Basic Educationhttps://www.africaeducationhub.org/handle/123456789/102024-03-28T12:07:58Z2024-03-28T12:07:58ZThe Learning Crisis in Malawi, Mozambique, Tanzania and ZimbabweKuyenda Collectivehttps://www.africaeducationhub.org/handle/hesa/882024-03-28T03:00:33Z2023-01-01T00:00:00ZThe Learning Crisis in Malawi, Mozambique, Tanzania and Zimbabwe
Kuyenda Collective
Malawi, Mozambique, Tanzania, and Zimbabwe have both common challenges and unique aspects to their political and socioeconomic contexts. This section provides a high-level overview of these factors as public sector service delivery systems operate within a larger environment with political, social and economic forces that shape beliefs and engagements of system actors and their dynamics with one another.
Politically all four countries have five-year electoral cycles with bi-party political dynamics on the surface of what are at heart single party states. Malawi is an exception as the previous election in 2019 saw the long-standing incumbent initially being re-elected but later that result was successfully challenged by the opposition’s candidate. The role of the youth population was key in the civil actions that took place in protest of the initial election result.
Desktop Report
2023-01-01T00:00:00ZContext Analysis for the Adolescent Mothers’ Education Initiative (AMEI)Felix, MadyaLydia, MadyirapanzeNathan, Moyohttps://www.africaeducationhub.org/handle/hesa/822024-03-28T03:00:27Z2022-01-01T00:00:00ZContext Analysis for the Adolescent Mothers’ Education Initiative (AMEI)
Felix, Madya; Lydia, Madyirapanze; Nathan, Moyo
WVZ commissioned a Context Analysis study to analyse key power dynamics and social, political, economic, and other incentives operating within Pregnant Girls and Adolescent Mothers (PGAM). WVZ is implementing the Adolescents Education Initiative (AMEI) Project. The AMEI project seeks to ensure PGAM have access to education. The project aims to support re-enrolment, retention, progression, transitioning and completion of education by PGAM. For WVZ to achieve these education outcomes, there was a need to identify contextual issues that affects or influence PGAMs’ access to education in Nkayi district in Matabeleland North province. The purpose of the context analysis was to analyse key power dynamics and social, political, economic, and other incentives operating within Girl Education including access to education and continued education for PGAM. The focus was on the broad Education governance and the critical sector specific questions relating to the re-enrolment of PGAM into the education system
The CA was conducted using qualitative data collection methods. These included focus group discussions, and interviews with key informants. The respondents for the included learners, teachers, parents, caregivers, and community leaders.
Research Report
2022-01-01T00:00:00ZRethinking the Role of Education: at the Key Moment of Global TransformationTENMEThttps://www.africaeducationhub.org/handle/hesa/782024-03-28T03:00:24Z2022-01-01T00:00:00ZRethinking the Role of Education: at the Key Moment of Global Transformation
TENMET
Education is one of the fundamental human rights and a prerequisite for social and economic development as expressed in the United Nations (UN) 17 Sustainable Development Goals (SDGs) and the African Union (AU) 2030 Agenda.
In Tanzania, the Government and other stakeholders are implementing SDG 4 with a focus on “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”. Tanzania Education Network / Mtandao wa Elimu Tanzania (TEN/MET)1 in collaboration with other stakeholders in Africa and beyond convened for the second International Quality Education Conference (IQEC) on 17th - 19th August held at Julius Nyerere International Convention Centre in Dar es Salaam, Tanzania. The overall objective of IQEC was to exchange and share experiences, innovations in education, best practices, research findings on education delivery and leadership, and management of education for better policy and practice. The conference was an opportunity and avenue for policymakers, delegates across Africa and beyond, researchers, educationists, academia, stakeholders, and students to interact and share knowledge on the role of education in the key moments of a global transformation.
Also, the conference was an incentive to cause stakeholders to think and generate sustainable solutions that will unlock the generational quest for quality, equitable inclusive education. Further, the conference steered discussions on financing quality education and what can be done including the levels of investment to match the needs of quality inclusive education. It uncovered trends in education and provided an avenue for stakeholders to learn unique perspectives in re-imagining the future of education in the African context, challenges, and opportunities.
Conference Report
2022-01-01T00:00:00ZTEN/MET CSO CONTRIBUTIONS REPORT FOR 2021/2022TENMEThttps://www.africaeducationhub.org/handle/hesa/772024-03-28T03:00:20Z2022-01-01T00:00:00ZTEN/MET CSO CONTRIBUTIONS REPORT FOR 2021/2022
TENMET
The aim of this report is to provide a summary of TEN/MET CSO contribu- tions to the education sector in Tanzania for financial year 2021/2022. It is a compilation of efforts of 59 individual organization which constitute part of the network. Data were collected using a standardized questionnaire based on five TEN/MET thematic areas. Each organization reported inter- ventions, locations in which those interventions were carried out, male and female beneficiaries, amount spent in TZS and outcome achieved follow- ing implementation of specific activities. The CSOs were also required to report specific contributions in terms of school infrastructure construct- ed or learning and teaching facilities donated. During analysis, individu- al organizations’ contributions were combined together to give a nation- al-wide picture of the TEN/MET CSO contributions in the past financial year
Report
2022-01-01T00:00:00Z