This Chapter is concerned with description analysis of data collected from the field. Data are presented in Pie Charts, Tables, Percentages and words.

This study was mainly focused and interviews about seven categories which comprise a total of 79 respondents. The categories vary from the planning units of the project to the implementers and the local level beneficiaries. By using different methods of sampling, the study was able to identify the reasonable amount and qualified respondents whom were used to collect the information. Based on table 3.1 (Distribution of Respondents), the study was able to collect information on 57 (95 percent) out of 60 respondents from house holds, where by 42 percent were male and 58 percent were female, the study was also covering all the remaining respondents as shown in table 1.

From the findings, (table 4.1) the sex distribution of the respondents indicates that 47 percent of all respondents were male while 53 percent were female. Out of 75 respondents, 72 percent were respondents from household while 28 percent respondents were found at leadership level of the Project, Shehia, schools, and District levels. Sex distribution of the respondents is shown in the table number 4.1.

The education status of the respondents from the household level shows that 46 percent of all respondents have secondary education, while 28 percent have no attended class while 26 percent have completed primary school education. Table 3 shows the variation between men and women in education level.

The IQBEZ/BEF Project started in October 2001 funded through the Girls Education Advancement Revitalization (GEAR) project. In this phase, the project engaged mostly in improving schools management and teaching capacities by introducing "learner centered and gender friendly teaching techniques" through training sessions. Other activities were printing and supplying textbooks to schools, training of teachers and members of the schools committees etc.

The project has been implemented in six schools of West, Central and South Districts of Unguja Island, these are; Langoni, Regezamwendo and Mwenge in West District, Kitogani and Pete in South District and Michamvi in the central District with aim of ‘improving quality of girls’ basic education through access, retention and performance. This study was conducted in the West and South District’s schools.

During the planning process, the project was intended to train about 123 teachers on child centered and gender sensitive methods. In different periods and locations the National Teachers’ Resources Center (NTRC) and Teachers Resources Centers (TRCs) experts were used to facilitate trainings to the selected school’s teachers so as to enable them to apply the needed skills, this includes how to apply local environment in making the learning and teaching materials. During this period, the project has successful to train about 122 teachers of both sexes. The table 4:3 shows the situation of trained teachers.

Table 4:3 indicates clearly that, the project has successively reaching its goal of training about 122 teachers out of 123 (99 percent). During the field exercise, the study revealed that, the trained teachers was using the knowledge they receive from the project, were different equipments from the local materials and teaching techniques where used. The main problem from about all visited schools was that, the trained teachers were highly transferred to other schools, though it is among the procedure of the Ministry of Education to make human resource allocation, but it was claimed that, this has been reduced the efficiency of the schools implementing the project.

The findings revealed that, after implementation of the project, which was includes the training of teachers, the quality of education provided have improved due to improvement on the teaching methodology among teachers and provision of various schools’ equipments. Out of 57 respondents from households, 30 (53 percent) say the quality of education in the schools have improved, 23 (40 percent) rank moderate, while only 4 (7 percent) rank the quality as poor. In this respect, the quality of education in the schools implementing the project has improved. Figure 4:1 shows the responses from respondents.

During the planning process, the project plans to train about 90 out of 120 members of the school committees. This training was made to enable them to facilitate their roles and responsibilities in the schools, action plan development and involvement of community members in education development activities as the main stakeholders. Out of the planned amount (90 members) about 88 percent was trained (79 members). Table 4:4 show numbers of trained school committees members.

During the study it was revealed that, all project schools prepared and uses the plans, in which the planned goals for each period were highly meet. Due to this, the schools has been implementing various activities and achieving the desired development. Despite of training they receive, the school committee’s members have gaining the capacity of mobilizing the community concerning the schools development, as shown in table 6 below were the study indicates that, about 54 percent of the interviewed respondents are aware and contributing on the project activities. The plate 4: 1 shows the schools’ committees training.

Plate 4:1.  Schools’ committees training

The project plan to sensitize the community members concerning the schools ownership and participation to reach 30 percent at the end of the project, awareness among them has increased as a result of sensitization campaign done in all villages around project schools. Project mobilized formation of sensitization committees, in which 12 meetings in 11 villages at different schools were conducted where more than 1,500 people participated. Awareness creation strategy has been a key programme used to address all the project activities. Ways used during these campaign include; Dialogue and debates; Distribution of posters; and Use of school dramas to convey messages as part of creating awareness and information to local communities.

During the planning phase of the project, it was expected that, about 30 percent of the community will be able to participate and manage schools activities, meanwhile, after the project implementation, according the interviewed respondents about 54 percent was aware of the project and among them 42 percent were participated in the implementation of various activities, this meaning that the project has got success and exceeded the planned goals, the things indicates the successful of the project implementation. The table 4:5 shows the answer of the respondents on awareness and implementation participation on the project.

Through the community sensitization, it was also expected that, the schools funds contribution from the community will be raised to about 50 percent. This study has revealed that about 100 percent of the interviewed respondents were paid the contribution in different rates and frequencies depending on the wealth of the household.

The study also reveal that, only 70 percent of the parents make a regular visits and turn outs to their children academic development and share views, the amount less than the expected amount planned during the project planning, it was expected that about 90 percent of the parents could visit their children at schools, after the first phase of the project implementation. The amount has been reduced due to lack of awareness of some parents and most of them are highly concentrated with other different social and economic activities. Basic education especially for girls needs high attention from both parents and teachers together with the whole communities to ensure its achievements. Table 4:6 shows how much the parents visit their children.

Table 4:6.  Parents’ children monitoring

Source: Research Findings 2006.

The UNICEF 2004 has pointed-out that, the efforts to get more girls into school improve the development of the community. Education – promoted measures that address disparity by boosting household income helps the whole family. Also when schools become girl-friendly, they ultimately bring services to all children, their families and communities.

4.3.1        Establishment of libraries

 The has revealed that, the project in collaboration with local communities, has managed to establish primary school libraries in each school through cost sharing strategy with community members. Under this activity the communities spare one classroom in each

school for libraries establishment, where the project provide them with other needed equipments and materials like shelves, wired windows, hardboards for sealing and text books.

The study was also revealed that, 12 teachers (50 percent males and 50 percent females) were trained in library management and were now are able to organize reading programmes in schools. During this period the project was able to provide about 1,203 books for libraries, as shown in table 4: 7, were the distribution has been in these schools depending on the size of the school. The provided books have managed to reduce the pupil/book ratio from 1:8 to 1:2. In this aspect, the project has also reach the targeted goal of reducing the ratio to 1:2. Table 4:7 shows the distribution of books to all schools implementing the project.

Table 4:7. Distribution of books to schools

Source: Research Findings 2006.