Our Projects

Tanzania
EQUIP-Tanzania

EQUIP-Tanzania was a six-year, GBP 80million, UKAID-funded grant programme in support of better learning outcomes at basic education level, especially for girls. It aimed to develop, implement and demonstrate best approaches to strengthen the quality of education originally in five, and subsequently in nine regions, ready for national scale-up within the structure of the national, Primary Education Development Programme Phase III (PEDPIII).

EQUIP-T targeted 2.3+ million, enrolled primary students and 47,446 Teachers in 30,478 Classrooms in 5,000+ Target Schools of 1,000+ Target Wards across 50+ Target Local Government Authorities in 9 Regions.

Component 5: Strengthened Learning & Dissemination of Results aimed to strengthen learning and the dissemination of results through national, regional, district and ward-based dialogue.

Under EQUIP-T, DAAS provided technical assistance during the period (2014-2019) to the Government of Tanzania (GOT), in support of the following areas:

  • To have reliable, timely and relevant measures of programme impact, outcome and output indicators as represented in the programme log-frame for use by the Managing Agent, Government of Tanzania, DFID and other interested stakeholders;
  • To have measures of the relevance, effectiveness and efficiency of inputs related to critical programme milestones associated with each activity and sub-activities, designed to meet programme outputs To achieve this, DAAS carried out the following interventions.
  • Policy: technical assistance to GOT in the development of the National School Information System (SIS) Roadmap, setting out the medium-term interventions and required resource to achieve national coverage of the SIS
  • Strategy: technical assistance to GOT to determine (i) the data, system and human capacity gaps/needs of the existing practice/coverage, (ii) development of performance management data requirements based on school-level quality assurance needs, (iii) architecture design to achieve an ICT system and (iv) processes and human resource to deliver real-time, accurate school performance data.
  • ICT: (i) technical assistance to GOT and the Managing Agent for the determination and supply of the ICT infrastructure (hardware and software) for schools, wards, districts and national level;(ii) technical assistance for the procurement and delivery of hardware including 5,500 tablets; (iii) medium-term, placement of technical assistance for on-the-job support to the President’s Office – Regional Administration and Local Government (PO-RALG) technicians responsible for SIS;and (iii) technical assistance to PO-RALG management Capacity Building: technical assistance to GOT and the Managing Agent for the development and implementation of national and sub-national capacity building programme for SIS users at each level of the education system, including national and sub-national support services/technicians.

Tanzania
Tusome Pamoja

Tusome Pamoja is a 5-year, USAID grant-funded program designed to provide technical assistance and resource to the Government of the United Republic of Tanzania (GoT) and the Government of the Revolutionary Republic of Zanzibar (GOZ) to strengthen the 3Rs (reading,writing, and arithmetic) performance of Tanzanian learners in Standards 1–4 and to pilot pre-primary interventions.

Key to the Program’s design is the GOT’s aim to increase the reading skills of Tanzanian primary school students through:

  • Improving reading instruction in the primary grades;
  • Increasing parental and community support for student reading; and, finally,
  • Improving the policy environment for reading. Tusome Pamoja is supporting 3,000+ schools and implemented in 4 regions of Tanzania mainland namely Iringa, Morogoro, Mtwara and Ruvuma and Zanzibar.

Under Tusome Pamoja, DAAS provided technical assistance during the period (2016-2018) to the Government of Tanzania (GOT), in support of the following areas:

  • To expand the SIS to provide reliable, timely, relevant continuous performance management data for the four mainland regions of Tanzania covered by Tusome Pamoja
  • To have reliable, timely and relevant measures of programme impact, outcome and output indicators for the GOZ. Not covered by the mainland Tanzania system
  • To have measures of the relevance, effectiveness and efficiency of inputs related to critical programme milestones associated with each activity and sub-activities, designed to meet programme outputs

To achieve this, DAAS carried out the following interventions:
Strategy :Technical assistance to GOZ to determine

  • The data, system and human capacity gaps/needs of the existing practice/coverage,
  • Development of performance management data requirements based on school-level quality assurance needs,
  • Architecture design to achieve an ICT system and
  • Processes and human resource to deliver real-time, accurate school performance data.

ICT :

  • Technical assistance to GOZ and the Tusome Pamoja Prime Contractor for the determination and supply of the ICT infrastructure (hardware and software) for schools, wards, districts and national level;
  • Technical assistance for the procurement and delivery of hardware including tablets;
  • Technical assistance to PO-RALG management

Capacity Building: technical assistance to GOT and GOZ and the Tusome Pamoja Prime Contractor for the implementation of sub-national capacity building programme for SIS users in the four regions covered by Tusome Pamoja.

Malawi
The Improving Secondary Education in Malawi (ISEM)

Improving Secondary Education in Malawi (ISEM) is a four-year (2017-21), EURO 36m, EU-funded secondary education project supporting improved learning outcomes through the greater decentralization of secondary education, as part of the Malawi Development Growth Strategy 3.

The project aims to improve access for and learning outcomes of students through the expansion of facility, institutional strengthening of the sub-national system to provide improved service delivery and human resource capacity building.

Under ISEM, DAAS provided technical assistance to the Government of Malawi (GOM), in support of the following areas:
i. To have a Secondary Education Performance Management Roadmap as a key pillar of the Secondary Education Decentralization Roadmap
ii. The aid the Head Teacher in the leadership and management of his or her school with a system that supports data-driven, decision-making at the facility level focusing on students’ performance and at the ‘close to school’ cluster level.
iii. To strengthen communication within and across schools, by providing a platform for communication about educational performance.

To achieve this, DAAS carried out the following interventions.
Policy: technical assistance to GOM in the development of a National Roadmap to put in place a Secondary Education Performance Management System

Strategy: technical assistance to GOM in the conceptual design/architecture for a school-level data management system and tool, feeding into and expanding the national Education management Information System (EMIS)

ICT: technical assistance to GOM for (i) the use of ICT as a tool for the achieving more rapid capture, processing and use of school level data by each of level go governance, especially school actors and quality assurors and, (ii) ICT (hardware and software) specifications to put in place system and processes

Capacity Building: technical assistance to GOM for the design of a national and sub-national capacity building programme.

Liberia

Females Teaching in Liberia

The numbers of female teachers in the Liberian Basic Education program is very small, both in quantity and as a percentage of employees. Rebuilding their participation to pre-war and equitable levels entails many levels of the system.

The MCC and the USAID Research team is working on the retention of females at the basic education levels. This is only the beginning for increasing participation of females in RTTI attendance and eventual employment in the basic education system.

This study will take up the status, reasons, and recommendations for increased participation of females in the teaching corps beginning at senior secondary and following those who enter teaching and are assigned to schools. What motivates females to stay in senior high school and complete it successfully; how can their motivation and feelings of efficacy be engendered to interest them or have them interested in teaching as a career; what is necessary to enable them to complete their RTTI training; and once assigned what is required to keep them in teaching and motivate them to do well.

Guyana

Draft Professional Standards for Teachers, Guyana 2010

The Ministry of Education is committed to ensuring that our teachers enjoy the status and recognition they deserve. In addition to creating structures aimed at delivering excellent educational outcomes, various strategies have been implemented to foster a developmental culture within which teachers can realize self-actualization.
Teachers now enjoy a better quality professional experience; fewer teachers are leaving the profession and we are attracting larger numbers of intelligent, enthusiastic young people to the profession.

There is, however, a tremendous amount of work to be done to solidify the professional standing of teachers and teaching.

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