[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"important-message":3,"cookie-copy":18,"onboarding":25,"mainMenu":199,"contribution-page-SE-0-SE-6-14876":200,"footer":1190},{"data":4,"show":17},{"active":5,"title":6,"message":9,"link":12,"link_text":14,"starttime":15,"endtime":16},true,{"en":7,"sv":8},"Data on Openaid.se is being updated","Uppdatering av data pågår ",{"en":10,"sv":11},"The website’s data is updating. This is expected to be ready within 20 minutes. Some data may be incorrect during this time. \r\n\r\nContact openaid@sida.se for more information.","Just nu pågår en uppdatering av webbplatsens data. Viss data kan därför vara felaktig under uppdateringen. Uppdateringen väntas ta ca 15-20 minuter. \r\n\r\nKontakta openaid@sida.se vid frågor.\r\n",{"en":13,"sv":13},"",{"en":13,"sv":13},"2026-05-26T08:55:32","2026-05-26T09:30:35",false,{"content":19,"modalContent":22},{"en":20,"sv":21},"\u003Cp>Openaid.se uses cookies to improve your experience as a user, including cookies for web analytics and cookies that help the website function properly. Cookies that handle your selection in this box cannot be opted out. \u003Ca href=\"https:\u002F\u002Fopenaid.se\u002Fen\u002Fabout-openaid\u002Fabout-the-website\">Read more about cookies at Openaid.se\u003C\u002Fa>\u003C\u002Fp>\n","\u003Cp>Openaid.se använder kakor för att förbättra upplevelsen för dig som användare, bland annat kakor för webbanalys och kakor som bidrar till att webbplatsen fungerar korrekt. Kakor som hanterar ditt val i denna ruta går inte att välja bort. \u003Ca href=\"https:\u002F\u002Fopenaid.se\u002Fabout-openaid\u002Fabout-the-website\">Läs mer om kakor på Openaid.se\u003C\u002Fa>\u003C\u002Fp>\n",{"en":23,"sv":24},"\u003Cp>Openaid.se use necessary and functional cookies to make our website work. We also use cookies to improve website functionality by obtaining statistics on how the site is used. You can change your settings here at any time. \u003Ca href=\"https:\u002F\u002Fopenaid.se\u002Fen\u002Fabout-openaid\u002Fabout-the-website\">Read more\u003C\u002Fa>\u003C\u002Fp>\n","\u003Cp>Här godkänner du vilka kakor webbplatsen får spara i din dator. Du kan när som helst ändra dina inställningar. \u003Ca href=\"https:\u002F\u002Fopenaid.se\u002Fabout-openaid\u002Fabout-the-website\">Läs mer om kakor på Openaid.se\u003C\u002Fa>\u003C\u002Fp>\n",{"help":26,"intro":73,"tour":128},{"data":27,"enabled":5},{"page_description":28,"tour_description":53,"intro_description":63},[29,35,41,47],{"page":30,"description":32},{"en":31,"sv":31},"%2Ffind-aid%2Fsector-category",{"en":33,"sv":34},"On this page sector categories are listed and can be filtered by year or search keyword.","På den här sidan listas sektorkategorier, som beskriver vilket specifikt område hos en mottagare som en aktivitet ska gynna och utveckla. Dessa kan filtreras på år och sökord.",{"page":36,"description":38},{"en":37,"sv":37},"%2Ffind-aid%2Fdonors",{"en":39,"sv":40},"On this page responsible government agencies are listed and can be filtered by year or search keyword.","På den här sidan listas ansvariga myndigheter. Dessa kan filtreras på år och sökord.",{"page":42,"description":44},{"en":43,"sv":43},"%2Ffind-aid%2Fcountries-and-regions",{"en":45,"sv":46},"On this page countries and regions are listed.","På den här sidan listas länder och regioner där Sverige bedriver utvecklingssamarbete och där stöd ska bidra till utvecklingsresultat.",{"page":48,"description":50},{"en":49,"sv":49},"%2Ffind-aid%2Fpartners",{"en":51,"sv":52},"Choose a partner that Swedish government agencies cooperate with to implement Swedish aid.","På den här sidan listas samarbetspartner som ansvariga myndigheter samarbetar med för att genomföra biståndet.",{"title":54,"description":57,"button_text":60},{"en":55,"sv":56},"Do you need help?","Vill du ha hjälp att utforska biståndet?",{"en":58,"sv":59},"Join a tour and get tips on what to do on this page.","Följ med på en rundtur med tips på vad du kan göra på denna sida.",{"en":61,"sv":62},"Start the tour","Visa mig runt på sidan",{"title":64,"description":67,"button_text":70},{"en":65,"sv":66},"Do you want to know more about Openaid?","Vill du veta mer om Openaid?",{"en":68,"sv":69},"Here you will get a quick introduction to Openaid and what you can do on this website.","Här får du en snabb introduktion till vad Openaid är och vad du kan göra på webbplatsen.",{"en":71,"sv":72},"Start introduction","Starta introduktionen",{"data":74,"enabled":5},[75,83,91,101,111,120],{"title":76,"description":79,"other_info":82},{"en":77,"sv":78},"Welcome to Openaid","Välkommen till Openaid",{"en":80,"sv":81},"Here you will find information about when, to whom and for what purpose Swedish aid funds have been disbursed since 1998. You can also see the results that have been achieved. ","Här kan du se när, till vem och för vilket ändamål svenskt statligt bistånd har betalats ut sedan 1998. Du kan också se biståndets resultat. ",{"en":13,"sv":13},{"title":84,"description":87,"other_info":90},{"en":85,"sv":86},"Openaid shows data from different agencies","Openaid visar data från olika myndigheter",{"en":88,"sv":89},"Statistics and payments from all Swedish government agencies handling funds in the Expenditure area 7: International aid form the basis for the data presented on Openaid.","På Openaid kan du hitta statistik och utbetalningar från alla myndigheter och departement som hanterar statliga biståndsmedel.",{"en":13,"sv":13},{"title":92,"description":95,"other_info":98},{"en":93,"sv":94},"Choose what data you want to see","Välj vilken data du vill se",{"en":96,"sv":97},"You can choose to see data from specific agencies, to specific countries or regions or within specific sectors. You can also see contributions performed by a specific partner.","Du kan välja att se data från vissa myndigheter, till vissa geografiska områden eller inom vissa sektorkategorier, som beskriver vilket temaområde en insats genomförs i. Du kan också se insatser som utförts av en viss samarbetspartner.",{"en":99,"sv":100},"Openaid is continuously updated. This means that for the current and previous year, sums are updated as data is reported and published. ","Openaid uppdateras löpande. Det innebär att för nuvarande år och föregående år uppdateras summor i takt med att data rapporteras in och publiceras. ",{"title":102,"description":105,"other_info":108},{"en":103,"sv":104},"See contributions","Se enskilda biståndsinsatser",{"en":106,"sv":107},"You can get in-depth information about a contribution. Here you can see results, transactions and documents. ","Du kan få fördjupad information om en enskild insats som gjorts inom biståndet. Här kan du se resultat, transaktioner och dokument. ",{"en":109,"sv":110},"The website’s data can be exported. ","All data på Openaid går att exportera. ",{"title":112,"description":114,"other_info":117},{"en":55,"sv":113},"Hjälpen är alltid nära",{"en":115,"sv":116},"Locate the button with a question mark in the lower right corner!","På Openaid finns fler tips på vad du kan göra. Leta upp knappen med frågetecknet i högra hörnet!",{"en":118,"sv":119},"For questions, please contact openaid@sida.se.","Vid frågor, kontakta openaid@sida.se.",{"title":121,"description":124,"other_info":127},{"en":122,"sv":123},"Explore aid","Är du redo att utforska biståndet?",{"en":125,"sv":126},"Start exploring the Swedish development cooperation on Openaid. Either on your own or by joining the tour.","Nu kan du börja utforska biståndet på Openaid – antingen på egen hand eller genom att följa med på en rundtur.",{"en":13,"sv":13},{"data":129,"enabled":5},{"general":130,"startpage":150,"explore_aid":165},[131,141],{"id":132,"title":133,"description":136,"other_info":139},"explore-aid-menu-button",{"en":134,"sv":135},"Find all Swedish aid","Hitta till allt bistånd",{"en":137,"sv":138},"Here you can find data based on responsible agencies, countries and regions, partners, sector categories, strategies and The Sustainable Development Goals. ","Här kan du hitta bistånd utifrån ansvarig myndighet, länder och regioner, samarbetspartner, sektorkategorier, strategier och Globala målen. ",{"en":140,"sv":140},null,{"id":142,"title":143,"description":146,"other_info":149},"main-search",{"en":144,"sv":145},"Search the site","Sök på webbplatsen",{"en":147,"sv":148},"Here you can search for any content on the site, for example a country, a contribution or a document.","Här kan du söka på allt innehåll efter till exempel ett land, en insats eller ett dokument.",{"en":140,"sv":140},[151,160],{"id":152,"title":153,"description":156,"other_info":159},"show-aid-button",{"en":154,"sv":155},"Explore aid on your own","Utforska biståndet på egen hand",{"en":157,"sv":158},"You can choose which responsible agencies you want to see Swedish aid from, to which geographical areas and within which sector categories.","Du kan välja vilka ansvariga myndigheter du vill se bistånd från, till vilka geografiska områden samt inom vilka sektorkategorier. ",{"en":140,"sv":140},{"id":161,"title":162,"description":163,"other_info":164},"more-choices-filter-button",{"en":13,"sv":13},{"en":13,"sv":13},{"en":140,"sv":140},[166,171,176,181,190],{"id":167,"title":168,"description":169,"other_info":170},"comparison-filter-card",{"en":13,"sv":13},{"en":13,"sv":13},{"en":140,"sv":140},{"id":172,"title":173,"description":174,"other_info":175},"comparison-filter-modal-trigger",{"en":13,"sv":13},{"en":13,"sv":13},{"en":140,"sv":140},{"id":177,"title":178,"description":179,"other_info":180},"add-comparison-button",{"en":13,"sv":13},{"en":13,"sv":13},{"en":140,"sv":140},{"id":182,"title":183,"description":186,"other_info":189},"compare-explore-aid-navigation",{"en":184,"sv":185},"See how the aid is distributed","Se hur biståndet är fördelat",{"en":187,"sv":188},"Here you can see how the Swedish aid has been distributed based on your filter options.","Här kan du snabbt navigera och se hur biståndet har fördelats utifrån de val du har gjort.",{"en":140,"sv":140},{"id":191,"title":192,"description":195,"other_info":198},"export-button",{"en":193,"sv":194},"Export data","Exportera data",{"en":196,"sv":197},"You can export the data in xls-format.","Här kan kan du exportera data i xls-format.",{"en":140,"sv":140},{},{"contribution":201,"activities":436,"paidTransactions":1141,"transactions":1184,"strategies":1189},{"iatiidentifier":202,"reportingorg":203,"title":208,"descriptions":213,"participatingorgs":226,"activitystatus":232,"activitydates":233,"defaultflowtype":239,"contactinfo":240,"recipientCountries":247,"sectors":252,"documentlinks":259,"result":280,"relatedactivities":295,"lastupdateddatetime":300,"lang":263,"defaultcurrency":301,"hierarchy":220,"humanitarianSpecified":17,"hasHumanitarianActivity":17,"hasLongtermActivity":5,"transactionsMetadata":302,"activitiesMetadata":429},"SE-0-SE-6-14876",{"narrative":204,"ref":205,"type":206,"secondaryreporter":207},"Sweden","SE-0",10,0,[209,212],{"lang":210,"value":211},"sv","Education Program for Result EPforR II Mainland Tanzania",{"value":211},[214,221],{"narrative":215,"type":220},[216,218],{"value":217},"The Government of Tanzania has applied for funding of 760 million SEK to support the implementation of the Education Sector Development Plan (ESDP) during the Tanzanian fiscal years 2021\u002F2022 to 2025\u002F2026. \n \nThe intervention is a result-based program in education aiming at supporting children to finalize basic education, as well as 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 ESDP. The achieved results will be verified by independent verification teams (IVT)\n\nA joint framework has been developed with the government and other partners in the program (World Bank and FCDO) with the three key result areas (RAs) to be supported by EPforR II:\n\nRA1) Primary schools across the country have the basic requirements necessary to deliver quality education and inequity is reduced\n\nRA2) Improving Teacher Competencies and Classroom Teaching\n\nRA3) Strengthening Governance and Institutional Capacity for enabling education service delivery.\n\nIn turn, this strengthening of systems and service delivery should improve outcomes such as survival rates and learning of children in pre-primary and primary education. These outcomes form the basis for the Outcome Indicators in the Common DLR Framework for EPforR II.\n\nDisbursements are linked to the defined results and will provide the government with incentives to achieve key program results and improve performance. The achieved results will be verified by an Independent Verification Team. \n\nThe intervention’s total budget is 760 million SEK, which equals to approximately 2 percent of the total required basic education budget during the five-year program. The main recurrent budget provided by the central Government for the sub sector is teacher remunerations. \n\nThe program is 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 education sector overall.",{"lang":210,"value":219},"Tanzanias regering har efterfrågat finansiering om 760 miljoner kronor från Sida för att stödja genomförandet av utbildningssektorns utvecklingsplan (ESDP) under de tanzaniska räkenskapsåren 2021\u002F2022 till 2025\u002F2026.\n\nInsatsen är ett resultatbaserat utbildningsprogram som syftar till att stärka möjligheten att tanzanska barn fullföljer grundskolan och avslutar sin skolgång, samt förbättra lärandet genom att stärka de nationella utbildningssystemen. En resultatbaserad ansats innebär att utbetalningar görs i efterhand mot uppfyllandet av vissa förutbestämda resultat. I vilken utsträckning resultaten, som mäts genom så kallade Disbursement Linked Indicators (DLI), uppnås, avgör storleken på utbetalningarna. De utbetalningsrelaterade indikatorerna har valts utifrån antagandet att vissa faktorer särskilt bidrar till förbättrade utbildningsresultat. Indikatorerna är väl anpassade till de nationella prioriteringar som anges i ESDP. De uppnådda resultaten kommer att verifieras av ett oberoende verifieringsteam (IVT).\n\nEtt gemensamt ramverk har utvecklats med regeringen och andra givare till programmet (Världsbanken och FCDO) med tre resultatområden (RA):\n\nRA1) Grundskolor över hela landet har de grundläggande förutsättningarna som krävs för att leverera kvalitetsutbildning samt för att minska ojämlikheter i skoltillgång.\n\nRA2) Förbättra lärarkompetenser och undervisning.\n\nRA3) Stärka styrning och institutionell kapacitet inom utbildningssystemet för att möjliggöra bättre utbildning.\n\nInsatsens totala budget är 760 miljoner kronor, vilket motsvarar cirka 2 procent av den totala statsbudgeten för grundutbildning under det femåriga programmet. Sida kommer tillsammans med Foreign, Commonwealth & Development Office (FCDO) och Världsbanken att finansiera cirka 4 procent av de totala kostnaderna för EPforR II. Den största utgiften i utbildningsbudgeten som tillhandahålls av staten är löner till lärare.\n\nProgrammet förväntas lägga grunden för en systematisk resultatbaserad styrning och ett hållbart system för utbildning i Tanzania. Eftersom utbetalningarna är kopplade till uppfyllandet av konkreta och verifierbara resultat, ger detta tillvägagångssätt regeringen incitament att uppnå viktiga programresultat och överlag förbättra resultaten inom utbildningssektorn.",1,{"narrative":222,"type":225},[223],{"value":224},"EPforR II is a program led by Government of Tanzania (GoT), guided by the education goals and objectives of the GoT through the Education Sector Development Plan (ESDP). The program objective of EPforR II is to improve student learning outcomes at Preprimary, Primary and Secondary education in Tanzania. EPforR II\nresult areas are focused on a single framework jointly developed and agreed by partners. The programs focus reflects the Governments priorities for improving performance in basic education in the areas contributing to sustainable systemic improvements.\n\nThree result areas have been identified to contribute to the overall objective: i) Improving School Learning Environment, ii) Improving Teacher Workforce Planning and Management, and iii) Strengthening Governance and Institutional Efficiency. In addition, there is a fourth result area with outcomes that cover: improvement in learning outcomes in standard two, measured by the National 3Rs Assessment improved student progression (no dropouts) through primary education and transition from primary to lower secondary education with\nenhanced gender and geographic equity. The EPforR II modality is a resultsbased financing approach. Funds are released proportionally upon verified results of fund triggers: Disbursement Linked Indicators (DLIs) which have been agreed upon in the Program Operations Manual (POM) tied to the agreement. No funds are disbursed in advance or without being verified by an external, independent verification team, funded and contracted by FCDO. A single joint governance structure and monitoring process is outlined in the POM, developed and agreed by all programme partners, to ensure cohesion across the program and reduce the\ntransaction cost. The linking of performance and\u002For reforms to a DLI is intended to provide the incentive and motivation to attain the results. The strong focus on identifying key agents of change within the sector and\nrigorously measuring progress is also intended to support the sector in strengthening and expanding upon its own resultbased management capacity. In this respect, EPforR II aims to have a much more profound and sustained impact through supporting the establishment and strengthening of more effective management systems and procedures than enable sustainable longterm improvements in sector performance.",2,[227,228],{"narrative":204,"ref":205,"type":206,"typeSpecified":5,"role":220},{"narrative":229,"ref":230,"type":206,"typeSpecified":5,"role":231},"Swedish International Development Cooperation Agency","SE-6",3,{"code":225},[234,236,238],{"type":225,"isodate":235},"2021-07-01T00:00:00",{"type":231,"isodate":237},"2027-06-30T00:00:00",{"type":220,"isodate":235},{"code":206},{"organisation":241,"telephone":242,"email":243,"website":244,"mailingaddress":245},{"narrative":229},"+46 8 698 50 00","sida@sida.se","www.sida.se",{"narrative":246},"Box 2025, 174 02 Sundbyberg, Sweden",[248],{"narrative":249,"code":250,"percentage":251},"Tanzania, United Republic of","TZ",100,[253,256],{"narrative":254,"code":255,"vocabulary":220,"percentage":251},"Education policy and administrative management",11110,{"narrative":257,"code":258,"vocabulary":225,"percentage":251},"Education, Level Unspecified",111,[260,269,274],{"title":261,"category":265,"url":267,"format":268},{"narrative":262},{"lang":263,"value":264},"en","Education Program for Result Phase II Mainland, Tanzania",{"code":266},"A04","https:\u002F\u002Fdocuments.iati.openaid.se\u002Fdocument\u002Ftanzania\u002F14876_Agreementsigned_211005.pdf","application\u002Fpdf",{"title":270,"category":272,"url":273,"format":268},{"narrative":271},{"lang":263,"value":211},{"code":266},"https:\u002F\u002Fdocuments.iati.openaid.se\u002Fdocument\u002Ftanzania\u002F14876_AmendedAgreementforEP4R2021.pdf",{"title":275,"category":277,"url":279,"format":268},{"narrative":276},{"lang":263,"value":211},{"code":278},"A05","https:\u002F\u002Fdocuments.iati.openaid.se\u002Fdocument\u002Ftanzania\u002F14876_DecisiononContribution(14876).pdf",{"title":281,"description":286,"indicator":289,"type":225,"aggregationstatus":207},[282,284],{"value":283},"Results achieved",{"lang":210,"value":285},"Uppnådda resultat",[287],{"value":288},"This section builds on the IVT-report 2023\u002F2024 and the Annual report 2023\u002F2024. \n\nUTILIZATION OF FUNDS DISBURSED 2022\u002F2023\nThe funds disbursed in 2023, from Sweden was in total SEK 167 291 000. The agreement states that the GoT must use funds for investments in the education sector. In FY 2022\u002F2023, the GoT reports it has used funds for:\n\n* monitoring and evaluating the construction of primary and secondary school infrastructure. The GoT reviewed infrastructure in all the 184 Councils, covering 523 schools, including 162 primary schools and 361 secondary schools, to find the best way to complete these infrastructure. \n\n* facilitating the construction and rehabilitation of school infrastructure in 615 schools, including 162 primary schools and 361 secondary schools. The construction and rehabilitation included 180 classroom (129 for primary and 51 for secondary); 160 dormitories and completion of 285 secondary dormitories. In total 1 428 pit latrines were constructed (1 024 in primary schools and 386 in secondary schools). One new school has been built. \n\n* preparing the \"Monitoring and Evaluation Plan\" of the Ministry. The plan is expected to be a useful tool for the Ministry after the establishment of the Monitoring and Evaluation Unit. \n\n* reviewing of the School Quality Assurance Framework. The Framework includes various guidelines on how to best conduct assessments. The Framework will enable School Quality Assurers (school inspectors) to work based on the reviewed Education and Training Policy and Curriculum changes. \n\n* conducting the 3Rs assessment (Reading, writing and numeracy skills) conducted by the National Council of Tanzania Examinations which is held every two years as part of the implementation of DLI 4.2a and 4.2b. \n\n* development of the National Framework for Enabling School to become More Inclusive as part of DLI 1.5. This framework will enable the GoT to enhance understanding of primary schools, which are not inclusive and lay out measures on how to improve inclusion.\n\nBased on the description by GoT, on how funds have been used, the Embassy of Sweden's assessment is that the prioritisation of construction and rehabilitation of classrooms is relevant since there is a great shortage of class-rooms.   \n\nPROGRAM RESULTS 2023\u002F2024\nRESULT AREA 1: Improving school learning environment     \n\nDLI 1.1 New Primary Teachers postings are compliant with staffing priorities\nThe purpose with this DLI is to strengthen the institutional process of appointing teachers to schools with greatest shortages. The DLI provides the national Government with an incentive to ensure that when new teachers are deployed, they are deployed to schools with greatest needs. The DLI was included in the bridging year, and in EPforR I. \n\nIn 2021\u002F2022, percent achievement was 88.40%.\nIn 2022\u002F2023, percent achievement was 94.62%.\nIn 2023\u002F2024, percent achievement was 97.78%. \n\nIn the year 2023\u002F2024 the Government deployed 7,628 teachers in accordance with the teacher allocation protocol, 7,566 regular teachers and 62 teachers who either have disabilities or are trained in special needs. In total 7,801 teachers were deployed and of this figure 173 were not deployed according to the protocol.\n\nDLI 1.1 C Newly recruited primary teachers successfully deployed to a priority vacancy above attrition level\n\nThis DLI was introduced in 2023 and aims at incentivize deployment of teachers above attrition. The attrition of teachers last year was 3,987, which means a total of 3,814 teachers (7.801-3,987) were deployed correctly. \n\nIn 2023, percent achievement was 94.62%.\nIn 2024, percent achievement was 82.88%.\n\nThe Embassy of Sweden's assessment is that this DLI is working well and there are steady improvement over the years.  \n\nDLI 1.4 D Compliance between primary TLM Allocation Protocol (P-TLMAP) priority list and actual materials distributed to school level.\n\nIn 2022, the protocol for equitable allocation of teaching and learning material for Primary schools was developed using data from 2022 Annual School Census. The priority list approved by SMT in August 2022 identified a total of 18,970,030 textbooks as a priority for distribution in the academic year of 2023. The list considered the roll out of the new curriculum in 2024. When the list was prepared it was assumed that roll out of the new curriculum would only be done in pre-primary and primary 1 in 2024. However, in August 2023 the GoT announced that the new curriculum would be rolled out in grade 3 as well. At that time, TIE had already procured text books for standard 3. The priority list was revised and approved by SMT in June 2024. The revised P-TLMAP shows a target of 15,514,450 textbooks. The compliant distribution of textbooks was 3,889,934, a performance rate of 25.07%. \n\nIn 2024, Percent achievement was 25.07%.\n\nThere are several challenges in this DLI. In the GoT's annual report, revision of the target of the priority list is raised as one challenge. A second (\"huge\") challenge is the inadequate funding for teaching and learning material, and budget allocation to TIE, Tanzania Institute of Education. \n\nThe Embassy of Sweden concur with the GoT and the IVT and the assessment that there are two major challenges with this DLI. The first one relates to implementation of the TLMAP, i.e institutionalisation of routines and practices to follow the TLMAP. The second challenge is the inadequate funding of textbooks. The Embassy of Sweden has to closely follow up on both challenges.  \n\nDLI 1.6 A Secondary Teacher Allocation Protocol (S-TAP) is developed and agreed  \n\nThe aim with this DLI is to incentivize GoT in ensuring that newly deployed teachers for secondary schools are allocated to the schools in most need. Secondary education is in total six years, lower secondary and upper secondary. The secondary allocation protocol is based on parameters like maximum teachers' workload and number of periods per week. The guiding strategy for the protocol is the Secondary Teachers' Deployment Strategy. A challenge in secondary education is the lack of teachers in STEM.\n\nThis DLI is foundational meaning that the development of an approved S-TAP is 100% achievement. However, there have been challenges in developing the protocol and the assessment is that the quality of the protocol needs to be improved. \n\nOne challenge with the S-TAP as well as in the Teacher Forecasting Framework, is that teachers are trained in two subjects and the data collection in the Annual School Census is not aligned to grasp this in a proper way. The Annual School Census therefore has to be developed to better grasp the number of teachers at secondary level for better estimations of correct numbers of needed teachers.\n\nRESULT AREA 2: Improving Teaching\u002FTeacher Workforce Planning and Management\n\nDLI 2.1 Teacher Forecasting Framework developed and implemented\n\nThe DLI aims at ensuring there is an effective system that forecasts the right number of needed teachers with appropriate skills. The system will also ensure that there is proper utilization of the teachers in the workforce. \n\n The Teacher Framework Framework is important in the development of planning a robust teacher management process. \n\nDLI 2.2 Teacher incentivization guidelines developed and implemented   \n\nThe teacher incentivization guideline is a foundational DLI supported by GPE. It provides a roadmap for motivating, attracting, and retaining recruited teachers in the profession. The TIG, Teacher incentivisation guideline, was produced by the Ministry and some delays was recognised.  \n\nThe Embassy of Sweden's assessment is that this DLI needs close monitoring since DLI 2.2B, implementation of teacher incentives by LGAs, will be assessed already in August 2025. \n\nRESULT AREA 3: Strengthening Governance and Institutional Capacity \n\nDLI 3.1 A: The share of public expenditure allocated to the sector is 20%.\n\nThe intention with this DLI is to ensure that all relevant partners, MoFP, MoEST, PO-RALG, DPs, are involved in a discussion about annual recurrent education budget allocations. The aim is to incentivize the MoFP to ensure the annual recurrent budget meets the target of 20% of public expenditure (excluding debt servicing costs) and provide the MoEST and PO-RALG with additional leverage in negotiations of their annual budget.   \n\nIn 2019\u002F2020 the GoT allocated 17.9%, in 2020\u002F2021 the allocation was 18% and in 2021\u002F2022 the allocation was 19.3%.\n\nIn 2021\u002F2022, the percent achievement was 71.86%, (19.3% of target 20%)\nIn 2022\u002F2023, the percent achievement was 1.94%, (17.55% of target 20%)\nIn 2023\u002F2024, the percent achievement was 5.18%, (17.63% of target 20%)\n\nThe total education sector budget increased by 5% in 2023\u002F2024 from TSh 5,685 billion to TSh 5,980 billion. \n\nBoth Embassy of Sweden and GPE funds this DLI and in 2023\u002F2024 the GoT claimed SEK 517,685 from the maximum available funding of SEK 10,000,000 (Sida) and US$ 77,653 from the maximum available funding of US$ 1,500,000 (GPE). \n\nThe education sector budget for 2024\u002F2025 is 17.0% and by that below the threshold 17.5%. Advocacy at the highest levels and at an early stage by MoEST and PO-RALG, with support from development partners, is likely to be required if this trend is to be reversed. \n\nThe Embassy of Sweden's assessment is that this DLI is of highest priority to follow-up on. If the GoT cannot manage to allocate the expected budget for the education sector it is a challenge of great significance since important investments in the education sector will fail to appear.\n\nDLI 3.1 B: The budget releases in support of key programme activities are allocated in accordance with the EPforR II budget framework\n\nThe DLI incentivizes GoT's allocation and release of funds against a set of agreed annual budget lines, the EPforR II Budget Framework. The framework is agreed annually and the 2023\u002F2024 version contains five separate areas of expenditures, approximately TSh 226.6 billion. The budget lines are split across several ministries and agencies PO-RALG, MoEST, MoF, NECTA and TIE. \n\nThe intention is to ensure the GoT prioritize recurrent budget lines that have a direct influence on the program outcomes.\n\nFor 2023\u002F2024 the percent performance was 94.9%. \n\nCompared to last year the spending on textbooks, teaching and learning materials, have increased. The reason mentioned in the Annual report is that disbursements from MoF to TIE has improved. \n\nThe budget utilization on capitation grants to primary and secondary schools has also improved. In 2022, for the first time since 2017, the GoT increased the allocation for capitation grant by 25% to reflect the increase in enrollment resulting from fee free education that was introduced in 2016, to match inflation and to mitigate against the effects by COVID-19.\n\nThe budget utilization for School Quality Assurance was included for the first time in 2017\u002F18 to ensure the roll out of the School Quality Assurance system. GoT has since then mainstreamed the budget line in the MoEST annual budget MTEF to ensure resources to School Quality Assurance service. \n\nThe 3Rs Assessment Activities are carried out bi-annually by NECTA. \n\nIn the annual report it is written that a strength of DLI 3.1B is that it provides a clear incentive for the GoT to provide reliable and adequate resources to key activities. Since there are few budget lines in the framework, inadequate utilization in few budget lines could reduce the disbursement. However, as pointed out in the annual report, the risk is adequately mitigated since all the priority budget lines have been mainstreamed with the Education Sector MTEF. \n\nThe Embassy of Sweden's assessment is that this DLI is in general successful, however the learning results must be discussed in more detail. The DLI was developed in EPforR I and the reporting in the Annual report and IVT-report indicate that it has become institutionalised in regular operations. \n\nRESULT AREA: 4 Outcome DLIs\n\nDLI 4.1 A, Government has achieved improved primary survival rates with gender parity \n\nGoT tracks survival rates of students. The survival rate is a proxy indicator of student dropout. The DLI was introduced in 2017 in EPforR I, following the Mid-Term review. From 2018 the Primary Survival Rate and Lower Secondary Survival Rate were assessed separately, the latter was dropped in EPforR II. The aim with this DLI is to incentivize LGAs to ensure students are retained in basic education and don't drop out. \n\nThe fund release to each LGA is based on two dimensions. Each one is compared to the LGAs' results in the previous year and the national average for the current year: 1) Maintained or improved Primary Survival Rate, 2) Maintaining or improving Gender Parity Index (GPI) of the Primary Survival Rate. To achieve maximum score LGAs need to increase Primary Survival Rate and ensure no gender inequality remains.\n\nThe funding mechanism is designed so that 100% should be released each year and the LGAs compete with each other, the better an LGA performs, the larger portion of the total funds it will receive. \n\nIn 2017 (baseline year) the Primary Survival Rate was 64.39%, in 2018 it improved to 88.63% and since then it has declined. In 2023\u002F2024 the Primary Survival Rate was 68.21%. \n\nIn 2024, 55 LGAs improved Primary Survival Rate, 15 LGAs saw a decline by more than 20% and 3 LGAs saw a decline of more than 30%. \n\nThe Gender Parity Index shows that more girls than boys, stay in schools. The number of LGAs with a GPI for PSR outside the acceptable range (0.97-1.03) increased from 171 in 2023 to 175 in 2025. A study on PSR and GPI was presented at the SMT, with the aim of analysing the declining trend. The study showed, e.g. that distance to school and community beliefs matters for PSR. \nThe GoT regards the implementation of DLI 1.5 (national framework for inclusive schools) as a mitigation of the declining PSR. \n\nDLI 4.1 B Government has achieved improved primary to secondary transition rates with gender parity\n\nThis DLI is similar to DLI 4.1A, but instead of measuring retention in school it measures transition from primary education to lower secondary education. There are two dimensions in the measure; 1) Maintained or improved primary to lower secondary transition rate and 2) maintaining or improving Gender Parity Index of the Primary to Lower Secondary transition rate. Each LGA is compared to its result the previous year and to the national average for the current year. The aim is to incentives the LGAs to increase the number of students completing primary and transitioning to lower secondary.\n\nThe trend is positive from 2016 to 2020. In 2016, the overall transition rate was 65.85%, and it increased to a peak of 76.18% in 2020 before experiencing a decline to 73.35% in 2023, followed by a minor improvement to 74.88% in 2024. However, more than 1 of 4 children still do not transition successfully from primary to lower secondary education in Tanzania. \n\nDLI 4.2 Improved Learning outcomes on National 3Rs Assessment\n\nTwo indicators are incentivized under this DLI; DLI 4.2A Meet biennial targets in average national 3Rs assessment oral reading and fluency, and DLI 4.2B Meet biennial targets in average national 3Rs in Arithmetic. \n\nThe purpose of the DLI is twofold, to encourage continued improvement of learning outcomes in basic literacy skills and to ensure continued attention to monitoring learning outcomes. National assessments of 3Rs have been conducted on biennial basis since 2013 but since then several positive changes have been made. One change in 2019 was that NECTA took over the 3R assessment from a procured consultancy firm. There was also a change, in accordance with international best practices, to reduce the number of correct words per minute from 50 to 45. Some other changes took place when EPforR II was launched and hence the baseline year was changed from 2013 to 2019. \n\nSince 2019 the results in fluency and in reading have improved. In 2019 18.90% of students attained the national bench mark in fluency, the number of students increased in 2023 to 26.2%. In 2019, 15.60% scored zero while in 2023, 13.4% scored zero. The trend is positive in reading as well. In 2019, 38.7% attained the benchmark compared to 49% in 2023. Students who scored zero was 23.4% in 2019 compared to 19% in 2023. \n\nIn Arithmetic the trend is negative. In 2019, 17.1% of the students attained the benchmark while in 2023 it was only 14.6% of the students who managed to attain the benchmark. Students who scored zero on the test increased from 22.8% in 2019 to 30.6% in 2023. \n\nThe region that has performed best since 2019 is Rukwa Region followed by Arusha, Manyara and Lindi. The regions that improved least are Ruvuma and Morogoro. \n\nThe results in numeracy is concerning and the GoT writes in its annual report that the result is almost in par with the baseline in 2013. Further they write \"The Government is going to investigate this matter and implement a raft of radical strategies to stem the tide. Without immediate action, the future of students pursuing STEM subjects is at stake.\" \n\nThe GoT proposes that the 3R assessment should be regionalized in the sense that the DLI can incentivize regional and local government performance. The Group Administered Learning Assessment, GALA, has been piloted and the suggestion is to role it out nationally. It is anticipated that the role out of GALA will reduce the cost of 3Rs assessment.  \n\nThe Embassy of Sweden's assessment in general is that the learning outcomes in fluency and reading is acceptable and in arithmetic concerning. 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Mainland",{"lang":210,"value":211},[444,448],{"narrative":445,"type":220},[446,447],{"value":217},{"lang":210,"value":219},{"narrative":449,"type":225},[450],{"value":224},[452,453,456,457],{"narrative":204,"ref":205,"type":206,"typeSpecified":5,"role":220},{"narrative":454,"ref":455,"type":206,"typeSpecified":5,"role":225},"Ministry of Finance\u002FDevelopment, Dar es Salaam","12001",{"narrative":229,"ref":230,"type":206,"typeSpecified":5,"role":231},{"narrative":433,"ref":455,"type":206,"typeSpecified":5,"role":432},{"code":225},[460,461,462],{"type":225,"isodate":235},{"type":231,"isodate":237},{"type":220,"isodate":235},[464,470,476,482],{"narrative":465,"code":311,"vocabulary":231},[466,468],{"lang":210,"value":467},"4.1 - Senast 2030 säkerställa att alla flickor och pojkar fullbordar avgiftsfri och likvärdig grundskole- och gymnasieutbildning av god kvalitet som leder till relevanta och ändamålsenliga kunskaper.",{"value":469},"4.1 - By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.",{"narrative":471,"code":312,"vocabulary":231},[472,474],{"value":473},"4.2 - By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.",{"lang":210,"value":475},"4.2 - Senast 2030 säkerställa att alla flickor och pojkar har tillgång till förskola av god kvalitet som ger omvårdnad och förbereder dem för att börja grundskolan.",{"narrative":477,"code":313,"vocabulary":231},[478,480],{"value":479},"4.5 - By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.",{"lang":210,"value":481},"4.5 - Senast 2030 avskaffa skillnaderna mellan könen inom utbildningsområdet och säkerställa 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