| Project Detail |
The development objective of the Zanzibar Improving Quality of Basic Education Project for Tanzania aims to improve teaching competencies and learning outcomes and reduce the gender gap in transition rates within basic education. The project comprises of four components. The first component, strengthen teacher effectiveness aims to strengthen content-knowledge and pedagogical skills of pre-service and in-service primary and lower secondary teachers, especially in the core areas of English, Mathematics and Sciences. It consists of following sub-components: (i) teacher competencies and skills; (ii) digital content and digital skills; and (iii) pre-service teacher training. The second component, strengthen teacher support aims to strengthen core parts of the education ecosystem that support teachers and teaching practices in the classroom. It consists of following sub-components: (i) inspectorate reform; (ii) large-scale assessment; (iii) teaching and learning materials; and (iv) data systems strengthening. The third component, support conducive learning environments aims to improve the learning environment in the most underserved areas by reducing class sizes and building schools which are closer to communities. It consists of following sub-components: (i) targeted school construction; and (ii) boys and girls’ science and leadership program. The fourth component, strengthen systems and support project management aims to strengthen capacity and systems at all levels to support the effective achievement of project results while adhering to corporate safeguards and requirements, including those pertaining to fiduciary functions and monitoring, reporting and evaluation. It consists of following sub-components: (i) capacity building for effective sector and reform management; (ii) teacher reforms; and (iii) project management, monitoring, and evaluation.
The development objective of the Zanzibar Improving Quality of Basic Education Project for Tanzania aims to improve teaching competencies and learning outcomes and reduce the gender gap in transition rates within basic education. The project comprises of four components. The first component, strengthen teacher effectiveness aims to strengthen content-knowledge and pedagogical skills of pre-service and in-service primary and lower secondary teachers, especially in the core areas of English, Mathematics and Sciences. It consists of following sub-components: (i) teacher competencies and skills; (ii) digital content and digital skills; and (iii) pre-service teacher training. The second component, strengthen teacher support aims to strengthen core parts of the education ecosystem that support teachers and teaching practices in the classroom. It consists of following sub-components: (i) inspectorate reform; (ii) large-scale assessment; (iii) teaching and learning materials; and (iv) data systems strengthening. The third component, support conducive learning environments aims to improve the learning environment in the most underserved areas by reducing class sizes and building schools which are closer to communities. It consists of following sub-components: (i) targeted school construction; and (ii) boys and girls’ science and leadership program. The fourth component, strengthen systems and support project management aims to strengthen capacity and systems at all levels to support the effective achievement of project results while adhering to corporate safeguards and requirements, including those pertaining to fiduciary functions and monitoring, reporting and evaluation. It consists of following sub-components: (i) capacity building for effective sector and reform management; (ii) teacher reforms; and (iii) project management, monitoring, and evaluation. |
