Monday, Dec 11th

UNESCO/Malala Fund for Girls’ Right to Education

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Title: Enhancing adolescent girls retention and performance in secondary school in Tanzania

This project aims to strengthen ongoing interventions that focus on empowering adolescent girls enrolled at ordinary secondary schools and have shown promising improvement on girls’ retention and performance. Specific goals are as follows:

  • Empower girls to be agents of their own transformative process in identified 'high risk' areas;
  • Establish inclusive and gender-responsive learning approaches and environments in schools;
  • Empower parents, particularly mothers, to make the right choices of investing in girls' education;
  • Document proven good practices and achievements to develop gender responsive and inclusive strategies and guidelines for improved learning outcomes and retention of adolescent girls in schools.

Project Updates

UNESCO strengthened its ongoing intervention on supporting retention and performance of adolescent girls at ordinary secondary schools level in three districts – Shinyanga and Kahama in Tanzania Mainland and Micheweni in Pemba, Zanzibar. Four districts have also been added – Muheza, Korogwe, Lushoto and Ngorongoro.

The implementation of the project is done at district, community and school levels.

At district and community level:

About 350 key influential persons, including community and education officers at district and ward levels as well as influential and opinion leaders at community level engaged to support girls’ education through the development and implementation of community-based work plans in support of girls ’education.

 

At school level:

About 2500 girls engaged through safe spaces / youth clubs in the pilot schools (40 secondary schools). Safe space members are encouraged to be role models that should be emulated by other students as far as discipline and hard work are concerned.

About 120 teachers and 620 students from pilot schools trained on how to manage Safe Spaces using tools developed by UNESCO: (Guidelines for Creating Safe Spaces, Safe Space Guideline for Facilitators and Handbook and Resource book). To ensure ownership, for subsequent trainings, teachers are trained as trainers to impart to students and other teachers the knowledge gained. Hence, 82 teachers trained on Gender Responsive Pedagogy, Human Rights Education and anti-bullying as well as Sexual and Reproductive Health Education.

Introduction of ICT in Education at Ololosokwan Digital School. A learning Management Platform  that includes digitised syllabus for secondary schools installed at the UNESCO/SAMSUNG digital school and accessible for students from 4 secondary schools (Arash, Loliondo, Soitsambu and Emanyata) in Ngorongoro.Title: Enhancing adolescent girls retention and performance in secondary school in Tanzania.

Jennifer Alima Kotta, a UNESCO Project Officer, leading a Safe Space training at Zirai Secondary School in Muhezza district