Combiningdirectdonorfinancing andtechnicalassistancetoimprove primaryeducationinTanzania
Non-confidential-Secure 25February2024
KayodeSanni,DanielWaistell CIESConference2024
Presentationoutline
PrimaryeducationinTanzania
UKaideducationsectorsupportinTanzania
ChangeinUKaidfinancingapproach
TheShuleBoraprogramdeliverylogic
CombiningTAandpaymentforresults–whatsuccesslookslike
MakingtheTA-PfRcombinationwork
CambridgeEducation
PrimaryeducationinTanzania
Keychallenges
•Weaksectorindicators(watershedmoment2016-5%of 7-year-oldsinStandard2canreadwithcomprehension; PTRof129:1inpre-primary;teacherabsenteeismat43%; childrenwithdisabilities0.05%ofprimaryenrolments)
•Fee-freeprimaryandlowersecondaryeducation introducedin2016(35%enrolmentincreaseinStdIinits firstyear)
•Consequentpressureonsupplyandaffordability–teachershortfallat80,000;30%increaseinno.of classroomsneeded;severeshortagesof infrastructureandtextbooks
•Governmentunabletocovergrowingcostsofprimary educationdespiteinvesting20%ofannualbudget
•Robustinstitutionaloversightofeducationwiththe President’sOffice–Regional&LocalGovernment workingalongsideMOEST(conflict,duplication,top-heavy management)
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UKaideducationsectorsupportinTanzania
•ArangeofdonorfinancingsupportavailabletothegovernmentofTanzania
•FocusonsupportprovidedbyUKaid
Bilateralprograms
ShuleBora(QualitySchool),2021-2027,£90m ($114m)
•TechnicalAssistance(managedby CambridgeEducation)£80m($101m)
•Impactevaluationandlearning(managedby DIME)£7m($9m)
•Multi-yearindependentverificationofpayment results(onbehalfofalldonorsinmulti-donor fund)£3m($4m)(managedbyOPM)
Centrallymanagedprograms
GirlsEducationChallenge–global; Tanzania$19m
EdTechHubICTandInnovation; EdTechTanzania$1m
Multilateralprograms
GlobalPartnershipfor Education(GPE)$112m(13% ofGPEglobalbudgetbyUK) (Tanzaniagrantagent–SIDA)
CambridgeEducation 5
ChangeinUKaidfinancingmodality
•UKaidappliedadirecttechnicalassistance(TA)modalityinfundingtheEducationQualityImprovementProgramme Tanzania(EQUIP-T)from2014-2020
•Apaymentforresult(PfR)modalitywasintroducedinjoiningotherdonors(WB,SIDA,GPEandKOICA)tocreatea multidonorfundundertheEducationProgramforResults(EPforR)from2015–2020
•CommitmenttoEPforRII…butfragmentationindonorcommunity(KOICAdidnotrenewfunding,WBoptedouttosetup $500mstand-alonefacility(BOOST),andUKaiddiscontinueddirectingfinancingofgovernmentandthemultidonor fund)
•EPforRIIlaunchedin2021–phase2multidonorfundwithSIDAandGPEasmaincontributors;UKaidretained commitmenttothemodalitybyfundingTAsupport
•UKaid’sShuleBora(QualitySchool)programmelaunchedin2021todeliverTAassistancealongsidethemultidonor fund(TA+PfR)
•ScopeofShuleBoraTA–improvedoutcomesinlearning,teachingandinclusion(girls,safety,childrenwithdisability)in nineregions+systemstrengtheningandnationalscalingthroughEPforRII–anewwayofworkinginTanzania
CambridgeEducation 6
Goal (GoT/donors)
TAto9disadvantaged regions (UKaidfunded)
Learning
Sustainedsystem reform
National Regional Local
Teaching
Inclusion/safety (allchildren)
Measurableresults/ testingandscaling
EPforRDLRs
(multidonordirect financing)+TAbyUKaid
Schoolsmeetminimum requirements(focusonlowest quartileLGAs)
Teachercompetenciesand classroomteachingimproved
Systemsandfinancial managementstrengthened
Survivalratesandlearning outcomesinbasiceducation improved
CambridgeEducation 7
ThedeliverylogicofShuleBoratodriveeducationimprovement
TAsupporttodeliverpaymentlinkedresults
•TAprogramtoimprovecapacityateverystageoftheEPforRchain,and
•Providetesting,adaptationandlearningplatformfornationalscalingthroughEPforR
•Successofcombinedmodalitiesdependentonalignmentofmultiplestakeholders–governmentanddonors
•Anexperimentwithpotentialtodemonstratesystemstrengtheningandimprovedonorcoordination
Agreement
Donorsandgovernment collaborativelyagree DisbursementLinkedResults (DLRs)andIndicators(DLIs)
Delivery
AchievementofDLIsby governmentandverificationof resultsbyindependentagent
Payout
Disbursementoffundsby donorsbasedonDLIpricelist and%ofDLIsachieved
FocusonsystemstrengtheningthroughmixoffoundationalandoutcomeDLIs,annualprogressreview, monitoring,learningandscaling
CambridgeEducation 8
Technical AssistanceSupport
TAsupporttodeliverpaymentlinkedresults
Whatsuccesswilllooklike
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Trackingsystemperformancebeyondshortterm results;pathwaystoinclusionandlearning outcomesdefinedthroughTAprogram
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Testinginnovationsandadaptingtolocalneedsin 9regionsanddeepunderstandingofsystemic issuesthroughTAprogramdrivesevidencebasedscaling(national)throughEPforRII
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Ownershipatregional,LGAandcommunitylevel strengthenedthroughrelationshipbuildingofTA program,makingforamoreinclusivesystem
Structural,institutionalandimplementation challengesfacedbyTAprogram,e.g.,civilservice allowancesandworkshopcosts,addressed efficientlythroughEPforRII
6 Implementationsuccessdependson government’sinterestandcapacitytoabsorband applytechnicalimprovements.EPforRII influencesdeploymentofappropriatepersonnelto supportimplementationacrosstheprogram
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4Reviewsandadjustmentsofpaymentlinked resultsshapedbylessonslearnedinschoolsand LGAs(communicationofevidencethroughTA program)
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Securingconsensusamongstdonorsand commitmenttojointDLIs,achievingVFM,and rationalisingdemandongovernment’s managementcapacity
Cultureofdatauseandevidence-basedplanning establishedatalllevelsthroughTAprogram enhancescapacityofgovernmentstafftoplan, manageandreportDLIperformance
CambridgeEducation 9
Shorttermresultsbut…moreisneeded
CambridgeEducation 10
CombiningtheTAandPfRprogramswillhelptodeepenresults
MakingtheTA-PfRcombinationwork
Somekeyconsiderations
Systeminclusiveness
RegionsandLGAshave differentiatedneeds,priorities, capacityandperformancebaselines. TheTAprogramcanhelptobring thisfrontandcentreoftheEPforRII planning,analysesand disbursementprocesses.
Accountabilityforfunds‘won’
Handingovercontrolofresources throughpaymentsintogovernment financialsystemsempowers governments,buttheriskofnonor lowaccountabilityneedstobe managedviaMOUsandoperational proceduresthataretransparent.
Absorptivecapacityofrecipients
Abalancingactisneededbetween funddisbursementtargets,timelines, andverificationprotocolsofdonors andtheabilityofgovernmentto manage,monitorandreportwithin existingcapacity.TAcanplaya facilitativerole.
Donorcoordination
Individualdonorrequirementsare notalwaysaligned,leadingto fragmentationofTA,multiple verificationprotocols,andastrainon government’sfragilecapacity.Active donorcoordinationviaTAprogram canminimisethis.
Capacitybuilding
Embeddingtechnicaland managementcapacitywithin governmentinstitutionsand workflowsandavoidingcapacity substitutioniskey.Realownership liesbeyondcoordinatingwork logistics.
CatalyticroleofTA
Theeducationlandscapeisfluidand effectiveTArequiresflexibilityand adaptabilitytorespondtoevolving challenges(political,policy, emergency).Thiswillhelptokeep EPforRIIgrounded,relevantand responsive.
CambridgeEducation 11
Thankyou
Non-confidential-Secure