A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi’s target wards by Joy Ce

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkomboziâ&#x20AC;&#x;s target wards

Mkombozi is a â&#x20AC;Ś Child centred organisation established in 1997 in response to the visible needs of street involved and vulnerable boys and girls in Moshi and Arusha, striving to engage the community, local leaders and the government to better invest in children as the future of this nation.

Vision A world where all children are prioritised and actively engaged to become productive adults in a just and democratic society.

Mission To empower Tanzania's children to develop holistically by partnering with local communities and government to create a more caring and cohesive society that prioritises children.

Empowering Children || Engaging Families || Enabling Communities

Mkombozi is a registered Tanzania Charity Trust (No. ADP/P12097) Friends of Mkombozi is a registered UK charity (No. 1101318) Mkombozi-USA is a 501(c)(3) tax exempt organisation in the US.

Written by: Nicole Williams Edited by: BenJee Cascio Designed by: Joyce Kabue ÂŠ Mkombozi 2014

Table of Contents 1. Introduction ............................................................................................................................................... 1 1.1 Background .......................................................................................................................................... 1 1.2 Review of the Literature ..................................................................................................................... 2 1.3 Research Objectives ............................................................................................................................. 5 1.4 Definitions ............................................................................................................................................ 5 2. Methodology ............................................................................................................................................. 6 2.1 Survey Population ............................................................................................................................... 6 2.2 Consent................................................................................................................................................ 7 2.3 Research Assistant Training ................................................................................................................ 7 2.4 Questionnaires and Assessments ......................................................................................................... 7 2.5 Focus Group Discussions ...................................................................................................................... 9 2.6 Follow-up Meetings ............................................................................................................................ 9 3. Results and Discussion ............................................................................................................................. 10 3.1 Truancy and Dropouts....................................................................................................................... 12 3.2 Uwezo Assessments ........................................................................................................................... 18 3.2.1 Demographic Information .......................................................................................................... 18 3.2.2 Literacy ....................................................................................................................................... 20 3.2.3 Numeracy ................................................................................................................................... 21 3.3 School Demographics ........................................................................................................................ 22 4. Limitations .............................................................................................................................................. 25 5. Conclusion and Recommendations ........................................................................................................ 27 6. References ............................................................................................................................................... 30 7. Appendices .............................................................................................................................................. 31

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

1. Introduction 1.1 Background Tanzania‟s state education system is under-performing and excludes a range of children, primarily those who are poor, those from difficult family backgrounds and those who have special education needs. Children in such circumstances are particularly at-risk of non-enrolment, exclusion, truancy and dropping out from primary school1. According to the 2012 Census Report conducted by Mkombozi, there are currently over 800 children that are considered street-involved in Arusha and Moshi2. Many children whose arduous life circumstances have submitted them to vulnerability and life on the streets do not have the option to continue their education. Barely able to meet their basic needs, they cannot afford to keep themselves in school given the high costs associated with education in Tanzania. Not only are many families not able to afford to send their children to school, but the opportunity costs are much greater having a child work in the home or on the streets as opposed to spending time in school. The benefits of working are immediate and the long-term benefits of education are often hard to imagine. However, the census did find that a surprising 6% of full-time and 12% of part-time street-involved children reported attending school daily. Of other full-time street-involved children, 19% finished primary, but were not chosen for secondary; 32% had dropped out; 10% were playing truant and 35% had never attended school. Additionally, among part-time street-involved children, 14% had dropped out; 9% were playing truant and 8% had never attended school3. In February 2013, 60% of Form 4 students failed the national exams4. In 2012, the pass rates of the Standard VII Primary School Leaving Exam (PSLE) were at an astonishing low of 38%, but increased to 65% in 20135. Still not a percentage to be proud of. No child should be left without the opportunity to continue their education. Truancy and dropouts continue to be a major issue. There are a multitude of factors that force or contribute to a child‟s decision to discontinue his or her education. A mixture of cultural, behavioural, and socioeconomic issues, the problem cannot be blamed solely on the education system. However, in addressing absenteeism and deficient competency in literacy, the system and its multiple stakeholders are a crucial starting point. Fear is another contributing factor that may cause many children to play truant or leave school. The fear of being physically punished for tardiness or missing homework may be enough to avoid the classroom altogether. In designing and implementing this research, it has become a key priority to raise awareness that nonattendance and incompletion of school is a fundamental problem. The role of education in a child‟s life is one of the most vital aspects of their growth and development, allowing them to function effectively in today‟s society. Therefore, the issue with many children playing truant or dropping out from primary school not only limits their own potential, but also affects the larger community. Without educating the future generation it cannot be expected that they will become productive members contributing to the social and economic well-being of society. Though it is not a direct correlation, many children who drop from school will wind up on the streets in search of employment or other means of meeting their basic needs and gaining income.

McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi. 2 Spector, A. & Brook, F. (2013). 2012 census report. Moshi, Tanzania: Mkombozi. 3 Ibid 4 Mkombozi. (2013). Monitoring report: January – June 2013. Moshi: Tanzania. 5 National Examinations Council of Tanzania (NECTA). www.necta.go.tz

Mkombozi feels it is important to get an accurate understanding of the number of children playing truant or dropping out from primary school and to assess competency in literacy and numeracy. Answering key questions such as, “Are our children in school and more importantly, are they learning?” The information collected from this research will serve as a baseline and will also inform our programming and future strategic planning, development and implementation. Education is a powerful tool, but students need to be present to utilise it. What needs to be done to get the community‟s attention?

1.2 Review of the Literature There has been a substantial amount of research done by Mkombozi and other child-focused NGOs in the last few years studying truancy and dropouts. However, the problem has continued with little to no change in forward progress. According to the National Bureau of Statistics (NBS), the estimated population of Tanzania is 43 million6. Nearly half of the population is under the age of 15 and 49% are between the ages of 15-64. With only half of the population of productive working age, a heavy financial burden is placed upon them. The average size of households is around five people, with urban households typically being a bit smaller than rural households. An alarming 30% of households have orphans and foster children under the age of 18 living with them7. Caring for non-biological children often puts additional financial strain and stress on families who may have already been struggling. Families caring for children without adequate support systems are at higher risk of violating children‟s rights8. In many cases, these children are not treated as equals within the family, being unable to go to school or used as domestic servants. It is important for families caring for foster children to have adequate training and support from the community and other resources. Kilimanjaro is among the regions with the highest percentage of children not living with a biological parent (24.1%)9. Educational attainment has a strong effect on economic status, health and well-being, as well as in the reduction of fertility and mortality rates. Urban residents are more likely than rural residents to have attended and remained in school for a longer period of time according to the NBS, with an average of six years for urban children and around three for their rural counterparts10. The national average of schooling shows a gap in educational attainment between girls and boys, however in the Kilimanjaro and Arusha regions there is an insignificant difference among genders. In addition, Kilimanjaro has the lowest proportion of household members who have never attended school. The biggest variation in whether or not an individual receives an education is spread across the wealth quintiles. This disparity illustrates the heavy influence of school fees on a child‟s ability to attend school. School attendance rates have similar factors in determining disparities. In Tanzania as a whole, only 80% of children aged 7-13 attend primary school. Table 1 shows educational statistics for girls and boys in the Kilimanjaro and Arusha regions.

National Bureau of Statistics (NBS). (2011). Tanzania demographic and health survey 2010. Dar es Salaam, Tanzania: NBS and ICF Macro. 7 Ibid 8 McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi. 9 National Bureau of Statistics (NBS). (2011). Tanzania demographic and health survey 2010. Dar es Salaam, Tanzania: NBS and ICF Macro. 10 Ibid

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

Table 1: Educational statistics for the Kilimanjaro and Arusha Regions11 Kilimanjaro Arusha Average years of schooling 6.1 4.7 (Girls) Average years of schooling 6.2 4.7 (Boys) % Household members with no 10% Females 27% Females education 4% Males 20% Males Net Attendance Ratio (Girls) 92.9 85.2 Primary Net Attendance Ratio (Boys) 89.7 83.4 Primary Literacy Rate (Females) 90.6 74.7 Literacy Rate (Males) 95.3 74.4 Risk Factors The reasons for which a child is not attending or discontinues his/her education are complex and diverse. There can be no generic solution or panacea that keeps all children in schools, but rather a cumulative effort and increased understanding among stakeholders. Students, teachers, parents, community, local and national authorities need to be involved in acknowledging the problem and creating solutions. The Primary Education Development Plan (PEDP) 2000-2005 was initiated by the government in order to increase student enrolment12. The plan may have succeeded in enrolling more children in school, but it failed to address the quality of education they receive. School enrolment fees were abolished in 2001 leading to an increase in Net Enrolment Rates (NER), but truancy rates and dropouts remained an issue as well as poor performance on Primary School Leaving Exams13. Risk factors for truancy and dropouts can be organised into three main categories: economic, educational, and familial. Universal Primary Education is meant for all children to be able to attend primary school without tuition fees. However, there are other costs associated with attending school, such as uniforms, textbooks, school lunches, water, school maintenance and security. A study conducted by Mkombozi in 2006 found the cost of attendance to be around 20,000 TSH per small child and 50,000 TSH per older child per year. Truancy and/or dropping out may be a result of a family‟s inability to pay these associated costs to keep their children in school. Economic constraints on the family may result in children working to contribute to family income instead of going to school. According to a study done by Development Initiatives, truancy is the main reason (67%) that children are dropping from school, with only 4% accounting from lack of school needs. Regarding truancy being the main reason for dropouts, it is important to address the factors that are causing children not to attend school in the first place. Over half of dropouts occur in grades 1-4 with grade four having the most (22%). An additional 17% of dropouts are in grade six14. This would seem to account for children not being able to pass the required exams to continue their education which occur in standards IV and VII. 11

12 13

National Bureau of Statistics (NBS). (2011). Tanzania demographic and health survey 2010. Dar es Salaam, Tanzania: NBS and ICF Macro. McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi. Ibid Rono, K. (2008). Performance of primary school children in Tanzania: Patterns in school dropout and grade repetition rates. Nairobi, Kenya: Development Initiatives Africa Hub.

If a child is able to attend school, there may be additional risk factors within the school setting to cause truancy or dropouts. Poor teacher training, teacher absenteeism, overcrowding of classrooms, a lack of educational resources and poor infrastructure are all significant barriers to education. Poor relationships with teachers and the use of corporal punishment create unwelcoming environments for students and can put any child at-risk of not attending school. In a 2006 Mkombozi study exploring the causation of local truancy and dropouts, it was found that many schools in the research area were unclear about the school‟s role within the community. A lack of organisational values and clear methodologies have led to challenges that lead to truancy and dropouts. Challenges include a disconnect between teacher and students on shared values and norms, no systems in place to develop teacher training and learning, school activities are strictly subject-oriented and unengaging, and there are no effective programs to encourage parent participation15. Finally, community and familial relations are a major determinant of a child‟s educational attainment. In the context of the traditionally strong patriarchal society in Tanzania, there is little awareness and acceptance for the rights of women and children. Children are considered to be of a “lesser status,” are not involved in decisions and are expected to show deference to adults16. Poor relations between the school and the community have a major effect on the parents‟ view of education and their decision of whether or not a child should go to school. When families are unable to meet their basic needs, increased pressure can lead to heightened stress for the family and children are often impacted the most. Difficulties within the family, such as domestic violence, abuse and alcoholism can cause children to leave home, thus discontinuing their schooling. In large families, parents may not be able to afford to send all their children to school and the opportunity costs of labour outweigh educational attainment. The need for children to stay home for work or chores are two possible household economic barriers that may prevent children from attending school. What the majority of these risk factors reveal is the underlying issue of poverty. In Kilimanjaro, 31% of the population lives below the basic needs poverty line and 39% in Arusha17. The cycle of poverty continues as families and children lack awareness on the importance of education and are excluded from social support networks. Current Intervention Discourse “Education is not a way of escaping poverty…it is a way of fighting it,” a quote by Julius Kambarage Nyerere, the first president of Tanzania18. The reasons for at-risk students to play truant or drop out of school are numerous and diverse. Policies and programmes need to take the various geographical, social, and cultural factors into account at design and implementation stages. McAlpine recommends an emphasis on children‟s protection services and support systems or safety nets in place for children that have been abused, bereaved, or exposed to domestic violence. Local government, schools, teachers, parents and students need to be on the same page regarding organisational values and behavioural norms19. The Development Initiatives study shows that 100% of Tanzanian teachers have received training, however low achievement and high dropout rates procure the lingering question of quality20. In order for education to be the solution, the quality of education must be assessed and validated. It is not only important for children to be present in schools, but to attain quality instruction 15 16

McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi.

Ibid Carabain, R. (2008). Street children in Mwanza: Excluded or included? SNV Tanzania and Utrecht University. 18 Ibid 19 McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi. 20 Rono, K. (2008). Performance of primary school children in Tanzania: Patterns in school dropout and grade repetition rates. Nairobi, Kenya: Development Initiatives Africa Hub. 17

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

where they are engaged and empowered. It is then that education can be the strategic tool for mindful transformation and the creation of a well-educated nation who are equipped with the knowledge needed to solve developmental challenges; fighting poverty not merely escaping it. The Tanzanian Government has policies in place for educational reform, such as the Education Sector Development Program (ESDP) and the TZ Development Vision 202521, but they have yet to be fully implemented. The decision to drop school fees in 2001 was intended to enable all children to attend primary school regardless of economic standing, sex, disability, culture or religion, however this has not yet been successful. Further questions for research concern best practices ensuring children stay in school, are provided with a safe and conducive environment for learning and for improving the quality of education they receive. This study will help to move forward in answering these questions and to understand why children do not remain in school and comparing levels of literacy competence.

1.3 Research Objectives The purpose of the School Baseline Study was to collect quantitative information concerning the number of children who play truant and drop out from primary school in Mkombozi‟s target wards and to assess competency in literacy and numeracy. The report will be shared with community members, children, and local officials to raise awareness of this issue as well as inform them on the importance of school attendance. In addition, qualitative information is sought for an understanding of the influencing factors which cause children to play truant or dropout and what aspects of the school environment are affecting the quality of education. The insight gained from this study will help to inform the work Mkombozi does within the community, to tackle the root causes that drive children to live on the streets and to keep them protected from violence. Another question this study aimed to answer was whether the results highlighted any schools that could benefit from working with Mkombozi. The following objectives guided our research:  To conduct a study of the number of children playing truant and dropping out of school and the reasons why this is happening  To assess the literacy and numeracy rates of students in Mkombozi target schools  To research the key demographics of schools and assess the quality of education provided  To use the results when developing future strategies to improve classroom environments, to keep children in school and prevent root causes that drive children to live on the streets

1.4 Definitions Truancy: According to the District Education Office (DEO), truancy is defined as a student attending school infrequently for three months. More specifically, Mkombozi‟s Child Protection Manual indicates a truant child as one who is absent more than five times in one month. Dropout: A child who has left primary school prior to completing Standard VII, either of his/her own accord or that of his/her caregivers22.

21 22

Carabain, R. (2008). Street children in Mwanza: Excluded or included? SNV Tanzania and Utrecht University. McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi.

2. Methodology The data collection occurred during the two months of September and October in Mkombozi‟s target wards in the districts of Arusha, Moshi Urban and Moshi Rural. Demographic data including truancy and dropout rates were collected from 55 government primary schools through a questionnaire with the head teacher. The deputy head teacher answered questions when the head teacher was unavailable. Literacy and numeracy were assessed by nine research assistants (RA) using an adapted form of the Uwezo Tool. The assessments were completed with 1,522 students from 30 schools in which Mkombozi has worked or is currently implementing programmes. Focus group discussions occurred after data collection in November and December with students, parents, teachers and government leaders. Two Mkombozi research interns entered all data from the demographic surveys and Uwezo assessments into the programme Epi Info 7. Open-ended questions were quantified into wider categories for data entry purposes. Certain surveys were missing responses either due to the child‟s unwillingness to answer or possible RA error during assessment.

2.1 Survey Population There were a total of 1,522 students assessed in literacy and numeracy in 30 government primary schools. The sample size of 1,500 students from Standards IV and VI was chosen to represent the survey based on time and budget. Student population data was collected from each District Education Office. The totals were entered into an excel spread sheet and categorised by school and number of students in Standards IV and VI. The numbers were then entered into a randomization program, Research Randomizer23, to randomly select students based on population size. The set of numbers was then used to assess students in each school. The students were numbered in each class prior to the assessment and the selected numbers were called one at a time per RA. Demographic surveys were additionally conducted with head teachers or deputy head teachers in each of the 30 schools, as well as 25 other primary schools in Mkombozi target wards. The survey of 55 government primary schools in Mkombozi‟s target wards was decided by the Community Engagement team as the study may help in identifying new schools who could benefit from working with Mkombozi. Table 2: Students surveyed in literacy and numeracy Arusha District Moshi Urban Std 4 Std 6 Std 4 Std 6 Female 189 201 101 101 Male 199 184 106 122 No Answer 4 3 2 1 TOTAL 392 388 209 224 Table 3: Schools surveyed Arusha Kaloleni* Ngarenaro* Mwangaza* 23

Moshi Urban Miembeni* MjiMpya* Chemchem*

Research Randomizer. www.randomizer.org

Moshi Rural Std 4 Std 6 71 87 69 72 3 7 143 166

Moshi Rural MwasiKusini* ManushiJuu* Kishumundu*

Matoli Mnini Mruwia

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

Salei* Sokon 1* Engonsengiu* Ukombozi* Unga Ltd* Sinoni* Makumbusho*

Azimio* Kaloleni* Rau* Mwereni* Pasua* Jitegemee* Shaurimoyo* Njoro Majengo Moshi Mzalendo Mandela * represents schools where literacy assessments were conducted

Kombo* Wondo* UbweOnana* Kimanganuni* Okaseni* Mrupanga* Mkomongo* Tumaini Wereni MwasiKaskazini Marawa ManushiChini

Materuni Kyaseni Kirunda Longuo Kariwa Kifumbu Mawela Kiwei Kifuni Juhudi Umbwe Mshioni

2.2 Consent Initial permission was obtained from each District Education Office, followed by informing and showing the permission letters to ward leaders. A government signed permission letter was also given to each head teacher on the day of data collection in schools. Each participant in the Uwezo assessment and in the focus group discussions was informed about the methodology and the objectives of the research. Participation was completely voluntary, verbal consent was obtained and the participant was able to refuse answers or drop out of the survey at any time. All names remain anonymous.

2.3 Research Assistant Training A total of nine research assistants participated in the literacy and numeracy assessments. Three research assistants were current interns at Mkombozi. The other six were hired based on previous work with Mkombozi or other experience working with children. The training took place over a period of two days in September. The first day included an introduction of the research project, including goals, methodology and logistics. The research assistants were then trained on the use of the Uwezo tool to measure the literacy and numeracy of children. Characteristics of a good researcher and best practices when working with children were additionally discussed to ensure the researchers were prepared to conduct effective assessments. The first day concluded with the testing of the Uwezo tool on one another to get an idea of the structure and questions. Before leaving, research assistants were asked to sign Mkombozi‟s Child Protection Policy. The second day was used to practice using the Uwezo tool on students. It was decided ahead of time that boys from the transition home would be available to practice the assessment. Each RA conducted an assessment on three boys from the transition home. Following the assessments, the group came together to discuss any questions or comments they had about the Uwezo tool or the research in general.

2.4 Questionnaires and Assessments Demographic surveys were conducted by an Mkombozi research intern with the head teacher or deputy head teacher in 55 schools within Mkombozi‟s target wards. The questionnaire collected information regarding student population, truancy and dropout rates, and school demographics such as number of student resources available. The purpose of the surveys was to collect data regarding truancy, dropouts, and population size in order to cross check it with the data collected from the 7

District Education Office. Additional information regarding school atmosphere and resources was collected to aid in assessing the learning environment. This information was then used to assess the risk factors of truancy and dropouts as well as to examine the quality of education that students are receiving. Literacy and numeracy assessments were conducted in 30 primary schools with 1,522 students from Standards IV and VI using an adapted form of the Uwezo Tool. Uwezo means â&#x20AC;&#x17E;capabilityâ&#x20AC;&#x; in Swahili. The Uwezo Assessment Tool is an initiative that was developed to improve competencies in literacy and numeracy in Kenya, Tanzania, and Uganda. The tool was designed to measure student learning and involved the following key components24: 1. A large household based survey covering all districts in Kenya, Tanzania, Uganda 2. A simple tool to assess literacy and numeracy that can be easily administered 3. A citizen volunteer-driven approach to conduct the assessments 4. Broad communication across the three countries to create debate 5. Repeating the assessments and survey each year to create and sustain momentum for change For the purpose of this research, the demographic component and literacy tool were used and administered in Kiswahili by Tanzanian research assistants. In addition to measuring competency levels, demographic information was collected allowing for robust analysis of education outcomes. The school data sheet, for example, collects data on student enrolment, number of teachers, attendance of both students and teachers, funding status and resource availability 25. The assessment tool included a short reading in Kiswahili, a short reading in English and a series of mathematical problems. The assessment is based on a Standard II skill level. In other words, all students should be able to perform these tasks by Standard II. Mkombozi will strive to carry out the fourth component on a more local level by sharing the results and final report within our target wards. We hope that these results will raise awareness of the current situation in schools, create debate and spark action to improve student learning. Due to time and budget, information was only gathered in schools and no household surveys were conducted. However, parents were involved in focus group discussions within each district. The assessments occurred over a four-week period from 17 September through 11 October 2013. These 30 schools were selected because Mkombozi is currently implementing programs or has done so in the past. One to three schools were visited each day depending on the size of student population. Arusha schools have much higher populations than those in Moshi Urban and Rural, thus two weeks were dedicated to Arusha visiting one school per day. The research team spent about 10-20 minutes with each child. Before the assessments, students were numbered off in the classrooms and selected using the pre-determined randomised sample. The first nine students were taken as a group, sitting one-on-one with an RA. Once a student completed his or her assessment, he or she returned to the classroom and called the next student. Students were assured that this was not a test, but rather an activity that helps us understand what children can do concerning reading and numeracy. The majority of students were excited to participate and often times there were lines outside the door of curious children wanting to take their turn. Unfortunately, we had a pre-selected set of numbers and were unable to assess all children.

24 25

Uwezo. www.uwezo.net Ibid

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

2.5 Focus Group Discussions Focus group discussions (FGD) were conducted following the quantitative data collection. The purpose of the FGDs was to gain a more in-depth understanding of how the importance of education is viewed and reasons for children not attending school. A total of twelve FGDs were held over three consecutive weeks with the districts of Arusha, Moshi Urban and Moshi Rural. Arusha FGDs were held in the Unga Ltd Ward Office, Moshi Urban FGDs were held at the Mkombozi office, and at Kibosho Magharibi Ward Office in Moshi Rural. The number of participants varied (see Table 3), but each discussion lasted for approximately one and a half hours. Each district included the following groups: 1 FGD in each district for children who have dropped out of schools 1 FGD in each district for children who are still attending school 1 FGD in each district for teachers and government leaders 1 FGD in each district for parents In Moshi Urban however, there was no FGD conducted with dropouts as they were challenging to contact. A focus group was instead conducted with boys from the transition home as many of them have dropped from formal schooling. The focus groups were facilitated by one community engagement staff member and one research intern. The participants were selected with the help of the local ward offices. The questions asked varied depending on the participants, however the themes of educational importance, dropouts and truancy remained throughout. Key questions included: 1. Do you think it is important for a child to attend school every day? Why or why not? 2. Whose responsibility is it to ensure a child‟s progress in school? 3. What are some of the main reasons why children play truant or drop out of school? 4. What type of students play truant or drop out? 5. What should be done to keep children in school?

2.6 Follow-up Meetings Follow-up meetings were held in each district to thank them for their participation, share initial findings, and to discuss challenges we came across while collecting truancy data. The meeting was meant for information sharing, but also for their thoughts in how the system of measuring truancy, identifying children at-risk, and keeping students in school could be improved. Participants included head teachers and ward officers from the participating schools. Ideally, we would have liked to include the head teachers from each school and leaders in all wards, but due to time and budget restrictions were unable to do so. However, it is hoped that both the participants and the Community Engagement staff will disseminate the information to the wider community. The meetings provided the opportunity to finalise the research and receive feedback from key stakeholders. Instead of collecting data and coming to our own conclusions, this provides the opportunity for the community‟s voice to be heard. Moshi Rural expressed their concern with the issue of truancy and dropouts and how it has remained a continuous cycle as children who do not see the importance of education will grow to pass the same view to their children, and so on. Moshi Urban was concerned of the issue in general, but did not think it was a serious issue within the district and that truancy was monitored among individual students and followed-up when necessary. In Arusha, participants stressed that truancy is much more of a problem than dropouts. They also stated that the 9

responsibility of keeping children in schools falls heavily on the teachers, especially the Head Teacher. The participants provided important recommendations they had for Mkombozi going forward, meeting the needs of at-risk students and increased cooperation with schools and local government. More recommendations and discussion will follow in the

3. Results and Discussion

The research for the baseline study was conducted over five months, from August to December 2013. The majority of students, teachers, government leaders, and community members were very receptive to the surveys and data collection. Following the FGDs, a feedback form was given to participants for any additional comments they wanted to share. The feedback received was very positive in regards to the work that Mkombozi continues to do within the community. Participants responded with appreciation and encouragement of Mkombozi‟s programmes working with children and communities as well as providing responses they had not shared in the larger group. There were also requests for Mkombozi to continue and expand their work with parents and teachers to ensure more stakeholders are on the same page and invested in the well-being of children. One of the recurring themes that came up from all focus group participants, from children to parents to teachers, was the need for parents to be more involved with their children and to have better communication with teachers. Where their children are concerned, parents need to spend more time developing a good relationship with their child, especially following up and encouraging their studies. Parent and teacher communication was mentioned by the majority of participants as the way to ensure a child‟s educational development. Several participants mentioned the responsibility of a parent to provide for the necessary materials a child needs for school. However, with the cost of uniforms and contributions, many families find it a major challenge to keep their kids in school. NGO programmes of support for families have a limited reach and are dependent on external funding. More social support is needed from the government to ensure that children in low-income families are still afforded the opportunity to continue their education. If a parent is involved in the child‟s education, the child will be more likely to avoid risk behaviours that can lead to truancy. The communication between teachers and parents ensures the child‟s progress is being monitored and that their needs are addressed. This

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

cooperation is an additional strategy mentioned by participants that will lead to the reduction in truancy and dropouts. Not only is the aim to increase communication between parents and teachers, but also cooperation amongst governments, parents, teachers, and the whole community regarding the development of a child‟s education. FGD participants mentioned the need for small groups or committees to be responsible for following-up with children outside of schools. This is similar to the implementation of Child Protection Committees (CPCs) which are responsible for the rights and protection of children within their respective communities. Because truancy and dropouts are often the result of challenging circumstances in a child‟s home, the CPCs would provide additional support for the child and address the issues keeping them from school. However, the factors driving children to the street instead of in the classroom are not solely push factors, but often include a sense of pull, or draw to the street in the form of money-making opportunities and freedom. The CPCs, in collaboration with police, can additionally identify students and hold them accountable for their whereabouts, informing parents and teachers if the child is supposed to be in school. This would put further responsibility on the already heavy load of CPCs, however it is a crucial part of child rights and protection and is definitely feasible with increased government support. An important note to consider however, is the issue of punishment. In the FGD with Moshi Urban parents, there was a discussion on punishing children with sticks when they are found on the streets rather than in school. One parent mentioned a local community group that took the responsibility to identify children who were playing truant on the streets and having discussions with the child and his/her parents to understand the reason. The purpose is to determine whether the issue is beyond the child instead of jumping to conclusions and punishing the child. The remaining concern however, is the parents insisting that the child should be punished using sticks when they are at fault. The parents shared their discontent with certain organisations advocating for children‟s rights and the banning of corporal punishment. The argument was that it presents the wrong message to children in that they no longer fear punishment and will do whatever they want because they know their rights. The committee feels they have no power because they are worried about violating the child‟s rights. This discussion highlights two important issues. The first that communities are concerned with the issue of truancy, addressing the root causes, and are willing to take the responsibility to ensure children remain in school. This is an encouraging mindset that Mkombozi can take advantage of when working with community stakeholders. The second, however, is the need for clarity and improved knowledge concerning child rights, protection, and alternative forms of punishment. The request of organisations to discontinue punishment by sticks does not mean children will no longer be respectful or motivated to do what is right. Rather, it is a call for the use of alternative forms of punishment, losing that sense of fear and focusing on more positive reinforcement. A parent from the Arusha FGD insisted, “You have to show the child that education is very important. If you love her, you will give her morals which will help her in the future. But if you keep on beating her she will not go to school and drop to the streets afraid of sticks.” Many parents and teachers insist that without physical punishment, a child will not behave properly. They will feel that they can do whatever they want with no fear of retribution. However this is an idea that has stemmed from archaic methods and assumptions which lead to this belief. Instilling fear in a child is not the same as discipline. Forming mutual respect, encouraging positive behaviour, and nonphysical discipline can be just as effective if not more so, when used from an early age and is common amongst school and family. From a discussion with community members in the children‟s knowledge, attitudes and practices (KAP) survey, the importance of parental responsibility in discussing mistakes rather than hitting was also mentioned. The participants explained that hitting is not discipline, it is pain and that there are many consequences and negative effects to beating a child. They acknowledged that “most behaviours are learned and many times misbehaviour occurs because

children see adults misbehave and copy these actions”26.The KAP study also highlighted children‟s knowledge of their right to education with 73% of children identifying this right, but expressed the belief that it is a right given to them by their parents. Children feel very strongly that their parent‟s actions greatly affect their rights. The focus group discussions with children also mentioned the responsibility of parents to ensure children are attending school, particularly in Arusha. One student responded, “Parents need to provide us with all needed requirements because if they lack them, they will not go to school, but to the streets to make money for them.”

3.1 Truancy and Dropouts Being present in school is an important measurement of student learning. Setting aside the quality of education momentarily, enrolment versus attendance is a critical issue. If a child does not attend school on a regular basis they miss crucial lessons causing them to fall behind. According to the District Education Office (DEO), truancy is defined as a student attending school infrequently for three months. District reports state the reasons include conducting small business or domestic activities, keeping livestock or farming, unfriendly learning environments, young marriage, working in gold mines, and fishing. A student is dismissed and considered a dropout after three months of truancy. Reasons given for dropouts according to the district report include truancy, pregnancy, death, illness, caring for sick, lacking needs, and other (disciplinary, etc). A more specific definition comes from Mkombozi‟s Child Protection Manual, indicating a truant child as one who is absent more than five times in one month. Although these definitions differ slightly, they both convey the same message: that truancy is the measurement of an individual child‟s tendency to attend school. The baseline study aimed to measure this statistic in order for Mkombozi to gain an understanding of how many children were not regularly attending school or who have dropped and the reasons for the absence. However, the information regarding the number of students playing truant and dropping out from primary education presented a challenge in the data collection process. It is difficult to establish a truancy baseline when the data does not exist for individual students. When collecting data, it was realised that the current system used by schools to measure attendance is based on a tally of present students each day and then compared to the number of students enrolled. The daily number of students is then added at the end of the week, tallied monthly and yearly to calculate an average student attendance rate. Schools are required to send this average attendance to the district. The system simply does not work for measuring truancy or for tracking individual students‟ progress. In a smaller school, it may be easier for teachers to realise when certain students are consistently absent. However, in a classroom that has anywhere from 50-80 students, it is extremely difficult for a teacher to identify students who are frequently absent and therefore falling behind. Students are additionally scared of their teachers and of punishment meaning they will not approach the teacher to inquire about missed lessons or assignments. There seems to be a disconnect on how truancy is recorded from school to district level. What can the district gain or understand from this measurement of truancy if it is not actually assessing individual students, but rather an average attendance ratio? The current system of collecting information regarding truancy begs the question of whether the data collected is used for any purpose or just recorded and left to sit in a stack of folders. When trying to obtain information for individual schools, there was only one district office able to provide the information. However this information was missing information for several schools. The other two districts did not have this information available on an 26

Spector, A. (2012). Children‟s knowledge of their rights and feelings of protection: A knowledge, attitudes, and practices (KAP) study in Kilimanjaro and Arusha Regions. Moshi, Tanzania: Mkombozi.

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkomboziâ&#x20AC;&#x;s target wards

ÂŠ Mkombozi 2014

individual school level, only as an overall district total. The original intention of comparing and crosschecking information was therefore not possible in the study. It was only possible to develop baseline numbers for truancy and dropouts using school reported numbers (See Table 4). It is a major challenge to assess the situation and get an adequate picture of the problem when the data is incomplete. Table 4: Truancy and dropout rates as reported by schools, 2012 District Ward Truants Moshi Rural Kibosho Magharibi 52 Uru Mashariki 64 Uru Kusini 124 Moshi Urban Rau 0 Mfumuni 0 Majengo 29 Miembeni 0 Njoro 31 Pasua 72 BomaMbuzi 74 Kaloleni 0 Arusha Kaloleni 0 Ngarenaro 105 Sokon 1 15 Unga Ltd 0 566 Total

Dropouts 7 12 1 3 0 2 0 0 3 0 0 0 2 14 0 44

From Table 4 above it is clear that there are certain wards which need special attention paid regarding truancy and dropouts. What is most alarming however, is that Moshi Rural has the lowest population, but the highest numbers of both truants and dropouts. The wards that show zeros in both categories more realistically illustrate some schoolsâ&#x20AC;&#x; unwillingness to share or not having the appropriate statistics available rather than reflecting perfect attendance. Moshi Urban participants mentioned in follow-ups that truancy is not a major problem, but results show it does exist and needs to be addressed. There is also much missing information in the Moshi Urban district. The follow-up meetings concluded the research in an effort to share the difficulty in data collection with head teachers and ward leaders to bring this issue to light. There were many schools during the research that did not want to take the time or were unwilling to share information concerning truancy and dropouts. Tracking individual students is important for identifying at-risk students so that their needs can be addressed to keep them in school. According to follow-up conversations, Moshi Urban teachers reported tracking individual students by taking attendance twice daily and indicating how many days each child attended. A teacher determines whether a child is truant and follows-up with the student if necessary. If the teacher is not able to do so independently, the head teacher is informed. In the Moshi Rural FGD with teachers, it was mentioned that a weekly report is kept of students who are sick and those who are truant. Although this information was reported in the feedback meetings and FGDs, the fact remains that obtaining data concerning truancy and dropouts was a challenging component of the research and made it difficult to establish a baseline. Teachers report it is difficult to determine whether a student has dropped or is playing truant unless they are in Standard IV or VII because of national exams. National exams require information concerning how many students will sit for the exams. During exam time, each child must be registered and given a number. Truancy receives the most attention during these standards and is not as much of a concern in other grade levels. However, in preparation for exams or while taking them is not the only time students should be in school. The number of students and the motivation of the teachers are additional important factors on whether or not a student will receive a follow-up. This again illustrates 13

the need for increased collaboration between parents and teachers. Ensuring whether or not a child is in school is not solely the responsibility of a teacher. Parents/guardians must have open communication with both their child and the teachers to track a child‟s progress in school. Focus group discussions supplemented the research with a more qualitative evaluation of the situation and helped to further identify factors that were causing students to play truant or drop out of school. Parents, teachers, students, and those who have dropped were asked several questions concerning the importance of schooling, why students do not attend, and what can be done to keep more children in school. When asked on the importance of whether a child should attend school every day, all stakeholders agreed that a child should be in school each day. Reasons given by parents include the recognition of a set, ongoing curriculum and a child must be there to learn each day‟s lesson so as not to fall behind. Others commented on the requirements of education policy for children to attend school five days a week and that there should be nothing at home hindering this responsibility. Students commented that education is the advancement of your future life. They discussed the importance of avoiding friends who skip school and are a bad influence. Parents can also hinder their access to education when they require students to work instead of going to school. The understanding of truancy was common among all groups in the broad sense that it entails a child being frequently absent from school or missing class sessions. It is important to note the difference between a student not attending school at all and “dodging class sessions” as mentioned in the FGDs. Some children will go to school during the morning, but leave after lunch. Many schools do not have an enclosed structure or perimeter walls, resulting in some students leaving midday and the intrusion negative outside influences. Moshi Urban students and teachers noted the taking of attendance twice daily to ensure students are present throughout. However, it is unknown whether it is a common practice throughout the district and was not mentioned by the other districts. All participants were asked about the reasons that cause children to play truant or drop out of school. It was interesting that many participants had similar answers and an acknowledgement of all complex factors, rather than placing all the blame on one particular group. The most common answer from all participants included the inability to pay school fees or to have the necessary materials such as uniforms or textbooks. This was often in combination with the response of poor living conditions or familial hardships as contributing factors and as characteristics of children who are at-risk. This response frequently came from children who have dropped or are currently playing truant from school. A surprisingly frequent answer given from all groups was the issue of broken marriages, separated or single parents, and orphans as a reason for dropping from school. These children often go to live with grandparents who cannot properly care for the child or afford to send them to school. These situations create life hardships that make education take a backseat. There is no follow-up or encouragement of a child‟s progress and the child is often required to contribute to the family income instead of going to school. Another recurring answer was in regards to the school environment or the harshness of teachers. The majority of this response came from children and teachers, but was also mentioned by a few parents. Many answers included student fear of being punished with sticks for poor performance or tardiness. Teachers and students stressed the challenges of a child living far from school and its implications for absenteeism. One student in the Arusha district who had dropped from school stated, “When they are late they are beaten. They are afraid of being beaten so they decide to stop on the way and not continue to school.” Students pay less on public transport (100 TSH) and need to stand, but many local buses (daladalas) will avoid them so they can make more money. This often makes students late as many buses pass them. Especially those who live far away because they have to take multiple transports to get to school.

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

Students with disabilities, albino students, poor students, and those not performing at grade level can find the school environment a very unwelcoming place. With no support or in the face of harassment and humiliation from their peers, many students do not see the importance of education and choose to leave school. Teachers lack the necessary skills to provide a holistic education for these children, especially in overcrowded classrooms and with insufficient resources. There is very little government support and the promise of free education with the eradication of school fees has yet to be realised with many other costs remaining. Low teacher salaries contribute to the induction of remedial expenses called mkikate. Literally translated to „strategy,‟ mkikate is more like a private tuition allowed because of the difference in name. These remedial expenses include fees collected by teachers for “extra classes.” They are not required, but the pressure to attend is high and if missed a student will be more likely to fall behind. The fees are decided in school committees involving parents. However, the majority parents who have no input are still required to pay. As mentioned in the literature review, a 2006 Mkombozi study found school expenses such as food, security, and maintenance costs were an estimated 20,000 TSH for young students and 50,000 for older students27. The School Baseline found similar results with the average cost among 55 schools to be 25,000 TSH per child each year. In several schools, the costs were lower for students in Standards I and II. As illustrated in Chart 1, the results varied extensively across schools, from as little as 6,000 TSH to 80,000 TSH. There were two schools in Arusha where costs reached the highest because students are required to pay for lunch each day. However, many students will not be able pay every day, either having to skip lunch or find cheaper food outside the school grounds. These expenses do not include school uniforms which at a minimum cost approximately 20,000 TSH. National exams are an additional expense for students in Standards IV and VII and range from 3,000 – 10,000 TSH. These expenses are not only a heavy burden on parents, but the variation between schools causes added stress as parents may wish to send their children to a cheaper school that is much further from their home. Chart 1: School costs per student per year

Yearly Cost of Attendance 9% 11%

20%

0-10,000 11,000-19,000 20,000-29,000

14%

22% 24%

30,000-39,000 40,000-49,000 50,000+

The difference in school environments between private and government schools is incomparable. The facilities, classroom environment, quality of education, and availability of services are far inferior in the government schools. As one parent states, “We create classes in children‟s education as there are those in good school and those in poor schools…something which has a psychological effect on children.” All 27

McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi.

children, regardless of financial circumstance should have the ability to get a quality education. A teacher also commented, “Schools for common people are always characterised by high rates of truancy due to life hardships and parents lack of awareness on education.” Schools should be a safe and conducive environment for learning and developing the capabilities of a child. But the unfortunate reality of government schools, is often lacking in adequate facilities, schools fences, and sports and games grounds for the children (See Chart 7). In the focus group discussions, students mentioned a negative aspect of Tanzanian schools is the absence of sports and game facilities. A lack of cooperation between parents, students, and teachers was noted by all groups. Parents were the most critical of other parents and their lack of responsibility in ensuring their child‟s education with such reasons given as poor upbringing, not providing for their needs, and their lack of involvement. Instead of realising the importance of education, many parents require their children to work at home or in the streets. Concerning truancy and dropouts, parent and teacher relationships are an extremely crucial factor. As adults in each child‟s life, parents and teachers are responsible for encouraging student success and holding them accountable. Without communication between them, not only are they unable to confirm daily attendance, but parents will remain unaware of student progress and whether or not their child needs extra support. Poor teacher-student relationships can also have a major impact on a child‟s learning and motivation to remain in school. Push factors mentioned above, are not the only reasons driving children to the streets. Pull factors, such as the temptation of the street to provide money-making and gaming opportunities, were also mentioned. The influence and pressure of bad groups can lead children to the street instead of the classroom. Laziness, misbehaviour, and a dislike for school were other reasons given for children‟s lack of attendance. It is not reasonable to only blame the education system and poverty as the sole factors that cause children to play truant or drop from school without taking into account the agency of children. In the feedback meeting with Moshi Rural, a teacher discussed the categorization of truant students into two groups: those who face economic hardships within their families and truly do not have the basic needs required for school and those who are just stubborn and decide they do not like school. For the first group, if these children can be supported they will attend school and be happy to do so. However, for the other group it is important for local government, communities, and families to take responsibility. Laws which require children to be in school should be better enforced and communication amongst parents and teachers should be improved. The situation is not always this black and white, but it is an important distinction and illustrates the dichotomy of push and pull factors, as well as being cognizant to not always point the blame away from the child. There were several stories from focus group participants that illustrated the sneakiness of students determined to get away with truancy. Putting on a uniform when leaving the house, but instead going to the streets or finding a way to mark textbooks so that it seems they were school are ways that children attempt to fool even concerned parents. There is one particularly disturbing story of a young girl who was playing truant and paying for her books to be marked. When her parents asked her one day why she was walking awkwardly, the girl responded that she had been harshly punished by teachers at school. The parents went to the school to ask why their daughter was beaten. The teacher told them that the girl had not come to school for three months and did not know what happened. After the child was interrogated, she admitted that she was raped by the man who used to mark her books. This illustrates how ongoing teacher and parent communication is of the utmost importance. When students are not attending school it is the responsibility of several key stakeholders to ensure their needs are met or their behaviour is corrected. The first level of responsibility falls in the hands of parents. It is their responsibility to raise a child and provide for their basic needs and holistic development, including education. A parent should be involved in a child‟s education, motivating, encouraging progress, and following up on their studies. School committees were mentioned as

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

important ways in which parents can be involved. Committees include academic and disciplinary where parents are included in auditing exams and class sessions and following up on academics and truancy. Parents who are willing to take part in these committees know of the importance of education and of communication between parents and schools. They should additionally reach out to the parents who are unaware as committees are underrepresented in terms of low-income families and families further outside the town/village center. These committees are good in theory and could be very helpful in ensuring student attendance and progress. In Moshi Urban and Rural, teachers said that these committees have played a part in reducing the rate of truancy. However, teachers also mentioned that often these committees do not meet as they are supposed to or attendance and implementation are low. The responsibility of community members was also mentioned in focus groups and follow-up meetings as resources for safeguarding children‟s attendance in school. A child belongs to the entire community. Whether it is groups of parents or just concerned adults, many participants have mentioned the need for community groups to ensure that children are not spending time on the streets. Mkombozi‟s CPCs are a good example of how groups can come together to protect the well-being of children. Finally, teachers have a major responsibility for child attendance. Keeping daily attendance and tracking the progress of each child is a key part of a teacher‟s job description. A teacher should have a good relationship with each student and not only be concerned about a child while in the classroom. When a student is not attending regularly, the teacher must find out the reasons by working together with parents and CPCs if necessary. Demographic surveys in schools asked what action is taken in regards to truancy. The following answers in Table 5 were given, separated by district. Committees are mentioned as a good form of support for schools in helping to monitor student attendance, but only 38% of schools report that these committees are used for follow-up. What is more surprising is that only three schools, one in each district, reported making follow-ups at all. However, 44 schools take action by involving parents and 33 schools inform the Village Office. One alarming action taken is the sending of students to find and retrieve the absent students. Reported by three schools, this seems a very unproductive method as it is taking more students away from their studies. Table 5: Number of schools reporting actions taken in regards to truancy Action taken Arusha Schools Moshi Urban Schools Teachers ask parent(s) to 8 14 come to school School Committee is responsible for follow-up Inform Village Office VO speaks with parent(s) VO informs Ward Office Send students to look for them Inform local police Make follow-ups Have conversation with student Punish child, specifics not given

Moshi Rural Schools 22

4 0 6 0

7 0 2 1

22 4 2 2

0 1 1

1 1 0

0 1 0

When children spend their days on the streets instead of in the classroom, they are involved in several harmful practices with negative impacts on their health and well-being. In the focus group discussions with students who have dropped, participants were asked about the type of activities children become involved in. The majority of answers were money-making opportunities and drug use. Children work in small business ventures such as selling fruits and snacks, collecting and selling scrap, skinning fish in the market, and collecting bones and selling to industry that grinds for animal food. They also work in garages, maintenance, and pushing carts. Many children turn to pickpocketing or stealing money from their homes in order to play games or eat. Children influenced by pull factors, giving in to the temptations of street life tell lies and many become rude and threatening to their parents or caregivers. However, the other side of the dichotomy, the children who have no other alternative find themselves sold as houseboys or girls, captured and used as thieves, or working arduous jobs for little pay. Girls and even boys are deceived by men and forced into prostitution. The enforcement of keeping children in school requires a collaborative effort among parents, teachers, community members, and government authorities.

3.2 Uwezo Assessments A total of 1,522 students in Standards IV and VI were assessed in literacy and numeracy competency from 30 schools. The students were first asked some basic demographic questions such as age and gender, parental education, and how they get to school. The students were then assessed in reading Kiswahili and English based on the Uwezo Standard II level assessment. The last section was numeracy, identifying their ability in addition, subtraction, and multiplication. The following are the results from each section of the assessment. Looking at the variety of ages and abilities in just these two standards, a lot of questions come up: With large classes and limited staff, is there any special attention given to children? Whether they are above average learners or those who are well behind? What about those who have special education needs?

3.2.1 Demographic Information The majority of students were between the typical Standard IV and VI ages of 10 and 13. However there were a few students between the ages of 14-17 who had been held back or started late for extenuating circumstances. Random selection was used to identify participants, but as seen in the survey population, the numbers were fairly even between standard levels and gender. The first set of questions asked students if they were aware of the level of education his or her parents had achieved. The students who knew the education level represented about half of the survey population (46% knew father‟s and 57% knew mother‟s education level). Although the purpose of the study was not to compare the student‟s ability with the education of their parents, it was nonetheless important to gain a thorough understanding of each child‟s background. From Chart 2, it is clear that the majority of parents finished primary, but did not continue on to secondary. This represents the current trend in Tanzanian education where students are dropping after primary education or are unable to continue due in part to the high costs of secondary education and the challenging national exams in Standard VII. What push or drive does this instil in their children? With no changes in the education sector, this has unfortunately remained a perpetual trend.

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

Chart 2: Parents‟ education level of students surveyed

Parents' Education 536

600 500

373

400 300

166 165

200 100

2 5

13 16

52 63

2 1

24 13

25 23

49 34

Father

Mother

Demographic information also included how a child gets to school and how long it takes him or her. Across all districts, the majority of children walk to school. Across all three districts, 92% of students walk to school on a daily basis. The breakdown by district is illustrated in Chart 3. The time that it takes students to get to school ranges from five minutes up to two hours. The majority of students (73%) take 30 minutes or less to get to school. However there are a surprising number of children who travel one hour or more every day (21% in Arusha, 15% in Moshi Urban and 9% in Moshi Rural). Long distances present a major challenge for children to reach school, particularly in March and April during the rainy season when roads are difficult to travel. In Mkombozi‟s happy/sad boxes, where students can report issues that are concerning them, a common „sad‟ comment in Ngarenaro in Arusha was the distance the children had to travel to get to school. This may affect their attendance, thus their learning and ability to keep up with the coursework is negatively impacted. The final demographic questions of the Uwezo assessment were children‟s self-reported attendance. Each child was asked if they had been absent any day(s) within the last week. If they had missed school, they were also asked the reason. A total of 12% of students reported being absent within the last week for a variety of reasons. See Appendix I for the reasons given by students in each district. The most important to note are the issues of schools fees and missing or inadequate materials. Primary education is meant to be free and available to all children, but there are other costs associated with school that prevent many children from attending. Preschool attendance was also recorded, but found to be insignificant to measure with a surprising 93% of children having attended preschool, although demographic information was not directly compared to student performance. The purpose of collection for the baseline study was to get an understanding of student backgrounds. As well as to explore all factors that may influence a student‟s ability to learn.

Chart 3: Student means of reaching school

Student Transportation to School 700 600 500 400 300 200 100 0 Car

Walk

Arusha

Motorcycle

Moshi Urban

Public Transport

In boarding

Moshi Rural

3.2.2 Literacy Overall, 95% of students were able to read the story â&#x20AC;&#x201C; the highest level â&#x20AC;&#x201C;in the Kiswahili assessment whereas only 66% were able to read the story in English (District and ward data are available in Appendix II). Keeping in mind however, that the story is based on a Standard II level and all children should be able to read the story in Standards IV and VI. It raises the question of what, if anything, is being done to address the needs of the students who are falling behind? There was an insignificant difference between girls and boys in Kiswahili, but a difference in the ability of girls over boys was prevalent in the English assessment (71% and 62%, respectively). Moshi Urban district had the highest percentage of students who were able to read the English story with 61% in Standard IV and 81% in Standard VI. There was little difference in student ability to read the Kiswahili story between districts. However, Moshi Rural had the most students struggling in Kiswahili, with 4% (n=11) unable to complete even word identification. What is more important however, is a studentâ&#x20AC;&#x;s ability to understand the story in which they are reading. Although many students could read the words with good pronunciation, story comprehension is a better identifier of reading ability because simply speaking the words, a child does not possess the value of understanding. It is similar to comparing attendance with the quality of education. Just because a child sits at the desk, does not mean they are truly learning. If students were able to read the story, they were then asked two questions to assess comprehension. Again in Kiswahili, comprehension was high. Of those who read the story, 98% were able to answer the first question and 90% were able to answer the second. Comprehension in English however, paints a much different picture. Of the slight majority that were able to read the story, only 37% were able to answer the first question and 36% were able to answer question two. This highlights a major problem in English language instruction, especially for those in Standard VI when students will soon be finishing primary school and entering secondary. All secondary education instruction and exams are delivered in English. Chart 4 presents the data for English language ability by standard. Although the national language is Kiswahili, knowing English is extremely important in an increasingly globalised world. Not to mention the large tourism

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

industry in Moshi and Arusha where English language skills are crucial. English is a difficult language to learn and many children do not like learning it, especially when many teachers also struggle with the language. At one point or another during the research, each RA expressed the need for schools to put more emphasis on English language learning. They insisted that more exercises are needed to help those that are struggling with reading. Chart 4: Overall student ability in English assessment

English Story Comprehension 800 700 600 500 400 300 200 100 0 Total Students

Read story Standard 4

Answered Q1

Answered Q2

Standard 6

Chart 5: Student ability in Kiswahili assessment

Highest Level Reached in Kiswahili Unable to complete Identified sounds Read the words Read the paragraph Read the story

3.2.3 Numeracy Mathematics can be a challenging subject for students all over the world. Hence why it is particularly important to understand how students are performing in Mkombozi‟s target wards and whether special attention should be paid to this crucial subject. Students were first given a set of numbers to identify, followed by an indication of which number is the larger of two. If they were able to successfully identify, they were given several problems in addition, subtraction, multiplication and real-life context addition calculated in the local currency of Tanzanian Shillings. Students were given pencil and scratch paper to use when calculating the problems. 21

Considering that the problems were based on basic Standard II level ability, it was surprising that only 95% of students in Standards IV and VI were able to distinguish the greater number of two. Multiplication and subtraction were the more difficult sections in the overall assessment with only 81% and 84%, respectively, of students being able to complete the problems. As seen in Table 6, the abilities of students varied across districts. Students in Moshi Rural are essential to point out with only 76% of Standard IV and 86% of Standard VI being able to complete the double-digit addition problems correctly. This is compared to the 90 â&#x20AC;&#x201C; 96% of their peers in Moshi Urban and Arusha who were able to complete the problems. Table 6: Mathematics assessment results by district Mathematics Arusha Std 4 Std 6 Total students 392 388 Identified bigger 364 93% 380 98% number Able to add 353 90% 374 96% Able to subtract 318 81% 350 90% Able to multiply 286 73% 348 89% Calculated Shillings 358 91% 374 96% problems

Moshi Urban Std 4 Std 6 209 224 202 97% 221 99%

Moshi Rural Std 4 Std 6 143 166 128 89% 158 95%

192 182 167 194

109 100 100 128

92% 87% 80% 93%

213 194 201 218

95% 86% 88% 97%

76% 70% 70% 89%

143 128 134 150

86% 77% 81% 90%

3.3 School Demographics A total of 55 schools were included in this study. The demographic information collected from each school was meant to give Mkombozi a better understanding of the learning environment in which students are involved. Non-attendance and low learning are not only caused by external factors. What is going on within the school walls (or lack thereof) has a substantial effect on the way students are learning and whether or not they remain in school. One major indicator that was investigated was student and teacher populations and the ratio of classroom teacher to pupils. Arusha district had the highest student populations with nine out of ten schools having more than 1,000 students. Whereas Moshi Rural had fewer than 400 students in each school. The majority of schools surveyed lack the sufficient amount of classrooms to accommodate all students. This deficit is compensated by dividing the day into shifts or combining multiple-aged classes. It is a solution that may keep more kids in school, but what about the quality of education they are receiving when missing out on a full day of learning or sitting amongst a large group with varying levels of ability? As illustrated in Chart 6, the class size varied across wards and districts. The average students per class ranged from 23 in Uru Kusini ward of Moshi Rural and Kaloleni in Arusha to 58 in the Sokon One ward of Arusha. There were also some alarming outliers, such as Mwereni in Moshi Urban with 90 students per class followed by Sokon One Primary in Arusha with 65 students per class. Early childhood education is extremely important in the development of a child and is an important topic in current child-centred discourse. As previously mentioned, 93% of students have attended preschool and the majority of schools (n=51) have a preschool. Because the amount of children who have gone to preschool was so high, it was not feasible to compare ability to early education. However, Ubwe Onana in Moshi Rural, which does not have a preschool, had the lowest percentage of students who had attended preschool. Still, this number was still relatively high with 85% of students having gone to preschool. Shaurimoyo and Kiwei in Moshi Urban and Rural, respectively, noted that they did not have enough teachers available for preschool in the last few years.

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

Chart 6: Class sizes in schools by district

Class Size Number of schools

12 10 8 6 4 2 0 0-25

25-40

40-50

50+

No info

Number of students in class Arusha

Moshi Urban

Moshi Rural

Regardless of class sizes and teacher ratios, more emphasis should be placed on the ability of teachers and their dedication to their students. It is a matter of extreme importance when considering the quality of education students are receiving and a crucial determinant of whether they will remain in school. Only three out of 55 schools, one school in each district, required teachers to have a teaching degree. A Form IV education is equivalent to grade eleven and is not even the completion of secondary schooling. However this is the education level of many teachers. When students do not do well in Form IV, they can go to teachers college to gain their certificate. All schools surveyed reported that the majority of teachers had a Form IV education, including Head Teachers. A total of five Head Teachers had received their diplomas and three had received their degree. Two Head Teachers in Moshi Urban had their Masters. Just as parents passing on the unimportance of education to their children creates a constant cycle, the issue of teachers‟ low capabilities create a vicious cycle of struggling learners. One teacher pointed out in a follow-up meeting that this is particularly true in learning English. Teachers do not learn English very well and are only able to teach what they know. Therefore, students do not learn or comprehend and the worrying cycle continues. Mkombozi has realised the importance of strengthening teachers‟ ability and has implemented trainings that focus on improved teaching methodologies and alternative forms of discipline. It was expressed several times throughout FGDs and follow-up meetings that these programmes were appreciated by teachers and students. Participants expressed the need for continued trainings and suggested that they be scaled up so that more schools and students could benefit. Table 7: Teacher level of schooling and training received Arusha Moshi Urban Total Schools 10 15 Degree Required 1 1 Form IV Required 9 14 Teachers received 9 14 training Head Teacher – School 2 4 Management training

Moshi Rural 30 1 28 20 7

Resource availability is another issue that impacts a childâ&#x20AC;&#x;s ability to learn. Even with good teachers, a lack of resources inhibits a sufficient education. The baseline survey found that not a single school had enough books for its students. With several schools reporting that classes had only one book to share amongst a classroom of students. Looking at Chart 7, an important service which is severely lacking is a library for students. The scope of the study did not include specific analysis and comparison of how the lack of resources directly affects student learning. But it is an important identifier and could be a topic of future research to analyse whether a lack of resource is affecting performance. When a student shares a workbook and desk with several other students, it does not provide much opportunity for them to work at their own pace or take the time to study independently. Appendix III provides a breakdown of school services available in each ward. Chart 7: School Services available by district

Number of schools

School Services Available 30 25 20 15 10 5 0 Total schools

Have electricity

Have water

Meals available

Library

Child Protection Policy

Services Arusha

Moshi Urban

Moshi Rural

According to UNICEF, the average latrine to student ratio in Tanzania is 1:54 for boys and 1:51 for girls. This falls far below the national goal of 1:25 for boys and 1:20 for girls determined by the PEDP. This impacts especially on girlsâ&#x20AC;&#x; attendance and performance28. The demographic survey showed similar data with Moshi Urban and Arusha having average toilet to student ratios of 1:66 and 1:69, respectively. Moshi Rural had a low average of 1:24, but there were several schools that did not have any toilets for children and two schools with ratios over 1:50. When students do not have facilities to use they are forced to find a hidden corner or to ask permission to go home just to use the bathroom. This is not possible for children who travel long distances to school. When schools are built by the government, toilets are included in construction. However, as time goes they fill or break and are no longer safe for students to use and yet they go unrepaired. A notable reason for students choosing to play truant or dropout from school was the fear of physical punishment from teachers. The use of corporal punishment, or discipline using canes or sticks is still legal in government primary schools. In the demographic survey, teachers were asked about the disciplinary measures used in their school. Table 8 shows the number of schools reporting on methods used. There are current efforts of Mkombozi and other organisations that encourage the use of alternative forms of non-physical punishment and to emphasise the importance of child rights. However as illustrated in 28

UNICEF. Education equity and quality: Overview. Retrieved from http://www.unicef.org/tanzania/6911.html

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

Table 7, 42% of schools still report using sticks depending on the severity of the issue and 25% use the government imposed two stick rule. According to the Education Act, corporal punishment is the “striking of a pupil on his hand or on his normal clothed buttocks with a light, flexible stick” and should be according to the offence, age, sex, and health of the pupil, but should not exceed four strokes29. The two stick rule is determined at district level, limiting the amount a child can be punished to two strokes. Table 8: Disciplinary measures in schools Method used

Number of schools

Stand student in front of others Meet with student and instruct to read school laws aloud

3 3

Give warning Inform the village leaders Use stick dependent on severity of issue Government law of two sticks School council discussion Ask parents to come for meeting Conversation with child Punishment of chores outside class time Counseling Verbal scolding Scaring them with threatening words

16 1 23 14 1 28 9 35 15 7 1

The awareness of street-involved children attending school is of great concern to Mkombozi so the organization in collaboration with the schools can ensure their needs are being met. Head Teachers were asked if they were aware of street involved children and what action is taken in response. Appendix IV shows the number of schools aware of street-involved children in each ward. When asked what actions are taken concerning these students answers included providing school services, exercise books or fees for free or covering half the cost. Other reported receiving help from the District Director, teachers or organisations such as Mkombozi. When Head Teachers become aware of street-involved or at-risk students they will identify them as vulnerable children and search for outside assistance or help from sponsors and donors. Four schools across 15 wards are aware of students who are currently street-involved. Mshioni reported knowing six students who were street-involved and Longuo reported two. Both of these schools are in the Moshi Rural district. Arusha and Moshi Urban schools (Unga Ltd and Kaloleni) did not report on the number of street-involved children.

4. Limitations Two limitations of this research were time and budget constraints, limiting the literacy and numeracy assessments to only two standards (IV & VI). Additionally, there were missing answers on some surveys that were unable to be included in the data. As in many forms of research, the information collected in this study was sensitive to human error and the willingness of participants to answer all questions. The research assistants were conducting up to 14 students per day for 5-6 hours. Head Teachers were often not available for the demographic surveys and some teachers did not have access to or were 29

Baker, T. (2011). Litigating the right to education in Tanzania: Legal, political, and social considerations and potential applications. Dar es Salaam, Tanzania: HakiElimu.

uncomfortable answering all questions. Even though follow-up with Head Teachers was attempted, in many cases obtaining the information was still unsuccessful. It was interesting to note the reaction to the research team in many schools based on the relationship they had with Mkombozi. It greatly influenced the effectiveness of the data collection. This limitation illustrated the importance of Mkomboziâ&#x20AC;&#x;s effort to have open communication with all schools in our target wards. A possible limitation with the qualitative data collection during focus group discussions was the selection of participants. Ward offices assisted in contacting teachers and parents for the discussions. A question that comes up is, do the parents and teachers that attend the FGDs represent the majority of parents? It is possible that their attendance means they are more involved in their childrenâ&#x20AC;&#x;s education compared to others. Random selection may have provided a more diverse set of responses, but due to our relationship with wards and time constraints, was not possible. However, the focus groups did provide rich discussions on understanding the issue of truancy and dropouts and the underlying factors. As discussed in section 3.1, the main challenge of the study was the difficulty in obtaining thorough and accurate data regarding the number of students playing truant or dropping out. Data often differed between schools and DEOs and the process took some time. It was an important part of the study to compare data between school and district level to understand the consistency of data and how it is reported. It was only possible to get specific school data from Moshi Rural district and that information was missing data for several schools. During the demographic surveys, each school was asked for this information, but many were unwilling to share information or adequate records did not exist. Only seven of fifteen schools in Moshi Urban reported numbers, with three of those schools reporting truancy as percentages of the student population. In Moshi Rural, 18 of 30 schools reported numbers with 10 reported as percentages. And in 10 Arusha schools, three schools reported dropout numbers, but only two reported truancy, with one given as a percentage. A total of seven schools in all districts gave assumed percentages that were not counted in the data. It is extremely difficult to establish a baseline when the information does not exist or is not tracked per individual child. As mentioned above, truancy is defined as a child who misses school more than five times a month or attends school infrequently over a period of three months. Whereas much of the information we were able to collect from schools and the district in regards to truant behavior was not based on individual children. Instead it was a collection of average attendance. During focus group discussion and follow-up meetings truancy was a problem acknowledged by parents, teachers, and government leaders. However the current system is not conducive to tracking and monitoring the students. This is not true in all schools, as many have committees in place that are working with these children, but they are not the majority. It is a problem the community wants fixed, but they struggle to maintain the support necessary. It is hoped that this report sheds light on the severity of the issue and encourages support at all levels of community and government.

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

5. Conclusion and Recommendations The study was designed to create a baseline to measure truancy and dropouts among primary school children, to identify risk-factors and understand issues affecting student learning environments. Through this research, it has become clear that an improved system is needed to track and follow-up on student attendance. As mentioned by FGD participants, certain data regarding truancy should be collected yearly in order to check on school progress and encourage local governments to take responsibility for the well-being of their schools. This study helped to identify data that will provide Mkombozi with a baseline to work from in designing programmes around problem areas and evaluating future trends. Truancy and dropout rates were reported and although incomplete, they painted a picture of the urgency of the issue and a need to rectify the situation. Results showed 566 students playing truant and 44 students dropping from primary school. Based on the insufficient data collection, it is fair to assume that these numbers are drastically underestimated. “I am thankful for this programme, I am asking Mkombozi to do their best in getting the truant data in schools each year so that truancy can be evaluated year to year and steps taken to diminish truancy.” This was recommended by a parent in one of the focus group discussions and sums up the overarching goal of this baseline study. However, Mkombozi cannot do this alone and for sustainability purposes, should not be the sole collectors or monitors of this information. A better system needs to be in place within schools so that the absence of individual children is monitored. Working from these baseline statistics and addressing the underlying issues, Mkombozi, parents, teachers and government officials can work together to identify strategies to move forward. An additional agenda of this study was to conduct literacy and numeracy assessments in order to meet the second objective to assess the abilities of students in Mkombozi‟s target schools. The literacy and numeracy showed fairly similar results across wards and districts. The majority of students in both Standards IV and VI were able to read the Kiswahili assessment. However with the assessment based on 27

Standard II level ability, ideally this number should be 100%. Students‟ ability to complete mathematics problems were well in the majority in all districts, but students struggled with subtraction and multiplication. Moshi Rural had the lowest numbers in each math assessment. Finally, as to be expected, students struggled most with the English assessment. Moshi Urban students showed more in reading capability, but all districts remarkably struggled with comprehension. All wards fell well below 50% of students able to answer questions relating to the story they read. These findings highlight specific areas in need of improvement that should be used by schools in curriculum design. Key demographics were also measured to understand learning environments and the quality of education provided. Demographic surveys of 55 schools within Mkombozi target wards asked questions concerning the availability of school services and facilities, the school environment, and student and teacher populations. Besides truancy and dropouts, other areas of concern arose as all schools were observed to be lacking in many key resources. Not a single school in the study had enough books for their students. Large groups of students were required to share a small desk with only one book between them. Only 11 schools of 55 had a library. Several schools, especially in Moshi Rural also lacked necessary services such as water and electricity. Without adequate services and materials it is challenging to provide a conducive learning environment for children. The final objective of the study was to use the results when developing future strategies to improve classroom environments, to keep children in school and prevent root causes that drive children to live on the streets. Although it is easy to look at the findings and deduce the obvious recommendations of providing resources and strengthen the quality of education, the question of how remains. Because Mkombozi values the input of multiple stakeholders and adopts a participatory approach, participants in each FGD were asked: „What should be done to keep children in school?‟ As mentioned throughout the report, a very common recommendation among all participants is the need for more collaboration among teachers, parents and the community. However students are not left out of the equation as they should also take responsibility and be accountable for their own education. What seems to be a simple solution is more often easier said than done. Before parents and teachers can maintain an open line of communication, the level of commitment to their children must be ensured. Developing and following-up on a child‟s progress in school is the responsibility of teachers, parents and students. This is where Mkombozi teacher trainings and skilful parenting workshops can play a substantial role. Raising awareness within communities on the importance of education should continue to be a top priority among schools, NGOs, and ward offices. It is necessary to illustrate the benefits that good parenting and education can have for all members of the community. Additional workshops should be facilitated for students focused on the dangers of truancy and the importance of education. In follow-up discussions, a teacher from Moshi Rural mentioned that these workshops had been done by Mkombozi previously and they were successful in reducing truancy among students and insisted it would be very helpful if these workshops could be continued and spread across more wards. This was also mentioned by a teacher in Moshi Urban noting that Mkombozi trainings are a good way to keep kids in school and decrease the percentage of students dropping and playing truant in the district. She continued further, that trainings for teaching methodologies had improved student performance and it is very important for more schools to receive the same. Increased cooperation should also happen between NGOs like Mkombozi and local governments. A Moshi Urban parent stated, “In my home I saw NGOs helping vulnerable children with school shoes, uniforms and books and the municipal came another day with the same things. Then I asked myself, why don‟t they sit together and join their efforts in order to deal with many vulnerable children?” This is an important point that was also mentioned in the follow-up meeting with Moshi Rural. Ward leaders mentioned that it may be the case where a family is being supported by multiple NGOs. If each organisation worked more closely with the village office, the assistance could be better shared

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

throughout the community to ensure more vulnerable families are supported. Village leaders are aware of what is going on in their communities and their knowledge must be utilised to identify children in need. Combined efforts among Mkombozi, village and ward leaders puts less effort on both, but provides for a larger impact. Ward leaders are able to track individual children, acknowledge who is supporting them, and ensure they are receiving the necessary assistance. This will empower local officers and encourage better follow-up of student progress and well-being. Working more closely with ward and village leaders will help Mkombozi to better target children in need and increase our impact. Increased support from school committees and CPCs can be a valuable resource in upholding the accountability of local government and ensuring sustainability. In addition to increased collaboration, the improvement of school environments would play a fundamental role in both decreasing truancy and dropouts as well as enhancing the education of students. More governmental support must be given to the education sector. In order for schools to provide conducive learning environments for students, they must be equipped with the necessary resources. Desks and books are obvious necessities, but additional materials such as sports, activity and musical equipment must also be included in a school‟s budget. Play is an important part of a child‟s development providing socialisation skills, self-actualisation, and exercise. Parents, teachers and children in the focus groups discussed the needs for sports and activities grounds because children need the time to play. A Moshi Rural teacher expressed the need for more extrinsic motivation such as sports and activities that give students something to look forward to, encouraging them to stay in school in order to participate. Mkombozi is successful in including MEMKWA and street-involved children in activities, but it should also encourage the inclusion of children in schools as well as the implementation of sport and activity clubs within schools. Safety and security of the school grounds is also lacking among many schools, especially those without fences or perimeter walls. This not only includes infrastructure such as toilets and pathways, but also ensuring that negative outside influences cannot enter the compounds. It is recommended that watchmen are situated at each entrance, keeping potentially harmful interactions out and keeping students in. Safety within the school walls also applies to the relationships between teachers and students. Overpopulation of students with few teachers to support the increase in numbers puts a strain on student-teacher relations. Reducing physical punishment and improving teaching methodologies are steps that can be taken to provide for better relationships and enhance students‟ learning environments as well as teachers‟ work environments. Through teacher workshops, Mkombozi is working to implement these solutions, but there remains the need for increased cooperation from government officials to ensure sustainability and scale up efforts. A Moshi Rural teacher stated that he could categorise students who are truant into two groups: those who face economic hardships within their families and truly do not have the basic needs required for school and those who are just stubborn and decide they do not like school. It is recommended for the first that if these children can be supported they will attend school and be happy to do so. Parents should be held accountable for providing for a child‟s basic needs which includes the cost of schooling. Although primary school tuition was abolished in 2001, the high costs of school uniforms and contributions still put a heavy burden on families. This is where the identification by community members and village leaders of vulnerable children who are truly in need of support can be helpful to NGOs and government authorities to ensure their needs are met. For the latter group, it is important for families, communities, and local officials to take responsibility. There are laws which should be better enforced and implemented; laws which hold parents accountable for the well-being of their children and laws that require students to be in school. A major problem with upholding these laws, however, is the high costs associated with head teachers or village and ward leaders needing to take the enforcement into their own hands even when the funds are not available. The costs include bus fare to the police station or court and could include multiple trips due to government delays or rescheduling, not to mention the time spent away from work. The police force should be more readily

available and funds available for these circumstances. Without it, community members will be less inclined to report or enforce the laws and the problem of truancy will continue. The results from student performance has been broken down by school and shared with each head teacher in hopes that they will use this information to address problem areas. The final report provides a more general look at the issue to reach and inform a broader audience. It is hoped that this information will be dispersed throughout the community, especially reaching the high levels of government, the Department of Community Development, and other relevant stakeholders so the severity of the situation is recognised and acted upon. The focus group discussions and follow-up meetings highlighted the concern of the local community. Looking forward, it is important that the information gathered from this study reaches its desired impact, the findings are used and resulting recommendations are implemented. Where the implementation is successful, the government and Mkombozi can work together to further research and scale up programmes across the Kilimanjaro and Arusha regions and eventually at a national level. The report is meant to encourage a call to action for communities and governments to take responsibility for the well-being of their children and schools.

6. References Baker, T. (2011). Litigating the right to education in Tanzania: Legal, political, and social considerations and potential applications. Dar es Salaam, Tanzania: HakiElimu. Carabain, R. (2008). Street children in Mwanza: Excluded or included? SNV Tanzania and Utrecht University. McAlpine, K. (2006). Participatory action research: Local causation of primary school drop-outs and exclusions in Kilimanjaro Region volume 1. Moshi, Tanzania: Mkombozi. Mkombozi. (2013). Monitoring report: January â&#x20AC;&#x201C; June 2013. Moshi: Tanzania. National Bureau of Statistics (NBS). (2011). Tanzania demographic and health survey 2010. Dar es Salaam, Tanzania: NBS and ICF Macro. National Examinations Council of Tanzania (NECTA). www.necta.go.tz Rono, K. (2008). Performance of primary school children in Tanzania: Patterns in school dropout and grade repetition rates. Nairobi, Kenya: Development Initiatives Africa Hub. Spector, A. (2012). Childrenâ&#x20AC;&#x;s knowledge of their rights and feelings of protection: A knowledge, attitudes, and practices (KAP) study in Kilimanjaro and Arusha Regions. Moshi, Tanzania: Mkombozi. Spector, A. & Brook, F. (2013). 2012 census report. Moshi, Tanzania: Mkombozi. UNICEF. Education equity and http://www.unicef.org/tanzania/6911.html Uwezo. www.uwezo.net

quality:

Overview.

Retrieved

from

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkombozi‟s target wards

7. Appendices Appendix I: Student reasons for absence within the last week Reason for Absence Arusha Moshi Urban Friday Mosque/Prayer 2 Clothes/school bag were dirty/torn 6 School fees 2 Did not have shoes/supplies 1 Sick/illness/hospital 71 46 Caring for family member 1 2 Told to stay home/ helping with domestic work 4 Visiting family 2 Working on street 1 Went shopping, 6 3 errand or event Rainy day No reason given

2 96

Total

1 1 55

Moshi Rural 3 1 26 3 1 2

Appendix II: English Story Comprehension – district and ward breakdown Arusha Total children Able to read story Answer question 1 Answer question 2 Std 4 Std 6 Std 4 Std 6 Std 4 Std 6 Std 4 Std 6 Kaloleni 38 47 24 38 8 20 12 20 Ngarenaro 75 59 47 48 16 23 18 19 Sokoni One 192 214 94 143 26 57 23 61 Unga Limited 87 68 48 55 19 22 15 25 Total 392 388 213 284 69 122 68 125 Percentage 54% 73% 32% 43% 32% 44% Moshi Urban Boma Mbuzi Kaloleni Majengo Miembeni Mfumuni Njoro Pasua Rau Total Percentage Moshi Rural Kibosho Magharibi Uru Kusini Uru Mashariki Total Percentage

Total children Std 4 Std 6 19 22 21 18 31 21 41 59 17 17 15 20 43 44 22 23 209 224 Total children Std 4 Std 6 59 63 43 49 41 54 143 166

Able to read story Std 4 Std 6 8 15 9 11 14 18 32 52 12 17 11 17 26 35 16 17 128 182 61% 81%

Answer question 1 Std 4 Std 6 2 6 2 3 3 9 8 18 6 9 3 7 8 16 8 7 40 75 31% 41%

Answer question 2 Std 4 Std 6 4 6 2 4 7 10 14 12 6 8 6 6 7 13 6 5 52 64 41% 35%

Able to read story Std 4 Std 6 27 42 24 46 24 43 75 131 52% 79%

Answer question 1 Std 4 Std 6 6 14 8 22 3 20 17 56 23% 43%

Answer question 2 Std 4 Std 6 8 12 5 19 3 10 16 41 21% 31%

Appendix III: School Facilities Available â&#x20AC;&#x201C; district and ward breakdown District Ward Schools with Schools Schools that Schools electricity with water provide with a meals library Yes No Yes No Yes No Yes No Arusha Ngarenaro 2 0 1 1 1 1 0 2 Kaloleni 1 1 2 0 2 0 1 1 Sokon 1 2 2 4 0 2 2 2 2 Unga Ltd 0 2 2 0 0 2 1 1 Moshi Boma Mbuzi 2 0 2 0 2 0 0 2 Urban Kaloleni 1 0 1 0 1 0 1 0 Majengo 0 2 1 1 2 0 0 2 Mfumuni 2 0 2 0 2 0 1 1 Miembeni 1 1 2 0 2 0 0 2 Njoro 0 2 1 1 2 0 0 2 Pasua 2 1 3 0 3 0 1 2 Rau 1 0 1 0 1 0 1 0 Moshi Kibosho 2 11 13 0 13 0 2 11 Rural Magharibi Uru Kusini 2 5 5 2 7 0 0 7 Uru 4 6 4 6 10 0 1 9 Mashariki

Child Protection Policy Yes No 0 2 0 2 1 3 2 0 2 0 0 1 2 0 2 0 2 0 2 0 1 2 1 0 8 5 6 5

1 5

Appendix IV: Awareness of Street-Involved Children â&#x20AC;&#x201C; district and ward breakdown District Ward Schools Aware Schools Unaware Arusha Ngarenaro 0 2 Sokon 1 0 4 Kaloleni 0 2 Unga Ltd 1 1 Moshi Urban Rau 0 1 Mfumuni 0 2 Boma Mbuzi 0 2 Majengo 0 2 Kaloleni 1 0 Njoro 0 2 Pasua 0 3 Miembeni 0 2 Moshi Rural Kibosho Magharibi 1 12 Uru Mashariki 0 10 Uru Kusini 1 6 Total 4 51

A School Baseline Study: Measuring truancy, dropout rates and literacy in Mkomboziâ&#x20AC;&#x;s target wards

ÂŠ Mkombozi 2014

P.O. Box 9601, Moshi, Tanzania Moshi Office Tel: (255) 27 2754793 Arusha Office Tel: (255) 27 2544319 info@mkombozi.org www.mkombozi.org