Uwezo Tanzania 2011

Are Our Children Learning?

Annual Learning Assessment Report

THE UWEZO INITIATIVE IN TANZANIA IS SUPPORTED BY THE HEWLETT FOUNDATION, SIDA, THE WORLD BANK, DFID/ACT, OPEN SOCIETY INSTITUTE AND TWAWEZA UWEZO IS HOSTED BY TEN/MET IN TANZANIA WITH MANAGEMENT, QUALITY ASSURANCE AND COORDINATION SUPPORT FROM TWAWEZA

Kiswahili and Swahili: As Uwezos primary and critical audience are the peoples and governments of East Africa, we use the term Kiswahili rather than Swahili to refer to the language, reflecting increasing practice in the region. Copyright: Uwezo, TENMET & Hivos/Twaweza, 2011 Any part of this publication may be reproduced for non-profit purposes provided full attribution is provided and two copies of the reproduction are sent to the address below. Full dataset will be available on www.uwezo.net starting October 2011 For more information visit www.uwezo.net Contact: Suleman Sumra, Country Coordinator UWEZO Tanzania P.O. Box 38600 Dar es Salaam, Tanzania Telephone: + 255 767 955 877 Email: [email protected]

Are Our Children Learning?

Annual Learning Assessment Report

7 out of 10 Standard 3 pupils cannot read.*

Lets do something about it.

Karibu, Msomaji. Welcome to the Annual Learning Assessment Report by Uwezo Tanzania.
Inside, you will learn the results of an assessment that covered 132 districts, 3,849 villages, 76,796 households, and 128,005 children. This report is the work of over 100 organizations throughout Tanzania, and the 7,980 volunteers who walked door to door, talking to parents and assessing children in literacy and numeracy, asking: Are Our Children Learning? Their work on this assessment is done, yours is now beginning. Uwezo is committed not just to measuring learning but improving it, but we will need your help. How can we promote literacy and numeracy in every district, every village, and every household? Share your ideas on www.facebook.com/uwezotz; find us at www.uwezo.net or email us at [email protected]; text Uwezo to +255 784 984 777; call in to radio talk shows to discuss student learning; speak to your childrens teachers; and give your own children the assessments, included in this report or available at our website.

Timiza jukumu lako, sote tuna uwezo.

*Either Kiswahili or English iv

ANNUAL LEARNING ASSESSMENT REPORT -

Suleman Sumra Country Coordinator, Uwezo Tanzania

FOREWORD
What if we were all wrong?
Rakesh Rajani In todays world it is difficult to find as much agreement as we have on the value of basic education. Virtually everyone agrees that all children should go to school. Parents exert enormous time and resources to find and pay for schooling. Our governments typically set aside the largest share of the national budget to education. Many others development agencies, religious organizations, researchers and the media also dedicate enormous energy to education. But what if we were all wrong? What if we were to wake up one day and find out that the ways in which we have been promoting education, allocating billions of dollars, organizing our schools systems and measuring success have focused on the wrong things? That the very thing we all cherish and spend so much on is in fact not achieving what it was meant to? The Uwezo initiative should perhaps serve as that wake-up call. The Uwezo idea is very simple. Uwezo instead of focusing on impressive numbers of classrooms built, teachers recruited, books supplied and so forth asks the simple question, Are Our Children Learning? Uwezo focuses on the basic ability to read and count. Through a rigorous consultative process involving government and independent experts, a tool is produced to assess childrens actual ability to read (in English and Kiswahili) and to do basic arithmetic at the Class 2 level. Children of school agein tens of thousands of households across the three countries are assessed using this tool, in the largest sample survey ever of its kind. And a nationwide picture emerges that tells us whether our children have developed competency in literacy and numeracy that will serve as the foundation for further learning. What Uwezo has found, now in its second year of business, is truly sobering. Large majorities of children lack the competencies they are expected to have developed. Too many children complete primary schooling unable to read and count at the Class 2 level. We find that children from some districts do much better than others; children of the better off do much better than the less well off. Where and to whom you are born should not matter in educational opportunity available to you that is why we have public education systems but they do. In short, Uwezo has demonstrated powerfully that schooling is not translating into learning. As nations we are at risk, the very foundation of our democracies, social development and economic progress jeopardized, unable to grow equitably and creatively, unable to compete, unable to imagine and craft better worlds. The good news is that what it takes to turn things around is not rocket science. But first we need to focus squarely on learning outcomes on what children are learning. Second, we need to hone in on the few factors that make a big difference in learning, such as motivating teachers and holding them accountable, and creating an environment for children that is engaging and interactive. All these are doable; there is clear evidence of success from within our own countries and others that we can build on. Whether we will do so depends on us. It depends on what we do after we read this report in how we interact with our children, teachers and the authorities. On how keenly we ask the right questions and seek to find the sharp answers, on how doggedly we will act to make a difference in our own communities and hold our governments to account. Its possible. And it starts with us. Rakesh Rajani is the Head of Twaweza East Africa, which oversees the Uwezo initiative.

i must enrol myself for adult education so as to become literate and save my country.
- Parent in Itetemia Village, Tabora, after learning that his children in Standards 3, 4, and 6 could not read during the Uwezo assessment

Table of Contents
Background Introduction Key Facts
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Our Process Our Tools

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Our Partners Our Results

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Our Conclusion

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Appendix A: Data Tables Acknowledgements

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BACKGROUND
Uwezo: A National and International Approach
Sara J. Ruto Uwezo traces its genesis to 2008, when a group of educators from East Africa visited Pratham, an independent civil society organization in India, which has developed an innovative and citizen-driven methodology that produces the Annual Status of Education Report (ASER, see www.asercentre.org). The East Africa team was struck with the potential of the approach to galvanise action from all quarters to affect positive change in education. At its core is the insistence on using evidence as the springboard for informed positions on the status of basic education. From a reliance on quasi measures to inform us if citizens are literate, Uwezo now offers evidence from actual assessments. The Uwezo national assessment is conducted at a local and national level but uses a methodological design developed and perfected at a regional and international level. Uwezo data is collected from the household at the village level, in sampled enumeration areas. The unit of analysis is the district. It is designed to be large scale in order to offer indications on the working of the national system of education. Uwezo is found in Tanzania, Uganda and Kenya, and it benchmarks itself on the ASER methodological design found in India and Pakistan. We value the cross border design of Uwezo for several reasons. It allows one to learn from and build on existing processes. It allows rigour brought about by subjecting national processes to collective deliberation within and across the borders. It allows one to juxtapose the assessment results against those of other countries, for it has been said that a good way to gauge oneself is against the other. Rigour is of essence in Uwezo and a core mandate of the Uwezo East Africa office. In the past year, friends and experts from different countries have joined the Uwezo team to develop standard documents that guide our processes. These documents recognise and uphold the place of national policies. For example, the tests are derived from the national curriculum of each country. In all countries, however, we focus on the Standard 2 level. The characteristics of the panel that develops the tests are also similar across the countries. The Uwezo standards are of essence especially considering that Uwezo conducts annual assessments. These standards guide us on the constants, allowing national relevance but also situating us in the international educational discourse. Ultimately however, Uwezo is about providing a mirror on the working of the national educational system. In Uwezo, we use large scale data to provide a mirror on educational provision in each country by posing a simple question: Are children accessing their constitutional right to quality basic education? While it is agreed that quality is a compound term, it is important to address it in more achievable indicators. This report poses one critical question that can help us unpack the concept by asking the question Are Our Children Learning? At the very minimum, any child who has attended school ought to be literate and numerate. We affirm the methodological rigour of the Uwezo process. We urge all to consider this as a report card that informs us if we are on target to meet commitments on the right to quality education. We call all to act to improve learning for all our children. Dr. Sara J. Ruto is the Regional Manager of Uwezo East Africa.

UWEZO TANZANIA 2011

INTRODUCTION
By: Suleman Sumra Uwezo, meaning capability in Kiswahili, is a four year initiative to measure competencies in literacy and numeracy among children aged 7-16 years in Tanzania. Uwezo will enable policy makers as well as ordinary citizens parents, students, local communities and the public at large to become aware of actual levels of childrens literacy and numeracy, and to build on that awareness to stimulate practical and policy change.

Decade of expansion
Since independence in 1960, Tanzanian leadership has shown strong commitment to providing education to its children. This comes from the realisation that education is a prerequisite for national development. Every government since independence has ensured that provision of education remains central to its policies. The first decade of the new millennium has seen unprecedented expansion of educational provision at all levels. Two programmes the Primary Education Development Plan (PEDP) and the Secondary Education Development Plan (SEDP) initiated by the government with financial support from the development partners have defined the provision of education in the country. The initial expansion was triggered by one policy decision taken as part of the PEDP abolition of fees in primary schools which led to a massive expansion in primary school enrolment. In 2002, 1,632,142 children were enrolled in Standard 1, compared to 1,139,334 in 2001, an increase of 43 per cent. Total enrolment in primary school almost doubled between 2000 and 2005. The Gross Enrolment Ratio (GER) rose from 77.6 in 2000 to 106.3 in 2004; similarly, the Net Enrolment Ratio (NER) rose from 58.8 in 2000 to 90.5 in 2004. (BEST: various years.) Similar increases occurred as a result of the SEDP. Enrolment in secondary schools, as a result of the implementation of the SEDP, rose from 319,487 in 2003 to 1,566,685 in 2010. The enrolment increased more than fourfold during these periods. The GER in secondary education (Form 1 to 4) rose from 10.2 in 2003 to 34.0 in 2010, and the NER rose from 6.3 to 29.9 during the same period. (BEST: various years.) The number of students in the degree programme also rose significantly. Whereas there were only 14,378 students pursuing degree programmes in universities in 2000, enrolment had risen to 33,773 in 2010. There has been a massive increase in enrolment at various levels of the education sector. However, one question remains unanswered. Is increased schooling resulting in learning? There are hardly any studies that provide answers to this question. As access to basic education is increasing in many parts of the world, focus is shifting to the nature of education provided to children who access this education. It is no longer enough for children to go to school, it is equally important that these children receive education that will change their lives for the better. Both Education for All (EFA) and the MDGs (Millennium Development Goals) introduced the concept of quality education into their goals and international development targets. Providing any education, regardless of quality, is not the goal. Tanzania, as a signatory to both EFA goals and the MDGs, is committed to achieving these goals and targets. National leadership, including President Kikwete, has emphasised the need for quality education that prepares graduates to deal with a changing world. In Tanzania, implementation of both PEDP and SEDP has focused on access at the expense of quality issues. Although it is important to ensure that children are accessing education, it is equally important to ensure that children who access education get quality education. There are many officials who believe that the issue of access has to precede that of quality. However, there is increasing awareness that both not only can occur simultaneously, but the issue of quality has to be addressed as access expands.

ANNUAL LEARNING ASSESSMENT REPORT

What is Uwezo?
Through a large scale survey, Uwezo seeks to provide answers on learning outcomes in the country. This is the second survey conducted. The first survey was conducted in 2010, which was a pilot, where over 40,000 children between the ages of 5 and 16 were assessed in basic literacy and numeracy. Uwezo assesses childrens competencies in English and Kiswahili literacy and numeracy using tools developed through a rigorous process. These literacy and numeracy tools are based on the national Standard 2 curricula. Uwezo has made a deliberate decision to peg the literacy and numeracy levels to Standard 2, as in most countries in the world curricula specify that all children should have developed basic literacy and numeracy skills by the end of second year in primary schools. Reading fluency is related to students performance throughout their school years, so acquiring this skill early on is important. Reading skills play a central role in an individuals learning at school. The ability to read and understand instructions and text is a basic requirement of success in all other school subjects. The importance of literacy skills does not, however, come to an end when children leave school. Such skills are key to all areas of education and beyond, facilitating participation in the wider context of lifelong learning and contributing to individuals social integration and personal development. If children cannot read with ease and understand what they are reading when they enter fourth standard, they are less able to take advantage of the learning opportunities that lie ahead. Uwezo assesses childrens literacy competencies by actually asking children to read a simple text. Oral reading fluency tests can quickly and easily assess this skill in children. Uwezo assesses childrens reading achievement by listening to students read simple texts in Kiswahili and English. For those children who can read, two comprehension questions are asked to find out if the children comprehend what they have read. The questions show whether the information items stayed long enough in the working memory of the child. Uwezo also assesses childrens numeracy competencies. A solid grounding in mathematics belongs at the very core of the educational curriculum. Analytical skills, logic skills and reasoning are all enhanced through the study of mathematics. Curriculum developers in Tanzania share this view and place basic learning in

UWEZO TANZANIA 2011

mathematics at the heart of early learning. Compulsory training of children in mathematics is therefore an important requirement for participation in society, ultimately making an indispensable contribution to national competitiveness and the knowledge society. Uwezo tools used to assess numeracy were also pegged to Standard 2 curricula.

Low levels of Literacy and Numeracy Competencies

The findings reported in this report are disappointing. Many children, even after seven years of education, have not attained Standard 2 level. The primary cause seems to be insufficient amounts of instruction and practice. Teachers in Standards 1 and 2 perhaps do not spend sufficient time in teaching children to read and to learn the basic tenets of numeracy. Recent data from other studies, along with the Uwezo data in this report, show that on a given day up to one in four teachers is not in school. The number of teachers in class and actually teaching may be lower.

What needs to be done?

Studies and research suggest that to improve literacy and numeracy competencies teachers must spend instructional time on developing these skills. To develop literacy skills, the books available in schools must be used, and each student should be given a textbook for home use as well. To maximize reading time, a specific reading class must be allocated in the school timetables. To improve numeracy skills, teachers should spend more time on ensuring that all children master the basic competencies in maths. To achieve this we need dedicated teachers who are willing to make that extra effort to ensure our children have the basic skills in literacy and numeracy by the time they complete Standard 2.

ANNUAL LEARNING ASSESSMENT REPORT

KEY FACTS

Too many of our children cannot read Kiswahili: Only 3 in 10 Standard 3 pupils can read a basic story.
Graph1: Students able to read Kiswahili
100% 80% 60% 40% 20% 0%

Every child in Standard 3 should be able to read the Standard 2 level story included in the Uwezo assessments. Most, however, could not. It is not until Standard 5 that the majority of pupils can read the story; even among secondary school students, a significant portion of children were unable to read the story. How can pupils pass from one standard to the next without learning to read? How can they then go on through secondary school?

Std.2

Std.3

Std.4

Std.5

Std.6

Std.7

Form 1

Form 2

Form 3

Too many of our children cannot read English: Only 1 in 10 Standard 3 pupils can read a basic story.
Graph 2: Students able to read English
100% 80% 60% 40%

Too many of our children cannot read English: Only 1 in 10 Standard 3 pupils can read a basic story. Unsurprisingly, reading levels are lower in English than they are in Kiswahili. Even among Standard 7 pupils, most students cannot read a basic English story.

If these numbers look familiar, 20% they should: they are essentially unchanged from Uwezos first 0% Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 annual learning assessment in 2010. While the consistency shows the reliability of Uwezos method, it also shows that there is much work to be done in teaching our children to read.

Form 2

Form 3

UWEZO TANZANIA 2011

Too many of our children cannot solve basic mathematics: Only 3 in 10 Standard 3 pupils can add, subtract and multiply.

Of the three subjects assessed by Uwezo, children generally performed best in Numeracy, which just slightly edged out Kiswahili. Still, the results are nothing to celebrate: 7 in 10 pupils complete Standard 2 without being able to meet the numeracy standards of that level, including addition, subtraction and basic multiplication.

Graph 3: Students meeting Numeracy Standard

100% 80% 60% 40% 20% 0%

Numeracy is the only subject Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3 where the results are different from those of the first annual assessment, though even here they are only somewhat improved over 2010. Uwezos 3rd and 4th assessments will clarify if this is part of a trend or if it is an isolated event.

Our children learn in strikingly unequal conditions.

While the overall levels of literacy and numeracy are lower than they should be, these levels vary considerably when looking at different factors. For example, a child that has attended pre-primary school, speaks Kiswahili at home and has educated parents will generally perform well above average. However, a child who has not attended pre-primary school or whose family speaks an ethnic language at home will often have a more difficult time.

STUDENT A IN STD. 7
Home: Kibondo Parents Highest Education: None Wealth Index: Low Home Language: Ethnic Pre-Primary: Yes Likelihood of completing all Std. 2 assessments:

STUDENT B IN STD. 7
Home: Bukoba Urban Parents Highest Education: Post-Secondary Wealth Index: Medium Home Language: Kiswahili Pre-Primary: Yes Likelihood of completing all Std. 2 assessments:

9%

95%

Moreover, a childs district is related to her performance as well. A child from Arusha or Bukoba Urban has an advantage over a child from Kibondo or Meatu.
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ANNUAL LEARNING ASSESSMENT REPORT

Our teachers are often absent.

Graph 4: Average Teacher Attendance

There are many factors that affect how our children learn, but one of the most important is their teacher. And yet, our teachers are often not present in school, which will make it difficult for our children to learn consistently. One out of five teachers was not present on the day Uwezo conducted the assessment. Even when teachers are present, there are often not enough of them. Uwezo found that there is an average of 63 pupils for every one teacher.

ABSENT 19%

PRESENT 81%

These are stark facts:

Literacy and Numeracy are the cornerstones of education, but our children are not yet reaching the levels that we want them to reach. It is beyond a doubt that Tanzania has made a significant investment in education in the past decade, but this investment has not yet fully paid off. However, not all the news is bad; in addition to the facts listed above, the Uwezo assessment has uncovered some reason for optimism as well: n Pre-primary education is on the rise: Younger children are more likely to have attended pre-primary school than older children. As these children age they will likely have more success in school. n Parents are getting involved: 1 out of 4 parents helps their children with homework, and 1 out of 4 has discussed education at a school committee meeting. Four of 10 have spoken with their childs teacher at least once in the past year. n Enrolment is high: While enrolment is not universal, nearly 9 in 10 children between 7 and 16 are enrolled in school. By building on these facts, we as Tanzanians can make sure our children get the education that they deserve.

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OUR PROCESS

Test Development
One of the most critical elements of the Uwezo process is developing accurate assessments pegged towards the Tanzanian curriculum for Standard 2. Uwezo convened a panel of test development experts to draft, revise, pilot and finalize our assessments. These experts came from the Tanzanian Institute of Education, the University of Dar es Salaam, and from the ranks of both public and private teachers. Once the tests had been through several revisions to improve reliability and validity, a full-scale district pilot was conducted in Kibaha to further ensure the quality of the tests.

Sampling
Just as important as creating valid tests is creating a representative sample so that the Uwezo results can properly represent all Tanzanian children, including those not included in the survey. Whereas last year the assessment was conducted in 38 randomly-selected districts, this year the assessment was conducted in 132 districts, using the 2010 administrative boundaries.

WHATS NEW IN 2011

Scale: From 38 districts in 2010 to 132 districts in 2011. Similarly, from 42,000 children in 2010 to over 128,000 in 2011. Assessments: Four separate tests rather than one to prevent siblings from overhearing and remembering responses.

Within every district, Uwezo worked with the National Bureau of Statistics to randomly select 30 Enumeration Areas (EAs). Every EA within a Maps: Rather than creating our own village district had an equal chance of being selected. maps as last year, official National Bureau Using EAs and the official EA maps, rather than of Statistics maps were used for greater drawing village maps as in the first year, ensured reliability. better randomness and more representative results. Then the District Coordinators prepared a household listing of every household within the boundaries of the EA. Once the 30 EAs had been selected in every district, 20 households were then randomly selected within each EA from the household list. This led to a total of 600 (20 x 30) households within every district, and 79,800 sampled households throughout the country. Some households were removed during the data cleaning process, leaving about 77,000 included in the data.

Partner Recruitment
To conduct such a massive undertaking, Uwezo recruited organizational partners in each of the 132 districts, mostly Civil Society Organizations (CSOs). Nearly all of the District Coordinators from the first annual assessment returned for the second year, adding experience and expertise. These partners in turn travelled to each of the sampled villages and recruited two volunteers from each, for a total of 7,980 volunteers throughout Tanzania. The volunteers became the front line of Uwezo; they conducted the assessment of over 128,000 children.

ANNUAL LEARNING ASSESSMENT REPORT

Throughout this report, stories and lessons have been included from the District Coordinators, as they are in the best position to understand how the assessment works and how it was carried out. Additional testimonials from District Coordinators are available on www.uwezo.net.

Training
Given the participatory nature of Uwezo in relying on partners and volunteers to conduct the assessment, proper training becomes essential. Uwezo first recruited master trainers who were fully immersed in the Uwezo process and philosophy. These master trainers led a National Conference in March 2011 for all the District Coordinators, including both theoretical and practical training. Following the National Conference, the master trainers travelled to seven locations throughout Tanzania to again train the District Coordinators and reinforce the earlier training. Once the District Coordinators were expert in the process, they hosted their own training for the volunteers in their districts; these trainings took place across the country. At each step of the way, the trainers and volunteers participated in practical exercises that gave them experience in conducting the assessment and allowed them to ask questions. They were then tested themselves to make certain that they understood the principles of Uwezo and the mechanics of conducting the assessment. This scaffolded training model allows Uwezo to reach hundreds of thousands of children while being confident in the consistency and qualifications of our volunteers.

The Assessment
Finally, after the test development, sampling, partner recruitment and training, comes the main event of Uwezo: the national assessment, covering 132 districts, 3,849 villages, 76,796 households, and 128,005 children. After the training, volunteers return to their own villages, then visit their village chairperson and primary school on Friday morning. Here they collect village and school data that Uwezo can use to correlate childrens assessment data with their schools and locations. On Saturday, the volunteers go door to door to each of the 20 households that have been randomly sampled. After introducing themselves to the head of household, they ask a series of questions to the parents and then give the assessment to all children between the ages of 7 and 16. By Sunday, the volunteers should be finished visiting their 20 households. They will then return their data books to their District Coordinator, who then conducts a district recheck by revisiting a sample of village chairpersons, head teachers and households. This recheck is another layer of quality assurance that Uwezo adds to build confidence in the results. Finally, all of the data books are returned to Uwezo, where the data are entered and analysed. In cases where the district recheck turned up anomalies, Uwezo

WHAT WE KEpT THE SAmE

Random Selection: Within every district, we randomly select the villages and the households to assess. Volunteers: We work with partner organizations in every district, and these partners recruit and train volunteers to conduct the assessment. Quality Assurance: Uwezo adheres to a strict training protocol to ensure accurate results. We then recheck our data to be certain our results reflect the national state of childrens learning.

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must decide what action to take. In the second annual assessment, one district was redone due to concerns with how the assessment had been carried out initially. The final report is then produced and distributed within 100 days of concluding the assessment, in keeping with our principle of providing prompt feedback.

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OUR TOOLS

Kiswahili - Seti 1 ya 4
SILABI wa nywe kwa ji fya du mo bi te cha AYA (1) Mimi ni mwanafunzi. Ninasoma darasa la pili. Mwalimu wetu anafundisha vizuri. Ninajua kusoma na kuandika.

Mtoto asome silabi nne kati ya zozote tano atakazochagua.

mANENO bata kwetu kuku taa duka paa chura ndoo fyeka gari

AYA (1) Baba analima shamba. Mama anapika chakula. Leo tutakula chakula kizuri. Nitakula na rafiki yangu Baraka.

Mtoto asome maneno manne kati ya yoyote matano atakayochagua.

Mtoto asome aya yoyote atakayochagua.

HADITHI
Hapo zamani Jongoo alikuwa na macho na Nyoka alikuwa na miguu. Siku moja nyoka alitaka kwenda kwenye sherehe. Alimuomba Jongoo amuazime macho yake na yeye amwachie miguu yake. Jongoo alikubali na kusisitiza kuwa akirudi amrudishie macho yake. Nyoka aliahidi kumrudishia macho mara akirudi. Nyoka alifurahi kuona ngoma na michezo mingi kwenye sherehe. Aliamua kutoroka na macho ya Jongoo. Hadi hivi leo Jongoo hana macho.
MASWALI: 1. Hapo zamani nani alikuwa na macho? 2. Hadithi hii inatufundisha nini?

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English - Set 1 of 4
LETTERS / SOUNDS v c e h s b k n a d Our school is good. Boys play at school. We sing good songs. Then we go home. pARAGRApH (1)

The child should choose any 5 letters and correctly name at least 4.

WORDS boy three girl cat milk leg come book house bed

pARAGRApH (2) Sara likes to read. She writes in books. She is my sister. I like to play.
The child should choose either group and read at least 3 sentences correctly.

The child should choose any 5 words and correctlly read atleast 4.

STORY
Musa is a good teacher. He teaches us well. He comes to class in the morning. He does not like lazy pupils. All the pupils at my school love him. I love him too.
QUESTIONS: 1. Who is a good teacher? 2. Which pupils does Musa not like?

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ANNUAL LEARNING ASSESSMENT REPORT

Numeracy - Set 1 of 4
COUNTING llll lllll l lllllllll llllllll llllll ll lll
The child should choose (6) and answer at least four (4) correctly.

NUmBER RECOGNITION 19 35 75 87 69 23 56 40

The child should choose (6) and answer at least four (4) correctly.

WHICH NUmBER IS BIGGER 19 or 29 10 or 13 82 or 42 23 or 11 71 or 99 62 or 28 80 or 39 22 or 50

The child should choose (6) and answer at least four (4) correctly.

ADDITION 26 +54 38 +25 39 +29 22 +79 14 +17 54 +28 56 +25 67 +34

mULTIpLICATION 5X6= 3X2= 9X6= 7X5= 4X4= 6X8= 11 X 4 = 2X6=

The child should choose (6) and answer at least four (4) correctly.

The child should choose (6) and answer at least four (4) correctly.

SUBTRACTION 67 - 38 80 - 68 92 - 74 20 - 19 34 - 17 48 - 29 53 - 24 62 - 49

EVERYDAY mATHEmATICS 300 Shillings + 50 Shillings 350 Shillings - 150 Shillings

The child should answer three (3)

250 Shillings + 100 Shillings

The child should choose (6) and answer at least four (4) correctly.

UWEZO TANZANIA 2011

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Bonus Test Can you identify these people?

The Uwezo bonus test aimed at something beyond literacy and numeracy: recognition of Tanzanias leaders. Overall, President Jakaya Kikwete was the most well-known of the three pictures above; Prime Minister Mizenge Pinda was the least known. One in four children was able to identify all three; of children whose family owns a TV, the number rises to over half.

Graph 5: Recognition of Tanzanian Leaders

100% 80% 60% 40%
27% 25% 81% 67%

20% 0%
n Kikwete n Nyerere n Pinda n All 3

Overall, Uwezo used four different assessments for Kiswahili, English and Numeracy; Set 1 is given in the previous pages, the other three sets for each subject are available at www.uwezo.net. Each child attempted the same Bonus Test. The Numeracy assessment was given in Kiswahili during the assessment, but is translated here for the English version of this report for the readers understanding.

14

ANNUAL LEARNING ASSESSMENT REPORT

OUR PARTNERS

The reason why there have been only a few registered successes amid diverse efforts targeted to improving education in Tanzania could be the fact that we put so much effort into addressing the wrong problems. By research such as Uwezo we can exactly be able to know what the problems are and hence find the right answers to address them.
- District Coordinator Joas Kaijage KANGONET Karagwe District

The UWEZO assessment led to an improvement of pupil and teacher attendance in their schools, and it has also provided a platform for the parents to follow-up on the performance of their children.
- District Coordinator Hamis Keto The New Dawn - Mapambazuko Nkasi

See a full list of our partners in the Acknowledgments section. For more thoughts and stories from our partners, visit www.uwezo.net.

UWEZO TANZANIA 2011

15

OUR RESULTS

Overview In 2010, Uwezos first annual learning assessment found low performance levels in literacy and numeracy Our Results Overview

across Tanzania. Childrens performance was particularly low in English literacy. Furthermore, performance varied considerably across districts: children in Rombo, Mbulu and Ilemela tested considerably better than children in Mwanga, Kasulu and Muleba.

Across Tanzania, only 4 out of 10 students Overview Standard 7 can complete the Standard 2 Overview verview in Its a new year, but the assessments resultsKiswahili, Englishassessment Numeracy. in from Uwezos second annual learning and are all too familiar:

Its a new year, but the results from UwezosOur Results second annual Our Results learning assessment are all too familiar: In 2010, Uwezos first annual learning assessment found low performance levels in literacy and Our Results Our Results ur Results numeracy across Tanzania. Childrens performance was particularly low in English literacy. Furthermore, performance varied considerably across districts: children in Rombo, Mbulu and Overview Overview Ilemela tested considerably better than children in Mwanga, Kasulu and Muleba.

In 2010, Uwezos annual learning assessment found low performance levels in literacy an In 2010, Uwezos firstfirst annual learning assessment found low performance levels in literacy numeracy levels Tanzania. Childrens performance particularly low in English literacy. numeracy across Tanzania. Childrens performance waswas particularly low in English literacy. In 2010, Uwezos annual learning assessment found low low performance levels in literacy 2010, Uwezos first annual learning assessment found low performance acrossin literacy and 010, Uwezos first first annual learning assessment found performance levels in literacy and and Furthermore, performance Furthermore, English literacy. umeracy across Tanzania. Childrens performance was particularly low English literacy. varied considerably across districts: children in Rombo, Mbulu and numeracy across Tanzania. Childrens performance particularly low in inin English literacy.varied considerably across districts: children in Rombo, Mbulu eracy across Tanzania. Childrens performance was was particularly low performance Across considerably across districts: childrentested considerablyin Standardin7in Mwanga, Kasulu and Muleba. Tanzania, only 4children in 10 Rombo, Mbulu andthan children Mwanga,complete out testedin studentsand Ilemela of Rombo, Mbulu and better than children can Kasulu and Muleba. urthermore, performance varied considerably across districts: children Rombo, Mbulu Furthermore, performance varied hermore, performance varied considerably across districts: Ilemela in considerably better The findings of the two reading assessments are overall largely similar to last years assessment: Kiswahili emela tested considerably better than children Mwanga, Kasulu and Muleba. Ilemela tested considerably better children in in Mwanga, Kasulu and Swahili, ela tested considerably better thanthan children in Mwanga, Kasulu and Muleba. English and Numeracy. the Standard 2 assessments in Muleba. the from Uwezos second annual learning assessment are all all fa Its a year, but the Its a new bit year, but results changes from last year to learning assessment scores are a bit lower and English scores are a new higher, but results from Uwezos second annualthis year are not aretoo to the

Its a new year,the and results from Uwezos second annual learning well behind all too familiar: to last years assessment: snew year, but butresultsfindings Uwezostwo readinglearning assessmentoveralltoo familiar: a new year, but the results fromreading secondcontinue to be assessmentall Kiswahili reading skills. large, the English of the skills annual learning assessment are largelyfamiliar: The from Uwezos second annual assessments are are are all too similar

TheThe biggest difference from the first assessmentthe the second is that the numeracy result biggest difference from the first assessment to to second is that the numeracy results ar improved over last year.Two in each trend continuesis a is a one-time occurrence willstud improvedthe numeracy results arethisthis subject he biggest difference from the first assessment the second is that thatnumeracy results Whether trend continues or or one-time occurrence will be be The biggest difference the the assessment to to the second is is meeting Standard are are biggest difference fromfromfirst first assessment to the Children theover last year. Whether Graph 6: second that the numeracy results closely occurrence will studied closely occurrence assessments. mproved over last year. Whether this trend continues is orone-timein future assessments. studied improved over year. Whether this trend continues or orais is a one-time occurrence be be studied oved over last last year. Whether this trend continues a one-time in future will will be osely inin future assessments. closely future assessments. ely in future assessments. 100% 100%

a complete the Standard complete Across Tanzania, only out outare a bitstudentsStandard 7 cancan complete in Swahili, English and Numeracy. Across Tanzania, onlyscores 10 students and in Standard are2 bit higher, but the Swahili, English and ross Tanzania, Kiswahili44 of of 10 students theStandard 72canassessments inchanges from last year to Numeracy. only 4 out of 10 lower in inEnglish scores 7 assessments The biggestyear are not large, the first assessment to the second be that behind Kiswahili reading skills. this difference from and English reading skills continue to is well the numeracy results are improved he Standard assessments in inthis trend continuesandis Numeracy. the StandardlastassessmentsSwahili, English and Numeracy. occurrence will be studied closely in future assessments Swahili, English and a one-time Standard 2 22 year. Whether in Swahili, English or Numeracy. over TheThe findingsthe the two reading assessments are overall largely similarlast last years assess findings of of two reading assessments are overall largely similar to to years assessmen The biggest difference overall largely similar last yearsaassessment: is that the numeracy results but the changes from last y thelargelyassessment years a lower andand English scores a bit bit higher, first Kiswahilito last years second assessments.assessments areare fromlargely Kiswahili scores are are assessment:English scores are are a higher, are but the changes from la he findings the two reading assessments overall The findings the two reading similar last to bit bit lower findings of ofof the two reading assessments are overall similar to to scores the assessment: this yearthe changes from year year to occurrence will be be well behind Kiswahili readi thisbut the changes fromorandaEnglish reading skills continuebe well behind Kiswahili reading s year are are not large, English to to improved over scores are a higher, Kiswahili scoresa bita bit lower Englishlastscores arebita bit higher, but continues last last reading skills continue to to studied swahili scores are a lower and and English scoresaare bit higher, but the changes and last year ahili scores are are bit lower and English year. Whether this trend not large, fromis one-time this are are not large, and English reading continue to be be well behind Kiswahili reading skills. is year are not large,closely in future assessments. to well behind Kiswahili reading skills. and English reading skills continue year yearnot large, and English reading skillsskills continue to be well behind Kiswahili reading skills.

Across Tanzania, only 4 out of students in in Standard 7 can com Across Tanzania, only 4 out of 10 10 students Standard 7 can comp

Children Meeting Standard Two in Each Subject

Children Meeting Standard Two in Each Subject Children Meeting Standard Two in Each Subject Children Meeting Standard Two Each Subject Children Meeting Standard Two in 100% Subject Each Children Meeting Standard Two inin Each Subject 100%
80% 80%
80%80%

100% 100% 100%

80% 80% 80%

Children

Children

60% 60%

Children Children

60% 60% 60%

40% 40%

Children
Std.2 Std. 2 Std.3 Std. 3

40% 40% 40%

20% 20%

20% 20% 20%

0%

0%

Children

60%60%

40%40%

20%20%

0% 0%

0% 0%0% Std. Std. Std. 2 2 2 Std. Std. Std. 3 3 3

Std.4 Std.5 Std. 2 Std. 3 Std. 4 Std. 2 Std. 5 Std. 3

Std.6 Std. Std. 4 Std. 6 4

Std. Std. Std. 4 4 4

Std. Std. Std. 5 5 5

Std. Std. Standard Std. Std. 6 6 6 Standard7 7 7 Std. Std.

Std.7 Std. Std. 5 5 Std. 7 Standard Standard

Std. Std. 6 6

Std. Std. 7 7

Standard Standard Standard

Kiswahili (2011) Kiswahili (2011) Kiswahili(2011) Kiswahili (2011) Kiswahili (2010) Kiswahili (2010) Kiswahili (2010) Kiswahili (2010)

Kiswahili (2011) English (2010)

English (2010) English (2011) English (2010) English (2011) English English(2011) (2011) English (2010)

Kiswahili (2010)

Kiswahili (2011) Kiswahili (2011)

English (2011)

Kiswahili (2010) Kiswahili (2010) Numeracy Numeracy (2011) (2011) Numeracy (2011)

English (2011) English (2011) Numeracy Numeracy (2010) (2010) Numeracy (2010)

English (2010) English (2010) English (2010)

Numeracy (2011) Numeracy (2011) Numeracy (2011)

GraphStudents Meeting Standard Two in Each Each Subject Graph Students Meeting Standard Two in Each Subject ph 6: 6:6: Students Meeting Standard Two in Subject

6 16

16

16 ANNUAL LEARNING ASSESSMENT REPORT

Graph 6: Students Meeting Standard Two in Each Subject 16 16

Numeracy (2010) Numeracy (2010) Numeracy Students Meeting Standard Graph 6: (2010) Graph 6: Students Meeting Standard TwoTwo in Each Subject in Each Subject

Numeracy (2011)

Numeracy (2010)

KISWAHILI

Every child in Standard 3 and above should have been able to read the Standard 2 level story in the Uwezo assessment. The results of the assessment, however, show something quite different.

Only 3 in 10 Standard 3 pupils can read a Standard 2 Kiswahili story.

Reading skills improve among pupils in older standards, but they are still below where they should be. Even many Standard 7 pupils still cannot read Kiswahili; some cannot even pronounce words and recognize syllables. When children were asked comprehension questions following the story, many had trouble explaining what they had just read. Even in Standard 7, only about half of the pupils who could read the story were then able to answer both of the comprehension questions that followed.

Graph 7: Kiswahili Reading Level

100%
28% 19% 13% 9% 9% 13% 22% 9% 14%

7% 6% 7% 11% 9% 6% 5% 5%

80%

50

14%

60%
33% 17% 15% 87% 14% 59% 44% 28% 69% 76% 88% 89%

40%
35% 15%

20%
8%

9% 14%

0%

Std.1

Std.2

Std.3

Std.4

Std.5

Std.6

Std.7

Form 1

Form 2

Form 3

n Story

n Paragraph

n Words

n Syllables

n No Literacy

UWEZO TANZANIA 2011

17

area, however, parity seems to be achieved:

Girls and boys perform equally well in reading Kiswahili.

In each standard and form, the difference in the ability to read Kiswahili between girls and boys is relatively minor. For the most part, girls perform a bit better than boys, but the difference is quite Kiswahili and Gender Kiswahili and Gender small.
Gender parity remains important concern not just in in education but throughout society. In one Gender parity remains anan important concern not just education but throughout society. In one

Kiswahili however,gender to to be achieved: area, however, parity seems area, and parity seems be achieved:

This finding mirrors the 2010 Uwezo report, which found that girls performed slightly better than Gender parity remains an important concern not just in education but throughout society. In one area, boys parity and boys perform equally well in reading Kiswahili. each and to Girls seems boys achieved: however, in Girlssubject, be perform equally well in reading Kiswahili. though not to a In each standard and form, the difference in the ability read Kiswahili between girls and boys is In each standard and form, the difference in the ability to to read Kiswahili between girls and boys is substantial extent. For the most part, girls perform a bitbit better than boys, but the difference quite relatively minor. relatively minor. For the most part, girls perform a better than boys, but the difference is is quite

Girls and boys perform equally well in reading Furthermore, girls and Kiswahili.equally boys are about
small. small. This finding mirrors the 2010 Uwezo report, which found that girls performed slightly better than This finding mirrors the 2010 Uwezo report, which found that girls performed slightly better than boys in each subject, likely boys inenrolled in to be each subject, though not though not to to a each standard anda form, the difference in the ability to read Kiswahili between girls and school. Among extent.year 7-16 substantial substantial extent. Furthermore, girls and Furthermore, girls and

In boys is relatively minor. For the most part, girls perform a bit better than boys, but the difference is quite small. olds, 88 per cent of girls

are enrolled, compared equally boys are about equally This with 87 boys are aboutboys. Uwezo report, which found that girls performed slightly better than boys in each finding per centthe 2010 mirrors likely be enrolled in in enrolled likely to to be of subject, though not to a substantial extent.
school. Among 7-16 year school. Among 7-16 year olds, per cent of girls olds, 8888 per cent of girls Furthermore,enrolled, compared are about equally likely to be enrolled are enrolled, boys are girls andcompared cent of girlswith 87 per cent of boys. are enrolled, compared with 87 per cent of boys. with 87 per cent of boys.

in school. Among 7-16 year olds, 88 per

Graph 8: Pupils Attaining Kiswahili Story Level, by Gender

Pupils Attaining Kiswahili Story Level, by Gender

100% 100%

Pupils Attaining Kiswahili Story Level, by Gender Pupils Attaining Kiswahili Story Level, by Gender
80% 80% 60% 60%

100% 80% 80% 100%

60% 60%

40% 40%

40% 40%
20% 20%

20% 20% 0%0% Std.1 Std.2 Std.4 Std.5 Std.6 Std.7 Form Standard Standard Std.3 Standard Standard Standard Standard Standard Form Form Form 2 Standard Standard Standard Standard Standard Standard Standard Form Form1 Standard Standard StandardStandard Standard Standard Standard Form 1 1Form 2 12Form 3 32 Form 1 1 2 2 3 3 4 4 5 5 6 6 7 7

0% 0%

Form 3

Form 3

Girls Girls Girls

Girls

Boys Boys Boys

Boys

18 Kiswahili Reading Level by District: Standard 3

About 3 in 10 Standard 3 pupils are able to read the basic Kiswahili story. The range across the districts was wide, however, from about 7 in 10 in Rombo down to less than 1 in 10 in Mbozi.

Graph 18 Pupils Attaining Kiswahili Story Level, by Gender 18 8:

Graph 8: Pupils Attaining Kiswahili Story Level, Gender Graph 8: Pupils Attaining Kiswahili Story Level, by by Gender

Standard 3 pupils perform best in Kiswahili in Rombo, Arusha and Kibaha Urban.
18
ANNUAL LEARNING ASSESSMENT REPORT

The urban districts generally outperform the districts in more rural regions. In addition to Rombo, Arusha and Kibaha Urban, districts where at least half of the Standard 3 pupils could read Kiswahili include Iringa Urban, Mufindi, Bukoba Urban, Tanga and Morogoro Urban. On the other hand, there were some districts where fewer than 1 in 10 Standard 3 pupils could read Kiswahili: Rungwe, Meatu, Tandahimba, and Mbozi.

In all maps, the 2010 districts used in the Uwezo assessments are collapsed into the 2002 district boundaries.

UWEZO TANZANIA 2011

19

ENGLISH

As with Kiswahili, every child in Standard 3 or above should be able to read the Standard 2 level English story from the Uwezo assessments. But again, as with Kiswahili, and even more dramatically in English, many pupils were not able to do so.

Only 1 in 10 Standard 3 pupils can read a Standard 2 English story.

While pupils in later standards perform better, even the majority of Standard 7 pupils are unable to read the English story. Far fewer students were able to read the English story than the Kiswahili story. Those that could read it, however, were more likely to be able to answer the comprehension questions than those that read the Kiswahili story: even in Standard 1, of the pupils who could read the story, most could then answer the questions as well. The reason for this difference may be that Kiswahili is much more familiar to pupils, so they may be able to read words even if they do not fully understand them. With English, however, those that are able to read the words are likely to have studied the language and may be more likely to know the meanings. Also, as per the Standard 2 curriculum, the vocabulary in the English stories was simpler than in the Kiswahili stories.

Graph 9: English Reading Level

100%
26% 21% 17% 14%

7% 7%

8%

6%

80%
57%

34% 43%

12% 15% 19% 23% 16% 18% 12% 20% 12% 12% 14%

8%

6%

7%

60%
29%

40%

35% 18%

75%

78%

81%

34%

11% 39% 30% 20%

48%

20%

12%

8% 11%

0%

6%

Std.1

Std.2

Std.3

Std.4

Std.5

Std.6

Std.7

Form 1

Form 2

Form 3

n Story

n Paragraph

n Words

n Syllables

n No Literacy

20

ANNUAL LEARNING ASSESSMENT REPORT

UWEZO TANZANIA 2011

21

While the overall level of English reading skills are lower than Kiswahili reading skills, there is one aspect that the two subjects have in common:

Kiswahili perform Kiswahili and Genderequally well in reading English. Girls and boysand Gender
While again there are slight differences in each standard and form, the overall conclusion remains area, however, parity seems be achieved: area, however, parity seems to to be achieved: the same: among girls and boys enrolled in English reading skills welllower than Kiswahili. Girls and boys perform equally are reading Kiswahili reading skills, there is one aspect that While the Girls and boys perform equally well inin reading Kiswahili. overall level of school, there is no the two subjects have in common: difference in the ability to to read Kiswahili between girls and boys is In each standard and form, the In each standard and form, the difference in the ability read Kiswahili between girls and boys is substantial difference For the most part, girls performbitbit better than boys, but the difference quite relatively minor. relatively minor. For the most part, girls perform a a better than boys, but the difference is is quite in their small. reading English small. skills.
Gender parity remains important concern not just in in education but throughout society. In one Gender parity remains anan important concern not just education but throughout society. In one

English and gender

Girls and boys perform equally well in reading English. parity is While gender
This finding mirrors the 2010 Uwezo report, which found that girls performed slightly better than This finding mirrors the 2010 Uwezo report, which found that girls performed slightly better than boys in each subject, boys in each subject, though not a though not to to a likely still a concern in substantial extent. substantial extent.

While again there are slight differences in each standard and form, the overall conclusion remains the same: many areas, those girls among girlsFurthermore, enrolled in school, there is no substantial difference in their English reading skills. Furthermore, girls and and boysand boysin and enrolled girls

boys are boys are about equally school performabout equally likely enrolled likely be enrolled While gender to to be is to in instill a concern in many areas, those girls and boys enrolled in school perform similarly inparity likely regards school. Among school. Among 7-16 year similarly in regardsas 7-16 year as well as Kiswahili. English olds, 88 per cent of girls as well to English olds, 88 per cent of girls Kiswahili. enrolled, compared are are enrolled, compared with per cent of boys. with 8787 per cent of boys.

PupilsGraph 10: Pupils English Story Level, by Gender Attaining Attaining English Story Level, by Gender
100% 100%

80% 80%

Pupils Attaining Kiswahili Story Level, by Gender Pupils Attaining Kiswahili Story Level, by Gender
100% 100% 80% 80%

60% 60%

40% 60% 40% 60%

40% 40%

20% 20%
20% 20%
0% 0%

0%0% Std.1 Std.2 Std.4 Std.5 Std.7 Form Form Standard Standard Std.3 Standard Standard Standard Standard Standard Form 1 Form Form Standard Standard Standard Standard Standard Standard Standard Form 1Form 212Form 3 3 Standard Form 1 Standard Standard Standard Standard Standard StandardStd.6 Form 22 4 3 44 5 55 6 6 6 7 7 1 1 1 22 2 3 3 7
Girls Girls Girls

Form Form 3 3

Girls

Boys Boys Boys

Boys

Graph 18 Pupils Attaining English Story Level, by Gender 18 10:

Graph 8: Pupils Attaining Kiswahili Story Level, Gender Graph 8: Pupils Attaining Kiswahili Story Level, by by Gender

English Reading Level by District: Standard 3

21

Across Tanzania, only about 1 in 10 Standard 3 pupils were able to read the basic English story included in the Uwezo assessment. Even in the highest performing district, Arusha, fewer than 4 in 10 were able to read the story.

Standard 3 pupils perform best in English in Arusha, Kigoma Urban and Iringa Urban.
22
ANNUAL LEARNING ASSESSMENT REPORT

Other districts performing relatively well include Bukoba Urban and Tanga. At the other end, hardly any Standard 3 pupils were able to read English in Tandahimba, Musoma Rural, Ruangwe, Meatu and Rungwe. While the overall levels are lower, the pattern of performance across Tanzania is similar to Kiswahili reading skills.

UWEZO TANZANIA 2011

23

Numeracy

In addition to literacy, numeracy is a fundamental skill that all parents should expect their children to learn when they send them to school. As with literacy, however, not all children are learning NUMERACY numeracy skills as early as they should.

In addition 3 in 10 Standardis apupils can skill that all parents should expect their children to learn Only to literacy, numeracy 3 fundamental add, subtract and multiply. when they send them to school. As with literacy, however, not all children are learning numeracy skills as Numeracy 3 Uwezos should. early as they method for testing numeracy was slightly different than in literacy. In Kiswahili and English, if the child could not pass a certain level, the all parents should expect their children to In addition to literacy, numeracy is a fundamental skill thatassessor progressed no further; a child who cannot learn when they send them to school. As with literacy, however, not all children are learning read sentences is unlikely to numeracy skills as earlyNumeracy, read a full story. as they should. however, is a bit different: a Only 3 in 10 Standard 3 pupils can add, subtract and multiply. child that struggles with Uwezos method for testing numeracy was slightly different than in literacy. In Kiswahili and English, subtraction may testing numeracy Uwezos method fornonetheless be assessor progressed no further; a child who cannot In Kiswahili and English, if the if the child could not pass a certain level, the was slightly different than in literacy. able to not unlikely certain level, child could do is pass a to read sentences basic multiplication. the assessor progressed no further; a child who cannot read sentences Therefore, Numeracy, is read a full story. Uwezo tested allNumeracy, however, is a bit different: a child that struggles with subtraction unlikely to read a full story. however, is a bit children,aand the basic multiplication. Therefore, Uwezo tested all levels with children, and the may levels with different: to do nonetheless be able child that struggles with results are graphed below. results are graphed below.

Only 3 in 10 Standard 3 pupils can add, subtract and multiply.

subtraction may nonetheless be able to do basic multiplication. Multiplication was the most Multiplication was the all Therefore, Uwezo tested most difficult category difficult category for children, as to levels with children, and the pass all levels. expected. By below. results are graphedStandard 7, 8 in 10 Multiplication was the most difficult category for children, as expected. By Standard 7, 8 in 10 pupils are able to pass all levels.
100% 100%

for children, as expected. By Standard 7, 8 in 10 pupils are able

pupils are able to pass all levels.

Numeracy Level
Numeracy Level

Graph 11: Numeracy Level

100%80% 80% 80% 60%

40% 40%

60% 60%

40% 20%
20% 20%

0% 0% 0% Std.2 Std.3 Std.4 Std.5 StandardStd.1 Standard Standard Standard Standard Standard Standard Form Standard Standard Standard Standard Standard Standard Std.6 1 1 2 3 4 5 6 7

Std.7 Form Form 2 Standard Form 3 1 Form 1 7

Form Form 2 2

Form Form 3 3

All 6 Categories All 6 Categories Place Value Place Value

All 6 Categories Place Value

Multiplication Multiplication Recognition Recognition

Multiplication Recognition

Subtraction Subtraction Counting Counting

Subtraction Counting

Addition Addition

Addition

Graph 11: Numeracy Level

Graph 11: Numeracy Level

23

23

24

ANNUAL LEARNING ASSESSMENT REPORT

Numeracy and Gender Numeracy and gender

As with English and Kiswahili, the gender gap with regards to numeracy proved to be nearly non-existent: As with English and Kiswahili, the gender gap with regards to numeracy proved to be nearly nonexistent:

Girls and boys perform equally well in numeracy.

Girls and boys perform equally well in numeracy.
Of the differences that do Kiswahili and Gender Of the Kiswahili and Gender exist, boysdifferences that do exist, boys tend to do just a bit better than girls in most standards, tend to do just a whereas Gender parity remains important concern not readingeducation but throughoutbe a In one girls did bit better Gender parityin most than boys in both just in in categories. It would society. In one bit better than girls a remains anan important concern not just education but throughout society.mistake, however, area, however, parity differences, as the to make too much parity seems to be achieved: standards, area, however,of theseseems to be achieved: gap between girls and boys in this regard is not large whereas girls enough to bethan boys in of did a bit better and boys perform equally well inin reading Kiswahili. Girls Girls and boys perform equally well reading Kiswahili. bothconcern. categories. It reading In each standard and would be aIn each standard and form, the difference in the ability to to read Kiswahili between girls and boys is mistake, however, form, the difference in the ability read Kiswahili between girls and boys is Regarding gender For the most part, girls perform a bitbit better than boys, but the difference quite relatively minor. relatively minor. For the most part, girls perform a better than boys, but the difference is is quite to make too muchndof these small. small. then, Uwezos 2 differences, as the gap AnnualThis finding mirrors the 2010 Uwezo report, which found that girls performed slightly better than Learning mirrors the This finding between girls and boys in this 2010 Uwezo report, which found that girls performed slightly better than Assessment in each subject, boys in enough regard is notboys each subject, to large though not largely though not to to a supports a a be of concern. substantial findingsubstantial extent. from the extent. first: thatFurthermore, girls and a Regarding Furthermore, girls and gender then, boys are about equally boys gender substantial are about equally Uwezos 2nd Annual Learning likely to to be gap doeslikely exist enrolled in not be enrolled in Assessment school. Among 7-16 year largely supports school. Among 7-16 year in student 8888 per cent of girls a finding from the first: that a olds, olds, per cent of girls performance gapcompared substantialare enrolled, compared gender are enrolled, does with per among enrolled performance not exist inwith 8787 per cent of boys. among enrolled pupils. student cent of boys. pupils.
Graph 12: Pupils Able to Complete All Standard 2 Numeracy Tasks, by Gender

Pupils Attaining All Numeracy Levels, by Gender

Pupils Attaining Kiswahili Story Level, by Gender Pupils Attaining Kiswahili Story Level, by Gender

100% 100%

80% 80%

100% 100% 80% 80%

60% 60%

60% 60%
40% 40%

40% 40% 20% 20% 0%0% Std.1 Standard Standard Standard Standard Standard Standard Standard Form 1Form 12 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form Form Form 2 Form Standard Standard Standard Standard Standard Standard Standard Form Standard Standard Standard StandardStandard Standard Standard Form 1 Form 1 2Form 3 23 1 1 2 2 3 3 4 4 5 5 6 6 7 7

20% 20%

0% 0%

Form 3

Form 3

Girls Girls Girls

Graph 8: Pupils Attaining Kiswahili Story Level, Gender Graph 8: Pupils Attaining Kiswahili Story Level, by by Gender

Girls

Boys Boys Boys

Boys

Graph18 Pupils Attaining All Numeracy Levels, by Gender 12:

18

24

UWEZO TANZANIA 2011

25

Numeracy by District: Standard 3

About 3 in 10 Standard 3 pupils are able to perform Standard 2 level mathematics. The highest performing district is Korogwe Urban, where over 6 in 10 pupils were able to complete the assessment.

Standard 3 pupils perform best in numeracy in Korogwe Urban, Tanga and Kibaha Urban.
Tunduru and Kibondo were the lowest performing districts: fewer than 1 in 10 Standard 3 pupils there were able to add, subtract and multiply at a Standard 2 level.

26

ANNUAL LEARNING ASSESSMENT REPORT

FACTORS AFFECTING LITERACY AND NUMERACY

Throughout this section and unless otherwise noted, the basis of comparison is the percentage of children who are Standard 2 proficient: those that successfully completed the assessment in all three subjects.

n School Enrolment: Private school students excel

Nearly 9 in 10 children between the ages of 7 and 16 are enrolled in school, with the vast majority enrolled in government schools. Children between 9 and 13 are especially likely to be enrolled. At the same time, it is the youngest and oldest children who are most likely to be enrolled in private school, though only by a small margin.
Graph 13: School Enrolment (by Age)
100% 80% 60% 40% 20%

While there are not many private 0% 7 8 9 10 11 12 13 14 15 16 school students, those children who Age are in private school have a very large n Public n Private n Not Enrolled advantage over those in public school. Among children 10 and younger, there is not much difference between being enrolled in a public school and not being enrolled at all, in terms of being able to pass the assessments. From age 11 and beyond, however, children enrolled in public school do better than those not enrolled at all.

Graph 14: Pupils Meeting Standard 2 Proficiency (By school status)

100% 80% 60% 40% 20% 0%
7 8 9 10 11 12 13 14 15 16

Age
n Public n Private n Not Enrolled

UWEZO TANZANIA 2011

27

n Preparation: Pupils with pre-primary education have an advantage

Nearly three out of four children throughout Tanzania have been enrolled in pre-primary school. Pupils in lower standards are slightly more likely to have attended pre-primary school than pupils in higher standards, making it possible that preprimary enrolment is becoming more common.
Graph 15: Pupils Meeting Standard 2 Proficiency (By Pre-Primary Status)
100%

80%

60%

40%

Whether or not it is becoming 20% more common, the relationship between attending pre-primary 0% school and later success in Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 literacy and numeracy is clear. n Pre-Primary n No Pre-Primary Pupils that have been in preprimary school perform better than those who have not. The gap closes in secondary school but never quite disappears.

Form 2

Form 3

n home Language: Kiswahili speakers are favoured

While Kiswahili is the common language of Tanzania and is the language of instruction in primary school, it is not always the language that children hear at home. In fact, over 1 in 3 households in the Uwezo assessment reported speaking a language other than Kiswahili at home. It is no surprise then that children whose home language is the same as the language they hear in school are better able to perform not just in Kiswahili, but English and numeracy as well. The gap between the two groups diminishes in secondary school.
Graph 16: Pupils Meeting Standard 2 Proficiency (By Home Language)
100%

80%

60%

40%

20%

0%

Std.1

Std.2

Std.3

Std.4

Std.5 n Kiswahili

Std.6

Std.7

Form 1

Form 2

Form 3

n Ethnic Languages

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ANNUAL LEARNING ASSESSMENT REPORT

UWEZO TANZANIA 2011

29

As a Tanzanian parent who is also an education stakeholder, joining Uwezo is one of my contributions in the improvement of childrens education.
- District Coordinator James Barongo, TADEPA, Bukoba Rural District

n Socio-Economic Status: Wealthy families have a leg up

As part of the household interview, Uwezo volunteers asked the parents whether they owned such items as a bicycle, a mobile phone and a refrigerator, then used the results to calculate a wealth index. The wealth index gives a rough estimate of the familys means, and similar to the first annual assessment, Uwezo has found that children whose families score high on the wealth index tend to perform better on the assessments than other children. Uwezo also considered more traditional types of wealth, including cattle and goats under the traditional metric, the difference among the different categories was not quite as large.

Graph 17: Pupils Meeting Standard 2 Proficiency (By Socio-Economic Status)

100%

80%

60%

40%

20%

0%

Standard 3 n Very Low n Low

Standard 5 n Medium n High n Very High

Standard 7

i have discovered that our children dont understand anything when they are at school. You have done a good job to give us these questions and exercise books. We will be - Parent, Misungwi District assisting them.
30
ANNUAL LEARNING ASSESSMENT REPORT

n Parental Education: Educated parents have educated children

About 8 out of 10 pupils have at least one parent who went as far as primary school as a child. As Uwezo found during the first annual assessment, parental education is highly related with a pupils performance. As the grid below shows, over 6 out of 10 Standard 7 pupils whose parents both attended secondary school are proficient at at least the Standard 2 level in every subject, compared with just 3 in 10 of students whose parents did not attend any school

Percentage of Standard 7 Pupils Proficient in All Subjects

Mothers Education
NO PRIMARY SCHOOL NO PRIMARY SCHOOL PRIMARY SCHOOL SECONDARY SCHOOL POST-SECONDARY EDUCATION

Fathers Education

30% 31%

30% 42% 52% 67% 54% 67%

PRIMARY SCHOOL

SECONDARY SCHOOL

POST-SECONDARY SCHOOL

Note: In the shaded boxes, there were not enough children meeting the criteria to be representative.

n Location: Urban students prosper

About 3 in 4 children live in rural locations, but it is their peers in urban locations who tend to perform best in literacy and numeracy. In Standard 3 for example, urban students are twice as likely to meet proficiency standards in all three subjects as rural students. Urban secondary school pupils tend to perform better than rural pupils as well. Further, children from urban locations are a good deal more likely to attend secondary school than children from rural locations. About 4 in 10 secondary school pupils are from urban areas, compared with fewer than 3 in 10 primary school pupils. Beyond the urban/rural distinction, the 132 districts varied substantially from each other in terms of childrens performance. For Standard 7 pupils, the highest performing district in Standard 2 proficiency across all subjects was Iringa Urban, followed by Bukoba Urban and Arusha. On the other end, Kibondo, Tandahimba and Rorya were among the lowest performing. Temeke scored highest in Kiswahili reading among Standard 7 students, with nearly all pupils able to read the story. Similarly, nearly all Standard 7 pupils in Arusha were able to complete the math assessment. The highest performing district in English reading was Bukoba Urban: nearly 9 in 10 Standard 7 pupils were able to read the English story. Later this year, Uwezo will be publishing an in-depth analysis that studies district variation in each subject, including a full ranking of the 132 districts. This analysis will further explore the variations that exist among the districts.
UWEZO TANZANIA 2011

31

Graph 18: Pupils Meeting Standard 2 Proficiency (By Location)

100%

80%

60%

40%

20%

0%

Std.1

Std.2

Std.3

Std.4

Std.5 n Urban

Std.6 n Rural

Std.7

Form 1

Form 2

Form 3

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ANNUAL LEARNING ASSESSMENT REPORT

Standard 7 Pupils Meeting Standard 2 Proficiency - All Subjects

In the average district, 4 out of 10 Standard 7 pupils were able to complete the Standard 2 level assessments in all three subjects. This average varied from a high of 84 per cent in Iringa Urban to a low of 14 per cent in Kibondo. Other high performers include Bukoba Urban (80 per cent), Arusha (79 per cent) and Ngara (70 per cent); low performers include Tandahimba, Nkasi and Mafia. What could account for this large difference? Later this year, Uwezo will be publishing a district report and district report cards that further examine the differences among the districts. Further, there will also be a report on the state of our schools that will highlight the different learning conditions throughout the country.

UWEZO TANZANIA 2011

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COmBiNiNg ThE FACTORS TOgEThER

All of the factors detailed above have some relationship with childrens learning. The relationship is especially noticeable when the factors are combined. Bukoba performs higher than Kibondo in general, but the difference is exaggerated even further when looking at educated parents in Bukoba Urban and uneducated parents in Kibondo. And while Mbulu generally performs a bit higher than Iramba, certain children in Iramba will have an advantage over those in Mbulu depending on the other factors. Gender was not included as a factor because it was not found to be significant.

STUDENT A IN STD. 7
Home: Kibondo Parents Highest Education: None Wealth Index: Low Home Language: Ethnic Pre-Primary: Yes Likelihood of completing all Std. 2 assessments:

STUDENT B IN STD. 7
Home: Ukerewe Parents Highest Education: Primary School Wealth Index: Medium Home Language: Kiswahili Pre-Primary: Yes Likelihood of completing all Std. 2 assessments:

STUDENT C IN STD. 7
Home: Mbulu Parents Highest Education: Primary School Wealth Index: Low Home Language: Ethnic Pre-Primary: No Likelihood of completing all Std. 2 assessments:

9%
STUDENT D IN STD. 7
Home: Iramba Parents Highest Education: Secondary School Wealth Index: Low Home Language: Kiswahili Pre-Primary: Yes Likelihood of completing all Std. 2 assessments:

29%
STUDENT E IN STD. 7
Home: Ngara Parents Highest Education: None Wealth Index: High Home Language: Ethnic Pre-Primary: Yes Likelihood of completing all Std. 2 assessments:

52%
STUDENT F IN STD. 7
Home: Bukoba Urban Parents Highest Education: Post-Secondary Wealth Index: Medium Home Language: Kiswahili Pre-Primary: Yes Likelihood of completing all Std. 2 assessments:

60%
34

72%

95%

ANNUAL LEARNING ASSESSMENT REPORT

SCHOOLS

Teacher attendance: 4 out of 5 are present

Across Tanzania, 4 out of 5 teachers were present on the day of the Uwezo survey. There were somewhat more women than men among the ranks of teachers: the average school had 12 teachers, five men and seven women. However, 3 out of 4 head teachers surveyed were men. The Uwezo survey also found that school-wide perfect attendance among teachers was relatively rare: only about 1 in 10 schools visited had all of their teachers at work on that particular day. More often than not, then, children are going to a school that is operating short-handed.
Graph 19: Average Teacher Attendance

ABSENT 19%

PRESENT 81%

UWEZO TANZANIA 2011

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OUR CONCLUSION
The Uwezo initiative began with a concern for education in the country. Since 2001, there has been a rapid expansion of educational opportunities both at primary and secondary levels. Yet, all indications point to the fact that increased schooling has not led to increased development of competencies and skills among school graduates. Uwezo decided to find out if schooling has led to children attaining basic literacy and numeracy competencies. Information on literacy and numeracy is generated through a large scale, household based survey carried out annually. The aim of Uwezo is to inform millions of Tanzanians on how many children have attained basic literacy and numeracy levels. Uwezo expects that the information will lead to conversations between various stakeholders, which will then lead to eventual improvement in the quality of education. After concluding our 2nd Annual Learning Assessment, we are confident in the results: our children are not learning nearly as well as we would like them to. According to our curriculum, Standard 2 is when children should master the basics of reading and numeracy. But our assessment has shown that most children complete Standard 2 without having done so. Only 3 in 10 Standard 3 pupils can read a Kiswahili story, and only 3 in 10 can add, subtract and multiply. Scores are worse yet in English, where only 1 in 10 can read a basic English story. Furthermore, this low performance is not uniform across the country. Some pupils particularly those in urban areas with educated parents are more likely to master the fundamental skills by the time they reach Standard 3. At the same time though, other pupils have a distinct disadvantage as they pursue their education. Children in rural areas with uneducated parents and without access to pre-primary school face an especially uphill challenge. For our childrens learning to improve, we must focus on the quality of learning that happens within schools. But here, too, is a challenge. One out of 5 teachers was absent on the day Uwezo conducted the assessment. With this high rate of absenteeism, it is difficult for children to learn consistently and to build on their skills throughout the school year. What do these findings mean for our countrys future? Many of our children are able to master the fundamentals of Kiswahili literacy and numeracy by the time they leave primary school, but if they are still learning to read in Standards 3, 4, 5 and above, they will have less time to focus on the higher-level skills that they will need as an adult. Addressing these problems will require our countrys full attention. It will not be enough to lay the blame on parents, teachers or government officials. The core belief of Uwezo is that lasting solutions will only come about when everyone is committed to helping our children learn. No one needs to wait for someone else to act. Anyone who knows a teacher, or a child, or a parent, can start a conversation immediately about what we can do to promote student learning. Are our children learning? No, they are not, at least not as much as we would like them to. Unless we want to hear the same answer next year, and the year after that, we must get started today.

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ANNUAL LEARNING ASSESSMENT REPORT

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APPENDIX A: Data
Unless otherwise noted, numbers in tables are percentages.

general
Uwezo assessed over 128,000 children during this Annual Learning Assessment. Charts throughout this report use the weighted averages, taking district size into account. In some cases, there were not enough students to be considered representative for a particular statistic, for example some categories in the parental education grid; in those instances the data were left blank rather than show a result that was not representative. In combining factors that correlate with literacy and numeracy, a standard OLS regression was used with likelihood of being Standard 2 proficient as the dependent variable. Additional independent variables were considered, including gender, but they were ultimately rejected as they were not significant. The full data set and additional statistical tables will be available on www.uwezo.net by September 2011. Below are the data tables corresponding to the charts in the Results section of this report.

Table 1: Overview
CLASS KISWAHILI Male Female Total Male ENGLISH Female Total Male NUMERACY Female Total FULL PROFICIENT Male Female Total

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

4.29 13.53 26.76 44.28 57.68 68.38 75.50 87.44 86.22 88.42

4.66 15.13 29.76 44.68 59.71 69.14 76.93 86.65 89.28 89.59

4.45 14.36 28.25 44.40 58.66 68.77 76.21 86.96 87.83 88.93

2.55 5.45 10.72 20.33 30.49 39.36 49.12 74.75 77.60 82.02

2.59 6.25 12.34 20.04 29.76 38.69 47.84 74.18 78.74 80.76

2.56 5.88 11.49 20.15 30.11 39.04 48.42 74.37 78.38 81.28

6.56 14.45 30.53 47.25 60.96 71.37 81.43 95.32 95.07 93.56

5.94 14.26 30.36 46.80 58.49 69.64 78.50 93.14 94.74 95.79

6.26 14.30 30.41 47.03 59.77 70.52 79.94 94.14 94.96 94.77

1.37 2.84 6.15 13.90 23.69 32.22 41.86 67.57 69.28 72.25

1.47 3.29 7.31 13.46 21.91 30.37 40.90 65.75 72.34 74.27

1.42 3.10 6.71 13.67 22.77 31.30 41.31 66.51 71.04 73.09

Table 2: Kiswahili Reading

Class Nothing Letter Word Paragraph Story TOTAL

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

49.71 27.92 19.47 13.23 9.26 6.90 4.94 1.99 1.45 1.89

35.04 33.46 21.83 13.03 9.39 6.49 5.35 2.56 2.30 1.97

7.79 14.99 16.82 14.06 8.97 6.58 4.82 2.86 2.95 2.11

3.00 9.27 13.63 15.29 13.71 11.25 8.69 5.63 5.46 5.11

4.45 14.36 28.25 44.40 58.66 68.77 76.21 86.96 87.83 88.93

100 100 100 100 100 100 100 100 100 100

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ANNUAL LEARNING ASSESSMENT REPORT

Table 3: English Reading

Class Nothing Letter Word Paragraph Story TOTAL

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

57.10 43.13 33.85 26.32 20.56 17.35 13.99 6.93 7.96 6.20

33.93 34.75 28.93 22.99 18.91 15.14 11.63 4.43 3.00 2.81

4.75 12.18 17.84 19.90 18.32 16.29 14.44 6.58 4.65 3.05

1.66 4.06 7.89 10.64 12.11 12.18 11.52 7.70 6.00 6.66

2.56 5.88 11.49 20.15 30.11 39.04 48.42 74.37 78.38 81.28

100 100 100 100 100 100 100 100 100 100

Table 4: Numeracy
Class Nothing Counting Recognition Place Value Addition Subtraction Multiplication Everyday Mathematics TOTAL

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

23.52 12.62 7.51 4.72 3.38 2.14 1.34 0.24 0.37 0.11

68.24 80.86 87.99 92.10 94.14 95.98 97.01 99.16 99.55 99.36

51.31 72.93 83.65 90.56 93.91 95.85 97.25 99.54 99.10 99.60

35.73 60.82 76.70 86.93 91.73 94.69 96.43 99.10 99.30 99.35

25.51 46.36 63.15 74.91 83.39 88.00 92.12 98.71 98.40 98.74

18.22 35.31 51.57 65.40 75.95 82.60 88.75 97.93 97.69 98.49

8.36 18.69 36.90 54.22 66.67 76.72 85.01 96.30 97.29 98.03

18.34 34.09 52.87 67.20 77.27 84.70 89.48 97.61 97.83 98.28

6.26 14.30 30.41 47.03 59.77 70.52 79.94 94.14 94.96 94.77

Table 5: School Enrolment

Age Public Private Not Enrolled TOTAL

7 8 9 10 11 12 13 14 15 16

79.28 85.84 88.28 88.78 88.83 89.29 87.80 84.01 78.91 74.38

4.18 2.82 2.92 2.03 2.31 1.84 2.13 2.75 3.28 4.41

16.54 11.34 8.8 9.2 8.87 8.87 10.07 13.23 17.82 21.21

100 100 100 100 100 100 100 100 100 100

UWEZO TANZANIA 2011

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Table 6: Proficiency by School Enrolment

Age Public Private Not Enrolled TOTAL

Table 7: Proficiency by Pre-Primary Status

Class Pre-Primary No Pre-Primary TOTAL

7 8 9 10 11 12 13 14 15 16

1.27 2.39 5.15 9.66 14.9 22.38 28.5 37.82 43.89 52.95

4.49 26.22 34.75 50.37 50.4 49.34 60.56 64.53 69.2 72.72

0.91 2.34 5.04 8.52 8.74 14.52 13.47 20.56 20.48 23.32

1.33 3.05 5.95 10.25 14.98 21.9 27.26 35.65 39.78 46.27

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

1.53 3.58 7.70 15.30 25.79 34.43 45.79 68.05 71.87 74.57

0.68 1.59 4.09 9.36 15.78 24.31 32.32 61.51 68.18 67.97

1.42 3.10 6.71 13.67 22.77 31.30 41.31 66.51 71.04 73.09

Table 8: Proficiency by
Class Kiswahili Other TOTAL

Table 9: Proficiency by Socio-Economic Status

Class Very Low Low Medium High Very High TOTAL

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

1.76 4.36 8.37 16.63 26.09 34.52 44.41 67.08 71.18 74.03

0.94 1.14 3.99 8.92 17.17 26.07 35.96 65.62 70.26 69.54

1.42 3.1 6.71 13.67 22.77 31.3 41.31 66.51 71.04 73.09

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

1.16 1.92 4.49 10.91 19.46 27.59 37.30 64.98 69.07 70.19

1.43 3.17 7.52 14.17 24.32 33.66 44.16 64.77 71.28 72.50

1.97 6.51 12.35 20.35 28.70 37.89 48.76 75.08 76.18 77.44

4.65 15.25 18.92 35.08 42.15 51.52 63.72 65.20 67.89 82.69

7.61 6.03 25.34 28.21 44.33 48.60 51.39 77.06 76.40 62.83

1.42 3.10 6.71 13.67 22.77 31.30 41.31 66.51 71.04 73.09

Table 10: Proficiency by Location

Class Urban Rural TOTAL

Table 11: Teacher Attendance

Teacher Attendance

Std.1 Std.2 Std.3 Std.4 Std.5 Std.6 Std.7 Form 1 Form 2 Form 3

2.21 5.50 10.77 20.61 33.33 40.48 50.99 72.01 74.53 78.27

1.16 2.22 5.22 11.02 18.94 27.94 37.85 63.45 68.73 68.63

1.42 3.10 6.71 13.67 22.77 31.30 41.31 66.51 71.04 73.09

Present Absent

81.10 18.90

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ANNUAL LEARNING ASSESSMENT REPORT

UWEZO TANZANIA 2011

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ACKNOWLEDGEMENTS
Uwezo is not a small group of researchers who write a report once a year: Uwezo is a network of thousands of volunteers and partners living and working in every district of our country. These partners have devoted their lives towards improving our childrens education, and so we first of all thank them for their tireless efforts. We also thank our partners from the larger Uwezo family who conduct the assessment throughout East Africa. In particular, Uwezo East Africa Manager Dr. Sara Ruto, Uganda Country Director Richard Ssewakiryanga, and Kenya Country Director Dr. John Mugo. Additionally, Uwezo is supported regionally by Twaweza and we thank Twaweza Head Rakesh Rajani. Uwezo is also indebted to the people of Pratham and the Annual Status of Education Report (ASER), the Indian initiative that provided the idea for Uwezo East Africa. Our thanks go out to Ms. Elizabeth Missokia, the Executive Director of Haki Elimu, and her staff. Haki Elimu has always supported and cooperated with Uwezo. We expect the cooperation will continue in coming years. Within Tanzania, there are countless professionals who have given their time to ensure that the assessment met the highest standards. These include the TEN/MET coordinator Ms. Helima Mengele and the TEN/MET Board Chair person Mr. Ginason Jandwa. We also acknowledge the contributions of the Uwezo Advisory Committee members including Ms. Grace Rwiza, MOEVT; Ms. Zaida Mgalla from SNV and Mr. Anthony Mtavangu from Tanzania Teachers Union. The following were instrumental in developing the Uwezo process. Ms. Sylvia Meku designed the sampling framework which was used in sampling the Enumeration Areas and households. The test development panels were responsible for developing the assessment tools, including: n n n n n n Dr. George Mrikaria, University of Dar es Salaam Maziku Mihayo, Dar es Salaam Institute of Technology Dr. Sylvester Rugehiyamu, University of Dar es Salaam Magreth Njau, National Examination Council Monica Chongwani, National Examination Council Safarani Kalole, National Examination Council

We would like to register our sincere appreciation to the organizations that have funded Uwezo for the last two years. It is the funding received from DFID/AcT, SIDA, the World Bank, the Hewlett Foundations and the Hivos that enabled us to conduct this assessment. Below is the list of our District Coordinators who managed the assessment locally, and whom we would like to especially thank by name:
Arusha (R): Neema Thomas , TCBA Arusha (u): Idda S. Mlay , Green Zone Babati ( R): Mariana Sumari, AFNET Babati (U): Wiliam Shelatano Swai, PIDERS Bagamoyo: Nora Rwebangira Schubert, OW&CBO Bahi: Jumanne Simba, Tutor- St Johns University Bariadi: Ngwesa Grayson, SDO Biharamulo: Ahmad M. Kisili, FAIDERS Bukoba ( R): James Barongo, TADEPA Bukoba (U): Leonida Mbelle, MHOLA Bukombe: Thecla Mendile, DELIRA

Bunda: Bernard P. Ndiege, REDIT Chamwino: Nicholaus Mabula, Women Wake Up Chato: Agastin K. Anjelo, KADETFU Chunya : Enock D. Kijo , EHE Dodoma (R): Beatrice Mutobesya, Pwani Promotion and Development Angency

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ANNUAL LEARNING ASSESSMENT REPORT

Dodoma (U): Hassan Muhammad , Women Wake Up Geita: Sospeter A. Mafuru, Aide et Action Hai : Hilary Tesha , KWIEKO Hanang: Elipid J. Urassa, Mererani green Soc Handeni : Amina Mlawa , WRDP Igunga : Paul D. Kahumbi , TAVICO Ilala(U): Jonas B. Mhati , PELO Ileje : Danny Tweve , ELIMISHA Ilemela: Michael Kikungo, MNO Iramba : Paul Z. Mulumba , SINGONET Iringa (R): Raphael Mwakagungi Mtitu, MMADEA Iringa (U): Ellen Binagi, MCHAKATO Kahama: Deusderick D. Kahendaguza, DELIRA Karagwe: Joas M. Kaijage, KANGONET Karatu : Damian Sanka , Sustainable Dvt Initiative Kasulu: Leornard Soza, KDPA Kibaha (U): Herman John, OW & CBO Kibaha(R): Mathew Chungu, Pwani Promotion and Development Agency Kibondo: Mwl. Martine Mpemba, KIDEREA Kigoma ( R): Fred Selabwa, KDPA Kigoma/Ujiji: Ms. Marcelina Mshana , NWB Kilindi : Kellen Sylvester Mngoya , WRDP Kilolo: Miraji Vanginothi, Kilombelo : Grace Zambi, OWCBO Kilosa : Venance Mlally , MWAYODEO Kilwa : Mary D. Masala, OW&CBO
Kinondoni (U): Zipora Shekilango , TEN/MET Kisarawe: Susan Ngahyoma, Taaluma Women Group Kishapu: Willium Shayo, UMOJA FADHILA KASKAZINI Kiteto: Onesmo Barakaeli Kivuyo, KINNAPA Kondoa : Baltazar Namwata, CORDEMA Kongwa: Joanita Joram , Faraja Human Dvt Trust Korogwe ( R): Fabia Fredrick Shundi, WRDP Korogwe (U): Florence Katabazi, FIT

Kwimba: Shakiula Deoglas, Aide et Action Kyela : Felix A. Mwakyembe , ELIMISHA Lindi (U): Jabir Said , LISAWE Lindi(R): Didas S. Nzingamasabo, Taaluma Women Group Liwale : Ali Ligai, ULIDINGO Longido : Francis Ikayo, EDC Ludewa : Lenis Mtitu , LDF Lushoto: Antony A. Sheshe, Initiative For Youth Mafia : Yusufu R. Makuri , Pwani Promotion and Development Angency Magu: Shabani Halfani, Aide et Action Makete : Vicent Mwaja, Manyoni : Laurent Sabuni, INFOY Masasi : Dr William Chikumba , MANGONET Maswa: Noel Kihoza, EDFO Mbarali : Glory Komba , ELIMISHA Mbeya (R): Vicent Mnyanyika, CSSC Mbeya (U): Vicent Mnyanyika, HAKIELIMU Mbinga : Sophia Komba , Forum for African Women Educationalists Mbozi : Daria G. Rugumira , ADP Mbulu: Ansila Tembo, SNV Meatu: Castory M. Daudi, SHUUKA Meru : Gipson R.Ole Kinisa, World Vision Muheza : Priscilla Nanyaro, WRDP Misenyi: Consolata M. Barongo, AMKA KAZINGA Misungwi: Yared Babona, EDFO Mkindani (U): Gottlieb K. Mpangala , MRENGO Mkinga: Sherbanu Kassim, WRDP Mkuranga : Evenna Masae , COSUPED Monduli : Javes Sauni, TCBA Morogoro(R): Adam Msimbe , MWAYODEO Morogoro(U): Hellen Nkalang'ango, SNV Moshi (R): Gamariel Mbalase , WOY Moshi (u): Lucas Mkwizu , SVGT Mpanda (R): Pius Makemelelo, HAKIELIMU Mpanda (U): Pius Makomelelo, HAKIELIMU Mpwapwa: Philipina Labia, Faraja Human Dvt Trust Mtwara (R): Francis Mkude , UPT Mufindi : Winifrida T Swai, AFYA WOMEN GROUP

UWEZO TANZANIA 2011

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Muleba: Saulo P. Malauri, MHOLA Musoma ( R): Magoti Ndaro Jandwa, FHDT Musoma (U): Apaisaria Kiwori, ELCT Mvomera : Felistas Kalomo , CDTFN Mwanga: Sauli Peter, KIFUMWA

Shinyanga ( R): John Mtinga Masatu, SHIVYAWATA Shinyanga (U): Gerald s. Ng'ong'a, ABY project, IYF Siha : Anitha Masaki, Forum for African Women Educationalists' Sikonge : Philemon G. Boyo, FADICE Simanjiro: Iriya Nemence Joseph, KINNAPA Singida (R): Tiluganilwa Mayunga , RAS Singida Singida (U): Zuhura karya , RAS Singida Songea (R): Josephat Mikao, RUWODEFU Songea (U): Walter Chidyaki Gama, RUWODEFU/ SONGO Sumbawanga (U): Theresia Suwi, IGN Sumbawanga( R) : Francis Simwela, Rukwa Press Club Tabora (U): Mtemi G Zombe, HAKIELIMU Tandahimba : Mwansiti Hamis, Action Aid Tanga (u): Kipelo Obed , Faraja Human Dvt Trust Tarime: Roseline Mossama, Mogabiri Farm Extension Centre Temeke (U): Cartas Augustino , CHESO Tunduru: Paulo Lugongo, Coastal Youth Vision Agency Ukerewe: Lina F. Mareale, Aide et Action Ulanga : Assery Makengo, TETA Urambo: Mtemi G.Zombwe , HAKIELIMU Uyui : Alfred Pigangoma, CYF

Nachingwea: Thomas Chitanda , NAESO Namtumbo : Samwel Chiwango, RUWODEFU Nanyumbu: Yusuph Hashim Muluma, NANGONET Newala: Nicholous Muhozya, Action Aid Ngara: Innocent Bideberi, GLOFEO Ngorongoro: Jalia B. Chanyika , REDIT Njombe (U): Shabani Pelle, Nkasi: Hamis Ally Keto, TND Mapambazuko Nyamagana: Michael Kikungo, Nzega : Joachim W. Milambo, YLRF Pangani: Daudi Mlahangwa , Initiative For Youth Rombo: Innocent Malamsha , TRC Rorya: Mary Chacha, Foundation Help Ruangwa : Juma Ismael Malundila , LISAWE Rufiji: Dr John Kaijage , Pwani Promotion and Development Agency Rungwe : Tutti Mwankusye, Same : Edna Moshi, SVGT Sengerema: Gervas Anton Amos, Serengeti: Chacha B. Wambura, Foundation Help

Special thanks to District Coordinators Mtemi Zombwe, Joas Kaijage, Hamis Keto, James Barongo, and Yared Babona for contributing to this report, and again Mr. Zombwe for providing the translation in Kiswahili. Also, the following people served not just as District Coordinators but as Master Trainers as well: Emmanuel Shemaghembe, Nemence Iriya, Sylvester Rugeiyamu, Matthew Chungu, Zaida Mgalla, Felistas Kalomo, Mtemi Zombwe, Leonard Soza, Dr. Rweyemamu, Joas Kaijage, Pius Makomelelo, Ellen Binagi, Vincent Mnyanyika, Sophia Komba, and Enock Kijo. We also thank Brad Gunton, Abdallah Mamabia, Nkumi Mtingwa, and Zipporah Ongwenyi for contributing photography to this report. Finally, we thank the hundreds of thousands of parents, teachers, head teachers, village leaders and children who have made this research possible.

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UWEZO TANZANIA 2011

45

Uwezos host: The Tanzania Education Network

Tanzania Education Network/Mtandao wa Elimu Tanzania (TEN/MET) is a national NETWORK of over 200 national NGOs and CBOs, international NGOs and district networks throughout Tanzania that are concerned with the promotion of education. Its core aim is to work and link with other actors in Civil Society Organizations (CSOs) to support local groups, such as Community Based Organizations (CBOs), Faith Based Organizations (FBOs), and NGOs, to carry out their advocacy work with an informed collective voice so as to influence policies for basic quality education for all in Tanzania.

Vision
TEN/MET envisions a Tanzania, in which all people, especially children, enjoy access to participatory and meaningful learning opportunities, in order to realize their fullest potential and to enhance their social integration.

mission
TEN/MET will work with NGOs and CBOs to influence education policies and practices to promote accountability to communities, to ensure that meaningful learning is enhanced for all people, without discrimination.

Objectives
Education stakeholders (District Networks, CBOs, local NGOs, pupils and local leaders) are participating in various forums to demand greater responsiveness and accountability in the implementation of education policies to ensure equitable access to basic education for all children in Tanzania.

Activities
TEN/MET will work with partners to address the challenges by influencing education policies through: a. Communication and information sharing b. Capacity development c. Policy debate and advocacy, and d. Monitoring impact of policy at district level For more, visit www.tenmet.org Above description available at http://www.tenmet.org/public_html/ index.php?option=com_content&vie w=article&id=14&Itemid=38

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Only 3 in 10 Standard 3 students can read a basic Kiswahili story. Lets get to work.

UWEZO Tanzania P.O. Box 38600, Dar es Salaam, Tanzania Telephone: + 255 767 955 877 Email: [email protected]