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Research (Data presentation)
4.1 INTRODUCTION This Chapter is concerned with description analysis of data collected from the field. Data are presented
in Pie Charts, Tables, Percentages and words. 4.2 Categories of respondents 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. 4.2.1 Sex distribution of the respondents 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. Table 4:1. Distribution of Total Respondents by Sex
Source: Research Findings 2006 4.2.2 Education status of the respondents from households 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. Table 4:2. Distribution of household respondents by level of education. Education status Female % Female Male % male No formal education 8 14 8 14 Primary education 12 21 3 5 Secondary education 13 23 13 23 Total 33 58 24 42 Source: Research Findings 2006 4.3 Project implementation 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. 4.3.1 Teachers’ training 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. Number of trained teachers Schools Male Female Total Langoni 33 9 42 Mwenge 13 6 19 Kitogani 14 4 18 Regezamwendo 9 18 27 Pete 9 2 11 Michamvi 3 2 5 Total 81 41 122 Source: Research Findings 2006 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. Figure 4:1. Community’s proportion on the quality of education
4.3.2 Training of school committees 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. Table 4:4. Trained members of school committees School Men % Men Women % Women Total langoni 12 71 5 29 17 Mwenge 13 81 3 19 16 Kitogani/ Pete 13 76 4 24 17 Regezamwendo 9 64 5 36 14 Michamvi 13 87 2 13 15 Total 60 76 19 24 79 Source: Research Findings 2006 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
4.3.3 Community sensitization. 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. Table 4:5. Awareness on implementation of the project Frequency % Frequency Participate in implementation % Participate in implementation Aware 31 54 24 42 Not aware 26 45 0 0 Source: Research Findings 2006 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 Description
Frequency Percent
40 70
17 30
57 100
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 Schools Total Book Provided 277 277 275 Kitogani
PrimarySchool 277 258 261 Total 1,203 Source: Research Findings 2006. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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4.3.1 Rehabilitation and construction of toilets. The
study was also revealed that, in improving the schools’ sanitation, the project in collaboration with local communities
succeeded to build two-holes latrines for teachers in Pete and assisting in finishing nine-holed latrines in Langoni. In Pete,
a toilet for 12 teachers (7 males and 5 females) was also constructed. In
Sources: Research Findings 2006. This shows large number of the interviewed respondents have participate in different
activities of the project. The project here considers the UNICEF (2004) statement emphasis the investment of Nutrition, Education,
Water and Sanitation so as to help children to be healthy and alert instead of forever playing catch-up physically and mentally.
Safe water and sanitation, key to getting and keeping girls in school, improve the well-being of the entire community. As the World Conference of Education advocated that, the developing countries and
the donor organizations must each initiate action toward resolving the qualitative and quantitative problems of basic education,
the Changamoto LPF as a local NGO in collaboration with CARE Tanzania has introduced the efforts to reduce the qualitative
problems in the six selected schools the thing expected to reduce the quantitative problems. 4.3 The Effects of the IQBEZ/BEF Project to the girls. The study revealed that, the performance over the project was influenced by many
factors including among others, the collaboration with the different departments of the government, (both local and central
government) and the whole community. It was expected that, after first phase of project implementation, the whole schools’
situation/ environments could be improved. The following are effects of the project after implementation. 4.3.1 The enrollment rates. According to the data collected from the study, the efforts to increase the total
enrollment rates has been increasing year-to-year though it in small rates. This increasing rate is the results of increased
community awareness; total enrollment is increased from 581 pupils in 2003 to 581 pupils in 2006. The amount was increased
to 601 in 2004, and then it decreased again in 2005 and increased in 2006. Figure 4:3 shows total enrollment trends for five
schools implementing the project. Figure 4:3. Total Enrollment for 5 schools implementing the project
Source: Research Findings 2006. According to the interview made during the study, it was revealed that, this decline is
the results transferring students from some schools like Kitogani, Langoni, and Regezamwendo to other new schools established
in the neighbors villages, this exercise was supervised by the Ministry of Education in collaboration with the communities
as the Education policy needs to reduce the concentration and long distance travel for the pupils to the schools, hence to
improve the basic education. So in this case the community for some extent is now aware the importance of educating their
children. The enrollment rates for girls have been also increased but not exceed of boys. In some
schools like Langoni, the number of girls is more than boys, while in other remaining schools their rates in low. The Zanzibar
education policy has reinforced the community to enroll all the aged children, but some few parents are refused and are still
ignorant, though Zanzibar has exceed the enrollment goal indicated by the Zanzibar Education Policy and the International
Declarations, other reason mentioned was the transfer of the children to other schools. The table 4:8 shows the enrollment
in all schools by sex. Table 4:8. Enrollment of the students SCHOOLS Enrollment of the Students 2003 2004 2005 2006 M* F** T*** M* F** T*** M* F** T*** M* F** T*** Langoni 79 77 156 57 68 125 58 63 121 62 72 134 Kitogani 40 52 92 14 16 30 14 13 27 21 20 41 Pete 25 15 40 27 15 42 22 16 38 15 20 35 Regezamwendo 86 70 156 135 119 254 139 128 267 148 128 276 Mwenge 60 77 137 76 74 150 63 63 126 61 40 101 TOTAL 290 291 581 309 292 601 296 283 579 307 280 587 M* =
Male, F** = Female, T*** = Total Source: Research Findings 2006. 4.3.1 Repetition
Rates In its strategy in reducing the illiteracy rates in Zanzibar, the Ministry of Education,
Culture and Sports (MOECS) has pointed-out that, all primary schools should take efforts so as to make sure that all pupils
in primary education not repeating the any year of study, this aiming at giving the chance other more children to have an
opportunities for basic education regarding the inadequate available facilities. But due the real situation on the capacity
of some students, (that some of them have low capacity of understanding) some schools have decided to have repetition. Out of five schools visited only Regezamwendo and Mwenge have no repetition, while Langoni,
Kitogani and Pete is considered as part of learning. The situation encouraging at Table 4:9. Repetition rates for STD I – V 2005 SCHOOLS Repetition Rates STD I – V 2005 M* R** % R*** F**** R** % R*** T***** R** % R*** Langoni 492 38 8 472 38 8 964 76 8 Kitogani 83 13 16 74 11 15 157 24 15 Pete 100 18 18 76 8 11 176 26 15 Regezamwendo - - - - - - - - - Mwenge - - - - - - - - - Total 675 69 10 622 57 9 1297 126 10 M* = Male, R **= Repetition,
R*** = % Repetition, F ****= Female, T***** = Total - = Schools that does not consider
repetitions. Source: Research Findings 2006 In all three schools mentioned above, the repetition rates for girls has been low as compared
to the boys, in Kitogani primary school, the repetition rate among girls was 15 percent as compared to 16 percent of boys,
in Pete primary school, the rate for girls was 11 percent as compared to 18 percent of boys, the situation is different in
Langoni primary school were the rate of girls is high than of boys (8 percent girls to 8 percent boys). But in its totality
the rate for girls is low, as it was expecting after the project implementation. Data collected from the households also identify that, after the project implementation
the capacity of children has improved, out of 57 respondents, about 27 respondents (47 percent) mentioned that their primary
school children have equal learning capacity, while 18 respondents (32 percent) said that, their girls is performing better
than boys, and 12 respondents (21 percent) say yes to boys. This shows the successful of schools after implementation of the
project. This improvements, - reduces the gender disparity in basic education as the Millennium
Development Goal, that call the nations to eliminate gender disparities in primary education by 2015 (UNICEF, 2004). In recent
years, the notion that girls did not deserve or cannot compete in the studies have been highly reduced among the society of
4.3.1 Completion
Rates. According to the education policy of In the five visited schools, the number of girls completed and score higher rates for
these three-year (2003 – 2005) are more than the number of boys, about 55 percent of those getting higher rates wells
while 45 percent were boys. The reason mentioned by the community shows that, despite that girls are performing more home
activities then boys, girls have more efforts to revise their studies at home than boys. The responses form the households
revealed that, out of 57 respondents, 34 (60percent) was point out girls to have more workload at household activities, while
23 respondents (40 percent) mention equal children’s workload activities at the household level. Figure 4:4 shows the
difference in examination results between girls and boys. Figure 4:4. Total STD VII examination results 2003-2005
Source: Research Findings 2006 As shown in table 4:10 Schools like Regezamwendo and Mwenge seemed to have more appreciable
results than other schools. The discussion made with the Langoni Primary School Head Teacher revealed that, the students are
not performing well due to insufficient number of teachers, where by the available teachers have a burden of teaching in both
primary and secondary education, the thing lead them to make more concentration on secondary education then the primary education.
Other mentioned reason was that, the time for learning per day has been reduced because most of teachers are going late, because
most of teachers live far away from schools and get hard in traveling (both by cost and transportation facilities). This situation
make children get short time of learning per day as proposed by the ministry of education. The table 4:10 shows the completion
trends. Table 4:10. STD VII results from 2003 – 2005. Year School Candidates M* F** T*** M* F* T*** 2003 Langoni 91 68 159 1 0 1 Kitogani 44 43 87 1 0 1 Regezamwendo 17 28 45 2 2 4 Mwenge 74 68 142 2 2 4 2004 Langoni 99 83 182 0 0 0 Kitogani 50 35 85 1 0 1 Regezamwendo 41 43 84 2 2 4 Mwenge 37 36 73 1 5 6 2005 Langoni 86 91 177 0 0 0 Kitogani 20 10 30 1 1 2 Regezamwendo 79 82 161 1 2 3 Mwenge 38 40 78 2 3 5 Total 676 627 1303 14 17 31 M* = Male, F** = Female, T*** = Total Source: Research Findings 2006 The
findings also revealed that, the community it self have realized and appreciate the achievement obtained, the community is
proud of the educational development that has been gained after the project implementation. Out of the 57 interviewed respondents,
32 (56 percent) responds that, the project have improve the situation, while 2 (4 percent) respond the moderate situation,
while 23 (40 percent) respondents don’t know if the situation have improved or not. In this respect the schools have
to be more open in giving information to the community. Figure 4:5 show the community response on the achievements obtained. Figure 4:5. Community’s proportion on performance of the project
Source: Research Findings 2006. 4.4.4 School committees’ composition The schools committees’ members are composed of members from different three categories.
In order the community to supervise the development of the school, forms these committees. In each school the school committee
includes head teacher of the school, Sheha, and other member from the community depending on the area covered. The six schools
implementing the project have about 103 members of schools’ committees of which 79 are men and 24 are women. Out of
trained members, 24 percent were women while the remaining about were men. In all schools the number of women was low as compared
to men as shown in the figure 4:6. Figure 4:6. Composition of schools committees
Source: Research Findings 2006. Data obtained revealed that, the amount of school committees’ member was low and
not exceed 25 percent. Out of these six schools, only one school (Regezamwendo) have more then 30 percent women in the school
committee, while Langoni has more than 25 percent, in other schools the number of women was low than 25 percent. In 1990 the
UN Commission on the states of women recommended that a critical mass of 25 percent to 35 percent participation by women is
necessary before they can have any impact on decision-making in an organization (United Nations – 2000). Based from
this notion, the project may fail to mobilize the community to consider gender when they formulate and make decisions in the
committees. This may negatively affects the decisions and implementation of different activities and could be the reason of
failure in some activities. 4.5 Community participation in planning process
and ownership 4.5.1 Stakeholders
involved. Data obtained from the study observed that, the Changamoto LPF as a local Non Governmental
Organization in collaboration with CARE Tanzania has involve enough number of stakeholders as possible as to ensure its sustainability
and ownership. The stakeholders involved vary from national to local level communities. At national
level, the project was collaborating with the ministry concerning with education affairs, i.e. Ministry of Education, Culture
and Sports (MOECS) The
project have also involve the Zanzibar Library were about 380 books were offered and distributed in those school implementing
the project, The project have been also collaborating with other Local NGOs with same interest of improving the quality of
basic education in Zanzibar like FAWE. At local level, the project has been collaborating with local governments at District
and Shehia level. This organization was there to ensure proper implementation and connection between the central and local
communities as well as making sure that the project has full support of the community. At community
level, the project has conducting different meetings and provides posters to explain about the project, so as to ensure its
sustainability and support. The communities have been involved and trained about the right and importance of educating girls
and improving the basic education at large.
Data form table 4:11 identify that, about 54 percent of the interviewed respondents are
aware of the project implementing in their areas, while 46 percent not aware. This indicates that over half of the community
has awareness of the project and most of them have been involved in the implementation process. Basing from this data, the
number of women participated was again low as compared to the men, they are about 35 percent of the respondents aware the
project, while 85 percents of them do not aware the project being implemented. The reason explained to this situation was
that, most of the women in the district are less concern of different activities implemented in their areas, most of them
are mobilized to participate in development activities, but most of them were not willing to participate, and some of them
are not even participate in the sensitization meetings. Table 4:11 show the level of awareness of the project among the communities. Table 4:11. Community’s awareness of the project Description Frequency % Total Male Female
Total Aware 20 11 31 54 Not aware 04 22 26 46 Total 24 33 57 100 Source: Research Findings 2006. In planning process, the project has been collaborating with all necessary
stakeholders like school managements, Schools committees’ members and Shehas. In implementing different activities,
the project has been always introducing the aspect of cost sharing so as to make sure that, the community are participated
and own the project. The community does not contribute in terms of money hence they contribute in terms of materials and labour. This community has now aware how to plan and supervise their development especially
concerning with educational developments, the thing that will ensure the projects sustainability. The project has highly succeeded
to involve different stakeholders, the thing expected to ensure the project sustainability and ownership to the community.
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