Programme for Education Results in Zanzibar (PERZ)
This website displays open data about Swedish aid, which shows when, to whom and for what purpose Swedish aid is paid out, as well as what results it has produced. This page contains information about one of the contributions financed with Swedish aid.
The Government of Zanzibar has applied to Sida for funding of 50 million SEK to support the implementation of the Zanzibar Education Development Plan (ZEDP) during the Tanzanian fiscal years 2021/2022 to 2025/2026. The intervention is a result-based program in education that is expected to contribute to keep children in school and to improve learning outcom...
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- A02 - Sector budget support ,
- C01 - Project-type interventions
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The Government of Zanzibar has applied to Sida for funding of 50 million SEK to support the implementation of the Zanzibar Education Development Plan (ZEDP) during the Tanzanian fiscal years 2021/2022 to 2025/2026. The intervention is a result-based program in education that is expected to contribute to keep children in school and to improve learning outcomes by strengthening the national education systems. The payment for results approach means that payments are made retrospectively against certain predetermined results. The extent to which the results, which are measured through so-called Disbursement Linked Indicators (DLIs), are achieved determines the size of the disbursements. The disbursement-linked indicators have been chosen based on the assumption that certain factors in particular contribute to achieve improved education results. The indicators are well aligned with the national priorities as stated in the the Zanzibar Education Development Plan (ZEDP). The three key Results Areas identified are: RA1) Improved learning environment in schools by supporting schools to meet minimum requirements to function properly RA2) Institutional Strengthening and capacity building of implementing Ministries, Departments and Agencies RA3) Implementation of the new Curriculum and learning assessment approaches These identified areas, with their associated disbursement-linked results (DLIs) will strengthen the functioning of systems as to ensure efficient, equitable and evidence-based planning that delivers necessary inputs to schools and ensures continual improvement in learning outcomes. The DLIs are expected to lay the foundation of systemic results-based management approaches and systems for education service delivery. As disbursements are linked to the achievement of tangible and verifiable results, this approach provides the government with incentives to achieve key program results and improve performance within the sector overall. The intervention is aligned to priorities in the Strategy 2020-2024 which includes the result "Inclusive and gender equal education and quality lifelong learning, focusing particularly on girls and young mothers". The intervention supports the theory of change that Sida developed as a starting point in the operationalisation of the strategy: Through a strengthened education system, girls, boys, women and men, will have better knowledge and competence which gives more life choices, possibilities to make informed decisions and conditions to provide for themselves and their families, as well as becoming active, democratic citizens. The Swedish strategy allows limited cooperation with state actors, which in this case is assessed as necessary to support the development of a sustainable education system in Zanzibar. Working through the government system in this program implies that the Swedish support will reach approximately 320 000 children in pre-primary- and primary schools in Zanzibar. The intervention’s total budget is 50 million SEK, which equals to 3% of the total required basic education development budget during the five-year program. The main recurrent budget provided by the central Government for the sub sector is teacher remunerations.
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Total aid 28,237,549 SEK distributed on 0 activities
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Result
A total of 400 new primary teachers were deployed in FY2023/24. This represented 94.1% of the total recruitment target of 425 teachers. Out of the 400 new deployments 391 (97.75%) were compliant with the ZPTAP 2023 list of priority vacancies. A total of 371 new teachers were deployed to Pemba, with 365 to priority posts (98.4%) while 29 new teachers were deployed to Unguja, with 26 complying to the priority posts (89.7%). A total of 9 non-priority deployments were determined out of which only 2 were to schools that were already over 100% staff. Overall, the level of successful placements was 97.75%. A detailed analytical paper titled: Zanzibar Primary Teacher Requirements 2024-2030 has been drafted, approved by the KTE and endorsed by SMT in August 2024. The analytical paper was based upon assigning teachers according to a maximum of 45 students per teacher in a classroom. The overall implications on teacher requirements are clearly presented for the national level and disaggregated to district level to highlight the current levels of inequity in teacher provision. The actual level of projected teacher needs are expressed clearly in terms of actual teachers rather than as Pupil Teacher Ratios which can be more difficult to interpret. All government schools and grades are covered and a provision is included for the anticipated reversion to a 6 grade primary cycle. Recommendations for the target level of recruitment - and target level of total teacher provision are provided over the period 2024 to 2030, at both national and district level. The MoEVT successfully developed the Teacher CPD guidelines that direct the implementation of School-Based In-service Teacher Training (SBI) and Teacher Professional Support (TPS). The guidelines emphasize the need for teacher CPD activities being consistent with the Zanzibar context, observing teachers professional needs, Teachers Professional Standards and the needs of the curricular. Additionally, the Guidelines direct and facilitate the implementation of CPD programs and activities in Zanzibar schools through SBI and TPS modalities and ensure that they produce the required output. The guidelines provide categorization of areas through which teachers can earn different credit points. Those areas are: Seminars and Training Participation; Inquiry and Professional Writing; and Peer Support. Likewise, the guidelines provide a weighting system of seminars and workshops determined by the type of knowledge of the activity and further determining the number of credit points a teacher acquires. The number of points earned in an activity depend on the weight of the activity which is in turn determined by the complexity of the activity, and the power of the activity to develop knowledge, skills, and competencies which are required for the teacher.
The overall objective of the intervention is to improve equitable access and quality learning in pre-primary and primary education through improved performance and a strengthened education delivery systems. Three result areas have been identified to contribute to the overall objective: 1. Improve School Learning Environment 1.1 (A) A Teacher Allocation Protocol prioritizing equitable allocation of new primary teachers is developed and agreed. 1.2 (A) A Teacher and Learning Material Allocation Protocol prioritizing the allocation of New Primary Teacher and Learning Material is developed and agreed. 1.3 (A) A Chapter on Inclusive Education is incorporated in an approved Education Policy. 1.4 (A) The Strategic Management Team Review and joint endorsement of a comprehensive feasibility study on School Operation Budgets 2. Institutional Strengthening and capacity building of implementing Ministries, Departments and Agencies 2.1 (A) 20% of total the Government of Zanzibar recurrent annual budget is allocated to the education sector 2.2 (A) Education Management Information System action plan is developed and approved, based upon a SWOT analysis 2.2 (B) Revise annual school census tool to ensure key data sets are covered 2.2 (C) A standardized Annual Education Sector Performance Report format is agreed iii) Implementation of the new Curriculum and learning assessment approaches.
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