Strategic Marketing Plan Strategy Eveluation - DOC

Document Sample
Strategic Marketing Plan Strategy Eveluation - DOC Powered By Docstoc
					                TANZANIA PROGRAMME


             PERIOD COVERED 2005-2010

“By 2010 Aide et Action Tanzania envisages; A society with
 Sustainable Development that is attributed to a functional
                   Quality Education”

                     October 2004
                               1. ACRONYMS

ACCESS:    Appropriate, Cost effective Centers For Education
AeA:       Aide et Action
BEDC:      Basic Education Development Committee
CBO:       Community Based Organization
CIDA:      Canadian International Development Agency
COBET:     Complementary Basic Education in Tanzania
CSO:       Civil Society Organization
DEO        District Education Officer
EFA:       Education For All
ESR:       Education For Self Reliance
FTI        First Track Initiatives
GDP:       Gross Domestic Product
HIPC:      Highly Indebted Poor Country
LGA:       Local Government Authorities
MDG:       Millennium Development Goals
MEMKWA:    Mpango wa Elimu ya Msingi Kwa Waliokosa
MOU:       Memorandum Of Understanding
MoV        Means of Verification
NEPAD      New Partnership for African Development
NFE:       Non-Formal Education
NGO:       Non-Governmental Organization
PEDP       Primary Education Development Plan
PORALG:    President‟s office regional administration and Local government
REFLECT:   Regenerated Freirian Literacy through Empowering Community Techniques
SADC       Southern African Development Community
SAP:       Structural Adjustment Programme
SMES:      Small and Medium Strategy
SWAP:      Sector Wide Approach Programme
TAS:       Tanzania Assistance Strategy
UPE:       Universal Primary Education

                                  TABLE OF CONTENTS

1.    PREFACE ........................................................................................................................ 5
2.    CONTEXT....................................................................................................................... 6
4.    THE PROGRAMME EVALUATION.......................................................................... 9
      3.1 MAJOR CHALLENGES RAISED BY THE COUNTRY ANALYSIS ........................ 9
      3.2 KEY ISSUES RAISED BY THE PROGRAMME EVALUATION ........................... 11
      ANALYSIS ...................................................................................................................... 13
5.        FUNDAMENTALS.................................................................................................. 14
6.        THE MAIN STRATEGIC ORIENTATIONS ...................................................... 15
      6.1SUPPORT TOWARDS THE DECENTRALIZATION PROCESS........................... 15
      INTERVENED ZONES BY 2010. ........................................................................................... 15
      6.2 SUPPORT TOWARDS QUALITY EDUCATION FOR ALL ..................................................... 23
      6.3 FAMILY LIFE EDUCATION AND HIV/AIDS ...................................................... 32
8.    EXTENSION/COVERAGE........................................................................................ 37
      8.1 PRINCIPLE INTERVENTION ................................................................................ 37
      8.2 GEOGRAPHICAL EXTENSION OF THE PROGRAMME ................................... 40
9.    RESOURCE DEVELOPMENT POLICY.................................................................. 40
10. THE MONITORING AND EVELUATION PROCESS ......................................... 43
      INTERNAL AND EXTERNAL ONES: ..................................................................................... 43
    RESEARCHES AND STUDIES.................................................................................. 43
12. RISK ANALYSIS AND CONCLUSION..................................................................... 43
13. ANNEXES ..................................................................................................................... 44
      THE O RGAN GRAM ........................................................................................................... 44
      ROAD MAP FOR Z ANZIBAR AND DAR SUBURBS ................................................................. 44
      THE BIBLIOGRAPHY .......................................................................................................... 44

Aide et Action Tanzania Programme organized a three days working session with its
key partners. After long reflections, the session came up with three specific goals to be
achieved in respect of each strategic direction or orientation.

      An effective involvement of a vibrant community in the formulation and management
       of policies guaranteeing sustainable development in AeA intervened zones by 2010.

      Assurance of all school aged children and youth have access to quality basic education
       responsive to their needs in AeA intervened zones by 2010

      Reduced prevalence of HIV/AIDS as a result of change of behaviors and attitudes in
       AeA intervened communities by 2010.

Surface: 945.000 kms2
Population: 34.000.000 inhabitants
Density (average): 36 in habitants per km 2
Number of Regions: 20
Number of Districts: 126
Combined Enrolment rate from the primary to superior: 41%*
Primary Net Enrolment rate: 90.2%
Life Expectancy: 46 years*
GDP by inhabitant: 621 USD*

*Source- HDI-UNDP- 2005


I am privileged to write this preface to Aide et Action Tanzania Programme strategy for the
period 2005 – 2011 (6 years)

The programme evaluation carried out in 2003, followed by the country analysis report paved a
way towards developing long-term strategies for Aide et Action Tanzania.

The preparation of this programme strategy has been a rigorous, participatory and challenging
process lasting several months.

It was blessed with input from AeA Tanzania staff but also from communities, other national
stakeholders, external consultants and the wider AeA organisation.

The process has motivated and enabled AeA Tanzania define and own locally adapted vision,
Mission to guide our long term commitment and partnership with poor communities and other
development players in Tanzania. We are sure that the outcomes of this crucial development
have been worth the efforts and inputs from everyone. We therefore sincerely thank all those
people, institutions and organisations, who in their different ways have been, and continue to
be associated with this strategy.

The strategy has come at a very opportune time in the evolution of not only AeA Tanzania but
also of AeA globally as well as the global community.

In Tanzania we are witnessing the emergence of civil society organisations against a
background of increasing poverty through a wide range of manifestations including the
HIV/AIDS epidemic, disturbing socio-economic indicators and gender disparities. AeA
Tanzania after more than five years of working with poor and marginalized people in diverse
political and socio-economic environments is also going through responsive transformation to
better cope with contemporary and future development realities. All this is happening within
the context of dynamic and charging global forces including globalisation, trade agreements and
Development Aid Policies, which all in various ways influence poverty, and development.

The programme strategy has been fully inspired by these internal and external contextual issues.
We believe that the strategies and approaches we have charted out to implement are relevant,
appropriate, sustainable and achievable, as echoed by the cock in his down massage.
We realize the role may at times be rough, demanding and even provocative, controversial and
risky, but we have the conviction that we will ultimately get there. We have the commitment,
determination and drive. We also have our partners in particular the deprived and vulnerable;
keen to take on leading roles to improve their lives. With concerted efforts we can together
move mountains.
In conclusion, I would again like to thank all our staff, and supporters from their continued
support and partnership. These includes, communities, government, NGOs, Civil Society,
Sponsors, Donors, the Action Aid Alliance, AeA Directors (HQ) families and many more
together, we will make it.

Antoine GIZENGA,

2.1. International context
It seems to be logical to start talking about the international frameworks which influence the
national work and processes.
First of all, it is very important to know which international frameworks we are talking about.
This is due to the fact that our main focus is on the Education sector, those frameworks are
the Education for All (EFA)goals and the Global campaign for education, the Millennium Development
Goals (MDG)1 that comprise the Fast Track initiatives because Tanzania is among the 4 eligible
countries of Africa that are supposed to benefit from the said initiatives.

Secondly, at the African regional and sub regional levels, some frameworks and structures exist
and having a direct influence on the national context such as NEPAD at the regional level. At
the sub regional level, it is important for us to take into consideration the East Africa
Community and the SADC.

Thirdly, the national policies and reform processes are already taking into consideration the
above mentioned frameworks. In Tanzania, the key actors are well organised in dealing with
the preparation of the required plans and strategies. Furthermore, “Mkukuta” is a global
national policy which takes into account the said frameworks in order to reduce poverty within
the country. As long as the process to contribute towards that end is clear and allowing
contribution from all stakeholders, AeA Tanzania programme can not work in isolation.

Finally, Aide et Action Tanzania retains the following position:

1° Active and full participation in the Policy forum network as a platform in which NGO‟s are
addressing issues that contribute to the improvement of the national policies in relation to the
international frameworks.
2° The programme shall try to take a lead in maximising its contribution in the education sector
according to the available resources in terms of staff competences and funds allocated towards
that end. The campaigns for education shall be much supported by the programme through the
existing networks like TEN/MET…
3°At the District level we shall better contextualize the international frameworks in accordance
with the national policies. That means to formulate the different said gaols into local reality.

As a result, the programme shall involve much the local actors it works with and be able to
measure its added value.

2.2. National context
    Social economic aspect
The post independent Tanzania adapted a socialist oriented mode of economy in which all
means of productions were owned by the state. That was made possible through the Arusha
Declaration of 1967 whereby all private companies were nationalized. Since mid-1990s, the
bulk of the policies were aimed at reversing the social-economic and political direction of the
country away from socialism to free enterprise and multi-party political system. They include
the Economic Recovery Programme of 1985 and subsequent Structural Adjustment
Programme reforms (such as the Parastatal Sector Reform, Land Reform, etc.), the Zanzibar
declaration on leadership, the adoption of multi-party democracy in 1992, Local Government
Reform, the NGOs policy, Tanzania Assistance Strategy and adoption of sector-wide approach
programme (SWAP).

    UNESCO EFA global monitoring Report 2005, education for all THE QUALITY IMPERATIVE, page28

The Economic Survey 2002 (Presidents Office – Planning and Privatization, June 2003) depicts
Tanzania‟s per capita income in 2002 to be Shillings 256, 490, roughly the equivalent of USD
256. GDP growth in 2002 was at the rate of 6.2 per cent and real increase of per capita income
was 4.0 per cent. The economy is still largely based on agriculture, which provides livelihood to
over 80% of the population and comprises 47.5 per cent of GDP. In recent years mining,
construction, manufacturing, trade sectors (including tourism) and fishing have recorded sharp
increases. In 2002 mining and quarrying increased at an impressive rate of 15 per cent while
construction grew at 11 per cent and manufacturing, trade and fishing increased at 8 per cent, 7
per cent and 6.5 per cent respectively.

According to the Human Development Indicators Tanzania ranks 164 2 with the GDP 6213

Today Tanzania is guided by the national Development Vision 2025 and the Poverty Reduction
Strategy Paper, which is the point of reference of various other development policies and
programme. The Rural Development Strategy and the Agricultural Sector Developme nt
Strategy, the Small and Medium Enterprises (SMES) and such other policies like the Education
Sector Development Programme, the Primary Education Development Programme, the Health
Sector Reform Programme etc. are all expected to be intimately linked up with the PRSP.

Based on her strong economic management and performance Tanzania qualified for HIPC
concessions and has already received the second World Bank trance. Tanzania also receives
rather generously international assistance, which is implemented according to Tanzania
Assistance Strategy (TAS) either under pooled assistance to various programmes, or under
bilateral or budget support agreements. The HIPC initiatives and increased efforts in revenue
collection have enabled the Government to invest into a number of economic and social

      Political aspect

Formerly a German and later the British colony, mainland Tanzania (or Tanganyika as it was
then called) became independent in December 1961. Zanzibar, which was colony of the
Sultanate of Oman, became independent in January 1964. The two united in April 1964 to
form the United Republic of Tanzania.

Some of the important milestones in the history of Tanzania include the One Party State
Constitution of 1965, the Arusha Declaration of Socialism and Self-Reliance of 1967,
Nationalizations Act of 1970s, the Leadership Code of. …Education for Self-Reliance policy of
1968, Decentralization of Government administration of 1972, Ujamaa Villages policy of 1972,
the co-operatives policy of 1970s and the Universal Primary Education policy of 1974.

    UNDP, Hu man Developement indicators 2005, page 234

Since 1992 Tanzania rejoined the club of multi-party democracies after twenty-seven year of
single party political system. After a whole twenty-four years under President Nyerere,
Tanzania learnt to limit Presidential term to ten years effective 1985. Those changes coupled
with various other initiatives and legislation in areas such as press freedom and Human Rights
has tremendously improved freedom and good governance in Tanzania. The Local
Government Reform programme provides opportunity to effective decentralization, capacity
building and empowerment to enhance local participation and accountability of Local
Government. Today, the administration of supply of various services including administration
of the staff such as teachers and health staff in the Districts has been fully transferred to the
Local Government authorities.

Various initiatives have been made to strengthen local participation and governance, including
training of local leadership and committees (e.g. school committees) and requiring publication
of Local Government Revenues and Expenditures for every one to see. The Central
Government allocations to Districts are today increasingly based on bottom-up plans from
Local Governments although the planning process behind those plans is still a subject for
major improvement. Furthermore, Local Governments today are slowly learning to work more
closely with the Civil Society, NGOs, and the private sector.

       Educational aspects

Tanzania‟s earliest post-independence concerns with education focused on manpower
development in terms of middle and high-level manpower. From 1967 this shifted to
Education for Self-Reliance with the crucial purpose of preparing school leavers for work in a
rural society and to make them self-reliant.4 The idea also was to integrate schools with their
surrounding communities. Buchert, L. (1994) writes that ESR aimed at inculcating skills and
attitudes needed for the village economy and to make primary education a terminal education.
When it came to actual practice of ESR, there was no radical change in the traditional
curriculum of Basic Education, so that what actually happened was to merely introduce some
additional farming activities in rural settings.
Following to the implementation of UPE campaign between early 1970‟s and 1980, Tanzania
had some impressive gains in terms of access to education whereby enrolment tremendously
rose to 90%. Those achievements were impressive, but rapid growth also created a number of
problems, giving rise to the crisis in education today5

Tanzania did not alienate itself from the international community efforts in addressing the
crisis in the education sector through EFA initiatives. Tanzania interpreted the EFA objectives
into a concrete strategy and eventually launched PEDP a six years programme from 2002 to
2006 that mainly focuses on enrolment expansion for both non formal and formal education
systems, quality of education through massive recruitment of teachers and their deployment.
Another important component of PEDP is on institutional development for education actors
at different levels.

4In1967 Mw alimu J.K. Nyerere was the author of Education For Self Reliance, in which he criticized
existing education system as being elitist, theoretical and alienating. (Buchert, L. ibid.)
5   State of edu cation in Tanzania: Crisis and opportunity ( Kuleana pg5 )
In both the United Republic of Tanzania Constitution and EFA education is regarded as a
basic human right. Tanzania has responding to the EFA by putting in place supportive
Policies/Programs/Plans ESDP, PEDP just to mention a few. Both EFA and the Millennium
Development Goals 2 and 3 (MDG) are committed to ensuring that all boys and girls acquire
basic or primary education for the reasons that:



These challenges are at the national level as they contribute to reduce the capacity of
implementation at the local level. They become challenges of both levels.

Education structure and its functioning:

      1. Difficult is the whole question of role assignment to the Ministry of Education and
         Culture and the Presidents Office Ministry of Regional Administration and Local
         Government, and the required co-ordination between them. Although the PEDP is
         housed in MOEC, a substantial part of its administration comes directly under
         PORALG through LGA‟s. The challenge is to get the two Ministries coordinating and

      2. The following institutions deal with education matters: (1) MOEC, (2) Ministry of
         Regional Administration and LG, (3) Ministry of Community Development, (4)
         Ministry of Gender and Children, (5) Ministry of Labor Youth Development and
         Sports, (6) Ministry of Science, Technology and higher Education, (6) Ministry of
         Cooperatives and Marketing, (7) Ministry of Works (…) a striking feature is that there
         are numerous institutions dealing with education without a strong coordination
         between them.

      3. But, as we found out both the BEDC and BEDC Task Forces meet rather irregularly,
         and more from the push/pressure of donors than otherwise, with the meetings also
         being too short for substantive discussion take place. Besides, the meetings are often
         not attended personally by the high level officials expected.

Access to quality of education

      1. Pre-primary education suffers from lack of properly trained teachers, non-availability of
         standardized curriculum and books. Low quality of classrooms and necessary furnishing
         and poor administration. Primary schools have been directed to have pre-primary
         education but without clear guidelines on how to organize it, who should teach it,
         where to obtain appropriate teachers and whether it is free or no there is certainly
         urgent need for policy and central co-ordination, curriculum and evaluation of pre-
         primary education.

2. A striking thing about TRC is the fact that the idea still remains new until now, and that
   MOEC has not gone further than merely mentioning it (as it has done in PEDP) in
   terms of coming up with respective strategies and policy. Thus although they are
   politically accepted they have not been incorporated under MoEC nor
   PORALG/LGA‟s institutional arrangements. TRC are therefore fraught with
   problems, including their construction, ownership, staffing and remuneration of staff
   and stocking of appropriate materials. Even their main goal has not been clearly
   defined, despite attempts by the Faculty of Education of the University of Dar es
   Salaam. TRC committees almost stop functioning as soon as external support by
   NGOs expires. Because the Local Government Authorities have not fully internalized
   the idea, they hardly include TRC in their budgeting, as we learnt for Magu and
   Misungwi Districts. Lacking a paid up full time staff, they are practically inaccessible at
   the best time of the day, week or year for the teachers. Thus the policy on TRCs needs
   to be clearly clarified as to who owns them and relationship with LGA (including
   necessary MoU), their staffing, their management committees and where NGOs or
   donor assistance is involved, how to gradually phase out but ensuring their long term

3. The problem of quality of education is far greater than mere passing or failing
   examinations. Quality of education also entails the ability of school leavers to cope with
   life that is to become economically active, to participate actively in social and political
   activities and to be able to solve problems. Education in this respect is expected to raise
   ones confidence, to help recipients to fight poverty and to help enhance civic

4. Number of dropout is bigger and there is lack of educational offer. The VETA don‟t
   accept dropout from Std 7. No definite strategy for the sustainability of MEMKWA
   targets dropout of school The ACCESS method like MEMKWA targets out-of-school
   children and youth. The non-formal education is not well defined as the formal one.

At local level

1. Involvement of parents and community in education matters at school as to date it
   remains low; so as to improve Education Governance at the local level: districts,
   villages will be fully involved by ensuring that their development plans are implemented
   depending on the availability of funds and priorities.
2. Lack of local participation in financing their project proposals.


The programme evaluation revealed that AeA was located in Mwanza and far from Dar Es-
Salaam (the central business and co-ordination city), where the decision makers at national
levels are based in Dar Es salaam at the same time transferring the head office Dar Es Salaam,
like most of other international NGOs, this would promote closer partnership and networking
for a common good of the organizations. However, AeA need to remember that it should
strive to nurture and promote a „good and workable practice‟ even if it goes contrary to what is
fashionable and common with other NGOs.

      1. Absence of clearly defined long term strategic plan
From the beginning AeA Tanzania Programme seems not to have had clear vision and
strategies on the programme and how efficiently and effectively to implement and monitor
progress of its interventions. It was a learning experience for AeA as it was their first time to
operate in an English speaking country in the continent. Thus, the implementation of projects
had to be centralized and tightly controlled from Mwanza. This approach have created,
nurtured and is perpetuating dependency syndrome especially in Magu district.

      2. Undefined operational approach.
Direct Implementation of activities instead of using the existing government structures. It had
project co-coordinators; zonal field officers and even academic advisor in the districts instead
of empowering the district education office in general and the Inspectorate section in pa rticular
to implement and supervise its projects. Besides, local „builders‟ and supplies of services were
not preferred, thus not engaged in offering technical services (this has changed now in
Misungwi). As a result, for almost 7 years AeA remained largely and has been perceived by
schools and local authority as a “service deliverer” a “donor”.

      3. Informal agreements and lack of clearly defined working relationships.
Lack of formal partnership agreement between AeA and District Authorities on one hand and
AeA and school Committees / communities on one hand from the start of the programme has
contributed to anxiety and uncertainty among communities and school committees as to the
duration of the projects and AeA‟s commitment. Besides, some schools feel that they have
been abandoned or short-changed and are therefore frustrated. For example, an impression
was created in Magu that sponsorship programme will last seven years, schools were given
designs of seven classrooms (some still have them in their notice boards), thus assumed that
construction will continue for seven years. But after 2-3 years with only two-three classes
constructions stopped in some schools. However, AeA has not told them that they will
continue with construction or not. So, schools have many unfinished buildings started through
community effort with the hope that AeA will give support for their completion.

   4. Lack of monitoring and evaluation system.
AeA programme seems to have not given much thought to what impact their projects should
create and how. This explains the fact that too much effort and resources were devoted to
construction of classrooms and supply of teaching-learning resources and sport facilities.
However, it seems that there was an assumption that once this is done then the quality of
teaching learning will improve, including performance in national examinations. There is no
focus (and monitoring mechanism) on the actual teachers‟ performance in the classrooms and
how children learn and perform in acquiring learning and life skills.

AeA did not put in place evaluation mechanisms from the start of the programme in 1996.
Thus there has been no annual or mid-term evaluation. This evaluation has been done seven
years after the launching of the projects in Magu district.

   5. Uncoordinated plans with other donor agents.

The programme has created high demand on community labor and resources. Communities
cannot complete all the agreed buildings on time. This is made worse because there are other
programmes like PEDP, TASAF, and CDF (UNDP).

   6. Poor documentation and capitalization system.

The programme is faced with lack of documentation of processes, innovations and/or best
practices if there are any. For example, the original programme proposal (if it was written) is
none existence. Processes involved in selling AeA programme to communities and those
involved in REFLECT Methodology have not been documented.

The monitoring tools for the programmes have been developed but have not been put in use.
The scope of coverage (39 schools in Magu and 24 schools in Misungwi) scattered all over the
two districts makes the supervision and monitoring the progress of the projects by AeA field
staff difficult. The times spend travelling affect the efficiency, quality and frequency of

   7. Under utilization of TRC facilities.

TRC buildings are not utilized to capacity because of two reasons: a) there are no funds, and b)
there is no national strategy on TRC. If the two constraints are not solved the TRC will soon
remain “white elephants.”

   8. Mis-conceptualization of REFLECT methodology and Decentralized approach
      towards project implementation.

Shift of strategy from centralized to a decentralized one, especially in Misungwi district, is a
good move to empower communities. However, AeA team seems to have not properly
conceptualized the demands of this approach in terms of how it should be done, what technical
personnel is required and how to build capacities of both AeA staff and community members
in REFLECT Methodology. The impact of this approach on the communities has also not
been properly thought through.

In some of the schools visited there was a concern among the community that when AeA staff
visited the village, they only held discussions with the school management (head teacher and
school committee members. There was a request that AeA staff during their visits should also
talk with the village government leaders.


The major issues and recommendations raised as outlined in the evaluation section 2.2.1 have
been addressed by the country analysis as shown into three major directions in terms of (a)
Thematic area, (b) Operational approach and (c) Geographical coverage. On the basis of the
above discussion the following recommendations become pertinent with regard to AeA‟s Six
Year Strategic Plan:

Thematic areas

      1.     In line with EFA and Tanzania‟s MDG and PEDP, the main goal of AeA Six year
             plan remains to be access to quality basic education for all children –both boys
             and girls - through formal and non-formal Education systems. Improving the
             content of education through the effective functioning TRC

      2.     In order to become more effective, AeA strategic plan has to include a narrower set
             of objectives than previously and these should focus mainly on. the special areas of
             life-skills education and HIV/AIDS, which are part of improved education
             content. Those are the most neglected areas in the PEDP.

Operational approach

      1.     To minimize community shock when deciding to withdraw from past commitments
             AeA has to engage proper exit strategies of preparing the communities, CBO
             and/or LGA to assume their rightful roles in the activities and components from
             which it intends to withdraw. In brief, the issue is to reinforce the capacity of the local
             actors both district authorities and communities. AeA needs to more patiently than
             before work closely with LGA‟S. So, to always be conscious that AeA is only
             helping community initiative and not substituting it, even if it means progressing
             very slowly.
      2.     AeA may need to more pro-actively document its various experiences, including its
             methodologies, experiences, success and impact in community FORUMS and
             REFLECT sessions

      3.     AeA needs to more pro-actively engage in dissemination and advocacy
             (networking) activities through the NGO Alliance, at the national, regional and
             local levels and the education network – TEN/MET- and Coalition of Teachers‟
             Resource Centres. AeA has invested so much and achieved a lot in her
             interventions but only a few people know of its existence and those successes.

Geographical extension

      1. AeA needs to spread to other areas rather than focusing only on Magu and Misungwi
         Districts. Probably, Zanzibar may be a new ground to enable AeA to be physically
         closer to Dar es Salaam. The AeA can be able to participate more actively in the
         Education Policy Process and to share experiences and collaborate more with the other
         NGOs engaged in education. This means AeA may go on strengthening TRCs,
         education governance, education content (including addressing HIV/AIDS related
         issues) and taking those innovations to a District or two in Zanzibar.


      1. Perhaps, needless to point out but absolutely important, is the continued need to
         ensure a smooth financing of program activities in order to keep to planned activity
         time frames

AeA is engaged in planning of the 6 Year Strategic Plan 2005-2011 and had developed both
Programme Priority Areas and Areas of Focus. It is important that the Areas of Focus are
sufficiently narrowed down and precise objectives are spelt out. The participatory process of
planning has to be maintained as much as feasible in the whole planning cycle.

3.         FUNDAMENTALS.

1.1      Vision and Mission of Aide et Action Worldwide:
         Aide et Action is an organization of development whose objectives is to spearhead the
         cause of “education for All ". An accent is given on basic education, for all the
         populations, wherever it considers to be necessary and practicable, including the
         migrant populations or for those in a situation of crisis, and emergency whose
         fundamental right to quality education is jeopardized or put in danger, so as to enable
         them to choose their destiny freely.
         In the light of this goal, sensitization to the public is made through authorized means
         by the law, notably through sponsorship, the link of solidarity, the main pillar of the

1.2      Vision of AeA Africa

“In 2008, Aide et Action affirmed itself as a recognised and influential African organization. A
native organisation showing solidarity with other, open to the rest of the world and committed
to the national and regional platforms, it strives for developing educational policies of quality
for all in favour of sustainable development. A professional, learner, dynamic Organization,
and bearer of the African values, AeA and its entire team, which is knitted together and
competent, mobilize the resources that guarantee its autonomy and its ethics”

1.2.1       Mission of AeA Africa

“Contribute towards mobilizing and accompanying the main actors for a quality of education
for all that ensures development."

      1.2.2    Vision of Tanzania programme

“By 2010 Aide et Action Tanzania envisages a society with sustainable development that is
contributed to a functional quality education”

1.2.3       The Mission statement of AeA Tanzania

Aide ET Action Tanzania Mission is to work in partnership with other Education Stakeholders
to promote innovative quality Education that guarantee sustainable development for all
1.2.4 The purpose of AeA Tanzania and the values
Contribute towards an improved access to quality education for all Tanzanian
Aide et action as an Organization has got its ethics, principles and a set of values guiding its
operations as it follows:

          o Unity: Collective responsibility among all education stakeholders
          o Equity : Equal access to basic education to all children regardless of their origins,
            gender, race, and religion.
          o Respect: recognition of the existing community values and culture that lead to their
          o Honesty and Transparency: accountability the people for the resources entrusted to
            us for the betterment of their lives
          o Solidarity: Enhance collegial relations amongst nations for the course of education
            for all
          o Secularism: A belief that religion should not be involved with the ordinary social and
            political activities.


      o     Partnership
      o     Participation of all education stakeholders
      o     Work with the most underprivileged communities
      o     Innovation for advocacy and influence
      o     Education as a lever for development
      o     Recognition and acceptance by the community



            Goal: An effective involvement of a vibrant community in the formulation and
            management of policies guaranteeing sustainable development in AeA intervened zones
            by 2010.

 Community involvement in Education governance is a paramount step towards improving
   quality education in any country that needs to respond to its people‟s development needs.
   In its local government reform policy of 1998 Tanzania Governance highlighted its major
   interest in empowering and giving more responsibility to its people as a means to achieve
   sustainable development. The Education Sector Development program is one of the
   means to accompany and attain the local governance reform policy. Under the Education
   sector development program, the Primary Education Development Plan of 2002 – 2006
   came in to reinforce its objective. Among the objectives of the PEDP, school committee
   capacity building has been given the second priority in implementation after of school
   learning environment.

       Aide et Action Tanzania since 2000, decided to intervene strongly in community capacity
        building activities in order to have sustainability of the Education Development that is in
        place and that which shall be attained later. To achieve its goal, Aide et Action adopted
        REFLECT Methodology and community Education Forum techniques as means to create
        awareness and empowerment to Education stakeholders at both grassroots and District
        levels. Through these techniques, Education stakeholders are made able to think, analyse
        and contribute towards solving the various Education problems in their area. i.e. They
        need to be involved in even policy issues and not only being implementers of already set
Community involvement towards education governance is a paramount step for improving the
way leading to sustainable decision-making and promotion of changes in good governance.

The context entails

    -      Knowledge and understanding of the communities on their rights and responsibilities
           according to the existing laws and regulation
    -      Active citizenship and contribution to policies affecting the communities i.e. education
           reforms and decentralization through advocating for promotion of changes
    -      Ownership and participation in the management of education system.
    -      Capacity building of education stakeholders through training and awareness creation
    -      Transparency and accountability enabling community to contribute actively to decision
    -      Participation of local community in local education projects from conception, planning,
           implementation and M&E
    -      Education data and information management

Today, the formulation of education policy reforms do not take into consideration the fully
involvement of the community in determining their basic education needs. To date community
involvement is highly seen/assessed in policy implementation level e.g. PEDP where by the
community is involved in addressing school infrastructure projects while issues related to
accountability and transparency of the system are not clearly stipulated before the community.
Quality education should aim at improving personal development with the community
members given a central role of initiating and implementing what they wish to have with little
supervision and mostly guidance as a model of capacitating and empowering community.

                                        AEA TANZANIA PROGRAMME
                          OBJECTIVE VERIFIABLE INDICATORS ( TIME FRAME 2005-2010)
     PRINCIPAL               SPECIFIC               ACTIVITY                   TARGET              QUANTITATIVE               QUALITATIVE
     OBJECTIVE              OBJECTIVE                                                               INDICATORS                INDICATORS
1.1 Enhance the ability   1.1.1 To support   CAPACITY BUILDING
of the community and      to the education   TO CSO's
other stakeholders        governance
towards effective         projects at the    Identification of all the   CSO's and CBO's in     No of projects managed    Increased no of            MoE, LGA's basic
management system         national and       CSO's in mwanza in          Mwanza                 through the LOCAL         community projects         data , primary
that responds towards     local levels       relation to our                                    CBO'S & CSO's             supported within the       school data &
to their needs                               orientations                                       identified                LGA's plans (%)            DEO's reports from
                                                                                                                                                     primary schools.
                                             Capacitate ward             Ward leaders           No of ward leaders        % of ward leaders who      MoE, LGA's basic
                                             leaders in managerial                              trained                   are addressing issues      data , primary
                                             skills                                                                       effectively                school data &
                                                                                                                                                     DEO's reports from
                                                                                                                                                     primary schools.
                                             Train consultative          Consultative           No of Consultative         Increased education       MoE, LGA's basic
                                             committee on budget         committee members      committee members         policies formulated on     data , primary
                                             tracking and advocacy                              trained                   participatory basis with   school data &
                                             skills                                                                       the community inputs       DEO's reports from
                                                                                                                                                     primary schools.
                                             Conduct refresher           CBO s and CSO s        No of laws and policies   % Of education projects    MoE, LGA's basic
                                             training to theatre         dealing with theatre   laws and regulations      implemented through        data , primary
                                             groups in theatre art.      art                    disseminated to stake     education committees       school data &
                                                                                                holders through Local     trained by the theatre     DEO's reports from
                                                                                                CBO's & CSO's dealing     groups
                                                                                                                                                     primary schools.
                                                                                                with theatre art

PRINCIPAL   SPECIFIC    ACTIVITY                     TARGET                 QUANTITATIVE                 QUALITATIVE                   MoV
OBJECTIVE   OBJECTIVE                                                       INDICATORS                   INDICATORS
                        Train projected school       Schools committees,    Increased no Education       % of village funds/ council   MoE, LGA's basic
                        committees in budget         teachers and parents   policies rectified in        funds used for education      data , primary school
                        tracking skills                                     response of the              development projects          data & DEO's reports
                                                                            education Community                                        from primary schools.
                                                                            FORUMS, plans and
                        Support Reflect Team bi-     Reflect teams and      Increased no of training     % of funds implemented        MoE, LGA's basic
                        monthly meeting              local CBO Engaged      information session to       by the community              data , primary school
                                                     in Primary education   inform stake holders on                                    data & DEO's reports
                                                     working with AEA       different education                                        from primary schools.
                                                     known by the           information’s and data
                        Support refresher training                          N° of reflect facilitators   % Of projects effectively     MoE, LGA's basic
                        to Reflect facilitators                             trained and School           managed through school        data , primary school
                                                                            committee meetings           committees supported by       data & DEO's reports
                                                                            held as required by the      reflect facilitators          from primary schools.
                                                     Reflect Facilitators
                        Support CSO action plan      CSO addressing                                      % of CSO recognized due       MoE, LGA's basic
                        addressing gender and        gender and education                                to their performance on       data , primary school
                        education issues             issues                                              the said issues               data & DEO's reports
                                                                            No of the CSO                                              from primary schools.
                        Conduct networking           NGOs and CSO           Create 1 or 2 strong         % of issues addressed at      MoE, LGA's basic
                        sessions with partner        working on Education   networks with NGOs           the district, regional and    data , primary school
                        NGOs and CSOs                Governance             and CSO                      national levels from these    data & DEO's reports
                        focussing on Reflect and                                                         networks                      from primary schools.
                        Education forum in the
                        intervened areas.
                        Maping of CSOs in the                               N° of CSOs identified        % of CSO in effective         MoE, LGA's basic
                        intervened areas                                                                 partnership with AEA          data , primary school
                                                                                                                                       data & DEO's reports
                                                     Existing CSOs in
                                                     AEA areas                                                                         from primary schools.

                      SPECIFIC    ACTIVITY                 TARGET                    QUANTITATIVE           QUALITATIVE              MoV
                      OBJECTIVE                                                      INDICATORS             INDICATORS

                                  1.1.2 To support to      CAPACITY BUILDING TO
                                  the implementation of    COMMUNITY ON
                                  the district             ADVOCACY ROLE
                                  development plan
                                  Forums                   Communities and village   % of attendance        % of pertinent issues
                                                           people and LGA                                   addressed on education
                                  Education Public                                   No of issues raised    % of Education issues
                                  forums                                                                    mainstreamed in the
                                                                                     N° of public forums    % of Education issues
                                                                                     conducted              mainstreamed in the
                                                                                                            system addressed
                                  Trainings                Ward education            No of ward             % of ward coordinators
                                                           coordinators              coordinators trained   who provide an updated
                                  To conduct training to                                                    data to the District
                                  Ward Education                                     No of trainings
                                  Coordinators in data                               conducted
                                                                                     Type of Education
                                                                                     datas at the Ward

                      SPECIFIC     ACTIVITY                  TARGET                   QUANTITATIVE           QUALITATIVE              MoV
                      OBJECTIVE                                                       INDICATORS             INDICATORS
                                   Conduct intensive         Communities and          No of Dialogues        % of issues raised
                                   dialogue among            village people and LGA   conducted              through dialogues.
                                   community on
                      Community    education agenda
                      dialogues                                                       No of issues through   % of issues raised
                                                                                      dialogues              through dialogues
                                                                                                             channelled to relevant
                                                                                      % of attendance        % of issues raised
                                                                                                             through dialogues
                                                             No of dialogues held     No of Dialogues        % of issues raised
                                   Facilitate the dialogue   between LGA & School     conducted              through dialogues.
                                   between the LGA and       committee's
                                   school committees on
                                   pre-primary situation.                             No of issues through   % of issues raised
                                                                                      dialogues              through dialogues
                                                                                                             channelled to relevant

                                                                                      % of attendance        % of pertinent issues
                                                                                                             raised through
                                                                                                             dialogues addressed
                                   Support CSO action        CSO addressing gender No of activities          % of issues raised and
                                   plan addressing Gender    and education issues  addressed                 integrated in district
                      Support to   and Education Plan                                                        development plan
                      CSO plans                                                       Amount of funds        % of issues addressed
                                                                                      allocated to Gender

PRINCIPAL   SPECIFIC                                              QUANTITATIVE            QUALITATIVE               MoV
                        ACTIVITY            TARGET
OBJECTIVE   OBJECTIVE                                             INDICATORS              INDICATORS
                                                                                          % of fund as per total

                        Advocate for good   LGA and the           No of issues            % of issues raised
                        governance in       communities           addressed through       through media and
                        education through                         media                   addressed
                        media                                     No of Education         % of Education issues
                        Provide education                         issues raised through   mainstreamed in the
                        information                               dialogues               system
                        materials                                 mainstreamed.
                                                                                          % of Education issues     Series and programmes
                                                                                          mainstreamed in the       broadcasted live or pre-
                                                                                          system addressed          recorded
            THROUGH                         LGA and the           No of materials
            MEDIA                           communities, Media    delivered
                                                                  No of materials         % of useful information

                                                                  The issues obtained     % of information used
                                                                  from the materials

                                                                  No of intervention
                                                                  done the information
                                                                  obtained in education


   Existence of REFLECT as a capacity building and community empowerment approach
    within the operational areas and AeA spearheading REFLECT at the national level
   Already existing and working education and community development fora at the village,
    ward and district levels
   Decentralization and local government reforms in the country
   Presence of CSO at the community levels
   Existence of WDC which involves WEC in the planning processes.

 One has to be keen once dealing with policy issues, because the move may lead to the
   eruption of conflicts with decision makers especially once their personal interests are
   jeopardized by pressure mounted by the civil society organisation.

 The top down approach in decision making over a couple of years has undermined
  community capacities to contribute to the policy formulation process. In regard with this
  the capacity building process would take longer as long as we are dealing with attitudes and
  behaviours of the community.
 Public forums and other community platforms will raise issues reflecting their needs and
  the government will address those issues by incorporating in its development plan
 Active CSO at the grass root levels will promote accountability and transparency within

 Operational approach

   Promotion of documentation and communication or relevant education information to the
    grassroots stakeholders
   Promoting awareness creation campaign through use of media and other kind of
    information technology including use of fora
   Strengthening community, SC, CBO and REFLECT groups capacities towards addressing
    education issues
   Supporting networking and coalition among education actors at the district, ward, and
    village levels
   Supporting public dialogue for both formal and non-formal education, children rights and
    other forums for marking or promotion of our target population interests e.g. teachers day,
    African child day, etc at all levels
   Supporting the existing advocacy platforms in advocating and influencing changes on
    education policies and social practices that undermine positive changes in the education
   Enhance Civil society advocacy role at the community, district and regional for
    contributing to the national debate by capitalizing the community governance experiences
   Supporting community capacity building programmes or undertaking education planning
    processes by themselves

6.2      Support towards quality Education for all

         Goal: Assurance of all school aged children and youth have access to quality basic
         education responsive to their needs in AeA intervened zones by 2010


The quality of Education provided in Tanzania primary schools is still questionable today, as it
is hard to prove that the education provided to pupils allows them to master their life
challenges. Either the performance of teachers in primary schools also is still questionable.
Among the Education performance indicators leading to these questions are such as-low
performance of pupils in National exams, e.g. in standard seven exams figures shows that it is
only 27% (Average in 3 yrs of 2001 – 2003) reaches pass mark.
     Enrolment of pupils at school is still low despite the great effort done by the primary
      education Development plan (PEDP 2002 - 2006) which has raised the gross enrolment
      rate from 77.2% in 1999 to 98.6% in 2002 while the net enrolment rate rose from 57.1%
      in 1999 to 80.7& in 2002. These figures shows more improvement in STD II classes and I.
      Retention rate is at an average of 61% ref. 2001 Education statistics.
     Capacity of teachers in managing the school curriculum is also questioned, however this
      might have been a result of the Universal Primary Education of 1974, which put in place
      unqualified teachers to teach in primary schools.
     Teachers are demotivated by their working environment, which is still poor despite the
      good education policy we have in place, which has never been implemented fully. e.g.
      teachers‟ salaries are received very late; teachers don‟t have staff quarters in school,
      inefficient teaching and learning facilities. The teachers pupils ration has worsened from
      1:40 in 1999 to 1.57 in 2003.
Despite all the government effort to rescue this falling Education through formal Education
system, its time now to invest in the alternative education system, so as to complement the
formal education system.
The Ministry of Education and Culture has urged local Government Authorities and NGOs to
participate in opening special centers to support NFE. The Ministry of Education has piloted a
special programme for out of school youth (COBET/MEMKWA), however in the July 2004
parliament session budget. The Government has not dedicated any funds for that.

Principal       Specific objective     Activity         Target             Quantitative Indicator    Qualitative Indicator       Means of
Objective                                                                                                                        Verification (MoV)

2.1 Ensure        2.1.1 Improvement of
that all eligible the learning and the
children and      teaching environment
youth acess to
quality                      CONSTRUCTIONS
                  CONSTRUCTIONS        Construction &   Communities and    No of classrooms          Rate of classrooms          MoE, LGA's basic
                  OF CLASSROOMS        Completion of    school aged        constructed and full      shortage (%)                data, primary
                                       classrooms       children           utilised                                              school data &
                                                                                                                                 DEO's reports
                                                                                                                                 from primary
                                                                           No of classrooms          Performance rate

                                                                           Gross enrolment rate      Promotion rate/ Pass rate
                                                                           STD 1

                                                                           Net primary school        Transition rate from
                                                                           enrolment rate            primary to secondary
                                                                           ratio of classrooms per   Repetition rate

                                                            no of boys ratio

                                                            No of Girl's ratio

                                                                                      Pupils drop out ratio

CONSTRUCTIONS     Construction of    Disabled children      N° of disabled children   Primary school pass rate   MoE, LGA's basic
OF CLASSROOMS     special classrooms                        enrolled                  (STD VII) of disabled kids data , primary
FOR DISABLED      at for disabled                                                                                school data &
                  children's.                                                                                    DEO's register
CONSTRUCTIONS     Construction of    Teachers living in     no of teachers houses     N° teachers who are well   MoE, LGA's basic
OF STAFF HOUSES   staff houses       poor conditions        constructed               assessed by inspectors and data , primary
                                                                                      have teaching documents    school data &
                                                                                      well kept                  DEO's register,
                                                                                                                 inspection report
                                      No of teachers        N° of teachers having     Retention rate
                                      available             houses at an acceptable
                                                            % of teachers
                                                            accommodate at school
CONSTRUCTIONS     Construction of     Early children aged                             Promotion rate/ Pass rate    MoE, LGA's basic
OF PRE-PRIMARY    pre-primary         from 3 to 6 years +                                                          data , primary
SCHOOLS           classrooms          parents and the     Pre-primary classrooms                                   school data &
                                      communities         constructed                                              DEO's register

                                                         Enrolment rate

                                                                                     N° of primary children
                                                         Rate of pre-primary
                                                         pupils enrolled             from the pre-primary
                                                         Enrolment rate to primary

                                                                                     Pre Primary coherent to
                                                                                     primary schools

LATRINE        Construction of   Pupils, teachers            No of toilet holes      Ratio of toilet holes pupils   MoE, LGA's basic
CONSTRUCTION   latrine sheds     and visitors                    available           used and hygienic              data , primary
                                                                                                                    school data &
                                                                                                                    DEO's register
                                                         No of toilets constructed   Boys ratio per toilet

                                                                                     Girls ratio per toilet


SUPPLY OF   Purchase and supply of    Pupils and            No text books supplies       Pupils book ratio                MoE, LGA's basic
BOOKS       text books and teachers   teachers                                                                            data , primary
            guides                                                                                                        school data &
                                                                                                                          DEO's register
                                                                                         Performance rate

SUPPLY OF   Procurement of assorted   Pupils and            No of assorted teaching      Pupils Equipment ratio
LEARNING    teaching equipment        teachers              equipments needed

                                                            No of assorted teaching      Frequency of equipment
                                                            equipment supplied           utilisation

            Purchase and supply       Pupils and            no of manila cards &         Pupils manila cards &
            Manila Cards and          teachers              mathematical sets supplied   mathematical ratio
            mathematical sets.

                                                            No of manila Cards and       Performance rate
                                                            mathematical sets

            Purchase and supply of    Pupils and teachers   no of science kit supplied   Pupils’ ratio per science kit.
            science kits

                                                         no of science kits sets      Performance rate

                                                         no of science kit supplied

TEACHING     To conduct syllabus      Teachers and head No of syllabi                 % of professional      MoE, LGA's basic
SKILLS       management training      teachers          management trainings          teachers curriculum    data , primary
REINFORCED                                              undertaken                    review                 school data &
                                                                                                             DEO's register
                                                         No of syllabus reviewed      %of pupils attaining
                                                                                      pass mark

                                                         N° of teachers/head
                                                         teachers trained
TEACHERS     Training teachers in                                                     % of pass mark
SKILLS       curriculum management
             Conduct TOT on                              No of teachers trained       Performance rate
             participatory teaching
             methodology to

SCHOOL              To conduct school       Teachers and head No of schools inspected         % of pass mark
INSPECTION          inspection              teachers

2.1.3 To                                                           *N° teachers inspected     Performance rate
contribute                                                         *% of pedagogic
towards                                                            problems identified and
functional and                                                     % of problem sorted out
sustainability of
the TRC
            TRC IMPROVED
 CONSTRUC-            Construction of TRC   Teachers, pupils,      No of teachers trained     Performance rate
 TION OF TRC                                literate persons in    through TRC and n°
                                            the community          TRC constructed
                                                                   No of Community (pupils,
                                                                   teachers…) members
                                                                   using TRC
TEACHERS            Teachers training       Teachers                                          % of innovations shared
TRAINING            through TRC                                    % of meetings held         in TRC
                                                                   in the TRC

 TRAINING OF        To train no formal      formal teachers        N° of Non formal           % of non - formal         MoE, LGA's basic
  Non formal        teachers in             and pupils             teachers trained           education policies        data, primary
  TEACHERS          management of                                                             mainstreamed in GOT       school data &
                    alternative education                                                     system                    DEO's reports
                                                                                                                        from primary

              To conduct trainings on   Non Formal           Increased no of         % of professional         MoE, LGA's basic
              alternative education     teachers and         professional teachers   teachers in non formal    data, primary
              strategies                pupils                                       education                 school data &
                                                                                                               DEO's reports
                                                                                                               from primary
SUPPLY OF     Provide NFE (COBET)       Non formal           No of books available/ Pupil / Book ratio         MoE, LGA's basic
Non formal    books to Non formal       teachers and         supplied                                          data , primary
 BOOKS        classes                   pupils                                                                 school data &
                                                                                                               DEO's reports
                                                                                                               from primary
                                                                                    % of pupils attaining pass MoE, LGA's basic
                                                                                    mark                       data , primary
                                                                                                               school data &
                                                                                                               DEO's reports
                                                                                                               from primary
TRAINING OF   Training of TRCC and      Non formal           No of WEC's trained in % of teachers in non       MoE, LGA's basic
 Non formal   WEC'S on Teaching /       Teachers available   Non Formal methodology formal                     data, primary
 TEACHERS     Learning Methodology                                                                             school data &
              under non-formal                                                                                 DEO's reports
              system.                                                                                          from primary
                                                             No of Non Formal       Non Formal students’       MoE, LGA's basic
                                                             teachers trained       performance rates (%)      data , primary
                                                                                                               school data &
                                                                                                               DEO's reports
                                                                                                               from primary

                                                                                     % of pupils attaining pass   MoE, LGA's basic
                                                                                     mark                         data, primary
                                                                                                                  school data &
                                                                                                                  DEO's reports
                                                                                                                  from primary
TRAINING OF   To Train pre-primary   Pre-primary         No of teachers trained in   Transition rate from pre-    MoE, LGA's basic
PREPRIMARY    teachers in teaching   teachers and the    pre-school methodology      primary to primary school    data , primary
TEACHERS      methodology            communities                                                                  school data &
                                                                                                                  DEO's reports
                                                                                                                  from primary
                                                                                     Promotion rate in            MoE,
                                                                                     standard I                   LGA's
                                                                                                                  basic data,
                                                                                                                  school data
                                                                                                                  & DEO's
                                                                                     Drop out rate                MoE, LGA's basic
                                                                                                                  data , primary
                                                                                                                  school data &
                                                                                                                  DEO's reports
                                                                                                                  from primary

      Operational approach
      -Advocate initiates and support community effort in expanding enrolment through NFE
      -Complementing community effort on FE in improvement of learning facilities
      -Advocate for recognition of teachers work by the community and the government
      -Through TRC, improve teacher‟s academic competences and professionalism
      -Existence of PEDP valid until 2006
      -Functioning of Education structures at the national, regional and local levels
      -PEDP basket fund exist and fund can be transferred at the District level
      -At the District level existence of others NGO‟s dealing with Education issues as: MS;
      Kuleana, TANESA, CARE…
       PEDP is performing well as far as initiatives to address issues affecting access and
        quality are concerned. The community acquired experiences in the implementation of
        PEDP would facilitate the implementation of project funded by AeA. (Enhanced
        community participation in the management of education)
       AeA is not working in isolation ,there are other NGO‟s working on education in AEA
        intervened areas , the coordinated efforts of NGOs would lead to achieving the specific
        goals in that specific strategic orientation.
       The District authorities are used to effectively manage basket funding so we assume
        that AeA disbursed funds will be reaching the beneficiaries through the District council
       As far as teachers‟ academic and professionalism is concerned we think that the TRC
        system is more effective in the sense that teachers will be teaching during school hours
        and after work hours they will be attending their evening courses conducted through
        the TRC system.

         Goal: Reduced prevalence of HIV/AIDS as a result of change of behaviors and
         attitudes in AeA intervened communities by 2010 .


HIV/AIDS situation is still alarming in Tanzanian communities. Some studies indicate that
there is a high increase in new infection in not only Tanzania but in all third world countries,
however the sub-Saharan Africa is more affected. The 2004 Bangkok summit on HIV/AIDS
indicated that about 36 million people in the world are affected by HIV/AIDS.
Despite the Tanzanian Government effort in increasing pupils enrolment in order to achieve
Education for all and millennium development goals objectives, yet with the effort of

increasing HIV/AIDS situation, more pupils who drop out from schools is likely to happen
due to:
   Pupil‟s death from HIV/AIDS.
   Pupil‟s engagement in income generating activities to subsidize their falling household
   Falling of quality education due to more death of teachers/Educators a nd school
   Raising need for pupils to head families after death of their parents.
A report from the civil servant commission Mwanza Region of 18 th march 2004 revealed the
following in relation to HIV/AIDS in the teaching profession.
   The teaching profession is highly affected by HIV/AIDS; there is an average of 1 teacher
    who dies from HIV/AIDS every month in every District in Mwanza Region. i.e. in
    2002/2003 Mwanza Region lost 72 teachers out of them 48 male and 24 female.
   In 2001/2002 Mwanza Region lost 92 teachers out of them 60 male and 32 female.
   The report also revealed that in 2001/2002 Tanzania as a country, lost 1 020 teachers out
    of then 578 male and 442 female.
It has been said by various Researchers on HIV/AIDS that, among the cause s for this
increasing spread of HIV/AIDS infection is the economic incapacity of the people and low
level of education and quality of education provided by Education institutions such as schools

        3.FAMILY LIFE EDUCATION & HIV's AIDS                         Target           Quantitative     Qualitative          Means of Verification
                                                                                       Indicators      Indicators
3.1 To enhance           3.1.1 Contribute to
education actors         the Campaign
(parents, pupils,        against propagation
teachers, schools        of HIV/AIDS
communities ability to   CAMPAIGN AGAINST HIV/AIDS
fight HIV/AIDS)
                                                  Conduct         Teachers,         No of people who   % of awareness       MoE, LGA's basic data
                                                 seminar on       pupils, parents   received AIDS      among the target     , primary school data &
                                                 HIV/AIDS         and population    messages                                DEO's reports from
                                                                  in the AEA                                                primary schools.
                                                 Conduct public   Teachers,         no of people       % of the infection
                                                 HIV/AIDS forum   pupils, parents   attended           rate comparing to
                                                                  and population                       the previous ones
                                                                  in the AEA
                         3.1.2 To develop        Teachers         Teachers,         N° of teachers     % of teachers        Inspection reports
                         child to child method   trainings        pupils, parents   trained            using the said
                         as a teaching                            and population                       methodology and
                         methodology                              in the AEA area                      tools developed
                          TEACHING METHODOLOGY
                         IMPROVED TO INCOOROPARE
                            HIV/AID'S COMPONENT

STUDY ON              Study on            Pupils,           % of HIV/AIDS         Correlation           MoE, LGA's basic
HIV/AIDS              HIV/AIDS            teachers,         infection rates for   between infection     data, primary school
                      implication in      Education         pupils, teachers      rates and school      data, DEO's reports
                      the primary         District                                performance and       from primary schools &
                      schools             officials,                              relevant area of      hospital data's.
                      education           medical                                 intervention
                      performance.        personnel,
FORUMS                Share the forum     Teachers,         N° of Pupils,          % of behaviour       Studies done by
                      developed           pupils, parents   teachers, parents     changes and           CSO/GVT structures
                      HIV/AIDS            and population    targeted              attitudes vis-à-vis   addressing HIV/AIDS
                      document with       in the area                             HIV/AIDS mode         issues and AEA impact
                      stakeholders                                                of infection          assessment studies
3.1.3 Focus on        Conducting          Teachers,       N° of voluntary         % of infected         MoE, LGA's basic
voluntary             mobilisation        pupils, parents testing in AEA areas    persons who           data, primary school
testing/counselling   sessions for the    and population                          accept their          data, DEO's reports
                      HIV/AIDS            in the area                             situation and         from primary schools &
                      voluntary testing                                           develop good          hospital data's.
                                                            No of pupils
                                                            voluntary in tested
                                                            in the intervened
                                                            % Pupils death rates % of Pupils,
                                                                                 teachers and
                                                                                 voluntarily tested

      % of Pupils,     Ref above
     teachers and
     parents trained


      -Existence of HIV/AIDS policy …….
      -Functioning of health sectors with well defined structures at the national, regional and
      local levels
      -Data on HIV
      -At the National and local level existence of others NGO‟s dealing with HIV/AIDS ready
      to partner with other NGO‟s as UN AIDS, TACAIDS,
       AeA will be supporting the on going campaigns against the propagation of HIV/AIDS
          so as to reach the wider population in its intervened areas.
       AeA will utilize the expertise of other stakeholder in the awareness creation campaigns
          on HIV/AIDS through providing a financial assistance.
       By concentrating its efforts at the school level, AeA will effectively make use of peer
          educators, pupils and teachers and on their turn they will disseminate the information
          on HIV/AIDS to the community.

      Operational approach

      -Advocacy in HIV/AIDS and family education in the national education curriculum.
       Train peer educators
       Train teachers against HIV/AIDS
       Train village government leaders
       Translate campaign documents in an easily understood language
       Conduct a study on the implications of HIV/AIDS in education
       Reduce the STI
       Support mobile clinics services
       Strengthen theatre arts groups
      - Train youth in life skills, health and hygiene
       Facilitate HIV/AIDS orphans access to education by providing children with education
       To develop child to child as a teaching methodology.



       Operational approach in place :
        Aide et Action operates through the existing structures at the district level by putting
        partnership at the core of its operational approach. The organization supports those
        structures both materially and technically throughout the process of development. Aide
        et Action switched off from being main implementer of activities to assuming a role of
        a facilitator for the sake ensuring sustainable development in its areas of intervention.

                                           (refer to the diagram below)

National Level
                                         PO – RALG : Gouvernement Local.
                                         Coordonne l’action des ministères                       MoEC

            Director of Urban Authorities             Director of District Authorities

                                                                                               Ai de e t Actio n

                           Regional level

Di st ri ct Council
                                   District Executive Director

                                       Planning Department
        Head of                                                      Education                 Health
                                       ( Coordination role)
        Departments                                                  Department/ DEO           Department

                                               Ai de e t Actio n

                                       WEO : Ward Executive Officer
                                                                                         Ward Education
          Ward sector                      Ward Agriculture                              Coordinator
          Coordinator                      Coordinator

Vi ll age Counci l                     VEO : Village Executive Officer

                         staff                                                              Teachers

    Aide et action is intervening in two pertinent levels which are the national and the
    district levels. At the national level, the protocol agreement signed by the Tanzania
    Government represented by the MoEC depicts the strategic direction for our
    intervention in the United Republic of Tanzania. In addition to that the organisation is
    a member of the NGO networks at the national level. At the District level, where
    concrete activities take place, the organisation decides to intervene through the MoU
    signed with the District Council. The DED and the District Chairperson (elected
    position) are the signatories to the MoU.
    Due to the fact that Aide et Action cannot be able to work at all levels, through the
    current strategic plan, the organisation will be working as a FACITATOR to the above
    mentioned existing structures.
    The Regional level should be involved for consultation and advocacy purposes.
    Nevertheless, the WDC (ward) and the Village levels will take part in the
    implementation of the activities, the monitoring, evaluation and impact assessment of
    these activities as it is clearly mentioned in the MoU. The other operational tools will be
    developed in participatory manner with the local actors.

  Phase in phase out process
      o The phase in and phase out strategies is to move from the direct intervention
          approach to working with partners (Details provided as annex)
_ Advocacy
          o Networking at the national and local levels with NGO alliances:
             TEN/MET, Policy Forum, GECHENET…
          o Networking at the international level through AEA East/South Sub-Region
             including Malawi, Rwanda, Tanzania and (…), PAMOJA REFLECT

- Capitalization in Tanzania and in the Great Lakes Sub Region
           o Communicate more on our program activities and best practices through
               different channels: Radio, TV, documentation, poster, and booklets by the
               end of 2005 a clearly defined communication strategy will be in place.
           o Sharing of knowledge and acquired field experiences in the sub region will
               be done through the existing inter programme coordination groupings for
               south and eastern Africa comprising the following countries Madagascar,
               Malawi , Rwanda and Tanzania and other potential countries of
               intervention the Great Lakes such as Burundi and DRC etc. .

            o Gender
            o The gender issues are integrated at two levels: at the partners and Aide et
              Action staff levels.
            o With the local actors, the programme will promote the women
              organizations and those ones that are working for women promotion and
              improvement of the gender issues
            o In Aide et Action programme, the recruitment processes will encourage to
              have 50% of women within the team at various positions


      1. The old zones
Since the opening of its Program Aide et Action is in Magu and in Misungwi District opened in
2001. During, 8 years the program intervenes in Magu. The two Districts are part of the 8 that
account the region of Mwanza. During this strategic plan, Aide et Action will remain to Magu
and Misungwi. The program is going to assess its interventions in the two Districts in order to
be able to determine as to weather is worth remaining there or not. It will adhere to the
indicators of change and maturity of the local actors to free the space and phase out from the
former zones.

      2. National representation
Since the setting up of the Program AEA Tanzania its National Representation has always been
based in Mwanza. This site seems to have been a handicap on a lot of points raised by the
country analysis and the global evaluation of the program. The suggestions coming from the
two works proposed the setting up of this national Representation to Dar Es Salaam to
reinforce the partnership with the NGOs networks in view to maximize the advocacy.

One will remember that the disadvantages targeted by the aforesaid works are in few: the
difficulty to be able to recruit the resource human of quality offers it being reduced to Mwanza
and the refusal this one to be based there. In the perspective to be able to intervene in another
region, the coordination from Dar Es Salaam becomes strategic.

      3. The new zones.
*In 2005, the program takes the engagement to be able to open a new Zone of intervention in
which it will be able to begin with the new approach that consists in working directly with the
decentralized local structures. This new zone to act as test glass for the former zones in which
the change is heavy. This new zone is ZANZIBAR.
It is possible to start poorly with the setting up of a delicate structure of which the objective of
the first year will be a participating survey to identify the area of intervention and the
installation of fundraising files.
*After the first quarterly CO, in 2008 the program will participate in a survey in Dar Suburb in
order to open a new area of intervention in semi-urban area.


For supporting its geographical coverage and accomplish its mission in the implementation of
its strategic plan, the Programme envisages achieving the following objectives which are in line
with the resource development:
         1.   To striv e in reducing the a dministra tive cost by a lloca ting more resources on
              opera tiona l a ctivities.
         2.   To produce the project proposa ls for funding for the sa k e of reducing little by
              little the gua ra nteed fund a nd implement more projects in the field.

        3.   To introduce collectiv e types of sponsorship such a s (cla ss or project
             sponsorship) in the zones of interv ention a nd sha ring out the sponsorship quota
             by ta king into account the pha se in/pha se out process.
        4.   To dev elop a South South fundra ising stra tegy with the support of the Africa
             Regiona l O ffices a nd Pa ris.
        5.   To ensure the a va ila bility of necessa ry huma n resources in both qua lity a nd
             qua ntity on perma nent ba sis; a s a result, hav ing 50 % of women sta ff members.

        6.   To a cquire the huma n resource with rema rka ble potentialities for the sa ke of
             minimizing the costs related to their training.
        7.   To ma k e a profita ble utiliza tion of the existing office a ssets/investments by
             a ccording a pa rticula r empha sis on the effectiv e realloca tion of fixed assets.

8.1 Human Resource

The objectives 5 and 6 will pursued in the frame of developing the human resource policy t hat
will accompany the new operational approach that puts emphasis on working in partnership
with local actors and strengthening the role of a facilitator that the programme will assume by
keeping the spirit that has been put forward for liberating the space to the benefit of those local
actors who take a lead in implementing the educational projects.

The main tools will be utilized in the Human Resource Management during the realization of
the present strategic plan, it is about:

    o Training plan with its components- profile of competences, training needs etc (see the
    o Provisional management of jobs/post and competences ( see annex)
    o Performance appraisals (see annex)
    o To integrate all human resources guidelines from the Africa Regional Headquarters
      including the policy of investing in young professionals and promoting carrier
      development in the programme

8.2 Financial Resources

The 6 years strategic plan will be financed by resources from the North and the South.

    a) Resource from the North

      o Sponsorship

It is mainly about sponsorship earnings/products in the spirit of Ouidah June 2003
sponsorship workshop. Furthermore the programme proposes the launching of collective types
of sponsorship. It might be either class or project sponsorship for the sake of reducing the
workload in the management of individual sponsorship in a complex linguistic environment.

      o Micro project

In the frame of implementing its strategic plan, the Tanzania Programme wishes to prepare the
micro project proposals to be submitted to Paris in that frame. It will set a quota of at least two
micro projects per district of intervention per year.

      b) Resources from the South

The programme proposes in the frame of realizing its 6 years plan to develop resource policy
that will target at mobilizing funds from the South by supporting the community in the
optimization of their aptitudes and capacities in resources mobilization. Another approach that
will be developed is that one which consists of directly mobilizing the funds that enter into the
programme accounts. The priority will be accorded to the first approach that focuses on
strengthening the capacities of local actors.

      c) The institutional co funding

Throughout, the programme of Tanzania has been mobilizing the funds in the North as well as
in the south. In the frame of implementing its strategic plan the programme will intensify this
work through proposing projects that last for many years. It is worth mentioning that Ireland
Cooperation that regularly supports the programme seems to have reduced its envelope by a
half and MAE has not honoured its commitments since the year 2002. From 2005 onwards It
will be a matter of being a bit mordant with potential donors in Tanzania as well as elsewhere.
The UN agencies (UNICEF, UNDP, UNESCO, CEF6…) will be particularly targeted at as
well as some diplomatic missions such as (France, Belgium and Great Britain….)

Proposals for fundraising should needs to be made available and submitted to potential donors
by the Programme. However, this remains to be a major challenge ahead of the Programme so
long as there is no proposal for fundraising purposes up to now. In 2005, the Programme is
supposed to raise funds amounting to 300,000 euros from institutional donors.

    Commonwealth Education Funds
d) For details see the attached appendix
                                       6 YEAR FINANCING BUDGET 2005-2010

              S                                                   INSTITUTIONNE         BUDGET                                              INSTITUTIONNE   BUDGET
                                                                        LS                                                                        LS
                         FONDS         FONDS         FONDS                                               FONDS        FONDS      FONDS
                        PROPRES       PROPRES       PROPRES                                             PROPRES      PROPRES    PROPRES
                          LIES        NON LIES       TOTAL                                                LIES       NON LIES    TOTAL

 2005   TOTAUX          168,404,913                 579,686,000      300,000,000        879,686,000        112,270                386,457       200,000       586,457
                                      411,281,086                                                                     274,187
 2006   TOTAUX          247,825,768                 658,010,200      316,125,768          974,135,968      177,018                470,007       225,804       695,811
                                      410,184,432                                                                     292,989
 2007   TOTAUX          222,434,480                 625,109,690      397,733,076        1,022,842,767      153,403                431,110       274,299       705,409
                                      402,675,211                                                                     277,707
 2008   TOTAUX          260,662,756                 600,449,507      480,130,699        1,080,580,206      173,775                400,300       320,087       720,387
                                      339,786,752                                                                     226,525
 2009   TOTAUX          234,629,618                 584,753,869      563,522,655        1,148,276,524      151,374                377,261       363,563       740,824
                                      350,124,252                                                                     225,887
 2010   TOTAUX          212,785,637                 569,843,013      648,114,937        1,217,957,950      132,991                356,152       405,072       761,224
                                      357,057,377                                                                     223,161

 2005   BUDGET RATIO       1.00          1.00          1.00             1.00                1.00          1.00         1.00       1.00           1.00        1.00
 2006   BUDGET RATIO       1.47          1.00          1.14             1.05                1.11          1.58         1.07       1.22           1.13        1.19
 2007   BUDGET RATIO       0.90          0.98          0.95             1.26                1.05          0.87         0.95       0.92           1.21        1.01
 2008   BUDGET RATIO       1.17          0.84          0.96             1.21                1.06          1.13         0.82       0.93           1.17        1.02
 2009   BUDGET RATIO       0.90          1.03          0.97             1.17                1.06          0.87         1.00       0.94           1.14        1.03
 2010   BUDGET RATIO       0.91          1.02          0.97             1.15                1.06          0.88         0.99       0.94           1.11        1.03

8.3 Material Resources

The existing material resources at the programme level should be profitably utilized. It
will be a matter of developing a plan of reallocating the fixed assets and only investing in
the essential equipments that do not exist within the programme. The overabundance of
items will be disposed according to the normal procedures of Aide et Action and a
system for proper servicing, maintenance and safeguarding of properties will be
developed later.

On house rents, the programme looks at the possibility of acquiring its own plot and
start constructing little by little. The on going initiatives that accord more autonomy to
the Regions coupled with the internationalization process will nourish or encourage the
programme to reduce the cost of renting office premises. In case of partial or total phase
out, Aide et Action will hand over its fixed asset /office building to its partners with the
aim of strengthening more their capacities.


Internal and external ones:
Aide et Action Tanzania Programme is in possession of a couple of monitoring and
evaluation mechanisms namely the internal and external ones. Among many others the
internal monitoring and evaluation mechanisms are as it follows: Bilan D‟étape (annual
assessment of the realization of the long term plan C.O sessions (Convention
d‟Objectifs), Field visits at project sites, internal meetings, internal audit, meetings with
partners, joint reviews with partners (annual and mid year reviews), reports (monthly,
quarterly, annual) and participatory diagnosis for new geographical areas.

The significant external monitoring and evaluation mechanisms are as it follows:
Country analysis, external audit, programme evaluation, researches and studies.

The major risks that may impede the programme not to successfully implement its long
term plan and eventually not achieve the desired objectives are as it follows: AeA
perceives political instability as a possible risk over the realization of its long term plan in
the sense that if there would be no peaceful transition of power from one political party
to another in the forthcoming general multi party elections it might even change the
political system and it is not certain whether the new government in power would
honour the existing signed protocol of agreement between AeA and the incumbent

Unavailability of financial resources from sponsors and institutional donors may lead the
programme not to implement its activities as planned. Last but not list, lack of required
competences among the AeA staff to implement effectively its long term plan such as in
new strategic direction of family life education and HIV/AIDS may affect the pace of
implementation of activities. Furthermore, resistance to accept changes with regard to
approaches and methodologies by either staff members or partners on one way or
another has got a direct impact on the level of realization in respect of implementing the
Strategic Plan.

                                             - 44 -

The Organ gram

Road map for Zanzibar and Dar Suburbs

The bibliography

                                   - 45 -
                                                                               TA UX 1 Euro
              YEARLY FINANCING BUDGET 2005                                     =                TZS 1,500

     BUDGET FONDS PROP RES                 FINANCEMENTS       TOTAL                  BUDGET FONDS PROP RES               FINANCEMENTS      TOTAL
                                          INSTITUTIONNELS    BUDGET                                                     INSTITUTIONNELS   BUDGET
 FONDS         FONDS          FONDS                                              FONDS          FONDS        FONDS
PROPRES       PROPRES       zPROPRES                                            PROPRES        PROPRES      PROPRES
  LIES        NON LIES        TOTAL                                               LIES         NON LIES      TOTAL

         -                                            -       95,915,955                   -                                      -
              95,915,955    95,915,955                                                          63,944       63,944                       63,944
  5,682,958                                    5,682,958                                                                       3,789
              119,238,909   124,921,868                     130,604,826           3,789         79,493       83,281                       87,070
         -                                            -       60,664,624                   -                                      -
              60,664,624    60,664,624                                                          40,443       40,443                       40,443
                                             294,317,042                                                                     196,211
162,721,955   135,461,598   298,183,553                     592,500,594          108,481        90,308      198,789                       395,000

68,404,913    411,281,086   579,686,000      300,000,000    879,686,000            112,270        274,187     386,457        200,000       586,457

                                                                               TA UX 1 Euro
              YEARLY FINANCING BUDGET 2006                                     =                TZS 1,400

     BUDGET FONDS PROP RES                 FINANCEMENTS       TOTAL                  BUDGET FONDS PROP RES               FINANCEMENTS      TOTAL
                                          INSTITUTIONNELS    BUDGET                                                     INSTITUTIONNELS   BUDGET
 FONDS         FONDS         FONDS                                               FONDS          FONDS        FONDS
PROPRES       PROPRES       PROPRES                                             PROPRES        PROPRES      PROPRES
  LIES        NON LIES       TOTAL                                                LIES         NON LIES      TOTAL

         -                                            -       97,834,274                   -                                      -
              97,834,274    97,834,274                                                          69,882       69,882                       69,882
  7,754,968                                    7,754,968                                                                       5,539
              125,200,855   132,955,823                     140,710,791           5,539         89,429       94,968                       100,508
         -                                            -       64,164,625                   -                                      -
               64,164,625    64,164,625                                                         45,832       45,832                       45,832
40,070,800    122,984,678   363,055,478      308,370,800    671,426,278            171,479         87,846     259,325        220,265       479,590

47,825,768    410,184,432   658,010,200      316,125,768    974,135,968            177,018        292,989     470,007       225,804       695,811
                                                                      - 46 -
                                                                                  TA UX 1 Euro
              YEARLY FINANCING BUDGET 2007                                        =                TZS 1,450

     BUDGET FONDS PROP RES                 FINANCEMENTS        TOTAL                    BUDGET FONDS PROP RES               FINANCEMENTS      TOTAL
                                          INSTITUTIONNELS     BUDGET                                                       INSTITUTIONNELS   BUDGET
 FONDS         FONDS         FONDS                                                  FONDS          FONDS        FONDS
PROPRES       PROPRES       PROPRES                                                PROPRES        PROPRES      PROPRES
  LIES        NON LIES       TOTAL                                                   LIES         NON LIES      TOTAL

  7,910,067                                    7,910,067                                                                          5,455
              98,812,617    106,722,684                      114,632,752             5,455         68,147       73,602                       79,057

         -                                            -                                       -                                      -
              126,452,863   126,452,863                      126,452,863                           87,209       87,209                       87,209

                                             193,872,216                                                                        133,705
158,872,216   101,271,271   260,143,487                      454,015,703            109,567        69,842      179,409                       313,114
                                             195,950,793                                                                        135,138
55,652,196    76,138,459    131,790,655                      327,741,448             38,381        52,509       90,890                       226,029

                                             397,733,076                                                                        274,299
222,434,480   402,675,211   625,109,690                     1,022, 842,767          153,403        277,707     431,110                       705,409

                                                                                  TA UX 1 Euro
              YEARLY FINANCING BUDGET 2008                                        =                TZS 1,500

     BUDGET FONDS PROP RES                 FINANCEMENTS        TOTAL                    BUDGET FONDS PROP RES               FINANCEMENTS      TOTAL
                                          INSTITUTIONNELS     BUDGET                                                       INSTITUTIONNELS   BUDGET
 FONDS         FONDS         FONDS                                                  FONDS          FONDS        FONDS
PROPRES       PROPRES       PROPRES                                                PROPRES        PROPRES      PROPRES
  LIES        NON LIES       TOTAL                                                   LIES         NON LIES      TOTAL

  7,514,564                                    7,514,564                                                                          5,010
              98,812,617    106,327,181                      113,841,745             5,010         65,875       70,885                       75,894

         -                                            -                                       -                                      -
              126,452,863   126,452,863                      126,452,863                           84,302       84,302                       84,302
150,928,605    99,521,271   250,449,876      184,178,605     434,628,482              100,619         66,348     166,967        122,786      289,752
102,219,586    15,000,000   117,219,586      288,437,530      405,657,116              68,146         10,000      78,146        192,292      270,438

260,662,756   339,786,752   600,449,507      480,130,699    1,080, 580,206            173,775        226,525   400,300          320,087      720,387
                                                                         - 47 -
                                                                                 TA UX 1 Euro
              YEARLY FINANCING BUDGET 2009                                       =                 TZS 1,550

     BUDGET FONDS PROP RES                 FINANCEMENTS        TOTAL                   BUDGET FONDS PROP RES                FINANCEMENTS      TOTAL
                                          INSTITUTIONNELS     BUDGET                                                       INSTITUTIONNELS   BUDGET
 FONDS         FONDS         FONDS                                                 FONDS           FONDS        FONDS
PROPRES       PROPRES       PROPRES                                               PROPRES         PROPRES      PROPRES
  LIES        NON LIES       TOTAL                                                  LIES          NON LIES      TOTAL

  7,138,836                                    7,138,836                                                                          4,606
              98,812,617    105,951,453                      113,090,288            4,606          63,750       68,356                       72,961

         -                                            -                                       -                                      -
              126,452,863   126,452,863                      126,452,863                           81,582       81,582                       81,582

                                             174,969,675                                                                        112,884
143,382,175   101,608,771   244,990,946                      419,960,621            92,505         65,554      158,059                       270,942
                                             381,414,144                                                                        246,074
84,108,607    23,250,000    107,358,607                      488,772,751            54,264         15,000       69,264                       315,337

                                             563,522,655                                                                        363,563
234,629,618   350,124,252   584,753,869                     1,148, 276,524         151,374         225,887     377,261                       740,824

                                                                                 TA UX 1 Euro
              YEARLY FINANCING BUDGET 2010                                       =                 TZS 1,600

     BUDGET FONDS PROP RES                 FINANCEMENTS        TOTAL                   BUDGET FONDS PROP RES                FINANCEMENTS      TOTAL
                                          INSTITUTIONNELS     BUDGET                                                       INSTITUTIONNELS   BUDGET
 FONDS         FONDS         FONDS                                                 FONDS           FONDS        FONDS
PROPRES       PROPRES       PROPRES                                               PROPRES         PROPRES      PROPRES
  LIES        NON LIES       TOTAL                                                  LIES          NON LIES      TOTAL

  6,781,894   98,812,617    105,594,511        6,781,894     112,376,405              4,239          61,758      65,997           4,239       70,235

         -                                            -                                       -                                      -
              126,452,863   126,452,863                      126,452,863                           79,033       79,033                       79,033
                                             166,221,191     404,226,154                                                        103,888
136,213,066   101,791,896   238,004,962                                             85,133         63,620      148,753                       252,641
 69,790,676    30,000,000    99,790,676      475,111,852      574,902,528              43,619         18,750      62,369        296,945      359,314

12,785,637    357,057,377   569,843,013      648,114,937     ,217,957,950            132,991         223,161     356,152        405,072      761,224
                                                                        - 48 -
                                          INSTITUTIONNELS     BUDGET                                              INSTITUTIONNELS   BUDGET
 FONDS         FONDS         FONDS                                                FONDS      FONDS      FONDS
PROPRES       PROPRES       PROPRES                                              PROPRES    PROPRES    PROPRES
  LIES        NON LIES       TOTAL                                                 LIES     NON LIES    TOTAL

                                             300,000,000     879,686,000                                               200,000
168,404,913   411,281,086   579,686,000                                          112,270     274,187    386,457                     586,457
                                             316,125,768                                                               225,804
247,825,768   410,184,432   658,010,200                      974,135,968         177,018     292,989    470,007                     695,811
                                             397,733,076                                                               274,299
222,434,480   402,675,211   625,109,690                     1,022, 842,767       153,403     277,707    431,110                     705,409
                                             480,130,699                                                               320,087
260,662,756   339,786,752   600,449,507                     1,080, 580,206       173,775     226,525    400,300                     720,387
                                             563,522,655                                                               363,563
234,629,618   350,124,252   584,753,869                     1,148, 276,524       151,374     225,887    377,261                     740,824
                                             648,114,937                                                               405,072
212,785,637   357,057,377   569,843,013                     1,217, 957,950       132,991     223,161    356,152                     761,224

   1.00          1.00          1.00             1.00            1.00               1.00       1.00       1.00           1.00         1.00
   1.47          1.00          1.14             1.05            1.11               1.58       1.07       1.22           1.13         1.19
   0.90          0.98          0.95             1.26            1.05               0.87       0.95       0.92           1.21         1.01
   1.17          0.84          0.96             1.21            1.06               1.13       0.82       0.93           1.17         1.02
   0.90          1.03          0.97             1.17            1.06               0.87       1.00       0.94           1.14         1.03
   0.91          1.02          0.97             1.15            1.06               0.88       0.99       0.94           1.11         1.03

                                                                        - 49 -


                “Organ grams”

                                   2005 organ gram

                                Country Director



   SCO                          ROPE                              RAF

                                                               Driver Mes
              Magu and                      Zanzibar PC*
             Missungwi PC


Spons Assist         Com Assist*             DMCO*

                                   Office Keeper

   *19 staff members.
   *6 posts open (DMCO, Personal Assistant, Translator, AFA Misungwi, Co m
   Assistant and Zanzibar PC)
   *0 post closed

                                          2006 organ gram

                                     Country Director



          SCO                         ROPE                                        RAF

             Chargé d’Appui OPE*
                                                                              Driver Mes
                     Magu and                         Zanzibar PC
                    Missungwi PC
                                                                          Zanzibar AFA*
                                       Magu AFA*
                                                                          Spons Assist*
    Spons Assist            Com Assist

                                          Office Keeper
   *Possibility of interna l promotion if trainings required are achieved/ *Open post

*23 staff members.
*4 post open (Chargé de l’OPE, AFA Zanzibar, Zanzibar Sponsorship Assistant, Zanzibar Driver)
*0 post closed

                                   2007 organ gram

                              Country Director



      SCO                       ROPE                                   RAF

          Chargé d’Appui OPE                  DMCO**
                                                                    Driver Mes
                Magu and                       Zanzibar PC
               Missungwi PC
                                                                Zanzibar AFA
                                Magu AFA
                                                                 Spons Assist

 Spons Assist                   Com Assist

     Secr                          Office Keeper

*Possibility of internal promotion in case of excellent performances + positive change
exteriorized in terms of attitudes and behaviour.
*Open post

*23 staff members
*1 Post open (DMCO at the national level)
*1 post closed (DMCO at Magu -Missungwi)

                                  2008 organ gram

                               Country Director



   SCO                              ROPE                                        RAF

                                                           Acc                          Recept/Ca*
                                                               Driver Mes
               Magu and                           Zanzibar PC                     Dar Suburbs
              Missungwi PC                                                            PC*

                                  Magu AFA
 Misu/AFA                                                                 Zanzibar AFA

                                                                           Spons Assist
Spons Assist                    Com Assist

 Spon/Com                                                                          Driver
   Secr                             Office Keeper
   *Skills in internal control required/*Open post –Internal promotion will be
   encouraged according to the required skills and abilities.

      *24 staff members
      *3 post open (Dar Suburbs PC, Receptionist Cashier and M anagement Controller in Dar office)
      *2 post closed (Chargé d’appui OPE, Secret/Cashier)

                                    2009 organ gram

                               Country Director



 P.P& Resources                    ROPE                                    RAF
                                                        Acc                     Recept/Ca
 Spon*      Com*      DMCO
Officer*    *                                                                   M/Cont/AFA
                                                            Driver Mes
                 Magu and                       Zanzibar PC               Dar Suburbs PC
              Missungwi PC

                                                                                  Dar Sub
                                     Zanzibar AFA
 Spons Assist                          Spons Assist                         Spon Assist*

                         Office Keeper                  Driver                   Driver

*Capacities in fundraising, advocacy and communication are required
*Open post-Internal promotion will be encouraged according needs skills and abilities

    *26 staff members
    *6 post open (Dar Suburbs AFA, Dar S.Sponsorship Assistant, Dar S Driver
    Dar Sponsorship Officer, Co mmunication Officer and Policy, Institutional Partnership and
    Resources Manager)
    * 3 Post closed (Com Assistant, AFA Missungwi and Secret Sponsorship)

                               2010 organ gram

                            Country Director


   P.P& Resources             ROPE                          RAF
                                               Acc            Recept/C
   Spon        Com* DMCO
  Officer      Offic                              Driver
     *         er                                 Mes
                  Magu and                Zanzibar PC       Dar Suburbs
                Missungwi PC                                    PC

                                                               Dar Sub
   Spons Assist                     Spons                   Spon Assist
2005        Drive
organ                       Office             Driver         Driver
gram                        Keeper

        *26 staff members
        *0 post open
        *0 post closed

                        ZANZIBAR - ROAD MAP
                                                                                                                 TIME FRAME WORK
                                                                                                                    JAN-DEC 2005
  OBJECTIVES       PROJECT               ACTIVITIES                        RESPONSIBLE   Jan   Feb   Mar   Apr    May   Jun   Jly   Agt   Sept   Oct   Nov   Dec

                   Introduction of AeA   Meeting GOT officials in          CD
                   to GOT official in    Zanzibar
To open a new      Documentary review    Visit partners and jointly        ROPE
operational area   of the existing       review different documents.
in Zanzibar        feasibility studies
                   done by others in
                   Zanzibar              Compile reports                   ROPE

                                         Submit the Reports to ET          ROPE
                   Recruit a programme   Advertise for a vacancy           CD&ROPE
                   coordinator for
                                         short list potential applicants   CD&ROPE

                                         Conduct Interviews                CD&ROPE
                                         Recruit                           CD&ROPE
                                         Identification and opening of
                                         AeA field office in zanzibar
                                                                           ROPE & RAF

                                                                                                        TIME FRAME WORK
                                                                                                           JAN-DEC 2005
OBJECTIVES   PROJECT              ACTIVITIES                      RESPONSIBLE   Jan   Feb   Mar   Apr    May   Jun   Jly   Agt   Sept   Oct   Nov   Dec

             Provide technical    Identification of working
             backstopping to      partners
             identification of
             critical areas of
                                  Participatory needs
             operations and
                                  assessment and prioritization
             working partners
                                  with partners
                                  Identification of strategic     ROPE&PC
                                  field of intervention

             Developing working   Meeting with the field          ROPE&PC
             partnership and      partners
                                  Setting of plan of operations   ROPE&PC
             arrangements( MOU
                                  Operationalization              ROPE&PC

             Fund raising         Prepare projects proposals

                                  Table proposals to different
             Documentation of     Participatory annual review
             the lessons learnt   with partners


Description: Strategic Marketing Plan Strategy Eveluation document sample