Tanzania was close to achieve universal primary education enrolment in 2014. However, 13% of the children did not manage to complete primary level (93% girls and 86% boys). In addition, challenges are found in the transition from primary to secondary where 45% of girls and 60% of boys do not progress from primary to secondary education. This brings the percentage of children that have less than or equal than primary education to a staggering of 68%. Further, a number of children do not attend school due to various reasons including poverty, long distance from home to school and negative social-cultural norms. Children out of school in Tanzania was reported at 17.65 % in 2018 (World Bank) hence do not acquire the necessary foundational skills.
Given this challenge, children do not succeed in acquiring the necessary foundation skills. The Literacy rate among the population aged 15 – 24 years in Tanzania was recorded to be 87.01% for males and 84.64% for females (UIS, 2015). Based on these statistics, a large number of population lack these skills. Traditionally, literacy has been considered a set of reading, writing and counting skills. This is exacerbated by the digital world, which calls for new and higher-level competences (Ms Irina Bokova, 2017) in order to build more inclusive, equitable and sustainable societies.
It is in this regard that UNESCO Dar es Salaam in collaboration with the Institute of Adult Education established 4 ICT Based Literacy Centres in Mkoani, Kasulu, Sengerema and Ngorongoro Districts. Six hundred and thirty eight (638) out-of-school adolescent girls and young women were enrolled in and completed literacy and numeracy classes in 2020 through both conventional and ICT based approaches. The second ICT based literacy cohort intake planned for 2021 will adapt approaches that ensures sustainability of the centres. We are therefore looking for an expert to draw a sustainability strategy for UNESCO.
The main objective of the activity is to establish a sustainability strategy for ICT based literacy centres in Mkoani, Kasulu, Sengerema and Ngorongoro districts.
Activity 3.1 : Submit inception report describing the implementation approach and timeframe. Assessment tools shall also be part of the inception report.
Output/Deliverable: Inception report and needs assessment tools.
Duration: 3 days
Activity 3.2: Assess and document good practices, achievements, challenges and lessons learned on the existing ICT based literacy centres in Kasulu, Sengerema, Ngorongoro and Mkoani districts. This activity will involve travelling to the project sites
Output/Deliverable: Assessment report
Duration: 12 days
Activity 3.3: Present the draft sustainability strategy to Project National Steering Committee Meeting (This activity will involve travel).
Duration : 1 day.
Activity 3.4: Finalise the draft based on the comments from the Project National Steering Committee.
Output/Deliverable: A final sustainability strategy
Duration : 5 days
Activity 3.5: Submit final activity report
Output/Deliverable: Activity report
Duration : 1 day.
Total : 22 Days
The assignment will last for 3 months from the date of signature of the contract.
Mkoani, Kasulu, Sengerema and Ngorongoro Districts.
Consultancy fees and travel costs shall be paid based on the rates submitted by the consultant and negotiation done.
COMPETENCIES (Core / Managerial)
Qualification and experience
- At least MA in Education, ICT Experience in Education, Mass Communication sociology or related field;
- Knowledge and experience of no less than 5 years working on education or related programmes at national, regional and local level.
- Knowledge and experience of working with youth/communities.
- Ability to work independently under minimum supervision;
- Excellent writing as well as verbal communication skills (Preferably in English).
- Proven experience with similar assignments
Knowledge of UN and its internal processes is an added advantage.