Haki Elimu AR Aug2012

AnnuAl RepoRt
2011
AnnuAl RepoRt
2011
When a teacher comes into a class tired, or looking tired, dispirited and without any enthusiasm for work; when the teacher demands that every bit of physical labor is done by the children while she/he watches; or when the teacher acts as if every pupil were a nuisance, a dullard, in such cases the children will develop the idea that work is something to be avoided, that learning is simply something which one gets through, and that the way to use authority is to get other people to work for you If the teacher fawns on visiting officials, and then treats a poor farmer as though he is dirt, the children will grow up believing that it is the proper way to behave in our developing nation. It does not matter what the teacher says in civics classes or elsewhere; they will learn from what he does. But the man who treats everyone with respect, who discusses his position clearly, rationally, and courteously with everyone whatever their position that teacher is inculcating a spirit of equality, of friendship, and of mutual respect. And he is teaching by being which is the most effective teaching technique existing! J.K Nyerere (Morogoro Teachers College, 27th August 1966) Founding President of Tanzania
ISSN 1821-5017
Contents
Executive Summary ............................................................................................................ 4 List of Abbreviation ............................................................................................................ 6 1.0. Media Unit .................................................................................................................. 7 Overall Unit Purpose ............................................................................................................... 7 Results achieved...................................................................................................................... 7 1.1. 1.2. 1.3. 1.4. 1.5. 1.6. 1.7. 1.8. 1.9. Quality investigative Journalism ..................................................................................... 7 Mini Media Surveys:...................................................................................................... 8 Best Journalism Award: ................................................................................................. 8 Media Programs ........................................................................................................... 8 Tafakari Time ............................................................................................................... 9 Production and Broadcast of Media Spots:...................................................................... 9 Production and Broadcast of Friends Documentary ........................................................ 10 Booking of 3 TV & 7 Radio Programs for Friends ........................................................... 10 Support to Youths ....................................................................................................... 10
1.10. Social Media and Sms ................................................................................................ 11 1.11. Media Monitoring Report ............................................................................................ 12 1.12. Reflection on Lessons Learned ...................................................................................... 13 2.0. Information Access .................................................................................................... 14 Overall Unit Purpose ............................................................................................................. 14 Results achieved.................................................................................................................... 14 2.1. 2.2. 2.4. 2.5. 2.6. Library Acquisition ..................................................................................................... 14 Popular Publications.................................................................................................... 17 Competition Booklet ................................................................................................... 20 Monitoring Publications ............................................................................................... 21 Reflections and Lessons Learned................................................................................... 22
2.3.Public Essay and Drawing Competition ............................................................................. 20
3.0. Citizens Engagement Unit ......................................................................................... 23 Overall Unit Purpose?) ......................................................................................................... 23 Results achieved.................................................................................................................... 24 3.0. 3.1. 3.2. Recruitment and Information Provision .......................................................................... 24 Citizen Monitoring ...................................................................................................... 25 Citizen Organizing and Action ..................................................................................... 26
Annual Report 2011 | i
4.0. Policy Analysis and Advocacy ..................................................................................... 31 The Unit Purpose................................................................................................................... 31 4.3. 4.4. 4.5. 4.6. 4.7. 4.8. 4.9. Fact Sheet .................................................................................................................. 32 Follow-up of Past Training to Local Government Authorities ............................................ 32 Capacity Building to LGAs in Rural districts on Policy Issues ............................................ 32 HakiElimu Advocacy Strategy ....................................................................................... 33 Key Education Policy Development Monitoring and Key Meetings Strategically Engaged.... 33 Resource Transparency and Accountability ................................................................... 34 Advocacy, Promotion and Training on Public Expenditure Tracking Survey (PETS) for Basic .... Education Conducted ................................................................................................. 34
4.10. Work with International Partners on Budget Analysis and Advocacy ................................. 35 4.11. Train Friends of Education on Budget Issues .................................................................. 35 4.12. National Policy Debate & Advocacy.............................................................................. 36 4.13. Working Papers .......................................................................................................... 36 4.14. Up-Country NGOs/CBOs Strategically Engaged........................................................... 36 5.0. Administration Unit ................................................................................................... 37 Unit Purpose and Plans .......................................................................................................... 37 Results Achieved ................................................................................................................... 37 6.0. Finance Unit ............................................................................................................. 39 6.1. 6.2. Unit Purpose .............................................................................................................. 39 Results Achieved ......................................................................................................... 39
7.0. Executive Directors Office ......................................................................................... 40 Unit Core Purpose: ............................................................................................................... 40 Results achieved.................................................................................................................... 40
ii | Annual Report 2011
Introduction
A Word from the Executive Director
The year 2011 marks the end of HakiElimus four year Program Strategy (2008 2011). It has been four years of success, very creative work and amazing staff team work, with great support from Members, Board Directors and Development Partners. While we celebrate these achievements, we also take note of what we learnt throughout this period. Doing the work that we do is never easy; and we always face several obstacles that frequently force us to take bold and difficult stands. We have had our share of challenges and obstacles. But these challenges have made us stronger and enabled us to enhance the quality of our work in order to overcome them We have been able to provide space for citizens to be informed about education and democracy and hold their leaders to account through research, evaluations, publications and media advocacy; we have facilitated Friends of Education to air their voices through media, meetings and different forums and support them to monitor education activities in their communities. We have challenged the government to take action in responding to some critical issues and decisions in education, and stimulated critical and wide debate within and outside Tanzania. We have also managed to challenge parents to take closer look into education and behavior of their children as well as engage youth and academicians in the debate concerning the fate of education in Tanzania. It would not have been possible to do all these without financial and technical support from our Development Partners. All this was made possible with the generous and tireless support (financially and technically) from the Embassy of Sweden, the Embassy of Ireland (Irish Aid), DFID through KPMG, Norwegian Embassy (through NPA), Google Foundation and HIVOS. The International Budget Partnership, have also been a very close partner in providing technical capacity in budget work and advocacy as well facilitating learning opportunities from other CSOs in Asia, Latin America and Africa. Idasa and its partners, through the Right to Know, Right to Education Program, have indeed contributed to our learning and advocating for our work outside Tanzania. We would like also to thank all our other partners in Tanzania for their support and solidarity. We look forward to a continued and better partnership with all of them in the next Strategic Program, commencing from January 2012 to December 2016. The new strategy is very interesting and we are very excited about it.
Elizabeth Missokia Executive Director, HakiElimu
Annual Report 2011 | 1
Executive Summary
Realizing impact in activities that aim at changing peoples behaviors and attitude has never been easy in program management; nor has it been clear to attribute some of the successes/changes that have happened as a result of program implementation, in the field where there are also other actors. That notwithstanding, HakiElimu has continued to gain popularity and take leadership in addressing issues of education in Tanzania and across our borders. Through our evidence-based research and other assessments, creative, critical and informative publications and other information materials; through provocative yet educative media advocacy and citizen engagement movement, HakiElimu is known for being the pioneer in advocating for quality education without fear. HakiElimu is also widely accredited for its great contribution to the changes that are happening in this country, no matter how small they are. A lot was achieved in 2011; however, the major high level achievements are as follows: Enhanced relationship and engagement with Members of Parliament for more strategic lobbying and advocacy at the macro level. During 2011, HakiElimu was able to forge a closer working relationship with a few (about 20) Members of Parliament with interest to bringing changes in education. Although the process has been long and somehow difficult, we have been able to have productive meetings with these MPs; As a result an Education Caucus was formed by MPs themselves. We believe that working with MPs as change agents is a good beginning to push for citizens demands with the purpose of improving learning in Tanzania. Next year, HakiElimu will facilitate activities that will build a stronger caucus, and closer collaboration with MPs and specific committees with specific goals and actions to improve learning. More citizens contributing to debate and discussion in education issues through media. During the year, HakiElimu monitored education and governance issues which were covered in electronic and the print media. A collection of press clippings from print media publications on issues of education, human rights and governance was made. A total of 3118 articles with 25 percent on governance, 16 percent on higher education and more than 14 percent on teacher issues were captured and shared with stakeholders. Through our programs, HakiElimu has succeeded in providing space for citizens to air their views. Our media work in 2011 provided Friends of Education, citizens, partners and even policy makers with information in education, specifically in teachers professional and readiness to teach, deterioration of ethics among students and its effect to education, budget issues and so on. Policy makers, including Members of Parliament and Government leaders were engaged to respond to queries and research findings from HakiElimu. Increased level of citizens engagement at local levels. Through Friends of Education support and partnerships, as well as training in Social Accountability Monitoring and PETs and policy monitoring, more citizens have been able to participate in education activities around their localities. Similarly, there has
2 | Annual Report 2011
been more awareness and information sharing in understanding of the Friends of Education concept, organizing groups, use of media, documenting case studies, and managing community libraries. More Friends of education have also been able to participate and expand education advocacy work in Tanzania. Advocacy Campaigns on TDMS have contributed to government making a commitment and plan to train 156,000 primary school teachers. Over the 12 months during 2010, HakiElimu had a total of 17 activities/outputs covering issues of Teachers Development Management Strategy (TDMS). The outcome for this has been the decision of the government (Ministry of Education and Vocational Training) to launch in-service training in the subject of Mathematics and English. While we acknowledge that there have been other actors pushing for change, we strongly believe that our aggressiveness and pushing through strong and critical advocacy campaigns, we have successfully managed to influence change in this area. HakiElimu will continue to push and monitor these commitments in the coming years to ensure that professional in-service training is implemented effectively. Increased number of Friends of Education and citizens using HakiElimu Publications to gain information, and using the information to make a difference. Over the year 2011, HakiElimu produced and disseminated 900,347 various publications. This was a 39% increase from what was achieved in 2010. Almost 89 percent of the target audience received
HakiElimus publications, and out of those 95 percent are using publications in various ways including assists in preparation of presentations, enabling citizens to write articles in different newspapers and raising their voices to improve governance and accountability in their areas. In their research and field visits, several of our partners have been requested by citizens to distribute HakiElimus publications. This activity will be done next year in collaboration with partners to reprint more publications for sharing. 2010 media advocacy campaigns showing results in 2011. Some of the most popular media campaigns in 2010 included those for construction of teachers houses as per MoEVT plans. Other campaigns were calling for quality training for Science and Mathematics subjects teaching, students behavior and good conduct at school, governance and accountability during elections and teaching and learning materials especially for science and technology subjects in schools. Government officials, including leaders at very high levels have responded to these media spots, both positively and negatively, indicating that they have heard the messages. Positive responses include plans and directive to construct more teachers houses, revitalize in service training for teachers, banning the use of mobile phones in schools and improved capitation grant. The government is now also talking about focusing on improving quality. All these are promises made, which HakiElimu intends to follow up and push in the coming strategy implementation beginning 2012.
In 2011, HakiElimu continued to implement its activities through its four Program Units, which included Media, Policy Analysis and Advocacy, Citizen Engagement and Information Access. These programs were supported by Administration unit, Finance and Executive Directors Office. Each Unit is charged with a number of responsibilities to contribute to the achievements of HakiElimu as a whole. Some of the major outputs include the following: Journalists supported to undertake two major media survey on Availability of Teachers in Ward Secondary Schools, in 15 districts and Citizens initiatives to improve education in Tanzania a reflection of 50 years after independence, in 15 districts Collaborated with the Media Council of Tanzania and other partners in organizing the best journalists award for promoting quality Journalists on education issues Monitored the performance of supported community libraries for
Facilitated Friends to conduct PETS and follow up on Social Accountability Monitoring (SAM) in Mwanza region More than 3,118 articles captured in the print media and shared with stakeholders A research on Teachers qualifications and their readiness to provide quality education conducted with 83.3 percent response rate. Produced and disseminated education citizen budget in English and Kiswahili Conducted 2008-2011 program strategy review and assessment Managed to develop new Strategic Plan for 2012-2016 The new strategy (2012 2016) has been finalized and fund raising continues. The process to develop the strategy was collaborative and participatory. A wealth of literature was made available during the preparation and writing of the strategy. A number of workshops which attracted many participants from HakiElimu and other partners were held.
Broadcast of more than 12,600 spots on popular television and radio stations across the country Printing and distribution of over 900,000 publications to Friends of Education, partners and other citizens Monitored the reception, reading, understanding and the use of of HakiElimu publications.. Developed SEDP and PEDP monitoring tools and conducted monitoring to assess the performance of the two programs in collaboration with Friends of Education Strengthened capacities of Friends of Education to engage at local level through training and meetings
List of Abbreviation
AJAAT CAG CE CSO EDO IA JET KIDO LGA MISA-Tan MP NGO PAA PEDP PETS RFA SAM SEDP TACLA TAMWA TASWA TBC1 TDMS TGNP TYVA Association of Journalists Against HIV/AIDS Controller and Auditor General Citizens Engagement Civil Society Organization Executive Directors Office Information Access Journalists Environmental Association Komolonik Integrated Development Organization Local Government Authority Media Institute of Southern Africa Tanzania Member of Parliament Non-Governmental Organization Policy Analysis and Advocacy Primary Education Development Program Public Expenditure Tracking Survey Radio Free Africa Social Accountability Monitoring Secondary Education Development Program Tanzania Community Libraries Association Tanzania Media Womens Association Tanzania Sports Writers Association Tanzania Broadcasting Corporation Teacher Development Management Strategy Tanzania Gender Networking Program Tanzania Youth Vision Association
1.0. Media Unit

Overall Unit Purpose
To ensure that issues on basic quality education and education related issues around democracy, governance, human rights and accountability are effectively reported and discussed critically in mass media and that people are raising their demands, opinions/priorities and the government at ministry and local levels is responding to peoples demands and priorities.
Results achieved
1.1. Quality investigative Journalism
Quality investigative journalism is the activity that gives journalists an opportunity to critically research and analyze particular issues and inform the public for wider debate and action. Through investigative journalism, the Media Unit has succeeded in promoting quality education. Major media Survey on the teaching of TEHAMA/ICT subjects and teaching aids and laboratories for science to promote good learning environment in public primary and secondary schools was conducted in 2011. The two media surveys conducted were about Availability of Teachers in Ward Secondary Schools, and Citizens initiatives to improve education in Tanzania. The first Major Survey was on Availability of Teachers in Ward Secondary Schools where 15 districts1 were involved. A group of 15 journalists2 from different media houses were involved. The people who were involved in the survey included teachers, students, district education officers, district executive directors, school heads, citizens, village leaders and CSOs working with the respective communities. From the survey, 54 investigative stories/articles and 28 pictures were published in newspapers, six television programs and news clips were aired; and 5 radio programs broadcast. The survey revealed a number of shortfalls regarding quality education. In all schools surveyed the teacher/ student ratio was a problem especially in remote areas. There was big shortage of teachers; for example at Baloha primary school (Kahama Shinyanga), the survey revealed that teacher/student ratio was 1:188, while at Nyasubi Secondary school (Kahama Shinyanga); the ratio was 1:300. Another challenge revealed from the survey was on the shortage of teachers for science and mathematics in all districts surveyed. For example, some of the schools in Nkasi district have opted not to teach science subjects due to lack of such teachers. On the other hand, the survey also revealed a shortage of qualified teachers in most of the schools visited. The second Major Media Survey undertaken by 15 journalists surveyed on Citizens initiatives to improve education in Tanzania - a reflection of 50 years after independence, which was conducted in 15 districts. Regional commissioners, district commissioners, district executive directors, councilors, teachers, parents and students were some of the participants who were involved in this survey. The survey revealed that there
1 2
Iramba, Chunya, Ngorongoro, Kondoa, Rorya, Kiteto, Nkasi, Pangani, Igunga, Karagwe, Kisarawe, Songea, Kinondoni, Kahama and Kibondo Two journalists from TV stations, two from radio stations and 11 from print media.
has been direct participation of community in different developmental issues. However the contributions for development have been seriously affected by political issues. Of the parents involved in the survey, many said they have contributed mainly on construction of classrooms and some contributed in construction of laboratories. However, the recruitment of teachers, laboratory technicians and equipment purchase remained the responsibility of the government.
1.2. Mini Media Surveys:

Media Unit supported journalists to undertake six mini-media surveys3. 24 journalists were supported to undertake Mini-Media surveys in six districts. At least 10 newspaper articles and 14 photographs were published; three radio programs aired on Radio One, Seven TV news stories were aired on ITV and Channel 10.
1.3. Best Journalists Awards:

Media unit collaborated with the Media Council of Tanzania and other partners Media Institute of Southern Africa (MISA Tan), the Tanzania Media Womens Association (TAMWA), the Tanzania Sports Writers Association (TASWA), Journalists Environmental Association (JET), and the Association of Journalists against HIV/AIDS (AJAAT) to organize the best journalists awards for promoting quality coverage of socioeconomic sectors, including education issues. The best journalists awards event was held in May 2011. The competition attracted 37 entries in the education category and ranked the third most popular categories of the other 13 categories. Although the best journalists in education category were identified, in general the judges observed that the stories in the print category were not very well researched. Media unit will work to ensure well-researched articles are presented for competition. This is a very important matter for HakiElimu, because, it is evident that building the capacity of journalists to promote education in Tanzania has been very successful.
1.4. Media Programs

In 2011 the Media Unit, worked to increase the level and depth of public debates on a number of issues which include quality education, behavior of students and citizens agency. These topics became popular and created hot discussions through HakiElimus TV and radio programs, media spots, social media.
2011 Tafakari Programs

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. The successes and challenges of HakiElimus work in 10 years, The importance of food provision in day schools, Youth and ethics for quality education, Challenges of renting private accommodations to students(Ghetto)part 1, Challenges of renting private accommodations to students part 2, Shortage of teaching aids in public schools, Shortage of teachers in public secondary schools What should be done to eradicate early school girls pregnancies part 1 What should be done to eradicate early school girls pregnancies part 2 Are our children learning? State of education; fifty years of independence part 1 State of education; fifty years of independence part 2 State of education; fifty years of independence part 1 National/open forum on the State of education; fifty years of independence part 3 Parents role in education, Reasons for education underperformance Traditions that affects students Polygamy and its impact in students education performance Should we judge our students as failures for low pass marks? Research on teachers attrition and their willingness to teach
1.5. Tafakari Time

Media unit produced and broadcast 20 (Tafakari Time) programs on TV and radio stations. These programs are broadcast twice a month on TBC1 and on seven
3 A mini-media survey is a journalistic investigation carried out by a group of journalists in a specific district. It addresses issues emerging from specific district based on proposals received from journalists or issue identified by HakiElimu
community radio stations in Mtwara (Pride FM), Mbeya (Baraka FM), Kagera (Fadeco FM), Iringa (Country FM), Dodoma (Sport FM), Shinyanga (Sibuka), and Ngara (Kwizera FM) to further debate on quality education, good leadership and democracy. Feedback collected in Media Unit revealed that, other organizations advocating similar values have requested HakiElimu to use the program. These included TYVA (Tanzania Youth vision Association), Uwezo, TEN/MET and Twaweza. The Media Unit has received 760 comments from the audience about the program, all commending HakiElimu for producing an insightful program. The program has become very popular for creating awareness, stimulating debate and calling for action. Some Members of Parliament and Government officials have praised and appreciated the program for being very bold, daring, open and creative in presenting very sensitive issues, as well as showing the reality in education and calling citizens and leaders to be responsible, accountable and improve governance in education.
1.6. Production and Broadcast of Media Spots:

In its efforts to inform citizens and stimulate debate, Media Unit produced and broadcast a series of three through provoking TV and radio spots (quality education and budget) and three spots on emerging issues. The media spots focused on three advocacy campaigns as follows: a) Promoting good behavior among students-and emphasizing the role of parents in shaping the behavior of children; b) Condemn the acute shortage of teaching materials and infrastructure for the teaching of newly introduced subjects, i.e. ICT in primary schools; and c) Call for significant budget allocation for teacher training (In-service teacher Training) and capitation grant. d) Review the state of education after 50 years of independence More than 12,600 spots were broadcast on three television stations ;(TBC1, Channel 10 and Mlimani TV) with widest viewership countrywide. The messages were also broadcast on 10 radio stations (RFA, Clouds FM, Pride FM, Sport FM, Ebony FM, Radio 5, Radio Kwizera, Orkonorei Radio, Sibuka Fm, Fadecco) in selected zones/regions. It is certain that the messages reached the majority of the population. This has been vindicated by messages that have been received from citizens, partners and government officials from all over the country, urban and rural. Four media spots were broadcast daily on each media station that ensured better visibility of the messages to the targeted audience. The Government generally acknowledges, The situation in education is not good and that it intends to work on the issue of quality now. On budget advocacy, about 15 contributions were made by different Members of Parliament (MPs) concerning Capitation grant and In-service teacher training as campaigned by HakiElimu. MP cited HakiElimu for advocating this issue HakiElimu ni watu ambao wanalipigia sana kelele suala hilo la
kuboresha sekta ya elimu (HakiElimu have been very vocal about this matter) This call was made during the sessions of the discussion of estimates of the Ministry of Education and Vocational Training. This acknowledgement and use of our materials and publications in Parliament is one step forward in achieving our goals. We have indeed succeeded in raising debate, but also enabled citizens and MPs to understand budget issues and participate in the discussion using simplified briefs and papers, as well as TV spots. The message on language of instruction that was re broadcast this year must have created noises that have pushed the policy makers to review the language of instruction in their new policy that is expected to be implemented from next year. This was revealed when government presented the education policy draft at first in the parliament. Both Swahili and English have been proposed to be used from Primary to Secondary education. HakiElimu will continue to push and advocate for Kiswahili to be used as a language of instruction at least in primary schools, but also English to be taught more effectively to enable children to compete in the outside world.
1.7. Production and Broadcast of Friends documentary

The media Unit produced and broadcasted a 30 minute documentary (TV and radio) for communicating the concept of Friends Movement
1.8. Linking Friends with media

In the 2011 plan HakiElimu through Citizen Engagement Unit planned to facilitate 200 Friends to participate in TV and Radio programs discussing issues affecting their communities. In January 2011 the Media Unit organized Friends radio programs in Kagera and Kigoma (Kwizera FM), Mbeya (Baraka FM), Tabora (CG FM), Mtwara (Pride FM), Tanga (Mwambao FM) Dodoma (Sport FM) and Iringa (Country FM), and TV program with Star TV. Implementation of this activity revealed that, the increase in media use of Friends and other ordinary citizens encourages the public to practice active citizenry.
1.9. Working with Youths

HakiElimu recognizes the valuable contribution of Youth in bringing about change in education and democracy in the country. Thus, through Media unit two youth forums were organized and conducted. Youth from primary and secondary schools were organized to debate on the state of education and the way forward, during the event to mark HakiElimus 10 Years Anniversary. This forum attracted 100 youth from Dar es Salaam and Coastal regions. The national youth forum reflecting on The state of education in Tanzania and what should be done to improve learning in our schools was organized in Morogoro at Mount Uluguru Hotel on 23 August 2011, gathering a total of 150 young people from Dar es Salaam, Coast, Singida, Dodoma and Morogoro regions.
1.10. Social Media and Sms

In its efforts to inform more citizens, Media Unit constructed and developed new program using social media (Face Book, YouTube, Twitter, Blog; and sms interface).
HakiElimu has built an online community (Friends of Education) via its platform such as FaceBook, Twitter, Blog, YouTube and Flicker. Currently there are 1200 online friends (825 on Face Book and 375 on twitter). This group includes policy makers, political leaders, development partners, students, teachers and other key players in education sector. Social media is used to enhance and scale up HakiElimus engagement with the community with regard to access to social media networks. Through sharing of educational materials, daily updates of education news, press releases, hot discussions on topical issues around education, sharing of videos, audio and pictures of different campaigns are carried by the organization. This has resulted into highest level of interactions and discussions among the online community. Between March and September 2011 the number of people who viewed news feed story posted only on FaceBook page was 69,848. Recently HakiElimu released a statement through social networks on the issue of pregnant school girls. A few days later when Government presented a bill of education policy in the parliament, special seats Chadema MP Chiku Abwao, stressed the importance of providing education to young girls , using CSOs to curb this problem and she quoted HakiElimu as an example of CSOs that can provide the education. Source: Nipashe 14/11/2011
1.11. Media Monitoring Report

The Media Unit has been monitoring its media work and the media content which are in line with the mission and vision of the organization. The monitoring covers the collection of press clippings on HakiElimu in the news, articles from surveys, profiles and letter to the editor and articles on HakiElimu themes4. At least 3,118 articles were captured in the print media from January to November 2011. Of the news monitored in Media Unit, 75% were written in Kiswahili while 25% were in English. This shows that, the majority of those who contribute are comfortable in using Kiswahili. Articles were systematically monitored for sharing with HakE staff and stakeholders through HakiElimu website. This helped to put a clear picture of what was going on in the education sector especially after much advocacy work had been done in the areas of education. Of the articles monitored were categorized as follows, Governance (25.43%), Higher Education (16.39%), issues concerning teachers welfare (14.66%), issues on SEDP (11.77%), issues on PEDP (8.02%), and Human Rights (4.59%). In many articles, it has been documented that among challenges that teachers faced the leading ones were poor working conditions, lack of in-service training, teachers salaries and the shortage of teachers and their contribution towards students poor performances in National Examinations and the falling of the education standards.
4 Education, Human Rights, and Governance
Articles on higher learning institutions exposed the students strikes and unethical practices of students. A few articles also centered on the lecturers strikes and the lessons the education sector gets out of the strikes. The SEDP and PEDP stories mostly centered on the quality of schools and their buildings, shortage of desks, teachers houses and teaching aids such as laboratories, books and libraries. Other articles were on the allocation of budgets for the improvement of learning environment and the quality of education.
1.12. Reflection on Lessons Learned

The use of mentors was a milestone achievement, as it ensured that survey reports came out with excellent quality. However, it is good if the Unit compiles the two reports to produce one comprehensive report. HakiElimu sees the necessity of continuing to work closely with youth groups and building their advocacy skills which they can use to bring about change.
2.0 Information Access

Unit Purpose
The overall purpose of the IA unit is to ensure that key audiences, Friends of Education and the wider public in Tanzania are better informed on education and democratic rights, policies and developments, ensuring that a more creative and vigorous public debate on these issues is generated, through popular publications, public competitions and expanded access to radios
Results achieved
During 2011 the Information Access Unit contributed to the achievement of the following
2.1. Library Acquisition

HakiElimu continued to improve the reading Theme Amount culture among staff; board members and key Education 17 partners. During 2011, the Unit planned to Management 17 acquire 400 physical and electronic materials 8 on HakiElimu themes5 and made available to Poverty reduction 4 library users6. 452 new titles on HakiElimus Early Childhood Development 3 core subjects were acquired, processed and Democracy and Governance 3 entered into Alice. Seven accessions lists were Research Methods 1 produced and circulated electronically to staff. Information communication and media In the same year, 420 books were withdrawn General collection 14 from the collection and donated to various other institutions including institutions of higher learning such as Muhimbili, (MUHAS), DUCE and Others included school libraries like Mwisenge Primary School in Musoma, Mara region, and community libraries supported by HakiElimu. Apart from producing monthly accessions lists, HakiElimu Library provided referral service to (staff and other users outside HakiElimu such as a researcher from TAMWA, and addressed requests on sexual abuse in schools, investigative journalism from other users. 93 books and six nonbook items were borrowed for home reading by staff. Statistics show that, of the HakiElimu themes, 17 books borrowed were on education, 17 books on management, 8 on poverty reduction, 4 on early child development During the period under review, the depository of HakiElimu publications continued to be administered. A total of 133 HakiElimu publications from different units were added to this section, making our deposit collection to stand at 369 copies. The publications added to the depository were not necessarily of year 2011. Indeed, some of them are from 2008 but they have been added to Alice during 2011.
5 6
HakiElimu themes: education, democracy, governance and human rights Library users: staff, Board, Members and key partners
In maintaining the Visuals Bank of cartoons, photos and illustrations for use in the HakiElimu works, a total of 21 cartoons were added. Some of them were used in various publications such as SautiElimu, Kiswahili story book and cartoon booklet. In an effort to promote library usage and facilitate learning, 11 book club sessions were held. This provided staff with an opportunity to debate and 7 discuss on various topics including parenting, role of African local public organizations, development projects, state of corruption in Tanzania, schools as battlegrounds, constitutional review bill etc. Average attendance per session was 10 people. In 2010, Book Aid International provided HakiElimu with 5,000 to facilitate the establishment or renovation of five community libraries. The libraries which benefitted from this support were WEMA community library (Masasi district), Kikundi Cha Marafiki wa Elimu Mvumi (group of Friends of Education Kilosa district) TAYODEA (Tanga), Gunda Foundation Kabanga in (Kasulu district) and Nampisi in (Ukerewe district). On the other hand, a workshop was organized by Book Aid International (BAI) and Reading Under the Tree to discuss the possibility of forming the Tanzania Community Libraries Association (TACLA). Information Access Unit conducted monitoring for the supported8 five community libraries. From the monitoring report, the Unit learned that the supported libraries helped communities in many ways which including support to students to access information housed in the libraries. In places like Tanga students had to walk for approximately 20km to access library services. So the establishment of these libraries has been a big relief to such students. On the other hand, the libraries have enabled students and teachers to improve their knowledge and skills through reading books. In Mvumi library for example, the monitoring revealed that, the community library provides readers with newspapers that have enabled the citizens to access current information on what is happening globally. For example, the chairman of Kikundi cha Harakati za Marafiki wa Elimu at Mvumi, Hamis Rashidi, used to bring two local leading Kiswahili newspapers, Nipashe and Mwananchi.
7 The role of African Local Public Organizations in Development Projects, State of Corruption in Tanzania, Charcoal Production Activity Compromises Environmental compliances conservation and management strategy in Tanzania, Schools as battlegrounds; Protecting students, teachers and schools from attacks, Constitutional Review Bill, Students behavior Problems are rooted in the family parent to be held liable, Mission Possible: raising responsible kids, Ageless Body, Timeless mind systems, Leadership Systems and thinking, and Mr Fix It and the home improvement committee. Support to community library: Training of community library staff on library management, financial support for stock development, refurbishing facilities
A reader at the Mvumi library disclosed, Workers, teachers and villagers have a place where they can sit comfortably and read books and newspapers after working hours to expand their knowledge base. With the community library monitoring report, the Unit has learned that, invariably all the community librarians of the monitored libraries expressed their urgent desire for training in library management, record keeping, and library promotion. They also expressed interest, to learn good practices from other community libraries in other parts of the country. To ensure accountability and safety of materials, the Unit conducted spot check and annual stocktaking.
2.2. Popular Publications

The Unit printed and disseminated a number of popular publications as follows;
2.2.1. HakiElimu Calendar

Only 6,600 copies instead of 150,000 copies were printed because of the change in the targeted audience from Friends of Education to policy makers (600 policy makers) and focal Friends (6,000 Focal Friends).
2.2.2. Cartoon Booklet No 10

The theme of the Cartoon Booklet No. 10 was the role of the curriculum on the declining quality of education in Tanzania. The booklet titled Kudorora kwa Ubora wa Elimu, Je Mitaala inachangia? (Deterioration of quality of education: Does the curriculum contribute to this downfall?). 40,000 copies were printed and distributed to 33,364 Friends of Education and 5,510 other key partners.
2.2.3. Quality Education Storybook

The title for the 2011 storybook was Elimu Bora Bila Maadili Mema. Je Tutafika? which seeks to identify the contribution of ethics to improving the quality of education in the country. 40,000 copies of the story book were printed and distributed to 33,364 Friends of Education and 5,510 other key partners.
2.2.4. HakiElimu Catalogue

10,000 copies of HakiElimu publications catalogue were printed and distributed to 5,514 partners and Focal Friends
2.2.5. SautiElimu Newsletter

The SautiElimu newsletter which is produced three times a year is one of the strategies that seek to enable citizens to voice their views on education, democracy, human rights and governance issues. For the year 2011, the pre-selected themes included: Issue No. 27 that commemorated HakiElimus 10th Anniversary, Issue No. 28: focused on the constitution of the United Republic of Tanzania while Issue No. 29 covered theme on Students ethics and values. 55,000 copies of each issue of SautiElimu were printed and distributed to 33,364 Friends of Education and 5,510 other key partners. Other copies were distributed through other channels like field trips and physical visitation at HakiElimu office.
2.2.6. CAG Booklet

The Controller and Auditor Generals (CAG) booklet focuses on the findings of the CAG reports over the past three years, 2008 to 2010. This booklet contains information on the use of funds allocated for the educations sector. 40,000 copies of CAG Booklet were printed and distributed to 33,364 Friends of Education and 5,510 other key partners.
2.2.7. Friends Booklet

Friends booklet is a compilation of Friends of Education stories, articles by and about Friends of Education such as their profiles, successes, travails as well as expectations. This booklet is a forum for Friends of Education to learn how other Friends run their activism activities countrywide. In the year under review, 40,000 copies of Friends Booklet were printed and distributed to 33,364 Friends of Education and 5,510 other key partners.
2.2.8. Re-Print of Publications

The following publications were ere-printed of Sheria ya Mtoto (Child Right Act), 20,000 copies, Tujisahihishe 5,000, TANU na Raia, 5,000, The Arusha Declaration 4,000 and distributed through various events.
2.2.9. Educational Messages

Five messages on the theme of falling ethics in education and how these relate to the persistent poor performance of most students in primary and secondary schools in Tanzania were developed. The exercise was done in collaboration with Tanzania Printing Services (TPS). Five messages on Students Ethics accompanied by illustrations were printed on 10,000,000 exercise book and distributed country wide. Summary of the Publications Printed and Distributed
Title 2012 Calendar Cartoon booklet number 10 Kiswahili story book CAG booklet Friends booklet Reprint materials based on demand SautiElimu Kiswahili newsletter Quality of education message HakiElimu Publications Catalogue Amount Printed 6,600 40,000 40,000 40,000 40,000 34,000 55,000 10,000,000 10,000 33,364 Amount distributed Friends 600 33,364 33,364 33,364 33,364 Partners 6000 5510 5510 5510 5510 22,0001 5510 10,000,0002 5510
2.2 Information Dissemination and Feedback

In 2011 the Unit continued its efforts to provide information to target audiences, through distributing publications and materials to Friends of Education, government, donors, CSOs, schools, other partners. The Unit managed to disseminate 900,347 copies of publications to 33,633 Friends of Education and 5,514 partners (NGOs, CBOs, public and private institutions. 611,731 publications were distributed to
Friends of Education, while 279,141 publications were distributed to Partners (NGOs, CBOs, Public and Private Institutions), this was a 39% increase compared to publications distributed (650,000 publications) during 2010.
On the other hand the Unit continued to identify and use strategic events and other opportunities to distribute publications. In 2011, 7,075 publications were distributed through strategic events/meetings including the Mwalimu J.K. Nyerere Intellectual Festival week at the University of Dar Es Salaam. 2,400 Publications were distributed in Youth day at Tambaza Secondary and 50 years anniversary at Mnazi mmoja. Other publications were also distributed through annual and zonal Friends meetings and other field trips
2.3
Public Essay and Drawing Competition
One new public essay and drawing competition on the theme of quality of education titled Mwanafunzi Bora anapaswa kuwa na sifa gani muhimu?(What are the qualities of a good students?) was launched. The competition sought to encourage public engagement in the area of quality of education. More than 1,600 entries were received, recorded and analyzed. Twelve winners were identified and awarded. The winning entries were used to compile a booklet that was printed and subsequently distributed to Friends of Education and the general public so that they can read about the views of the winning entrants and provoke them to take action (in addressing the problems/challenges identified).
2.4
Competition Booklet
A competition Booklet consisting of the best entries of Mafunzo ya walimu kazini yana umuhimu gani katika kuboresha Elimu? (Importance of in service training for teachers) which was conducted last year produced. For the year 2011, 40,000 copies of What is the significance of in-service training for teachers in improving education Tanzania? A Competition booklet to publicise 2010 competition findings was produced. A total of 33,361 copies were distributed to Friends, and 6,376 to partners. We expect citizen and stakeholders to read the views and opinions of the entrants and take action.
2.5
Monitoring of Publications
In 2011, Information Access conducted Monitoring and conceptualizing of its publications in Lindi, Mtwara, Ruvuma and Iringa regions. The feedback session involved mainly Friends of Education who were the main target of HakiElimu publications. The monitoring exercise revealed that 89% of the participants said that they received publications from HakiElimu. On the other hand the results showed that 51% of the respondents read all publications. Of those who receive and read publications, 77% of respondents said they understand the various topics from HakiElimu publications. The monitoring exercise also went further to see whether Friends of Education are using HakiElimu publications. The report revealed that 95% of those who read and understand the HakiElimu publications made use of them in various ways.
It is true we receive various publications from HakiElimu and we just distribute some of them to our schools. The challenge here is we dont know what next, no guidelines on whether we should monitor these publications and how. So we are not sure if they are reading them or not During the debate, my organization prepared the presentation about the decline of education standards in Lindi region. Most of the topics were taken from the following HakiElimu publications; Kurejesha Hadhi ya walimu (restoring teachers pride), Nani Huamua Watoto wetu Wajifunze Nini and Jamii Inavyoweza Kuboresha Elimu (who decides what our children should learn?). These publications were very useful as they stimulated a hot debate and enabled participants to contribute their ideas on how to improve education in Lindi region [Dorothy Msigwa Lindi] To be honest, HakiElimu publications have increased my knowledge, to be bold and daring in unveiling educational challenges in my community. This enabled me to write an article that explained the education challenges in Lindi and how to address them. The article was published in Mwananchi Newspaper. I am sure even the small changes that are now made in the education sector is the outcome of HakiElimu publications that explain the real education situation in Tanzania, which has awakened the Government, [Marium Kaisi - Lindi]
2.6
Reflections and Lessons Learned
From Monitoring Community Libraries the Unit has learnt that emphasis should be made to link the community libraries with primary and secondary schools so that more students and teachers could use their resources.
3. Citizens Engagement Unit

Overview:
The year 2011, was very crucial in operational circle of Friends of Education Movement as it marked the end of the four-year strategic plan. This report therefore, reflects not only on what was planned to be done in a year, but also looks at where we are coming from, where we are, and where we are going in managing the Friends of Education Movement for future lessons and improvement. Considering the history, the first and second years of this strategic plan focused on internalizing and making the Friends of Education movement functional in promoting the spirit of citizen engagement.. To smoothen the path, efforts were made first to clarify and deepen understanding of the Friends of Education concept among Friends, ordinary citizens, and other stakeholders. The Unit by using media, ordinary meetings and other means communicated the concept extensively to the communities, documented Friends actions and other case studies, and popularized them among stakeholders to promote its replication and spread of the concept elsewhere in Tanzania. The third and fourth years were a period for strengthening the functioning of the Friends of Education movement and engagement of citizens. This was done purposefully in order to cement the means for sustaining citizen engagement and the Friends of Education movement as means to thatend. During this period, the Unit approached other actors to join HakiElimu in co-facilitating the ever-growing Friends of Education movement. It also linked Friends to these new actors, and jointly implemented some programs such as policy and social accountability monitoring to promote citizens agency across the country. As part of making HakiElimu vision a reality through implementing the annual plan, many successes were recorded. They range from expansion and strengthening of the Friends of Education Movement, to more substansive efforts of organizing the citizens and particularly the Friends, to be able to take their own initiatives towards enhancing accountability and social justice across the country. Citizens actions such as policy and social accountability monitoring, formations of Friends networks, establishment of community libraries and organizations of public forums add value to existing efforts to enable citizens be at center decision-making processes. However, with the fast growth and complexity of the Friends of Education Movement as an entry point, challenges were inevitable. These challenges include seeking ways to sustain the movement, clearing the existing obstacles to communication especially which may help to reach more Friends and tap the good things they are doing at the grassroots. All along there has been a challenge in some regions of making the government more responsive and ready to enable citizens to monitor policy implementation without any undue hindrances. Some government leaders have shown disregard and are not ready to work with ordinary citizens.
Results achieved
3.1. Recruitment and Information Provision
In the 2011 annual plan, it was envisaged that at least 3000 new Friends, especially women groups, people with disabilities and local leader would be recruited into the friends of Education Movement As it turned out, however, only 1,252 (42%) out of the planned 3,000 Friends were recruited. The recruitment
revealed the even distribution over four quarters, with more friends joining the movement in Q2 and Q3. However, the total number of Friends who joined the movement fell well short of the annual target because the Unit focused on recruiting women, and people with disabilities who are still few in the movement rather than the random recruitments used before. Among the recruited Friends, 569 were female, 636 males, and 47 were groups. All new entrants were recorded into the database and provided with information kits containing basic information on education policy, governance, budget and other related issues. Over the years the Unit has learned that getting more women involved in the Friends of Education movement needs patience; it needs more time to break the longstanding brick wall of male chauvinism that will allow more women to participate in such movements.
In its effort to provide Friends and other citizens with relevant information on education & democracy, the Unit continued to provide policy, budgets, education, research reports, governance and other related information. The Unit also responded to more than 1,000 letters received, clarifying some of issues requested and shared some of the sensitive letters to media and authorities for action. A booklet compiling some of the letters to editors has been produced and will be shared with Friends for learning purposes. Information provision has facilitated effective knowledge sharing across communities, enabled citizens to learn new skills and good practices, hold local leaders to account for their actions and increase transparency. Through provision of publications to Friends, to date, 32 community libraries have been opened providing free services to the people in some districts. More Friends are in the process of establishing such services in their respective communities. In linking the Friends Movement with other organizations across Tanzania to broaden ownership of the Movement, the Unit managed to link Friends of Education with regional organizations such as DARAJA, ICD, TGNP KARIBU TANZANIA ASSOCIATION, and UWEZO. The exercise helped Friends to address some , critical issues in education and governance jointly with these organizations. For instance, Friends work with TGNP on gender and budget issues; work with UWEZO to communicate research findings at community level through publications and media particularly radio. Furthermore, DARAJA is working with Friends in its Matone project in Njombe and some parts of Mbeya and Iringa region; MPI works with Friends on Social
Accountability Monitoring in Magu, Ukerewe, Nyamagana and Ilemela districts. Other organizations and network supporting Friends activities includes Policy Forum and HakiKazi. The concept of Friends of Education was also extensively communicated to Friends and other citizens. In doing that, three sensitizations meetings were held at community level in Manyara, Dodoma and Mwanza region as part of trying to reach the citizens in remote area. Consequently, the Unit managed to recruit new Friends from those areas. However the Unit has learned that, for bigger impact the activity, more resources and time are needed in order to reach people at the grassroots, so as to bring them into this movement that seeks to improve education and democratic processes.
3.2.Citizen Monitoring
During the period under review, Friends and other citizen groups continued monitoring, documenting, debating, taking action and communicating feedbacks. To support Friends on monitoring, the Unit developed SEDP and PEDP monitoring tools and worked together with Friends to monitor performance of the two programs in 30 schools9 in Njombe, Shinyanga and Dodoma. The monitoring exercise was on children enrollment, number of classrooms, number of teachers, availability of teacher houses, laboratories and libraries. Other issues that were monitored were teacher pupil ratio, desks, toilets, books, pass rate and capitation grants which according to the monitoring tool were considered as being essential for attaining quality education. Findings among others, the report recommends that, local government in collaboration with community members, build more classrooms to deal with student overcrowding in classrooms, build sufficient teacher houses, laboratories and libraries. During public forums conducted in Njombe, Dodoma and Shinyanga to present the findings, a number of issues were discussed with government officials who accepted to work on the challenges documented in the report. HakiElimu in collaboration with Friends will make follow-ups on implementation of the promises. However, with the activity, the Unit has learned that, citizen monitoring is a new concept to many authorities. They thus need to be educated on the value of sharing information and letting citizens participate in managing schools and in decision making processes. In 2011, the Unit supported some focal Friends in Njombe, Shinyanga and Dodoma to share PEDP and SEDP information gathered following policy monitoring in about 30 schools. The sharing was done through public forums that enabled the stakeholders to discuss pertinent issues in education and governance and propose actions for remedies. Two other public forums were held in Kilwa and Mkuranga. Communitybased discussions on pertinent issues yielded positive actions for improved performance against overdependence on the central government> A case in point was at Nampisi where citizens constructed a new primary school. All along, during the year, the Unit compiled, analyzed and shared information received as feedback from Friends monitoring exercises. It also analyzed letters received during the year from Friends of Education through correspondences to determine their views on education and governance. The analysis revealed
9 Primary Schools: (a) Shinyanga; Bugoyi, Kizumbi, Uhuru, Town, Negezi, Ibinzamata, Bugweto, Jomu, Mapinduzi, Ushirika, Ngihando, Buhangija, Ndala, Lubaga and Mwenge; (b) Dodoma: Amani, Generali Msuguri, Ihumwa, Kizota, Mbwanga, Mlezi, Mnadani, Msalato Bwawani, Mtumba and Nkuhungu; (c) Njombe: Mjimwema, Ruhuji, Kambarage, Sabasaba na Njombe
a number of themes with a big proportion Education is not meant to be for only few people of writers writing on education, governance/ because it is every persons right even those with democracy and early pregnancy. Most of the disability. When one has disability it does not writers believed that education was one of the mean he/she is also disabled in the class because basic human rights and should therefore be he/she is mentally ok unless he/she has mental given to all the people including those with disability disabilities as disability is not synonymous with inability. Such feedback helps stakeholders to take quick action for improved performance and cultivates trust on the authorities
3.3.Citizen Organizing and Action

Regarding strengthening capacities of Focal Friends to engage at local level, the Unit supported Friends to attend zonal10 meetings and training on budget tracking and community library management skills. Moreover, Friends were trained on policy and social accountability monitoring skills and did the actual monitoring as part of enhancing their capacity to engage at community level. On all occasions, meetings were used to discuss on successes, challenges and share knowledge acquired in community participation through the Friends movement. On the other hand, the meetings were used to strengthening the Movement by making it popular and also to exchange views and experiences, creating Friends networks and linking with other NGOs/CSOs. Towards the end of 2010 the Unit provided feedback forms to focal friends on the use of the skills acquired from the meetings. A number of responses were received over 2011 and processed.
As indicated in the chart above, when combined the responses Yes often and Yes to some extent, indicate that, all Friends (100%) involved the meetings understood the Friends of Education Concept. 98.7% of Friends involved use the Policy Monitoring skills obtained from the meetings, 96% use the skills obtained to organize groups, while 90.5% use the skills on the use of media (mainly HakiElimu TV and radio programs). 81.5% of the respondents said they used the skills to document case studies (through writing articles to HakiElimu and to the Media), while 70% said they had community libraries as summarized below.
10 Northern Zone (35 participants), East and Southern Highlands Zone (35 participants), Lake Zone (35 participants) and Focal Friends Annual Meeting (35 participants)
Statistics shows that over half of Friends (55%) reported that they see great changes while 45% reported that they saw some changes in their communities as a result of Friends Movement. Some of the evidence includes village leaders who know and support the Movement, citizens questioning on school development, and increase in community participation towards school development projects, increase in enrollment rates of pupils, increase in the number of community members seeking information, and so on. It was learned that, more efforts is being done by some zones to have strong regional-cum zonal networks for the purpose of strengthening their engagement within their areas.
In its efforts to engage Friends at community level, the Unit developed, printed and distributed a practical guide to Friends 25,000 copies of a to promote social accountability monitoring across communities. On the other hand the Unit sought to ensure that the work done by Friends at local level were documented and shared by promoting the concept of Community Information Volunteers (CIVs). Some of the CIVs work were published for informing and encouraging replication of the practice elsewhere. With this development, articles and letters to editors written by Friends in 2011 were compiled and a booklet produced (CAS) and distributed. It has further been noted that, the concept of CIV has sparked a new spirit of using media more effectively to communicate citizens voices to influence policy making and practices as now citizens are able to give feedback so easily.
3.4.Voices & Communication

During the period under review, information received and lessons learned from Friends and other citizens were broadly shared and disseminated in collaboration with other units. The Unit facilitated and enabled the voices of Friends and ordinary citizensto be heard through the media. 72 Friends had opportunity to participate in radio programs in 7 radio stations. They also used the opportunity to communicate the concept of Friends of Education to influence other citizens to join. UWEZO initiative also used Friends in their radio programs in Mtwara, Dodoma, and Kagera to communicate their research findings countrywide. The Unit learned that, media programs have helped communicating the Friends concept broadly and that it has been significant in mobilizing citizens to participate effectively in providing education service, management and follow ups. Best practices from Friends initiatives and other citizens actions on quality education and governance were identified, documented and shared. The Unit identified 15 case studies, which were documented in a booklet. Other their case studies were shared to IA Unit to develop another booklet. The Unit continues to receive information from Friends through correspondences that were systematically recorded, compiled, analyzed and shared. Of more than 1000 letters received from Friends, 500 letters were coded, analyzed and the information produced from therein was written in form of a report and shared to stakeholders. These had views on education, governance and praises on HakiElimus work. The information received from Friends provides good feedback on the voices of the people and is vital in determining Friends information needs and demands. In promoting Friends views and actions, four public forums were conducted in Kilwa, Njombe, Dodoma, and Shinyanga and were attended by more than 200 people who discussed issues emanating from the Friends monitoring exercise. From this experience it was realized that public forums are among the most effective platforms for enabling voices of the marginalized groups of citizens to be heard. In exploring and promoting strategic links between Friends and local governments, meetings were conducted with 12 Local Government Authorities (LGAs) in Manyara, Mwanza and Morogoro where the concept of Friends was shared and informal agreements reached to support Friends initiatives. From the strategic linking it has been learned that, where the LGA is in favor of Friends activities the level of engagement is high and productive as illustrated by the experiences of Ukerewe (Nampisi), Serengeti (Machochwe), Masasi (Wema), Kilosa (Mvumi), and Pangani.
3.5. Reflections and Lessons Learned

Information provision has facilitated effective knowledge sharing across communities, enabled citizens to learn new skills and good practices, hold local leaders to account for their actions and increased transparency
4. Policy Analysis and Advocacy

The Unit Purpose
The Policy Analysis and Advocacy (PAA) units overall purpose is to promote broader debate and advocacy among key actors on education policies and social accountability
4.1. Research, Analysis and Advocacy

Policy and education related research activity was part of the PAA 2011 approved annual plan. In 2011 PAA conducted one in-depth research study on a quality basic education issue and findings were published in order to promote debate and further understanding of the quality education concept. During the year under review an in-depth research on the theme Teachers qualifications and their readiness to provide quality education, was conducted. The rationale for the research was the current debate on teachers qualifications and professionalism and their willingness to work in rural areas. The study was conducted in six regions, namely Coast, Mbeya, Kigoma, Singida, Dodoma and Mtwara. Six schools were sampled, making a total of 36 sample schools from all the regions. A total of 30 schools effectively participated in the survey; (this was 83.3% response rate) The results have revealed several issues related to teachers qualifications, motivation and commitment to teach and how these affect students academic achievement. Some of the major findings include the following: Teachers qualifications, motivation and commitment to teach are critical factors that drive students academic performance. Qualifications alone without adequate teacher commitment to teach do not lead to improvement or better students academic performance; Schools with strongly committed teachers but not necessarily with highest qualifications (degree holders and above) perform better in national examinations. On the other hand, schools with highly qualified teachers but who are not very committed to the teaching profession did not necessarily perform better in national examinations than those with average teacher qualifications (diploma or below); Better working conditions are the most critical factor driving teachers commitment to teach, which in turn is strongly and positively correlated with students academic achievement. The Research report was launched on October, 2011 in Dodoma. Friends, teachers, officials, etc., who took part in the research process were invited to the launch. Media press conference, followed by a discussion on issues emerged from the report was conducted. On the other hand teachers had an opportunity to talk to media about their experience in relation to the research findings.
4.2. Position Paper

HakiElimu planned to research, document and share one position paper on key issues related to quality basic education. For the year 2011, the topic of the position paper was Re-entry of the school children after delivery. Data collection was done in Morogoro in August, 2011. HakiElimu believes that, the position paper stimulate debate and new thinking to parents, girls students policy makers government and
education stakeholders to have the feeling to bring back to school pregnant girls. In this position paper, HakiElimu urges readers to join hands in supporting this issue for the beterment of our children.
4.3. Fact Sheet

In 2011 PAA unit also developed SEDP II fact sheet and conducted PEDP II monitoring in collaboration with CE Unit. The brief was published and publicised to promote accountability through citizen monitoring of basic education governance. The fact sheet titled To strengthen secondary education sought to explain how SEDP would bring about change in secondary education and the SEDP goals for 2010 2013 were produced and disseminated. The fact sheet further explained that citizens can bring about change through conducting researches, questioning, participation, documentation and sharing information.
4.4. Follow-up of Past Training to Local Government Authorities

During 2011, PAA conducted follow-up of training outcomes conducted during 2010 to track the impact and changes in training to LGA leaders in Iramba, Meatu and Nachingwea. Two follow up sessions on the impact of training provided to local government authorities in Meatu and Iramba in 2010 were conducted. 69 participants were involved in the entire exercise which was expected to inform HakiElimu as well as facilitate the sharing of valuable experiences from local government leaders of what they have done in their respective areas as a result of the knowledge and information they got from the training. The issues which came out of trainings are recorded in a DVD that was specially made during the workshop to give a true view of the proceedings.
4.5. Capacity Building to LGAs in Rural Districts on Policy Issues

In its bid to enhance the awareness and capacity of local leaders on public policy issues related to quality basic education, governance and democracy, two training sessions were held for the LGA leaders in Liwale and Sikonge districts. These brought together 81 participants. Leaders involved in the exercise were given skills that would help them in sensitizing their societies on the importance of education. From the training conducted, it was expected that, leaders and CSO representatives would be focal points for sensitizing, conducting and also training of their community members in their respective areas. This would help in promoting education, quality and development of the society at large. HakiElimu aims at reaching the community at large via village leaders, community facilitators and other sector representatives.
4.6. HakiElimu Advocacy Strategy

The 2010 HakiElimu Advocacy Strategy sought: To ensure the upholding of section 5.5.10 of the Education and Training Policy by making certain that the in-service training aspects of the Teacher Development and Management Strategy (TDMS) were carried out. During the year HakiElimu had a total of 17 activities or outputs covering issues related to the Teachers Development Management Strategy (TDMS) and in-service training for teachers. A nationwide essay and drawing competition was held on the importance of in-service training for teachers in improving the quality of education. Four training sessions, one with Members of Parliament and three with local government
leaders, were conducted sensitizing government leaders and policy makers on the importance of in-service training and the budget of TDMS. 11 MPs and 120 local government leaders were thus engaged. A TDMS budget TV/radio spot was aired 1,350 times in June 2010 during Parliamentary Budget session calling for the TDMS budget to be fully allocated the Tsh. 60 billion in FY 2010/11 as stipulated in the policy document. At least 15 other press appearances occurred, and 8 different publications all on the issue of in-service training were printed. 264,622 out of 333,250 total copies of these publications were distributed to Friends of Education and the general public. One of the outcomes of this campaign was: On February 23, 2011, the Ministry of Education and Vocational Training officially launched in-service training in the subjects of Mathematics and English for 156,000 (almost all) primary school teachers. The training is initially being piloted with 2,052 teachers in seven districtsBagamoyo, Temeke, Makete, Hai, Siha, Mtwara Rural, and Magu.
4.7. Key Education Policy Development Monitoring and Key Meetings Strategically Engaged
PAA staff attended various meetings and participated in media talk shows with the Unit objective of strategically engaging in and contributing to the national debate on education. Some issues addressed included the National Form 4 Examinations results and school girls pregnancies. In the area of policy monitoring, PAA in collaboration with other CSOs (Twaweza and Policy Forum) launched a campaign to monitor the disbursement of capitation grant for public secondary schools from January to March, 2011. A monitoring brief titled Improving quality in secondary education: is the money reaching schools? was prepared, launched and presented at a meeting held at the British Council in Dar es Salaam. The report was also used for advocacy work to ensure that capitation grant is fully provided and effectively spent to improve the learning and teaching environment, for quality education.
4.8. Resource Transparency & Accountability

4.8.1. Budget and CAG Report analysis During 2011 the allocation and use of public resources was monitored, analyzed and the report shared to promote transparency and accountability in government. To accomplish this activity, a Budget analysis for quality basic education was conducted. From this activity, two Budget analysis reports11, two budget briefs12 and education citizens budget for 2011/2012 were produced and disseminated. On the other hand, PAA Unit worked in collaboration with the Controller and Auditor General collaborated on fiscal management. In the year 2009/2010, the Controller and Auditor General report was simplified13 and briefs in Kiswahili and English printed and distributed. A five year trend was reviewed at central and local government levels. In general, the issues generated from this report show that, most of the recommendations issued in the previous years Controller and Auditor General Generals Report on the Central Government were not responded to, which was an indicator of the Government lacking seriousness in implementing those recommendations. On top of that, HakiElimu through the brief recommended that citizens should share the information with their Village Executive Officers and demand Council accountability. Moreover,
11 12 13 Education budget report for 2011/2012 and Restoring Teachers Dignity Volume II A simplified version of the budget report and Is the implementation of SEDP II meeting its target The End of Development? Five Years Report of CAG Reports
it was recommended that citizens should speak to their MPs and urge her/ him to plays her/ him r role in Parliament to provide effective oversight to other government institutions. Only through improving government management of public funds will we achieve the kind of development we want to see.
4.9. Advocacy, Promotion and Training on Public Expenditure Tracking Survey (PETS) for basic Education Conducted
In order to advocate and promote citizens on public expenditure tracking survey (PETS) for basic education training was conducted. Over 2011, PAA conducted training on budget planning and monitoring to councilors in Korogwe district during which 31 participants from Pangani, Korogwe and Kilindi attended. During preliminary feedback, the chairmen of Korogwe and Kilindi District Councils indicated interest in requesting the same training for councilors who did not participate in this years training.
4.10. Work with International Partners on Budget Analysis and Advocacy

During this year, HakiElimu again participated to carry out Open Budget Index with support from IBP . This activity has been completed; however, results will be published next year. The Unit also worked with international partners on budget analysis and advocacy to improve HakiElimus capacity in areas of budget analysis and advocacy. Report on impact on work implemented by PAA can be very difficult sometimes, understanding this, HakiElimu is currently collaborating with IBP to document a long term case study. This case study is specifically documenting activities, process and results of budget advocacy work on teachers welfare and capitation grant in relation to achieving quality of education. This activity is from 2009 2012.
4.11. Train Friends of Education on Budget Issues

During the year under review, PAA in collaboration with CE, facilitated four training sessions in Manyara, Morogoro, Dodoma and Mwanza. During which Friends of Education were trained on budget issues to enhance their capacity to monitor the budget at local level and to hold government officials to account. As stated under Citizen Engagement Unit above 98.7% of Friends who were involved in the training during Friends meetings, use Budget and Policy Monitoring skill obtained from the meetings.
4.12. National Policy Debate and Advocacy

Rapid response intervention refers to episodic press monitoring intervention carried out when the organization observes that a particular unprofessional media conduct is unreasonably gaining undue currency, or calls for immediate attention. Rapid responses on various education, governance, human rights and democracy issues were prepared as they arose to promote HakiElimu position on and engagement with these issues. Information and lessons on policy development and budget issues were shared with other HakiElimu staff to enhance internal understanding and action on these issues. A Policy Day on the envisaged new constitution was held during which staff debated on salient issues relating to the matter.
4.13. Working Papers

The working papers series intends to build up a body of knowledge from independent researchers on issues that matter to Tanzanian citizens in the areas of quality education, democracy and governance. Six
working papers, five in Kiswahili and one in English were produced and disseminated during the year. . These included Hali ya Elimu Tanzania, Manufaa ya kudumuisha haki za watoto, Tufanye nini ili tuendelee, Manufaa ya elimu, Malengo ya milenia, and Political economy of education. MPs and other governmentt officials were engaged with to promote HakiElimus quality education agenda. 14 MPs were presented with the Standard of education in Tanzania in Dodoma on July, 2011.
4.14. Up- Country NGOs/CBOs Strategically Engaged

In early 2011, HakiElimu was invited to work with the Komolonik Integrated Development Organization (KIDO), a CBO in Monduli, Arusha to analyze the areas poor performance in the 2010 Form IV National Examination and propose a way forward for the district. This can be seen as an achievement and recognition of HakiElimus capacity and work in education. It also provided an important opportunity. Subsequently, the ED and one staff member from the PAA unit attended the debate on this issue and presented a paper titled Hali ya Elimu Tanzania, tafiti na uhalisia vinatuambia nini? (The state of education in Tanzania what does research and reality tell us?), which discusses findings from previous HakiElimu (PAA) research on curriculum and other issues.
5. Administration Unit
Unit Purpose and Plans
User friendly administrative systems are functioning effectively and efficiently in support of smooth implementation of HakiElimu programs, including staff, partners, visitors, government institutions and the public at large. To ensure that HakiElimu profile, values and image are portrayed and communicated to the public in an effective positive manner.
Results Achieved
5.1. Human Resource Management
Over the year 2011, Administration Unit continued to take care of the physical and social well being of HakiElimu staff. Recruitment was conducted as per organizations demands and vacancy, adhering to HakiElimus procedures and policy. Admin Unit also ensured that communication and correspondence in the organization was effective and facilitated smooth implementation of the program work. All eligible staff (43) were enrolled on the AAR health scheme and received health services accordingly. Guidelines for Annual staff appraisal shared with all staff and annual staff appraisal facilitated, as well as midyear performance review. Employees were provided with a forum to discuss their own well-being and make suggestions through monthly meetings; staff leaders organized and facilitated monthly meetings in accordance with policies and procedures. Various issues were raised and worked upon so as to ensure a good working environment.
6. Finance Unit
6.1. Unit Purpose
The core purpose of Finance unit is to always strive for the highest standards and accountability. It recognises that it is entrusted by HakiElimu to be responsible and effective stewards of resources and assets.
6.2. Results Achieved

In the year 2011, the Finance Unit continued to see to it that, transactions were professionally handled and adequate financial documentation achieved for transparency and accountability. No penalties were received from non-compliance to remittance statutory returns. 2011 Budget Codes developed and shared and the 2011 Annual budget was finalized and approved by the Board Directors. Unit Budgets became operational and were used as one of the performance measurement tools. More specifically the Unit continued to improve financial systems and maintained high level of accountability and transparency, consistency with international accounting standards and international financial reporting standards. Finance Unit also continue to maintain and prepare HakiElimu accounting records in accordance to approved accounting standards and other guidelines issued by the National Board of Accountants and Auditors, which are in line with the International Accounting Standards respectively.
7. Executive Directors Office

Unit Core Purpose:
HakiElimus vision and mission is internalized and program operations are effectively implemented, monitored and reported.
Results achieved
In February 2011, HakiElimu celebrated 10 years of its existence since it was established in 2001. A lot has been achieved during 2011, especially in creating awareness and reaching millions of people through media and publications; HakiElimu has succeeded to build Friends of Education Movement of about 35,000 Friends all over the country, with voices and potential to make a difference in education and democracy. HakiElimu has succeeded to give strong and critical positions in education and democracy and influence decisions at the government level and many others. HakiElimu used every opportunity to clarify the concept of the organization and to create awareness on the critical issues facing the education sector in Tanzania. A lot of feedback and findings have been used to feed into the next strategic plan that will continue to emphasize on the quality of education, focusing more deeply into classroom learning and outcomes. At every stage of its development, Members and Board of Directors were actively involved in the new HakiElimu Strategic Plan which begins 2012. Frequent communication and consultative meetings with individual directors, when needed, were organized and conducted. One joint Development Partners meeting was organized and conducted.
7.1. HakiElimu effectively using the existing system for improved implementation, monitoring and reporting of its work.
During 2011 the annual work plan was successfully conducted consistent with the HakiElimu 2008 2011 strategic plan. Meetings were held with individual units before implementing of activities, highlighting the importance of monitoring and reporting based on the agreed plans and indicators. Subsequently, continuous on the job training and mentoring was undertaken to enhance staff capacity in monitoring and reporting. The Unit also produced a publication that provided a critical review and analysis of HakiElimu work in the past ten years of HakiElimus work. The book documented the profiles of HakiElimus visionary founding members. It was this leadership that facilitated and enhanced strategic partnerships and forged alliances with key external partners in Government, Civil societies, Media, and Development Partners. In 2011 HakiElimu continued to build a strong working relationship with its close international partners such as Idasa and IBP This has been implemented through exchange visits, provision of technical support and . sharing of experiences through emails as well as sharing of relevant documents and information.
7.2. Staff demonstrate competency and professionalism in service delivery

HakiElimu has inbuilt learning sessions that are organized and conducted in a very effective and systematic manner. These continued to be a core source of learning and sharing ideas among staff and other organizational partners in Tanzania. During weekly meetings, units were given opportunity to present their plans with carefully selected information that adds value to their work and present on key achievements and activities done or expected to be implemented so as to garner meaningful feedback. These sessions proved to be very effective especially in helping staff identify where their respective units need to improve, challenge one another and add value to their work. During 2011 nine staff members attended various formal courses/seminars, training outside and inside the country. The training were consistent with the training needs assessment that was conducted early in January. Training opportunities had been explored and shared with staff. . Specific capacity gaps were identified and tailor-made training organized for relevant staff.
7.3. HakiElimu ICT system effectively implemented, maintained and updated

The HakiElimu ICT system was up and running as per the organizations needs. Through learning sessions conducted by IT Team, staffs were well informed about the organizations ICT policy and adherence, and other technical issues. Furthermore, in-house ICT training was given emphasis to ensure the effectiveness and quality of HakiElimus work. IT section also managed to switch Internet connection service and email application hosting provider from Cats-net to WIA to improve speed and efficiency. This is a results of last years analysis made with reference to the services provided by Cats-Net. This year EDO managed to keep the website with up to date information. The HakiElimu website homepage was also updated and content changed to also reflect pending activities.
Conclusion and Way Forward

2011 was an important year for HakiElimu. It was a year during which the organization critically reviewed the challenges and successes of its work and created a new strategic plan for 2012 - 2016. HakiElimu continued to enjoy team spirit from staff as well as the support of members and directors during the development of the new strategic plan. A number of workshops were conducted before the strategy document was finalized with the theme that seeks to facilitate An Open, Just and Democratic Society with Quality Education for All. Apart from developing the new strategic plan, HakiElimu also continued to implement activities as per the 2011 annual plan. It is evident that, HakiElimu has contributed greatly to the level of citizens engagement in asking question and raising issues in politics, education governance and accountability. This is illustrated by the large number of ordinary citizens who wrote a hundreds of articles and letters to share with the public. This means, in collaboration with other partners, HakiElimu has contributed in creating awareness and provide space for citizens to engage and creating solutions. However, more efforts are still needed to enable more citizens to use information to actively organize themselves and engage in holding the government to account. Apart from generating new areas for HakiElimu to work on in the future, the surveys and researches that HakiElimu conducted, have also have been the major vehicle to inform the government and other stakeholders on the situation of the education sector in the country. Through research findings and lobbying, HakiElimu managed to form education caucus in which a number of MPs were involved in its formation. It is hoped that HakiElimu in collaboration with members in the caucus will, in the future, find solutions to ensure that our children are in school and learning. There have been several responses and commitments made by the Government through PMO-RALG and MOEVT to improve the state of teachers housing and in-service training, improve the learning environment (build more laboratories) and recruit more teachers especially for Science and Mathematics, as well as address issue of quality in general. HakiElimu will continue to monitor and push for the implementation of these promises and comments made by the government to ensure quality of learning in schools. In our new strategic program, we have prioritized strengthening the organizations capacities to advocate and influence change around quality of learning, good governance, transparency, democracy and accountability. The capacity building will prioritize areas of evidence based research, critical evaluations to learn what works and how (Best Practices); as well as results-based management and reporting. This strategy seeks to create lasting, meaningful change in education and democracy in Tanzania. While HakiElimu recognizes that there are many challenges in the education sector in Tanzania, we will only focus on a few issues and priority areas that will have a wider impact at the end of the next five years. This strategy outlines specific actions to implement. It thus focuses on learners outcomes, not just infrastructure and access; education that promotes active citizen engagement, human rights, equity and democracy, good governance and transparency; education that prepares children to be confident, creative, inquisitive, and civil. In other words this program strategy will be more focused: rather than attempting to solve every problem in the education sector: it will focus on the areas that have the most impact as indicated in the following outcomes: 1. Children are in schools and actively learning. 2. Citizens are informed, confident and actively engaged 3. Government is open, responsive and accountable
These outcomes are expected to be realized within a period of five years.
Summary of Achievements in 2011

Actual Action and Results Budget (Tsh) Actual Expenditure (Tsh)
Media Unit
74,999,800/12 journalists supported to undertake major media survey on Availability of Teachers in Ward Secondary Schools 45,778,400/62,641,000/34,704,000/-
Strategy
Summary of Planned Activities
Quality investigative Journalism: Increase quantity and quality of media coverage on basic quality education issues around budget, democracy, human rights and accountability 24 journalists supported to undertake Mini-Media surveys in six districts. The best journalism awards organized and winners awarded. 19,221,400/-
Sub Total
21,753,000/-
Major media Survey: Undertake two major media survey on the teaching of TEHAMA/ICT subjects and teaching aids and laboratories for science to promote good learning environment in public primary and secondary schools Mini Media Surveys: Support journalists to undertake 6 minimedia surveys3 Best Journalism Award: Collaborate with the Media Council of Tanzania in organizing best journalists awards for promoting quality coverage of education issues 10,000,000/780,190,000/10 programs, broadcasted 3 times each on TBC1; 7 programs have been broadcasted twice on each radio stations. One-minute media spots produced. The Unit undertook 3 campaigns: (i) promoting good behavior among students-and emphasizing on the role of parents in shaping the behavior of children; (ii) the acute shortage of teaching materials and infrastructure for teaching newly introduced subjects, i.e. ICT in primary schools; and (iii) Significant budget allocation for teacher training and capitation grant. 117,300,000/-
6,184,000/-
Sub Total
748,070,649/143,388,880/-
Tafakari Time Program: Produce and broadcast 20 programs of HakiElimus own TV and radio program (Tafakari Time)
Media Programs: Increase level and depth of public debates/discussions on quality education, behaviour of students and citizens agency rose through HakiElimus TV and radio programs, media spots, billboards and social media.
Production of Media Spots: Produce 3 series of inspiring TV and radio spots (quality education and budget) and 2-3 spots on emerging issues
52,000,000/-
24,560,000/-
Strategy
Actual Action and Results
Budget (Tsh)
Actual Expenditure (Tsh)
Broadcast of Media Spots: Broadcast TV and radio spots on popular local and national stations to expand public debate
Overall, 5,400 spots broadcasted on 3 TV stations with widest viewership countrywide and urban in urban areas. The messages were also broadcast on 10 radio stations - in selected zones/ regions. A thirty minutes documentary produced and broadcast 8,200,000/4,248,000/-
515,050,000/-
493,055,469/-
Production and Broadcast of Friends documentary: Produce and broadcast a 30 minute documentary (TV and radio) for communicating the concept of Friends Movement 200 Friends facilitated to participate in TV and Radio programs discussing issues affecting their communities. Media Unit organized Friends radio programs in Kagera and Kigoma (Kwizera FM), Mbeya (Baraka FM), Tabora (CG FM), Mtwara (Pride FM), Tanga (Mwambao FM) Dodoma (Sport FM) and Iringa (Country FM), and TV program with Star TV. On average, each radio station has aired 7 programs out of 10 booked for Friends. 9,400,000/-
Booking of 3TV & 7Radio Programs for Friends: Work with 3 TV and 7 radio stations for which Friends of Education can use to share their experiences
9,224,000/-
Billboards: Develop and place 20 messages on billboards in 5 districts to advocate for good behavior and discipline among students HakiElimu organized youth forums; one in marking its Tenth Year Anniversary and a national youth forum reflecting the state of education in Tanzania and what should be done to improve learning in our schools
48,240,000/-
49,122,000/-
Support to Youths: Nurture and support a network of youth groups in organizing 3 youth forums and 4 meetings to build their capacity on social accountability, citizen participation
20,000,000/-
18,476,300/-
Strategy
Budget (Tsh)
Social Media and Sms: Construct and develop new media (social media platforms: Facebook, YouTube, Twitter, Blog; and sms interface) 8,190,000/10 Friends profile published in Mwananchi newspaper and shared with friends who are profiled. IA published Friends booklet by using friends profile, the booklet shared with friends and partners 128 news and articles published in different newspapers and others aired on Radio and TV on events organized by HakE 162 letters of editor sent to the media from HakiElimu staff; 42 Kauli Mbadala published 6,160,000/2,030,000/8,900,000/735,000/-
HakiElimu has built online community (online friends of education) via its platform such as FaceBook, Twitter, Blog, YouTube and Flicker. Currently there are a total of 1200 online friend (825 on FaceBook and 375 on twitters)
10,000,000/-
5,996,000/-
Sub Total
HakiElimu using Media: Support other HakiElimus Units and the organization at large in using media effectively and in reaching their target audiences and realizing organizations objectives through media use
Friends Profiles: Link 10 active Friends with journalists for profiling to display their contributions in the communities
Media Coverage: Organize media coverage of 14 organizations and units press conferences, launches, and exhibitions
8,165,000/-
Letters to the Editor: Edit and forward 150 letters to the editor/features from staff and partners to newspapers editors to increase coverage of peoples opinions on education issues, governance, and public service delivery
0/-
0/-
Media opportunities & Interviews: Respond to media requests and identify opportunities in the media for which the organization can use
HakE in 2011 turned down some of the opportunities given by media houses for interviews. The new approach of grooming some selected staff that will be able to represent the media in the media will solve this problem.
0/-
0/-
Strategy
Budget (Tsh)
Sub Total 6,007,860/3,283,000/-
25,007,860/-
23,502,000/-
Media Monitoring: Monitor print media coverage of HakiElimus events, media surveys, letters to the editor, friends profiles; and assessment/evaluation of progress and impact of media activities undertaken in 2011 News captured and shared systematically to HakE staff, UNESCO and HakE website. The unit has been able to upload HakiElimu in the news on HakE website and about 590 people have used the content. 496 people downloaded HakE 10 years anniversary news. 162 letters of editor; 78 articles from surveys; 42 photographs published Monitoring continue for the second Major Media Survey and three MiniMedia Survey 0/At least 3118 articles were captured in the print media from January to November 2011. 75% were written in Kiswahili while 25% were in English 0/0/-
HakiElimu in the News: Monitor, display, compile and share HakiElimu in the News (articles from organisations events, Kauli Mbadala, opeds, and any other articles mentioning HakiElimu)
Articles from Surveys, Profiles, & letters to the Editor: Monitor, share and file (physically and electronically) articles resulting from media surveys, Friends profiles, and letters to the editor written by staff
Articles on HakiElimu themes: Monitor articles/news stories/ features covered in newspapers on education, governance and human rights
0/-
Monitoring of Media Activities: Assess and evaluate progress/impact of media activities to inform the organization
19,000,000/-
20,219,000/-
Others
Sub Total
16,530,000/6,810,000/1,200,000/1,200,000/7,320,000/178,171,991/1,083,090,000/-
15,931,000/-
Seek technical support to carry out media activities
Purchase media facilities
Cover for emerging transport needs
Mobile top ups for Media and EDO staff Operating costs for implementing activities in the Media program (covering salaries, staff lunch, PPF contributions for media staff-15%, SDL and health) Total Budget/Expenditure Media Unit
175,635,000/1,035,240,000/-
Information Access
Actual Action and Results 13,819,000/12,869,000/Budget (Tsh) Actual Expenditure (Tsh) 15,679,800/14,765,000/-
Strategy
Library: Sub Total Improved reading culture Acquire 400 physical and electronic among staff, board members materials on HakiElimu themes4 and and key partners made available to library users5
A total of 361 titles/books were purchased for the library. 446 new titles processed and entere d into Alice. 294 books withdrawn from the collection, donated to various institutions. Administer (acquire, catalogue, classify 133 HakiElimu publications from and shelf) depository of HakiElimu different units added to HakiElimu publications depository section, making our deposit collection stand at 369 copies. 0/21 cartoons added and some of them used in various publications such as Sauti Elimu, Kiswahili story book and cartoon booklet. 500,000/-
0/-
Maintain visuals bank of cartoons, photos and illustrations for use in the production of HakE publications
580,500/-
Promote library usage to library users to facilitate learning
450,000/-
352,300/-
12,981,000/-
14,159,025/-
11 book club sessions were held where staff debated/discussed topics on various issues including parenting, role of African local public orgs. In development projects, state of corruption in Tanzania, schools as battlegrounds, constitutional review bill ect. And average attendance per session was 10 people. Support6 5 extant Community Libraries 69 boxes of books from BAI received and distributed to five community libraries. 134 local books purchased, mostly Kiswahili titles, for each of the libraries from the funds given by BAI to enhance library use in communities and monitoring of five libraries conducted. Conduct spot checks and annual Two spot checks conducted stocktaking to ensure safety of materials
500,000/-
500,000/-
Strategy 40,000 copies of Cartoon Booklet No.10 printed and distributed 40,000 copies of Kiswahili story book printed and distributed 40,000 copies of CAG Booklet and distributed 40,000 copies of Friends Booklet printed and distributed Re-print-Sheria ya Mtoto, 20,000 copies, Tujisahihishe 5000, TANU na RAIA, 5000, Arusha Declaration 4000 and distributed 5 messages on Students Ethics accompanied by illustrations printed on 10,000,000 exercise book and distributed country wide. Monitoring of HakE publications conducted between July and August , report written and shared with HakE staff for improving the organizations work 293,940,000/296,883,598/308,079 copies of publications distributed to partners and Friends of Education 86,704 publications were distributed to Partners (NGOs, Public and Private Institutions) 214,300 publications were distributed to Friends of Education 7,075 publications were distributed through strategic events and meetings 293,883,598/219,815,000/-
Budget (Tsh)
Popular Publications: Friends of Education and other key partners informed and debating on issues related to education and democracy
Print and dissemination 150,000 copies of 2012 calendar 40,000 copies cartoon booklet number 10 40,000 copies Kiswahili story book 40,000 copies of CAG booklet 40,000 copies of a Friends booklet Reprint and distribute relevant materials based on demand7 55,000 copies of SautiElimu Kiswahili newsletter Promote quality of education message through branding various products 10,000 copies of comprehensive HakiElimu publications catalogue (print - 10,000 and 500 e-versions) Monitor the use of publications and conceptualize themes for future publications
Sub Total
258,263,400/257,752,000/-
Information Dissemination and Feedback: Friends of Education, policy makers and other partners receive and provide feedback on HakiElimu publications
Distribute publications and materials to Friends of Education, government, donors, CSOs, schools, other partners and identified audiences
Identify and use strategic events and other opportunities to distribute publications
3,000,000/-
511,400/-
Strategy 0/0/-
Budget (Tsh)
Update and regularly maintain HakiElimu information management system (HEMIS). 0/-
Analyze feedback forms to inform organization on relevance, usefulness and opportunities to improve publications 55,000,000/15,000,000/-
0/-
Sub Total
47,371,000/16,927,000/-
Public competition: Generate views on burning issues on education and democracy from public through competition, analyze and disseminate them for further action
Launch and conduct new public essay Public essay and drawing competition and drawing competition on quality of on the theme of quality of education titled Mwanafunzi Bora anapaswa education kuwa na sifa gani muhimu? launched with the aim of encouraging public engagement with and action in the area of quality of education. More than 1,000 entries received 40,000,000/-
Print and deliver 40,000 copies of What is the significance of inservice training for teachers in improving education Tanzania? Competition booklet to publicise 2010 competition findings
30,444,000/-
Website:
A competition Booklet consisting of the best entries of Mafunzo ya walimu kazini yana umuhimu gani katika kuboresha Elimu? (Importance of in service training for teachers) which was conducted last year is being printed and distributed Website updated regularly
6,000,000/-
1,514,850/-
Others
Up-to-date information about HakiElimu, publications and links to other relevant organizations provided online in both English and Swahili in Tanzania and globally Sub Total
7,960,000/2,520,000/3,480,000/168,649,692/861,734,000/-
1,190,000/1,190,000/193,962,000/753,763,000/-
Technical assistance
Tel. Communication
Operating costs for implementing activities in the IA program (covering salaries, staff lunch, PPF contributions for media staff-15%, IA and health)
Total Budget/Expenditure IA Unit
Citizen Engagement
Actual Action and Results 29,767,400/1,145 new Friends recruited among them 515 female, 592 male, and 38 being groups, recorded into the database and provided with information kits containing basic information on education policy and other related issues The unit continued to provide information to Friends and other citizens throughout the period as part of the efforts to widen their knowledge and understanding of policy and other related issues 7,517,400/14,500,000/Budget (Tsh) Actual Expenditure (Tsh) 18,038,050/5,983,000/-
Strategy
Sub Total
Recruitment and Information: A strategically diverse group of citizens have joined the Friends of Education Movement and are informed on relevant issues of education and democracy
At least 3000 new Friends, especially women, groups people with disability and local leaders recruited and recorded into database
All Friends and other citizens are informed on relevant information on education & democracy
4,538,850/-
The Friends Movement is linked with The unit continues to clarify the other organizations across Tanzania to concept of Friends of Education to broaden ownership of the Movement some regional actors as part of the efforts to link them with Friends. It also monitored what these actors are doing in respect of co-facilitating the concept. UWEZO, work in close partnership, has also started working with the Friends to communicate UWEZO research findings at community level by sharing publication and using media particularly radio
2,850,000/-
2,891,600/-
Concept of Friends of Education communicated to all Friends and other citizens
4,900,000/-
4,624,600/-
Strategy 31,800,000/CE supported Friends in Njombe district to monitor performance and impact of PEDP and SEDP in 5 primary schools and 4 secondary schools. The exercise involved collecting data in the sampled schools and at district level, analyzing and sharing the information publicly through forums, notice boards and reports 4,500,000/25,500,000/25,798,600/31,072,400/-
Budget (Tsh)
Sub Total
Citizen Monitoring: Friends and other citizen groups are monitoring, documenting, debating, taking action and communicating feedbacks to all stakeholders
SEDP & PEDP Monitoring Tools and guides promoted and shared among Friends & concerned citizens
Friends are sharing information gathered through policy monitoring with stakeholders both at community and policy levels
CE supported Friends to conduct public forums to discuss pertinent issues in education and governance at community level resulted from their usual monitoring exercises. 3 other public forums were held in 3 districts to discuss PEDP and SEDP monitoring findings and propose way out. Analytical report produced and shared to stakeholders at local level, some of the findings used to develop policy briefs Friends attended zonal meetings were trained on budget tracking and community library management skills. Moreover, the Friends were also trained on policy and social accountability monitoring skills and involved in doing the actual monitoring as part of enhancing their capacity to engage at community level 25,000 copies of practical guides printed and distributed to Friends to promote social accountability monitoring across communities 1,800,000/-
5,273,800/-
Monitoring feedbacks & information from Friends compiled, analyzed & shared to stakeholders
Sub Total
99,850,000/13,600,000/-
99,277,650/12,031,700/-
Citizen Organizing and Action: Friends and other citizens are organizing and taking action to enable change in education and democracy
Capacities of at least 105 Focal Friends to engage at local level is strengthened
One Popular Practical guide for effective engagement of Friends at community level developed and shared with all Friends
8,750,000/-
8,007,000/-
Strategy Articles and letters to editors written by Friends in 2011 have been compiled and a booklet produced (CAS). The booklet will be distributed to Friends to scale up the practice by other Friends elsewhere 3 Friends zonal meetings held and attended by 105 Friends and 3 partner organizations (MPI, DARAJA, Tanzania Karibu Association) The meetings were intended to help strengthen Friends networks at zonal level and as platforms for imparting Friends with new knowledge and skills for engagement both at local and national levels. 29,295,000/72 Friends had opportunity to participate in radio programs in 7 radio stations. They also used the opportunity to communicate the concept of Friends of Education to influence other citizens to join for a more effective movement. Other Friends have been supported by UWEZO to run radio programs intended purposefully for communicating UWEZO findings and their views about issues raised in UWEZO researches. 15 case studies were identified documented in a booklet, other cases were shared to IA to develop another booklet. 14,400,000/8
Summary of Planned Activities 9,000,000/4,839,000/-
Budget (Tsh)
Work done by Community Information Volunteers is recognized and some of their works published for informing and encouraging replication of the practice elsewhere 68,500,000/74,399,950/-
3 zonal meetings and 1 annual Friends meeting conducted to enable Focal Friend share experience and strengthen their network at zone and national level
Sub Total
25,129,000/12,852,000/-
Voices & Communication: Information received and lessons learned from Friends and other citizens are broadly shared and disseminated in collaboration with other units
Friends and ordinary citizens voices enabled to be heard through media
Best practices from Friends initiatives and other citizens actions on quality education and governance identified, documented and shared
5,200,000/-9
6,608,000/-
Strategy 2,250,000/-
Budget (Tsh)
Information received from Friends correspondence systematically recorded, compiled, analyzed and shared
Of more than 1000 letters received from Friends, 500 letters were coded, analyzed and the information produced from therein were written in form of report and shared to stakeholders. the analyzed voices had peoples views on education, governance and praises on HakiElimu works. 8,145,000/5,370,000/4 public forums were conducted in Kilwa, Njombe, Dodoma, and Shinyanga and attended by more than 200 people who discussed issues resulted from Friends monitoring 7 letters sent to media houses and published in the Newspapers. 5 Friends linked to journalists and profiled for sharing their contributions towards improving education and governance in their areas. Their profiles published in the newspapers. Through that their voices publicly heard. Moreover, Friends have been forwarding their articles and letter to editors straight to the media houses. 2,075,000/-
Friends views and actions promoted through key forums
Strategic links between Friends and local governments explored and promoted
910,000/-
Others
Technical assistance identified and engaged to carry out specific tasks
2,970,000/137,878,854/331,561,000/-
2,809,000/153,354,000/333,075,000/-
Operating costs for implementing activities in the CE Unit (covering salaries, staff lunch, PPF contributions for media staff-15%, CE and health)
Total Budget/Expenditure CE Unit
Policy Analysis and Advocacy

Actual Action and Results 147,290,000/In depth research on the theme Teachers qualifications and their readiness to provide quality education, conducted and shared The Topic of the position paper is Re entry of the school children after delivery 14,700,000/57,590,000/110,547,000/54,545,000/Budget (Tsh) Actual Expenditure (Tsh)
Strategy
Research, Analysis & Advocacy: Independent analyses of major education and related policy issues conducted, findings disseminated and advocacy for policy change carried out
Sub Total
4,740,000/-
13,800,000/-
One in-depth research study on a quality basic education issue conducted and published to promote debate and further understanding of the quality education concept One position paper on key issues related to quality basic education published and publicized to engage stakeholders in debate about the subject SEDP II fact sheet and PEDP II monitoring brief published and publicised to promote accountability through citizen monitoring of basic education governance Follow-up of training outcomes to track impact and changes in training participants to LGA leaders in Iramba, Meatu and/or Nachingwea conducted Two follow up sessions on the impact of training previously provided to local government authorities in Meatu and Iramba in 2010 were conducted. 69 participants were involved in the entire exercise which was expected to inform HakiElimu as well as to facilitate the sharing of valuable experiences from local government leaders of what they have done in their areas as a result of the knowledge and information they got from the training Two trainings were done for the LGA leaders in Liwale and Sikonge in June and July respectively. Total of 81 participated in these training. 8,900,000/-
12,375,000/-
Awareness and capacity of local leaders on public policy issues related to quality basic education, governance and democracy in two districts (Liwale and Sikonge) enhanced
29,800,000/-
28,317,000/-
Strategy Over the 12-month period in 2010, HakiElimu had a total of 17 activities/ outputs covering issues of Teachers Development Management Strategy (TDSM) and in-service training. 22,500,000/10,570,000/0/0/-
Budget (Tsh)
HakiElimu advocacy strategy developed and implemented
Key education policy developments In the area of policy monitoring, strategically monitored and influenced PAA in collaboration with other CSOs (Twaweza and Policy Forum) launched a campaign to monitor the disbursement of capitation grant for public secondary schools. A monitoring report titled Do Capitation Grants Reach Secondary Schools? was prepared, launched and presented at the British Council in Dar es Salaam. The report will also be used for advocacy work to ensure that capitation grant is fully provided and effectively spent to improve learning and teaching environment, for quality education 130,100,000/The 2010/2011 Controller Auditor General report was simplified and briefs in Kiswahili and English printed and distributed. A five year trend was reviewed at a central and local level. The publication was first shared directly with CAG and positive feedback was received. The publication have been used during an advocacy meeting with MPs in Dodoma 53,480,000/-
123,861,739/41,612,000/-
Resource Transparency & Sub Total Accountability: Budget analysis for quality basic Allocation and use of public education conducted resources monitored, analyzed and shared to promote transparency and accountability in government
Strategy 10,840,000/10,553,200/-
Budget (Tsh)
Controller and Auditor General collaborated with for improved fiscal management
Advocacy, promotion and training on public expenditure tracking survey (PETS) for basic education conducted
The 2010/2011 Controller Auditor General report simplified and briefs in Kiswahili and English printed and distributed. A five year trend was reviewed at a central and local level. The publication was first shared directly with CAG and positive feedback was received. The publication have been used during an advocacy meeting with MPs in Dodoma Training on budget planning and monitoring was conducted to councilors in Korogwe. 31 participants from Pangani, Korogwe and Kilindi attended the training. During preliminary feedback, the chairmen of Korogwe and Kilindi District Councils indicated interest in requesting the same training for councilors who did not participate in this years training 11,800,000/15,139,539/PAA worked with international partners like the International Budget Partnership on Partnership Initiative which focuses specifically on budget. PAA also continued to work with the IBP on a case study of HakiElimu to document how the organization works, for sharing with other CSOs. PAA also received support towards improving the organizations advocacy strategy and through the Budget Working Group (BWG). 17,120,000/20,389,000/-
Work with international partners on budget analysis and advocacy activities enhanced to improve HakiElimu capacity in this area
Strategy In collaboration with CE, PAA facilitated two trainings in Manyara and Mwanza. 75 Friends of Education participated in these exercises during which PAA shared and discussed HakiElimus current advocacy strategy - the rationale, objectives, advocacy message - and their role in its implementation. 10,480,000/10,336,000/26,380,000/25,832,000/-
Budget (Tsh)
Friends of Education on budget issues trained to enhance their capacity to monitor the budget at local level and to hold government officials to account
Competence of previously trained journalists in analysis and reporting of budget related issues enhanced 35,050,000/-
Sub Total
18,730,631/5,097,600/-
Media monitored for government promises, education, human rights and governance issues to facilitate compilation of government promises book 29,650,000/-
Monitoring Government: Key developments, government promises and directives in education, human rights and governance issues documented and shared with key audiences to promote citizen monitoring in these areas
Government promises made in 2011 At the time of writing this report, the compiled, published and distributed 2011 government promises booklet to various actors for monitoring/follow was being compiled for printing up on action against promises Hansards have been monitored for key developments in education to share with other staff and for input into govt promises book. Members of Parliament have been added to partners distribution list and HakE material sent to them as part of strategy to lobby them to highlight and address education sector concerns
5,308,031/-
Parliamentary proceedings monitored for key developments in education and Members of Parliament lobbied for quality education
5,400,000/-
8,325,000/-
Strategy 63,450,000/6,000,000/4,234,010/37,144,717/-
Budget (Tsh)
National Policy Debate & Advocacy: Civil society and key audience engagement in key policy processes promoted Media unit has subsequently developed budget spots on the lack of study equipment in schools, the capitation grant and the need for in service teachers training. 5 working papers in Kiswahili from internal sources and one in English from the external sources printed and shared 43,250,000/200,000/65,000/-
Sub Total
Rapid responses on various education, Press conference in collaboration with governance, human rights and Twaweza and Policy Forum held democracy issues prepared as they arise to promote HakiElimu position on and engagement with these issues
Information and lessons on policy development and budget issues shared with other HakiElimu staff to enhance internal understanding and action on these issues
8-10 working papers (2-3 per quarter) on education, governance, human rights, budget and related issues published in English (3,000) and Kiswahili (7,000) to inform key policy and public audiences 14 MPs were presented with the standard of education in Tanzania in Dodoma. Education caucus was formed
20,659,237/-
MPs and other govt officials engaged with to promote HakiElimus quality education agenda
6,980,000/-
3,428,470/-
Up-country NGOs/CBOs strategically The budget used to support KIDCO engaged with to promote civic action on issues related to education, good governance, democracy and human rights
7,020,000/-
8,758,000/-
Strategy 56,193,200/0/0/10,250,000/15,943,200/30,000,000/163,858,588/595,942,000/0/0/14,884,000/9,758,000/21,574,000/147,289,000/484,043,000/39,412,560/-
Budget (Tsh)
Professional Development/ Technical Assistance/others
Sub Total
Letters written to the editor on key policy issues and forwarded to Media unit
PAA Unit and Staff capabilities developed consistent with learning and activity needs
Technical assistance (consultancy) provided for budget-related and other activities
PAA staff supported with transport, stationeries and monthly telephone top up for official duties
IBP-PI technical assistant allowance
Operating costs for implementing activities in the PAA Unit (covering salaries, staff lunch, PPF contributions for media staff-15%, PAA and health)
Total Budget/Expenditure PAA Unit
Executive Directors Office

Actual Action and Results 14,340,000/540,000/Budget (Tsh) Actual Expenditure (Tsh) 30,970,000/8,207,000/-
Strategy
Management team Sub Total demonstrating high level of Increase involvement and consultation of Meetings conducted to discuss effectiveness and accountability members in the design, implementation program implementation and assessment of program activities Meetings conducted to discuss program implementation 3,600,000/-
Increase involvement and consultation with board of directors in the design, implementation and assessment of program activities 200,000/10,000,000/-
7,591,000/-
Donor relations with HakiElimu maintained
118,000/15,054,000/-
A series meetings with directors donors Organizing and facilitating consultative meetings with board directors, members, and members conducted to develop staff and other stakeholders for the 2012 0 2016 strategy development of the strategic plan (2012 2016) 2011 Annual Retreat and 2012 Annual Plan conducted 3 quarterly reviews and 3 quarterly plans conducted and feedback to improve activities provided to staff 2010 Annual Report and 2011 Mid Year report developed and shared This activity was not conducted instead funds allo0cated was used to develop2012 2016 strategy The 2012 2016 Strategy in place
Sub Total
87,900,000/42,000,000/-
117,1650,000/32,003,000/-
HakiElimu is effectively using the existing system for improved implementation, monitoring and reporting of its work
Annual program activities systematically monitored and documented
Quarterly review and planning meetings conducted
300,000/-
279,000/-
All stakeholders are informed through Annual narrative and Mid Year Report
5,000,000/25,000,000/-
5,298,200/49,124,000/-
Conducting staff field visit for learning and assessing peoples views on HakE activities
Finalized 2012 2016 HakiElimu strategic program
4,000,000/-
1,098,000/-
Strategy Monthly reports developed and feedback to improve program implementation provided to staff Policies and guidelines reviewed for the 2012 2016 strategy 0/0/0/-
Budget (Tsh)
Monthly monitoring of program and administration/finance activities and provide feedback
Systematic and regular assessment of actual practice against memarts, admin policies, fin-regs and other policy directivesz\z 2011 Annual Auditing conducted Management meetings conducted to discuss program implementation 10 Years of HakiElimu successfully conducted Relationship with in Government officials, CSOs, Media, and donors maintained 11,600,000/6,550,000/1,750,000/3,800,000/1,000,000/-
0/-
Facilitate 2010 auditing
25,504,000/4,465,636/614,536/3,518,600/332,500/-
Sub Total
Staff are effectively implementing their programs in line with HakiElimu strategic program
Provide Strategic leadership to staff
HakiElimu ten Years Anniversary
Forging alliances and strategic relationship with key external partners in Government, Civil societies, Media, donors and others Sub Total Staff learning session conducted
69,680,000/600,000/60,080,000/-
84,137,000/634,000/75,385,000/-
Staff demonstrate competency and professionalism in service deliver
Promote learning and active debate on social economic issues among staff
Promoting staff training and capacity development
Staff supported to undertake short and long courses for skill and knowledge development 9 Interns supported
Youth development internship
9,000,000/0/0/-
8,118,000/0/0/-
HakiElimu ICT system effectively Sub Total implemented, maintained and Effective implementation and adherence updated to Standard and sub-policies for effective ICT use
Server
0/0/-
0/0/-
Functional backup system for disaster management
Strategy 0/0/0/0/0/0/-
Budget (Tsh)
Smooth functioning of Internet and email service
Functional computers and peripherals for safety and accountability
Training on basic computer and Microsoft Office application conducted 0/0/-
Functioning Telecommunication system for cost effective
0/0/-
Users supported for effective utilization of the existing software and systems (ARUTI, PASTEL, ALICE, and HEMIS-database)
HakiElimu Website updated regularly
0/0/0/0/0/233,309,383/411,779,000/3,284,105,000/-
0/0/0/0/0/247,439,000/485,409,000/3,097,843,000/-
Sub Total Other cross-cutting activities facilitated to contribute to more Increasing attendance of book clubs and efficient running of programs use of library and organization as a whole Staff undergoing training to raise their capacity Staff participate in wring letters to the editor and op-ed
Operating costs for implementing activities in the EDO Unit (covering salaries, staff lunch, PPF contributions for media staff-15%, EDO and health)
Total Budget/Expenditure EDO Unit
Sub-Total All Programs
Administration
Actual Action and Results 376,560,000/Two temporary staff employed to support activities in media and finance unit. Also, a consultant was employed to support PAA activities. All eligible staff (43) were enrolled to AAR health scheme and they have been receiving health services accordingly 0/27,060,000/6,400,000/Budget (Tsh) Actual Expenditure (Tsh) 477,474,000/2,963,400/-
Strategy
Human Resource Management: Sub Total Physical and social well being Recruit staff consistent with approved of HakiElimu staff taken care of policies and standards and provide them with job descriptions
All eligible staff are covered by an identified reputable health insurance scheme
19,888,273/-
Manage staff salaries and benefits and Staff salaries were checked and all staff ensure timely payment received their salaries as per policy and contracts. Staffs were frequently advised and updated on days accumulated and used hence enabled them to plan their leave accordingly.
235,096,562/-
Record, reconcile and manage staff leaves and attendance accurately
0/-
Provide staff with healthy, tasty lunch on Four food vendors were contracted this all working days year. Staff enjoyed the lunch, however some few feedback were provided and dealt with accordingly. Four special lunches organized to bid farewell to staff and a group of visitors from MUHURI, Mombasa. Temporary staff was engaged from time to time particularly when one of the Admin cleaner or security guard was on leave. All deduction remitted to PPF as per regulations. Three staff contracts ended, hence application for their benefits were made and paid to them accordingly.
9,240,000/-
26,477,600/-
Staff miscellaneous
1,516,500/-
3,425,000/-
Manage Pension Fund Employers contribution as per policy
33,940,308/-
164,977,132/-
Strategy All long term staff, interns and temporary staff were covered with Group personal accident policy. (41 long term and 4 temporary) Mid-year evaluation was conducted and all eligible staff participated. Guidelines for Annual staff appraisal shared with all staff and annual staff appraisal facilitated All eligible staff were supported with 400,000/- to meet genuine welfare needs Also, around 10 staff supported towards: funeral costs, farewell, and new baby born and marriage gifts. A guideline on how to run the meetings was shared with all staff so as to ensure effective meetings. Staff leaders conducted all meetings from January to November in accordance with policies and procedures. Various issues were raised and worked upon so as to ensure good working environment. Female and male condoms were available at all times Coordinated and facilitated two learning sessions on HIV-AIDS 16,000,000/0/3,840,000/3,093,000/-
Budget (Tsh)
Group Personal Accident insurance
Ensure that all staff understand the importance of appraisal, guidelines and are appraised and information used to identify learning needs and inform performance based promotions and contract renews
0/-
Administer effectively Staff Welfare Fund to enhance staff welfare and respond to genuine needs
12,316,600/-
Provide staff with a forum to discuss their own wellbeing and make suggestions through monthly meetings
0/-
Inform staff about being mindful of HIV/AIDS, Gender, Disability and Environmental care issues
105,000/-
0/-
Strategy 186,634,743/Office building, garden, furnitures and surroundings were cleaned and maintained daily. One General Intensive cleaning done Toilet flash tanks replaced and toilet for people with disability constructed. 89,869,543/7,063,200/137,396,000/29,069,601/-
Budget (Tsh)
Sub Total
Office Environment: Provide HakiElimu offices with reliable utilities and housed in a cleaned, maintained, safe and welcoming environment for staff and guests; and procure quality office assets and manage services effectively
Maintain office building, garden and surroundings and ensure they are clean, safe and in good condition at all times
Manage safety of the building and staff Security guards have been paid their at all times salaries and other benefits on time. Fire extinguishers serviced and training to all staff done. All the security gears were available at all the time Ulinzi shirikishi paid timely Contribution for National Torch paid Security lights replaced and they are all working fine. 9,340,000/-
Maintain office equipment and make Office equipments were maintained sure they are used efficiently and are in and used efficiently and they are all in good working condition at all times good working condition. Computers, photocopier and AC serviced and maintained as per procedures and all are in good working condition.
Maintain and ensure telephone and All the telephone lines are working internet are reliable and efficiently used properly. Vodacom interface line at all times contract renewed. Telephone bills received, scrutinised and paid on time Annual internet connection fee 1GB paid on time Mobile top up credits for all staff were managed and given on time
34,515,000/-
Strategy Water and sewerage system maintained at all the time and water supplied constantly. Dawasco bill received and paid on time Plumbing system checked, maintained and repaired whenever necessary Electricity (LUKU) purchased, maintained and recorded daily. There was enough units throughout the year. Back-up generator maintained, serviced and fuelled on time and used efficiently. Safe water, tea, coffee and milk provided to all staff, interns and visitors all the time. Drinking water provided to all staff and visitors throughout the year. Water dispensers serviced and repaired as upon request. Good quality Office supplies and stationeries were replenished every quarter All vehicles serviced as per procedures and private mileage charged from individual staff as necessary EDs new vehicle serviced, insured and tyres replaced. 7,016,000/10,300,000/3,450,000/-
Budget (Tsh)
Maintain reliable supply of water and ensure availability at all times
Maintain electricity and backup generator and ensure reliable availability and efficiently used
Ensure availability of safe water, tea and coffee to all staff and visitors at all times and there is enough cleaning items
Ensure procurement of office supplies and stationery are of good quality, sufficient and available throughout
2,370,000/-
Ensure vehicles are well maintained and used in a manner that is efficient, safe and environmentally conscious
22,711,000/-
Strategy 30,929,800/All assets have been procured, Insured and promptly recorded in assets register and room list updated accordingly All staff has sufficient furniture, equipments and they are all in good working condition. Some assets have been identified and shall be disposed as per procedures New machine with capacity of producing 30 copies per minute, scanning and printing facilities Procured and placed upstairs office. Staff oriented on the usage accordingly. 12,000,000/0/124,596,000/-
Budget (Tsh)
Sub Total
Office Equipments: Procure office equipment, maintain and ensure are in good working condition and staff use them efficiently at all times
Ensure assets are procured, managed, insured and promptly recorded in the asset register; and unusable assets are disposed consistent with policies
Acquisition of heavy duty photocopier machine
Acquisition of furniture, computers and New vehicle L/Cruiser procured, equipments for the smooth running of however the process started in 2010 activities and finalized June 2011 Used vehicle Nissan X-Trail procured online from Japan and process finalized within two month Used vehicle RAV4 sold to cover some cost for Used vehicle Nissan X-trail New Antivirus (E-scan) procured and installed in the system. Sufficient furniture and machine sufficiently available Six computers, Server memory chip and server hard disk procured and issued to staff. In collaboration with IT team about 10 UPS were repaired and now working perfect All assets are properly coded and insured up to Feb. 2012
18,929,800/-
Strategy Procurement was undertaken in a value-for-money, accountable and transparent manner, consistent with policies and high standards Quotes from various units for printing etc. supported timely 600,000/New contacts are being entered into the database as soon as they are available Updating is done each week Stamp replenishment is done as required Internal mails are systematically distributed to respective units accordingly Documents are systematically filed File codes for 2011 prepared and shared Smooth internal document flow Visitors and telephone calls were well received and responded to accordingly 0/0/0/-
Budget (Tsh)
Procurement is undertaken in a value-for-money, accountable and transparent manner, consistent with policies and high standards
Sub Total
Communication/Public Relations and Document Management: Visitors and phones are well attended to, faxes and emails and other documents are coded, registered, distributed and properly filed
Maintain reliable HakiElimu comprehensive database of contacts efficiently and updated each week
Register all physical and electronic mails systematically, track and respond to in a timely manner; and ensure internal mails are circulated in a reliably and efficiently manner Documents systematically organized, filed and securely maintained at all time
0/-
Visitors and telephone calls are well received and responded to
0/-
Request HakiElimu publications from store, display and distribute through the reception during working hours
Publications were requested from store, displayed and distributed at reception to our visitors and partners at all times Public need for our publications is increasing especially among higher learning students
600,000/-
Monday morning meeting held and minutes recorded
0/0/-
Manage Tafakari meeting hall bookings and ensure is utilized effectively
Monday morning meeting minutes were recorded on respective meeting forms Managed and coordinated Tafakari hall bookings and usage accordingly
Strategy 6,000,000/Reports were prepared for each month, and issues that emerged were worked out to ensure effective implementation of various activities. 0/15,617,000/-
Budget (Tsh)
Sub Total
Management and Policy Compliance: Staff understanding of Admin Policies and Procedures facilitate harmonious working environment conducive to smooth running of HakiElimu programs Policy review was successfully done and recommended changes compiled and shared with ED for further process 0/-
Produce accurate and analytical Monthly Reports on all key administration matters by officers concerned, checked by supervisors, shared with ED and used to improve performance
Ensure and carry out a systematic verification (including spot checks) to assess compliance with MemArts and Admin Policies and Procedures undertaken and documented, shared with ED and used to improve performance Various policy issues were communicated to staff as clarification and reminders: - Compassionate leave - Use of office/assets - Management meetings Policy improvement exercise facilitated. Various persons including ATE contacted for guidelines. 0/-
Promote awareness among staff on compliance with Admin policies and relevant legislation
Conduct regular monitoring of new labor laws, Admin policy reviews and advise Management accordingly
0/-
Check all HakiElimu contracts to Consultants contracts were checked ensure standards, accuracy and and edited as necessary under the consistency with policies; registered guidance of respective unit manager: and managed to ensure full and timely 85 contracts in Q1 implementation 29 contracts in Q2 51 contracts in Q3 4+18 +.contracts in Q4
0/-
All applicable statutory reporting and All necessary statutory reporting implementation requirements identified e.g. PPF contribution remitted as and adhered to necessary.
0/-
Strategy Bank charges paid accordingly 6,000,000/0/ Major distribution, research documents and other papers were photocopied and organized 0/ Facilitated the construction and launching of Mwisenge school library facilitate logistics for research teams Facilitated logistics for 10years anniversary 0/ Three Major distribution to 35,000 friends of Education in collaboration with finance unit supported Three packing and postage to 5,600 partners supported PT Administration for Development Organization at MS-TCDC More than 20 letters to the Editor written by Admin staff Two book club facilitated by Admin. And Admin staff participated in other sessions facilitated by other units Admin staff Participated fully in this event 0/-
Budget (Tsh)
Bank charges managed efficiently and approved legal fees settled promptly
Program Support: Sub Total Provide Administrative support Support program units to photocopy to other program units and documents, bound, as per request ensure all program activities are running smoothly Provide logistic support to program and non-program units as requested
Support Major/Regular distribution of publications as per request from IA/ CE unit
Other
Develop administration staff capacity according to approved learning needs
0/-
Support and participate in HakE 10 years anniversary
6,000,000/111,465,000/807,970,000/762,320,000/-
Depreciation Expense
Total Budget/Expenditure Administration Unit
Finance
Summary of Planned Activities Sub Total Compile and explain FinRegs throughout the year 2011 Financial transactions professionally handled and and assist new staff joining HakiElimu to understand HAKE adequate financial documentation achieved. Which result regulations before end of their probation period to transparency and accountability Prepare and forward to BRELLA C9 & C10 forms including to complete and file annual TRA returns within due dates and remit PAYE/PPF in due dates No penalties received from non-compliance to remittance statutory returns Actual Action and Results
Strategy
FinRegs/Statutory returns: Finance regulations understood by all staff, accountability, and transparency enhanced, statutory returns (PAYE, PPF, C10 & C9 forms and TRA annual returns) completed/paid on due dates
Budgets and Expenditures: Budgets developed as per program strategy and expenditure managed as per FinRegs no. 5 & 8 To prepare accurate monthly budget vs. expenditure reports and distribute to staff by 15th of the following month Maintain accurately Imprest, Purchase Orders, and cheque registers and issue relevant reports before 10th of the following month Scrutinize for accuracy , authorization, supporting documentation and policy compliance of all Purchase Orders, Imprests, Payment Vouchers and other transactions before recommending approval
Support Managers to produce accurate, cost-effective and 2011 Budget Codes developed and shared. The Annual realistic annual and quarterly budgets and consolidate for 2011 budgets finalized and approved by ED. Budgets ED approval become operational and used as one of the performance measurement tool Budget vs. Expenditure reports takes role of indicating the right cause to take (In some instances plans ended to be revised) Imprests reconciled and followed up with respective staff with outstanding imprest Developed culture of self discipline knowing that requests are professionally scrutinized before recommending for payment
Monthly, quarterly reports generated become of high Process all approved transactions in an efficient, reliable and organized manner. Accurately register and post in the integrity and of reliance. accounting software Manage Petty cash effectively and efficiently at all times Lodge promptly VAT and other applicable tax exemptions to the consultant (Top consultant) Petty cash float available all the time This activity abandoned due to Parliament withdrawal of Income Tax clause that allowed for this
Strategy Supporting ED in promoting long-term financial sustainability through endowment, secure investing and other means explored and advising ED accordingly Completed and used by donors in funds disbursement Done and has helped in reconciliations Develop income budgets and cash flow projections in relation to annual budgets Issue official receipt instantly for all HakiElimu income received and bank intact not later than seven days from day of receipt Update payroll monthly in accordance to staff contracts and policies. Remit Statutory tax (PAYE) and pension (PPF) deductions made in due dates for all staff and including consultants Invoice private staff usage of HaKE properties and incorporation in updating relevant payroll Undertake all bank transactions consistent with policies/ regulations and sound financial practice Monitor closely Bank Accounts balances that adequate funds available at all times Scrutinize monthly bank statements and reconciliations (both in excel & in accounting software) and by 10th of each month, to report any anomalies identified Write HakiElimu cheques correctly as per authorization and approval and to make bank transfers with correct indicated bank accounts Not done and earmarked for 2012-16 Strategy
Income & Donor Management: Income financial reports based on transparency and high level of accountability has been achieved in accordance to FinRegs # 07
Payroll Management: HakE payroll managed with highest degree of accuracy and salaries paid on time in accordance to Admin Policies # 9 & and FinRegs #9
Done and enabled HakiElimu pay salaries on time and without unnecessary errors
This year very little transacted as Hake properties private use. HakiElimu funds efficiently managed No any time HakE current bank accounts happened to be with no sufficient funds. Transfers negotiated at favorable exchange rates Monthly bank statements done monthly and any un-usual bank entries checked and rectified Cheques and bank transfers monitored closely. No cheque lost
Bank Management: HakiElimu funds kept safely, disbursements done prudently and cash flows managed efficiently as explained in FinRegs # 4
Audit Management: HakiElimu financial statements prepared in accordance to International Financial reporting Standards (IFRS) and clean independent external auditors opinion given as per FinRegs # 3.2.6
To make correspondence with auditors appointed at the For 2010 accounts coordinated the external audit AGM in good time to agree on terms of engagement and efficiently and HakiElimu continued to enjoy receiving make preparations Clean Audit Report Verify for accuracy, completeness, policy compliance and well organizing of all financial records including monthly reports HakiElimu financial records properly organized that led to the External Auditors having easy to review and test and at the end issuing their professional opinion.
Strategy Produce on time accurate monthly reports on all key finance matters. Check and share with ED and use the reports in improving unit performance Undertake systematic verification (including spot checks) to assess compliance with FinRegs, and findings share with ED Forward them to media unit for final edit and send to media houses Participate in professional financial courses/ reviews aiming at advancing staff professional knowledge Regular stock taking and report shared with staff Spot checks done in respect to Petty Cash and Stores Monthly finance reports prepared and shared
Management and Policy Compliance: FinRegs/policy elaboration, review and updates/amendments effectively done and managed and ED advised accordingly Reading books and sharing with others increase ones knowledge This year non of Finance Unit team participated in any training Done and shared with other staff. Helps people involved in distribution to know exactly the materials available at store. To know the end of year status of store as may be included in the annual financial reporting
Storage and Asset Register Management: To have effective and efficient stores management Conduct Annual Stock taking in quarter four and end of year incorporated in the annual financial statements Maintain Asset Register and update it monthly Description
Assets register maintained and helps in tracking HakiElimu properties Budget (Tsh) Actual Expenditure (Tsh) 23,017,000/4,115,093,000/0/3,848,802,000/-
Unanticipated/Contingency (Approximately 3%)
GRAND TOTALS
P.O. Box 79401 Dar es Salaam Tanzania Phone: +255 22 215 1852 or 3 Fax: +255 22 2152449 email: info@hakielimu.org Website: www.hakielimu.org

Haki Elimu AR Aug2012

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AnnuAl RepoRt

2.3.Public Essay and Drawing Competition ............................................................................. 20

Annual Report 2011 | i

ii | Annual Report 2011

Elizabeth Missokia Executive Director, HakiElimu

Annual Report 2011 | 1

2 | Annual Report 2011

Annual Report 2011 | 3

4 | Annual Report 2011

Annual Report 2011 | 5

1.0. Media Unit

6 | Annual Report 2011

1.2. Mini Media Surveys:

1.3. Best Journalists Awards:

1.4. Media Programs

2011 Tafakari Programs

1.5. Tafakari Time

Annual Report 2011 | 7

1.6. Production and Broadcast of Media Spots:

8 | Annual Report 2011

1.7. Production and Broadcast of Friends documentary

1.8. Linking Friends with media

1.9. Working with Youths

1.10. Social Media and Sms

Annual Report 2011 | 9

1.11. Media Monitoring Report

10 | Annual Report 2011

1.12. Reflection on Lessons Learned

Annual Report 2011 | 11

2.0 Information Access

2.1. Library Acquisition

12 | Annual Report 2011

Annual Report 2011 | 13

2.2. Popular Publications

2.2.1. HakiElimu Calendar

2.2.2. Cartoon Booklet No 10

2.2.3. Quality Education Storybook

2.2.4. HakiElimu Catalogue

2.2.5. SautiElimu Newsletter

14 | Annual Report 2011

2.2.6. CAG Booklet

2.2.7. Friends Booklet

2.2.8. Re-Print of Publications

2.2.9. Educational Messages

2.2 Information Dissemination and Feedback

Annual Report 2011 | 15

Public Essay and Drawing Competition

16 | Annual Report 2011

Reflections and Lessons Learned

Annual Report 2011 | 17

3. Citizens Engagement Unit

18 | Annual Report 2011

Annual Report 2011 | 19

20 | Annual Report 2011

3.3.Citizen Organizing and Action

Annual Report 2011 | 21

22 | Annual Report 2011

3.4.Voices & Communication

3.5. Reflections and Lessons Learned

Annual Report 2011 | 23

4. Policy Analysis and Advocacy

4.1. Research, Analysis and Advocacy