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Evaluation database

Evaluation report

2015 Tanzania: Evaluation of TUSEME Programme in Tanzania



Author: Prof. Kitila Mkumbo, Dr. Nandera Mhando, Dr. Richard Shukia

Executive summary

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Background:

TUSEME is a an approach that has been implemented by the Forum for African Women Educationists (FAWE) with the support of UNICEF which aims to empower girls to understand and overcome problems that constrain their social development, including academic achievement. TUSEME in Kiswahili means Let’s Speak Out’. Through TUSEME, girls are empowered to speak out on  problems, find solutions and take appropriate action to address the identified problems.
TUSEME was designed in 1996 by the Department of Fine and Performing Arts of the University of Dar es Salaam (UDSM) in response to girls’ poor educational attainment. In 1999, the TUSEME approach was adopted by the Ministry of Education and Culture as one of the Ministry’s pioneering projects.
TUSEME started with seven secondary schools in five regions. It then expanded to 27 schools in Tanzania initially focusing on Form Two students and then to cover the entire secondary school cycle. To date, the programme activities have been mainstreamed into the SEDP and replicated into 237 Secondary Schools. Since 2004, more than 600 secondary school teachers and about 17,600 secondary school students have been trained on the TUSEME approach (FAWE, 2015).
Furthermore, TUSEME was later on replicated at primary school level in 21 districts, with more than 400 primary schools. More than 600 teachers and more than 310 district officials were trained on the establishment of TUSEME clubs.
Additionally, TUSEME provides a framework for girls’ and boys’ acquisition of skills to effectively participate in transformation of gender relations to eliminate discrimination and inequalities in society. Thus, the key objective of TUSEME is to promote equitable participation between boys and girls by having affirmative action for developing leadership skills for girls.

Purpose/Objective:

The purpose of this evaluation was to examine the relevance, effectiveness, efficiency, impact, sustainability of the implementation of TUSEME programme.

Methodology:

Data for this evaluation came from  questionnaires (for pupils), interviews (for head teachers, TUSEME programme focal teachers at school level, district education officers and focal persons), focus group discussions (for teachers and parents) and content analysis of relevant documents. Data collected was in the form of opinions and views of key players involved in the programme as well as key statistics gathered from questionnaires that indicate the direction of various programme indicators. Both qualitative and quantitative methods were used in the data analysis.

Findings and Conclusions:

The participatory approach of TUSEME is the hallmark of the project’s success story. Through the school clubs, TUSEME has provided young people with a unique platform to express their ideas, identify issues and take appropriate measures to address various problems that confronted them. As such, TUSEME has become an important avenue for leadership training for young people.
Through the participatory approach embedded in the TUSEME model, teachers’ teaching approaches  have been challenged. Though, this evaluation did not involve assessing the impact of TUSEME on teaching effectiveness, it is clear from the anecdotal evidence that the TUSEME’s participatory approach has been infectious to teachers participating in the programme, as well as at the school level generally.
The benefits of TUSEME were widely appreciated by the participants. This is partly because the challenges that TUSEME addresses are the challenges that young people face on daily basis.
Intriguingly, TUSEME has been able to realize unintended achievements. For example, because pupils have become confidently more expressive of their problems, they are now able to report to authorities when teachers are absent. 
Through the provision of life skills training in sexual and reproductive health, it is evident that young people participating in TUSEME clubs had a relatively higher level of comprehensive knowledge about HIV and AIDS than their peers at the national level.
TUSEME is widely and broadly supported by a wide array of key stakeholders, including teachers, head teachers, school committees and district council authorities. Furthermore, TUSEME activities are implemented within the school calendar with little interference of the normal school routine. Additionally, the TUSEME objectives and its implementation approach are relevant and complimentary to the national development policy frameworks. All these factors provide a fertile ground for sustaining the TUSEME beyond donor funding.

Recommendations:

  • TUSEME should be scaled up to other schools that are not yet participants.
  • MOEVT and PMO-RALG should mainstream the gender responsive approach in the teacher professional development programmes
  • For effective evaluation of TUSEME in future; Baseline data should be collected and a monitoring and evaluation framework for the programme developed; MOEVT and UNICEF should use the RCT approach to test the effect of school clubs on a specific set of outcome variables
  • The next phase of TUSEME should promote parent and community engagement.
  • ToT approach should be adopted, so that trained personnel at district level could train teachers at district level. Teachers trained at the district level could train their colleagues at school level.
  • It is evident from the observations made in this evaluation report that in the absence of donor funding, the sustainability of TUSEME hangs in the balance. In order to ensure that TUSEME activities would continue beyond the lifespan of donor funding, the evaluation recommended that the two parties (UNICEF and MOEVT/PMO-RALG) convene a meeting to discuss the contribution of TUSEME in improving schools and learning in general with a view to securing sustainable government funding for its scale up.
  • TUSEME project to extend its initial scope to provide club members the opportunity to SPEAK OUT about health and environment matters.

Lessons Learned:

Empowering and engaging girls and boys in life skills, reduction of school dropouts, motivating teachers’ attitudinal change towards girls, and reducing teacher absenteeism was the main feature of good practices that were employed in implementing the TUSEME approach through participatory methods and in the use of a gender responsive pedagogy. The lessons learned are  that these practices have promoted improved interaction between pupils and teachers, and cooperation between boys and girls based on mutual respect. Through speaking out and defending their rights, girls have managed to reduce male sexual advances and courtship.



Full report in PDF

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Report information

Year:
2015

Country:
United Rep. of Tanzania

Region:
ESARO

Theme:
Youth and Adolescents

Type:
Evaluation

Language:
English

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