Our Foundations approach is to provide a comprehensive, ‘360-degree’ support program, which targets the 60% of under qualified teachers in Tanzania. The program operate through a designated a ‘Teacher’s College’ in Arusha City, being a middle ground service, supporting teachers who have fallen between the cracks. Being under qualified, and often working in local non-profit, grassroots, or illegitimate schools, these teachers are currently not included in the limited support services available. The ‘Teacher’s College Centre’s’ program consists of three main initiatives:
Transforming racial equity in the education system has been central to the purpose of our program. The program has been designed to put the teachers in the driver’s seat of their own professional development so as to have the structures in place to continue in the absence of the Foundation. The collaboration part of the program adopts the idea of learner-centered education and applies it to professional development.
The expected outcome of our project, is to transform the education trajectory of disadvantaged children in Tanzania. In Tanzania, 80% of primary aged children are enrolled in some from of schooling, compared to only 25% in High School, and a mere 3.2% in their final two years. Whilst a number of factors contribute to this, a lack of quality teaching and education, means many remain illiterate and are prevented from continuing school. We aim to change this, particularly for female students, who are disproportionately targeted. By supporting teachers, and taking a 'top down' approach, we indirectly impact the lives of thousands of children and thus transforming education for a number of schools and communities. The project is designed to have a much higher ROI, as it’s extremely cost effective and impacts a large number or teachers through different key initiatives. Therefore an even higher number of children and communities are impacted. The ultimate goal is to ease poverty levels through education in disadvantaged parts of Tanzania. Studies show that for each year of schooling, girls can increase their lifetime earnings by 10-20%. As well, each additional year of school given to children per nation, raises average annual domestic product (GDP) growth by 0.37%.
We have a number of ways in which we can measure our programs success, and share lessons about the implementation and impact of our program. Through the 'Teacher College Centre' in Arusha, we currently have the capacity to support 200 teachers every year, across the three key initiatives. This translates to over 7,000 children in the classroom, who will be impacted by the program. We are able to measure our success, by not only assessing the teachers who take part in our key initiatives, through feedback, observation, and standardised assessments. We can also use the data from each Teachers group of students, to assess the learning outcomes throughout the year. As the program operates, particularly the 'collaboration initiative' , Teachers are accountable in assessing and documenting the progress made in their classroom at each session. These details are a clear indicator of the success of the program. From this hard evidence, and feedback we receive over the course of each year, we are able to draw clear assessments of the project, assess the highlights, where adjustments need to be made, and how we can continue to scale. All details of the program, and its success, will be documented on our website, social media platforms, EDMs, and with specific stakeholders, such as grant makers, throughout the year.