be played by various actors.
Further to presentations and discussions, LGAs plans for collection of information on available referral support services were developed and agreed up on. The information are expected by end of January 2020.
Inclusive Development Partners (IDP) inception trip (November 4th to 8th 2019)
Meetings held with Ministry of Education (Zanzibar), five Disabled People Organizations (DPOs), Tusome Pamoja staff and visits to two primary schools during a five-day trip of two IDP specialists served as a platform for further understanding of the situation on the ground and thus shaping the focus of Arithmetic and Inclusive Education interventions. Below are the key outcomes of the visit per areas of discussion:
Screening; proposed teachers to be trained to conduct screening for identification of hearing and vision disabilities of all children. Proposed identification of universal design of learning classroom-based support and testing resources in the community, for referrals for children with potential hearing and vision disabilities
Teacher Training and Learning Materials; discussions and resolution on adapting Sense International materials for teacher training with Universal Design for Learning (UDL) approach. The latter will embrace ways to differentiate instructions to serve all children, including children with disabilities. This will impact children with a range of learning
10 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
Tittle of the Meeting or Visit
Key Outcomes
difficulties including those with hearing and vision disabilities
Characteristics of Learning Environment; agreed on three components that Arithmetic and Inclusive Education activity will be supporting to contribute to a learning environment that is conducive to children with disabilities. These include: first, teachers trained in the principles of UDL that cater for children with hearing and vision disabilities; second, accommodation for children with vision disabilities, including magnifying glasses and book stands for students who have low vision and, third, modification to classroom environment to support students with vision or hearing disabilities such as placing students who have low vision or low hearing in the front of the class.
Soma Nami Radio themes; proposal on having resource groups that include DPOs and parents of children with disabilities among others. The groups will be choosing themes for Soma Nami radio as well as gather feedback to draft messages prior to airing for mass consumption
Zanzibar; gaining of insights on progress and limitations of Inclusive Education in Zanzibar through discussions of historical and contextual background of Inclusive Education in Zanzibar. The coverage of teacher training and screening and the overall challenges of inclusive education in Zanzibar were largely discussed.
The following three were cited as challenges facing inclusive education in Zanzibar: low capacity of teachers mainly due to lack of focus on Inclusive Education during pre-service, a lack of a common understanding of the concept of Inclusive Education and limited data on inclusive education. Zanzibar has data for only 50 schools out of a total number of 290 schools. A survey is being proposed in order to establish the situation of children with disabilities.
2.5 Additional Technical Accomplishments
This subsection of the report provides more information about key activities and highlights
technical work not specifically outlined in the FY 2020 Annual Work Plan regarding activities
and deliverables. During the implementation of the key activities, many issues are identified
collaboratively with GOT counterparts and are addressed through corresponding additional
activities. Many of these supplemental activities are critical to the long-term sustainability
and uptake of the intervention and are good examples of the adaptive learning and
sustainability ethos of Hesabu na Elimu Jumuishi.
2.5.1 Improve the inclusivity of early grade education for children with disabilities
The following activities were conducted to further improve the inclusivity of early
grade education for children with disabilities:
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 11
• Hiring our six Inclusive Education Specialists for regional deployment was
completed during Q1 FY 2020, and each of the regional offices has an
Inclusive Education Specialist in place in January to support Hesabu na Elimu
Jumuishi activities.
• Launching the orientation workshops occurred in all regions, and the activities
planned have been met with enthusiasm from government counterparts from
central, regional, and district levels.
• Networking with DPOs and with inclusive education actors from civil society in
Tanzania is underway, and consultative groups will be formed at the national
and regional levels. These reference groups will support material
development, SBCC messaging, action plans, and project approaches.
3. FINANCE AND OPERATIONS
Hesabu na Elimu Jumuishi operations focused on supporting inception and
implementation of its activities in the regions. Activities supported included procuring
arithmetic and inclusive education materials; developing and conducting District
Training of Trainers arithmetic trainings, inclusive education Master Trainer training,
and the TIE Module Adaptation Workshop; and developing and conducting the
Coaching and Mentoring Guide Workshop. The activities implemented during Q1 FY
2020 set a tone for the major trainings that will occur during Q2 and Q3 FY 2020.
3.1 Procurement
Procurement activity during Q1 FY 2020 focused on supporting preparations for the
arithmetic training. The support ranged from conducting a competitive sourcing effort
to facilitate printing of five modules for teachers and five modules for trainers, to
printing the supplementary materials (cards, posters, and charts), and to procuring
teaching aid kits and metal storage boxes. The sourcing and procurement of
technical assistance was also conducted during Q1 FY 2020. Details about the
procurement activities are presented in Appendix E of this report.
3.2 Human Resources
Human resources activities focused on recruiting project staff: a Regional Inclusion
Specialist for five regions, a Arithmetic and Inclusion Specialist, and a
Communication and Knowledge Management Specialist. Additional human
resources activities include FY 2020 goal setting of Activity staff, medical checkups
for staff members as required by the Occupational Safety and Health Administration
(OSHA), and finalization of the risk assessment and its report. More activities include
following up on mandatory trainings, FY 2020 goal setting for the Activity in the
system. Planning orientations for onboarding staff members are ongoing. There is an
increase in oversight over procurement sourcing efforts. Procurement of first aid kits
for Dar and regions.
3.3 Finance
In October through December 2019, the finance team supported the inception of
Hesabu na Elimu Jumuishi officially started on October 1, 2019. Planning, budgeting,
and preliminary activities commenced in mid-October 2019. The activities that were
supported included the following: implementing arithmetic and inclusive education
activities in the regions;procuring arithmetic and inclusive education materials;
developing and conducting District Training of Trainers arithmetic trainings, inclusive
12 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
education Master Trainer training, and the TIE Module Adaptation Workshop; and
developing and conducting the Coaching and Mentoring Guide Workshop. The
activities implemented during Q1 FY 2020 set a tone for the future continued
activities.
The program expenditures were slightly lower in November 2019 compared with
October and December 2019 (Figure 2). The Hesabu na Elimu Jumuishi beneficiary
expenditures (in U.S. dollars) by region during Q1 FY 2020 are presented in Table 9.
Figure 2. USAID Hesabu na Elimu Jumuishi Monthly Expenditures During Quarter 1 (October Through December 2019) Fiscal Year 2020
Table 9. USAID Hesabu na Elimu Jumuishi Beneficiary Expenditures (in U.S. Dollars) by Region During Quarter 1 Fiscal Year 2020 (October Through December 2019)
Items Dar Iringa Morogoro Mtwara Ruvuma Zanzibar Total
Workshop/training—-Servicesa
Workshop/training—-Mealsb
Workshop/training—Transportationc
Workshop/training—Materialsd
Materials
Total expenses
a Services includes venue cost, conference package, and mobile money disbursement
charges. b Meals includes refreshment and per diem.
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 13
c Transportation includes transport allowance and fuel reimbursement.
d Materials includes stationery and printing.
3.4 Finance and Operations Drivers and Obstacles
During Q1 (October through December 2019) FY 2020, Hesabu na Elimu Jumuishi
was in its inception phase; therefore, setting operational standards and adopting the
tools to be used were key tasks. In addition, the following tasks were completed:
continuously checking on the contractual obligation requirements, following up on the
charge codes and respective charges, building capacity of staff regarding this type of
contract (material and labor), and checking on operational systems and their abilities
to detect potential risks.
14 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
4. APPENDICES
Appendix A: Financial Statement, USAID Hesabu na Elimu Jumuishi During Quarter 1 (October Through December 2019) Fiscal Year 2020
Recipient: RTI International
Award Number: Prime Contract AID, GS-00F-354CA, USAID Hesabu na Elimu Jumuishi
Performance Period: January 12, 2016 Through January 11, 2021
Table A-1. Financial Report as of December 31, 2019
A B C D E W=C+D+E G=B–W H=A–W
Result Description
Original or Revised
Total Estimated
Cost
Obligated Amount to Date
Total Billed
Accruals Outstanding Commitments
Total Expended
to Date
Balance Remaining
of Obligated
Balance Remaining
of Total Estimated Cost
USAID Hesabu na Elimu Jumuishi
15 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
Appendix B: Summary of International Short-Term Technical Assistance Visits During Quarter 1 (October Through December 2019) Fiscal Year 2020
Table B-1. International Short-Term Technical Assistance Visits During Quarter 1
Staff Name
Position Dates of Visit
Travel Origin and Destination
Purpose of Visit
Education Analyst
Oct 14-25 Washington DC, USA and Dar-Es-Salaam
Provide additional training and support to Finance Director including training on cost reporting and tracking for AIE
Onboard subcontractor, IDP, for AIE award
Review and provide feedback on Communications Strategy for the final year of the program
Senior Program Manager/AIE Mobilization Lead
October 7-29
North Carolina, USA and Dar-Es-Salaam
Onboarding of key personnel;
Orientation of AIE for Tusome Pamoja staff also working on AIE;
Finalization of mobilization plan;
Work planning with Dar and regionally-based staff members
IDP Inclusion Advisor
Nov 2-8 Washington D.C and Dar-Es-Salaam
Initial preparations to conduct situational analysis to assist in defining what will constitute the minimum package for classroom learning environments for
CwD
Provide support to defining initial themes to support inclusive education via Soma Nami radio broadcasts and SMS messaging (operational research will later inform).
IDP Inclusion Advisor
Nov 2-8 Kansas, USA and Dar-Es-Salaam
Develop workplan for the entirety of the IDP subcontract life of project in partnership with the AIE technical staff
16 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
Appendix C: Anticipated International Travel During Quarter 2 (January Through March 2020) Fiscal Year 2020
Table C-1. Anticipated International Travel During Quarter 2 Fiscal Year 2020
Name Position Date of Visit Travel Origin and Destination
Purpose of Visit
Senior Program Manager/AIE Mobilization Lead
February 23-March 7
North Carolina, USA and Dar-Es-Salaam
Finalize partnerships with resource organizations
Inclusive Education Consultant (IDP)
February 23-29 Accra, Ghana and Dar-Es-Salaam
Facilitate five-day screening and minimum package workshop
Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020 17
Appendix D: Deliverables Table
Table D-1. Deliverables Submitted Since Beginning of Activity
Deliverable Status
Branding Implementation Plan and Marking Plan
• Submitted to the U.S. Agency for International Development (USAID) on October 8, 2019
• Approved by USAID on January 3, 2020
Mobilization Plan • Submitted to USAID on October 10, 2019
• Approved by USAID on November 25, 2019
Quality Assurance Surveillance Plan • Submitted to USAID on October 16, 2019
• Under review by USAID
Public Events and Meeting Plan • Submitted to USAID on November 6, 2019
• Submitted to USAID on December 4, 2019
• Submitted to USAID on January 6, 2020
Training and Mentoring Plan • Submitted to USAID on December 1, 2019
• USAID acknowledged receipt on December 2, 2019
Guide to Minimum Required Characteristics for Children with Disabilities
• Submitted to USAID on December 1, 2019
Fiscal Year 2020 Annual Work Plan • Submitted to USAID on December 30, 2019
• Under review by USAID
Activity Monitoring, Evaluation, and Learning Plan
• Submitted to USAID on December 30, 2019
• Under review by USAID
Project Fact Sheet • Submitted to USAID on December 30, 2019
• Under review by USAID
Cost Reporting for Educational Activities Cost Reporting Manual
• Submitted to USAID on December 31, 2019
• Under review by USAID
18 Hesabu na Elimu Jumuishi Activity Q1 Quarterly Report FY 2020
Appendix E: Procurement Activities During Quarter 1 (October Through December 2019) Fiscal Year 2020
Supplies and Services Activity
Printing of the Arithmetic Module for Facilitators
• Five modules, totaling 34,560 units, of which 8,190 units are arithmetic, have been printed.
• The Arithmetic Module for facilitators has been printed for Mainland schools, followed by Zanzibar schools.
Printing of Arithmetic Module for teachers • Five modules, totaling 62,080 units, and 11,090 Arithmetic Modules for teachers have been printed for Mainland schools and Zanzibar schools
Procurement of teaching aid kits • Stationery materials have been procured; supply is in progress.
Distribution of the Module for teachers, the Module facilitators and teaching aid kits
• Distribution is in progress; module distribution will be completed January 17, 2020; distribution of the teaching aid kits will be extended to end of January.
Printing of cards • Four types of cards will be printed, each type will amount to 88,390 for Mainland.
• A total of 20,298 cards for Zanzibar have been printed; printing will be completed on January 30, 2020.
Printing of charts and posters • Eight types of charts and posters, amounting to 4,529, have been printed for Mainland.
• A total of 1,581 charts and posters have been printed and packed for Zanzibar; distribution awaits the completion of cards.
Procurement of metal storage boxes • A total of 5,940 units of galvanized metal storage boxes have been contracted; completion is expected at the end of January 2020.