Reference: IM128233I Pre­application Requirements Please be advised that this application form must be completed in one session. You will NOT be able to save your progress and return at a later date. If your screen remains idle for too long the page will timeout and you will have to start the application from the beginning. We therefore strongly advise that you read through the International Development Partnerships document and ensure that you have all required information ready prior to commencing the application. The following supplementary documents must also be included with your application. Please ensure these are completed prior to completing the online application form. You will be asked to attach these documents at the end of the application. You can find a template for each document at the below links:

Project Delivery Plan

Project Budget

Risk Assessment

Communications Plan

Safeguarding Plan

The deadline for submission of International Development Partnerships is 13 April 2018, the applications will be processed and due diligence undertaken. Funding decisions will be taken by the Cabinet Office and applicants can expect to be notified of the decision in May 2018

If you have any queries regarding this application please contact internationaldevelopment@gov.im or phone (01624) 685363.

Charity Information

You must read the of International Development Partnerships document carefully before completing this application form. Are you applying as a single charity or making a joint application by multiple charities?*

Single Charity

Single Charity Application

Name of Organisation* Right To Play Name of Main Contact* Ross Edgeworth Position in organisation* Senior Manager Global Programme Funding Telephone Number* Email address* Please confirm email address Isle of Man or UK Charity Registration Number(s)* 1112404 Isle of Man or UK Registered Address Address line 1* The Foundry, 17­19 Oval Way Address line 2* London Address line 3 Postcode* SE11 5RR Charities are not required to be registered or to have a physical presence on the Island. However applicants should demonstrate any relevant links to the Island where applicable. Please refer to the International Development Guidance Document for examples of what would contribute towards having links to the Island. If Isle of Man registered, Is your Charity Registered as an Specified Non­Profit Organisation (SNPO) with the Isle of Man’s Financial Services Authority*

No

If United Kingdom registered, does your charity comply with the relevant Charity Commissions requirements around AML/CFT legislation?*

Yes

Please state and provide details of how the Charity has a physical presence on the Isle of Man*

Right To Play has a corporate partnership with the Isle of Man based company PokerStars (Rational Group). This partnership has enabled Right To Play to disseminate information about the projects we deliver to 240 staff

based at PokerStars headquarter in Onchan. Engagement occurs through company newsletters and intranet, and through annual competitions for staff members to visit Right To Play projects in Africa and Asia. In 2016 Douglas Athletic (DAFC) became the first ever Isle of Man football club to adopt a charity partner when Right To Play became the main sponsor on the team shirts. This partnership has enabled further promotion of Right To Play’s work and resulted in seasonal fundraising for the charity by players, staff and DAFC supporters. Through our partnership with British Athletics, we have been able to engage with the Isle of Man Athletics Association and their members from the five athletics clubs on the island. Additionally Right To Play Ambassador Mark Cavendish has been a strong advocate for the organisation across his social media outlets, reaching over 2.5 million people, including large numbers of followers within the Isle of Man.

Organisation Background

Please outline your organisational structure, governance and administrative framework. In the interests of accountability the names of the Chairman, Board of Directors and Trustees must be provided. Please also include a brief description of how your organisation is run.*

The Right To Play Board of Trustees govern the charity in the UK and is responsible for determining policies an overseeing the strategic direction of the organisation. The Board meets six times per year and delegates the day­to­day operations of the organisation to the National Director. The Right To Play UK Board includes expertise in sport, finance, law, management and communications. It has three sub­committees: Finance and Audit, Governance and Nominations, and Development. The Finance and Audit Committee is responsible for reviewing financial management processes, internal controls and the audit process. The Governance Committee has implemented a governance review, updated our risk register and skills audit, and is recruiting new board members. The Board has strong expertise in Sport for Development, including members with backgrounds in international development and sports partnerships. The board is also supported by two international development advisors with 20 years’ experience in health, education and livelihood programmes. Board members regularly engage with staff in the field and with funders. Two Board members sit on the Right To Play International Board, which oversees all project work and financial management across the organisation globally in 14 countries. The Trustees are listed below: • Simon Holden, Chairman • Leslie McCormack Gathy, Deputy Chair • Delaney Brown • Maria Driano • Jim Garman • Olivier Gers • Marijana Kolak • Hannah Nunn • Aki Temiseva A Country Director is responsible for all day­to­day operations of our programme work in each of the countries that we operate in across Africa, Asia and the Middle East. In the case of Tanzania where the proposed project will be implemented, the Country Director reports to the Vice President for Programmes for Africa based in a regional office in Uganda. The Vice President for Africa is part of a 7 person Executive Team, including the CEO, that have overall operational, management, financial and strategic oversight of the entire organisation. This senior management team report to the Right To Play International board.

Charity Vision & Mission* Right To Play’s mission is to use sport and play to educate, empower and protect children and young people to overcome the effects of poverty, conflict and disease in disadvantaged communities. Right To Play’s vision is of a healthy and safe world for children through the power of sport and play.

Has your organisation(s) completed projects on this scale previously

Yes

Please demonstrate your experience with this type of project by providing details of past and current projects that your organisation has implemented successfully. Please include the following details:

­ Overall project budget including any funds raised

­ Project timeframe including start date

­ A brief description of the aims of the project

­ A brief description of the main project activities

­ Details of monitoring activities undertaken

­ A brief description of the outcomes/key results of the project Through sports and games, we help children build essential life skills and better futures, while driving social change in their communities with lasting impact. We help children and young people learn by using play as a foundation for activity­based, child­centred learning, leading to improvements in educational quality and gender equality. This has included improved learning for girls and boys, increased gender equality within schools and enhanced empowerment for girls and young women. We have implemented this approach across a number of multi­year education and health programmes in Africa, Asia and the Middle East, supported by a range of Government, UN and grant­making organisations. Our programmes in Tanzania commenced in 2003 and include: Play for the Advancement of Quality Education (2015­2018): Budget: £1,087,546 Funded by the Government of Canada Beneficiaries: 72,500 children, including 37,000 girls Aim and Activities: The project aimed to improve educational attainment and participation for girls and boys across three areas of Tanzania in formal school environments and local communities. This included improving positive, participatory learning environments for children that promoted play­based learning, improved commitment of stakeholders to reduce access to education and an enhanced policy environment for participatory learning to be delivered at school. Outcomes and Results: The project trained 2,000 teachers to deliver play­based approaches, hosted a series of community­based tournaments to promote the value of education, and completed school rehabilitation work to create safe places for girls and boys to learn and play. Key results achieved by project completion included: • Academic marks in schools supported in our project were on average 9.5% higher than scores in comparison schools • 96% of teachers took actions to include girls, versus 70% from control schools • 78% of teachers demonstrated the ability to engage students to create inclusive classroom environments, versus 38% of teachers outside of our programme • All schools supported by RTP developed plans to expand use of play­based learning activities. • 74% of teachers and 90% of school administrators reported that playing games makes it easier for children to learn Raising Her Voice: from Participation to Action for Children and Youth in Tanzania (2014­2016) Budget: £373,000 Funded by NORAD Beneficiaries: 17,000 Children and young people Aim and Activities: The project aimed to develop positive life skills and increase children’s knowledge of healthy practices, gender issues, and child protection. The work also worked with decision makers and leaders to act in the best interests of girls: including them in the debate on key social issues of importance to girls, and acting to dismantle the barriers that prevent them from achieving their full potential. Outcomes and Results: The project successfully trained over 850 teachers on sexual and reproductive health (SRH), helping to embed the SRH within the schools supported by the project. This enabled teachers to work with and support girls across the project to realise their rights, learn about SRH, gender equality, inclusion, leadership and empowerment. Key results achieved by project completion included: • The percentage of girls who play an active role in decisions affecting their lives (e.g. if they will marry, when, to whom) doubled from 22% to 44% • Girls demonstrated increased knowledge on HIV prevention and positive attitudes towards SRHR, including a 40% increase in girls’ confidence to say no to sex.

• 75% of girls displayed self­confidence and 70% had effective communication skills. These scores were 50% higher than children in control schools in Mara • 78% of teachers created classrooms that promoted gender equality and inclusion, compared to only 32% of teachers outside the project.

Safeguarding Vulnerable Persons

Please describe how your organisation demonstrates the following four points. l That you provide a safe and trusted environment which safeguards anyone who your organisation has contact with, including beneficiaries, staff and volunteers

l That you set an organisational culture that prioritises safeguarding, so that it is safe for those affected to come forward, and to report incidents and concerns with the assurance they will be handled sensitively and properly

l That you have adequate safeguarding policies, procedures and measures to protect people and these are shared and understood

l That you have absolute clarity as to how incidents and allegations will be handled should they arise, including reporting to the relevant authorities and to funding partners such as International Development, Isle of Man Cabinet Office

In the case of joint application, all organisations must explain how they demonstrate the four points. Please describe how your organisation demonstrates the above four points

That you provide a safe and trusted environment which safeguards anyone who your organisation has contact with, including beneficiaries, staff and volunteers • Right To Play works every day to support children to overcome challenges that rob them of their dignity, their promise and put them at risk. Our Child Safeguarding Policy is the pillar of safeguarding for the children and communities in our programmes. • Right To Play programmes are based on creating safe and trusted environments; this is done in part through our Child Participation and Safeguarding training that all our teachers, coaches and leaders receive. • Over the past 13 years, we have undertaken comprehensive tri­annual reviews of our Child Safeguarding policies. These mandated review processes support us to identify strengths and bridge gaps in our organisational systems, procedures, programming, and culture. In 2017 we began the latest round of these reviews, with a focus on increasing the rigour of our prevention and reporting mechanisms around sexual abuse and exploitation. That you set an organisational culture that prioritises safeguarding, so that it is safe for those affected to come forward, and to report incidents and concerns with the assurance they will be handled sensitively and properly • Right To Play's Child Safeguarding Policy reporting procedure includes a clear step­by­step protocol to support staff in the reporting of cases, using both internal and legal local reporting procedures. These procedures include following the legal obligations of the country (including any reporting obligations that may exist), and reporting the incident to the Right To Play Manager/Director. All cases must be reported within 24 hours, and confidential/whistle­blower mechanisms are in place through a third party reporting system (Clearview Reporting System via www.clearviewconnects.com), or by phone using the Clearview Right To Play International Collect Call number: +1 905­323­ 4617 (or Clearview Right To Play Canada/US dedicated toll­free number: 1­866­921­3463 for North America). • In addition, Right To Play's Child Protection Community

Mapping Toolkit supports teams to map out formal and non­formal child protection services to ensure that staff members have the knowledge to effectively respond to and refer suspicions, disclosures, and incidents of violence and abuse appropriately. • Each member of the organisation signs the Child Safeguarding Policy and each Right To Play Office has a Child Protection focal point who is familiar with the reporting process. • Child rights and protection have been integrated into project design. For example educating teachers about the benefits of using alternatives to corporal punishment, and providing children with a forum to learn about and discuss their rights as children, particularly girls, and share this with their communities. Project implementation and monitoring will draw from globally recognised standards on child rights and protection, including Minimum Standards for Child Protection in Humanitarian Action, Keeping Children Safe Coalition Standards, UNICEF child protection measurement tools, International Safeguards for Children in Sport, and the UNCRC’s child rights monitoring and accountability standards. The MEL Child Safeguarding Ethical processes and tools will embed learning from the above mentioned tools to support quality measurement in child rights and protection for this program and ensure all MEL operations “do no harm That you have adequate safeguarding policies, procedures and measures to protect people and these are shared and understood • Right To Play’s policy is to implement recruitment practices for all employees that: conduct vulnerable sector checks or police checks to screen for abuse of vulnerable persons prior to employment where appropriate; include organisational commitment to Child Safeguarding in job advertisements; conduct 3 reference checks that include questions on child safeguarding protocol issues; include child safeguarding focused questions in all interviews; and obtain a completed and signed Child Safeguarding Self­Declaration Form disclosing any prior convictions and maintain a database of these forms. • In order to support children, community members and Right To Play staff and partners to have a greater understanding of the Child Safeguarding Policy, Right To Play developed a child­friendly Child Safeguarding Policy Poster in consultation with children in Right To Play programmes. The poster and other supporting training documents aid those engaged in our programmes to have a greater understanding of Right To Play's responsibilities to prevent and respond to violence and abuse and create/strengthen safe supportive environments for children to thrive. That you have absolute clarity as to how incidents and allegations will be handled should they arise, including reporting to the relevant authorities and to funding partners such as International Development, Isle of Man Cabinet Office Right To Play’s policies outline internal and external reporting procedures including to relevant authorities and funding partners when applicable.

Total Project Budget

You will be asked to attach a detailed project budget later in this application form Total Project Budget* 667,151 Requested Donation (£600,000­£2.4 million over 2 years) (maximum of 90% of total project budget)*

600,245

Please set out how you aim to raise the remainder of the project budget (minimum 10%) providing details of any

The remainder of the budget will be covered by funding already secured from the Norwegian Government through

donors, partners or fund raising activities that will be involved or have already taken place.*

the Norwegian Agency for Development Cooperation (NORAD). Details of how these funds will be allocated are provided in the attached project budget.

All charity trustees are responsible for ensuring the charity’s money is used properly for legitimate charitable purposes and safeguarded from loss Please describe the method used to transfer the funds from the charity’s bank account to the beneficiary country or any partner organisation(s), when transfers will take place and how these will be safeguarded from loss.*

Within Tanzania, project finances will be managed by the Finance Manager under the management of the Country Director. To ensure the judicious use of funds, the Finance Manager will provide quarterly financial reports to the Regional Finance Manager in Africa and the Finance Manager in the UK office. These reports will track expenditure versus budget and include a forecast of funds required for the next quarter. Following review of the report at Country, Regional and UK level a transfer for the next tranche of funds is made to a specific project account in Tanzania. Right To Play will also conduct an annual review of the project based on the financial reports that are submitted over the course of the year. This system is also replicated for the transfer of funds for our local partners. Funds allocated to the local partners will be managed by their Finance Officer and Senior Management personnel. Both local partners will provide monthly financial reports to the Right To Play Tanzania Finance Manager based in Dar es Salaam. Based on these reports, funds will be transferred from Right To Play to each local partner. These financial management systems have been operational over the past five years through our previous work with both local partners included in the proposed project. The systems have proved to be robust and have enhanced the local partner’s financial management experience. Right To Play has a full range of finance procedures to ensure income and expenditure is properly managed. Each project has a single budget holder, responsible for the management of their budget line. Expenditure against budget is managed through Purchase Acquisition Forms (PAFs), completed for any expenditure greater than £100. The budget holder’s signature is always required. A range of criteria (value, exceeding budget year to date, exceeding budget for full year etc.) may require countersignature by higher authority (in most cases this is the Vice President for Africa). Once a PAF is lodged with the finance department, the order of goods or services may take place. All expenditure is paid to invoice. Each invoice must be approved by the budget holder and finance department and coded to the relevant project. All cheques or inter­bank transfers require two signatures. Detailed accounts of all transactions are kept and detailed management accounts are produced for each budget holder, the regional management staff and UK staff on a quarterly basis. These reports are also reviewed regularly by trustees throughout the year.

The Country and Region of Project

Only projects working in a country, or countries, ranked as 'Low Development' on the United Nations Human Development Index (HDI) can be supported by International Development Partnerships funding. Country and Region of the Project * Tanzania, East Africa Please describe why this geographic region is being targeted. Please outline why you have chosen to target this region and whether any research and/or surveys have been undertaken to identify areas of need. A description of the current situation in the region being targeted is required. This should detail why the location is requiring international development work and the importance of the work for the region.

Despite progress towards gender parity in primary education, Tanzanian girls do not have the same education opportunities and life chances as their male counterparts. Although primary level enrolment is even between girls and boys, only 73% of girls complete primary education and less than 26% transition to secondary school (EPDC­NET, 2014). Pupils who remain in school demonstrate low literacy and numeracy skills (19% of children finishing primary were classified as illiterate (Sumra and Katabaro, 2014)). National pass rates among primary girls are lower (49%) than boys in

the same age bracket (56%), and there has been little progression in pass rates over the past ten years (Uwezo, 2016). These issues particularly affect certain locations of Tanzania (see answer below) and addressing them will contribute towards SDG 5 and pay dividend for poverty alleviation, increased income levels and social impacts in health and gender equality (DFID, 2013). For women and girls, educational gains have direct health benefits: every dollar invested in female schooling in low and middle­income countries would return $5 in terms of the value of under­5 mortality reduction alone (Oslo Summit on Education for Development, 2015). These established connections demonstrate that improving the quality of education will have long lasting effects. In order to achieve these wider impacts for girls, the proposed project has been developed over the past two years based on research, consultations and project implementation in the target districts. In 2016 and 17 we assessed the needs of beneficiaries through consultations with over 300 participants, including 184 school teachers (71 female), 102 head teachers and district education officers, various local leaders and civil society actors. We also consulted the Ministry of Education, Ministry of Community Development, Gender and Children, the Tanzania Institute of Education (TIE), UNICEF and several education development actors (via our membership of the Tanzania Education Network (TENMET)). All stakeholders recognised the value of the project and committed to cooperation. The process also identified any overlap and duplication with ongoing education programming in the locations targeted by the proposed project. Activities have also been developed through learning from previous projects, such as those described in the organisational background section of this application. The design process drew upon broader learning from the use of play­based approaches, sport and life skills development. In low income countries evidence demonstrates that sport serves as a vehicle for social inclusion amongst girls (Brady, 2005), enhances girls’ self­esteem and self­empowerment (Belewa, 2005), and transforms gender norms, including changes to boys perceptions of their own roles and perceptions of girls (UNFPA, 2012). Participation in sport creates less restrictive and conventional gender roles and provides positive experiences, empowering girls by improving life skills (communication, confidence, decision­making, leadership, resilience). These are key factors that help girls tackle life challenges, including gender roles and sexual and reproductive health (SRH) risks (Jones­Palm, 2005). Life skill development is also essential for success in school (Durlak et al, 2011), while learning through play results in literacy and numeracy learning (McCracken & Colucci, 2014), stronger academic achievement in the early school years (Romano et al, 2010), higher academic skills in later life (Bornstein et al, 2013), improved memory and information processing (Pajares, 2002), and reduced school drop­out (Moffit et al, 2011). Conversely, children participating in static rote learning are less likely to remain engaged in school and gain essential life skills (Duncan & Lockwood, 2008).

A description of the current situation in the region being targeted is required. This should detail why the location is requiring international development work and the importance of the work for the region.

Within Tanzania Mara region has the lowest pass rates in the country for Kiswahili literacy, is ranked fourth lowest for Primary School Leavers Exam pass rates (Kassile, 2014), and has only one school toilet per 192 girls, the third worst ratio in Tanzania (Uwezo, 2016). Morogoro region is ranked among the top regions with the highest prevalence of out­of­school children, the majority of whom are girls. Mara and Morogoro are some of the most marginalised regions of Tanzania. Household income is below the national average. The areas are characterised

by socio­cultural practices (including matriarchy and Unyago), perpetuating negative attitudes toward girls’ education, and exposure to early marriage, high levels of gender­based violence (GBV), and stigma attached to girls who become pregnant (UNFPA, 2014). All of which mean girls are more likely to drop­out. This is exacerbated by poor gender responsive education and the lack of an institutionalised system within schools to create conducive learning environments for girls (UNICEF, 2014). In Mara, 54% of observed classrooms displayed gender­discriminatory practices that negatively affected girls. Only 22% of teachers and 20% of school administrators were able to respond positively to discriminatory practices, disruptive behaviour and sexual abuse (Right To Play (RTP), 2015). The lack of functional child protection structures in schools to prevent violence or ensure referral for girls affected by violence and abuse compounds the situation (ActionAid, 2012). 15% of reported cases of sexual violence occurred within schools (UNICEF, 2011). In the wider communities across Mara and Morogoro the promotion of child rights and education is weak. Only 46% of girls felt they received parental support for their education, 47% of girls regularly missed school due to family pressures, and there are few parent­led community initiatives to promote education (RTP consultations, 2015).

Please explain what risks are associated with working in this country and how these have been addressed*

Our senior management and board review our Turnbull Risk Register quarterly. We conduct thorough risk analysis when developing any new project. This includes identifying internal and external risks that may affect project implementation and success. Assessing internal risks includes ensuring that we and our partners have the skills to successfully implement the project, and designing projects to take account of the political context, local practices, weather conditions, religious festivals etc. Assessing external risks includes ensuring that we take account of factors such as delays in Government collaboration. Examples of risks associated with this project include: Risk: Project staff and trained teachers exhibit attitudes or behaviours that lead to a misuse of power (e.g., corporal punishment, sexual abuse, corruption) against children and young people Potential impact: (High). Probability: (Low). Mitigation: Screening processes (e.g. criminal background checks and three reference checks with child protection specific questions) during staff and volunteers recruitment. In the event of misconduct referral systems established in our Child Safeguarding Policy outline which issues can be reported, and the steps to refer cases to relevant authorities for action. Additionally, teachers will sign a code of conduct which includes promoting gender equality and ensuring child safeguarding, while school management committee’s will be supported to develop and implement gender and child protection policies. Risk: Community resistance to work on gender and social norms Potential impact (High). Probability (Low) Mitigation: Community leaders and other influential persons in the community (including women) that are gate keepers and primary influencers will be positively engaged in dialogue to ensure their buy­in and permission for girls to participate in the project. Risk: Backlash against girls where gender roles are challenged and/or root causes of gender inequalities are challenged. Potential impact (High). Probability (Low) Mitigation: Ongoing monitoring for adverse outcomes, strong response and referral mechanisms in place in responding to violence against women and girls, engage men and boys in advocacy, engage community leaders in

advocacy and in the endorsement of gender equality. Risk: Attitudes and practices relating to the traditional roles of girls limit their participation. Potential impact (Medium). Probability (Low) Mitigation: Timings of activities take into account responsibilities of girls and women, create opportunities for girls and women to take part in decision­making, engage with women’s organisations and gender awareness activities. Further risks are included in the attached Risk Matrix. All risks identified during project design are discussed regularly with the project team. Staff are required to report anything relevant (including any new risks they identify) in their monthly reports, which are reviewed by their line manager, discussed at PMT meetings and corrective measures taken if required. If anything urgent happens, the line manager will contact the RTP Country Director who will agree a solution (in consultation with the Vice President for Africa) so project impact can be achieved without compromising staff safety.

Project Information

Project Name* Girls on Track: Promoting female empowerment through quality education in Tanzania

Project Manager Name* Josephine Mukakalisa Anticipated Project Start Date* 01 Aug 2018 Anticipated Completion Date for the activities for which funding is requested*

30 Jul 2020

The Isle of Man Government’s policy objective is to ensure that international development funding is targeted to support charities and projects that meet the UN’s 17 Sustainable Development Goals.

All projects for which funding is sought must address at least one of the following SDGs:

l SDG5 Gender Equality l SDG7 Affordable and Clean Energy l SDG15 Life on Land

Which Sustainable Development Goal or Goals are being targeted by the project?*

SDG1 No poverty

SDG2 Zero hunger

SDG3 Good health and well­being

SDG4 Quality education

SDG5 Gender equality

SDG6 Clean water and sanitation

SDG7 Affordable and clean energy

SDG8 Decent work and economic growth

SDG9 Industry, innovation and infrastructure

SDG10 0 Reduced inequalities

SDG11 1 Sustainable cities and communities

SDG12 Responsible consumption and production

SDG13 3 Climate

SDG14 4 Life belowwater

SDG15 Life on land

actionSDG16 6 Peace, justice and stronginstitutions

SDG17 7 Partnershipfor the goals

It is important that you are able to demonstrate you have sufficient technical expertise to carry out project activities effectively therefore, please provide details of qualified project staff being used

Right To Play specialises in equipping children and young people with life skills that support social, emotional and cognitive development for improved learning, transformed health practices and fostering positive attitudes around gender roles, rights and choices. This includes application of resources such as the Childhood Play manual, to guide teachers on the use of play for girls and boys. Refined over 8 years, this resource includes 65 games focused on the promotion of cognitive, physical, social and emotional development of children. The approach also embeds the experiential approach ‘reflect, connect, apply’ that is pivotal to learning and behaviour change. Other resources used to support female empowerment include My Life My Plan and Live Safe Play Safe, which include games and tailored sport activities focused on tackling SRHR issues, harmful gender and social cultural norms, and inclusion of boys. Child Clubs Toolkit and Guide for Adult Facilitators will help teachers to support different clubs within schools. Our Youth as Leader manual and Junior Leader Pocket Book Guides help arm adolescent girls with leadership skills and cover gender equality, rights and inclusion. Our staff in Tanzania are highly experienced in using these resources, working on the issues facing girls in the targeted regions, and utilising partnerships with key education and community stakeholders to help create lasting impact and change for beneficiaries. Through previous projects, these staff have been able to achieve key results listed in the organisational background section of this application. The following staff will lead on delivering the proposed project: • Country Director. Will lead the project; provide strategic support and overall project management as Chair of the project management team. She will perform budgetary oversight, monitoring, reporting and documenting lessons. She will line manage the other Right To Play staff and work closely with staff from the two local partners supporting the project. The Country Director has extensive technical, management and operational experience, accountable for delivering several multi­million pound projects with funding from the Canadian and Norwegian Governments. A copy of their CV is attached with this application. • Education and Training Specialist. Responsible for technical guidance on training and supporting teachers. They have experience in delivering education and gender focussed projects, with extensive expertise in training support and facilitation skills. • Project Officer. Responsible for project implementation, the main liaison between field staff and technical support staff; draft field reports, network with key stakeholders; prepare budgets and action plans. They will line manage field facilitators working at the community level and oversee the work undertaken by local partners. • Finance Manager. Responsible for project accounting, bookkeeping, coordinating financial audits and supporting

local partner finance personnel to comply with financial reporting requirements of the donor and Right To Play. The Finance Manager has over 10 years’ experience of leading financial management of complex high value grants for government and UN agencies. They are also supported by a wider financial personnel system at our Regional office and in the UK with additional expertise and experience with a range of government and grant­making organisations.

Will a partner organisation be used in the beneficiary country

Yes

Details of the partner organisation(s) used in the beneficiary country where the project is run

Children’s Dignity Forum (CDF) is a Tanzanian NGO working with children and young people (particularly girls) in Tarime and Serengeti districts of Mara region. CDF has the experience, capacity and infrastructure to support the implementation of this project through staff based in the target areas. CDF is one of the few organisations in the target districts able to do this type of work with children, schools and local communities in such an efficient and cost­effective way. In accordance with CDF’s experience and established community linkages, they will be responsible for: organising community play days and sports tournaments; supporting community leaders to advocate for girls’ rights; and; engaging community groups in regular dialogue to promote gender equality, child protection and the value of education for girls. CDF will also play a role in training junior leaders and school club members on gender equality, leadership and advocating for girls rights. Hacoca is a Tanzanian NGO working with children and young people (particularly girls) in Morogoro. Hacoca was established 18 years ago, developing extensive experience in gender equality, female empowerment, and sexual and reproductive health and rights (SRHR). This organisation has worked with Right To Play on previous education and health projects working with vulnerable children. In accordance with Hacoca’s experience and established community level linkages, they will be responsible for delivering activities under output 3 to increase community awareness and support for girl’s rights and their education. Hacoca will also support school clubs, particularly in relation to promoting SRHR knowledge amongst girls and boys in school and the local communities.

Details of due diligence checks your organisation has carried out on the partner organisation

We carried out a capacity assessment of CDF and Hacoca in accordance with our Civil Society Organisation partnership strategy. The assessment evaluated capability to manage a grant, implement programme activities, monitor and evaluate outputs and outcomes, and manage potential risks. The process examined the structure, management, resources, strategy, level of technical capacity, and financial position and processes of CDF, Hacoca and other potential organisations. The assessment also included reviews of certified documentation and meetings with management teams, project staff and groups benefitting from their interventions. The assessments were based against various criteria: organisational vision; overall organisation capacity; general management/governance; financial management; project management; external relations; MEL systems; child safeguarding policies, gender equality policies and organisational sustainability. Through this process, both organisations were found to be legitimate, financially healthy and with a record of accomplishment of managing funding from national and international donors. Right To Play reviewed several potential local partners with CDF achieving the highest score. This was further supported by the previous working relationship we have with CDF to deliver the

PAQE programme in Tanzania, and previous working relationship with Hacoca to deliver two large programmes over the past five years.

Project Objectives

Project Objectives/key outcomes of the project: (what the project aims to achieve) *

The project will boost the quality of education for 12,200 girls in Mara and Morogoro regions, improving learning outcomes and life skills acquisition, contributing significantly to their ability to make informed decisions and exercise agency in increasing their life chances. Girls’ academic skills will be developed to attain a 10% increase in exam pass rates and a 10% rise in transition to secondary education. Improved learning outcomes coupled with life skills will empower girls into womanhood to plan their lives effectively, become better parents in the future and break the cycle of poverty endemic in the target districts. Investing in education quality also pays dividends for poverty alleviation, increased income levels and social impacts in health and gender equality (DFID, 2013). Project delivery will achieve three specific objectives: • Improved life skills for 12,200 girls to support educational attainment. Related impact: 60% of girls demonstrating an increase in leadership, confidence, communication, decision­making, and problem solving abilities. 60% increase in the number of girls with improved knowledge of sexual and reproductive health and rights (SRHR) and 50% increase in the number of girls (and boys) with improved awareness of gender equality. • Strengthened gender­sensitive and safe learning environments in 80 primary schools to support girls’ engagement and performance in education. Related impact: 50% of teachers delivering high quality, gender­sensitive, play­based learning approaches. 80% of Government education staff supporting teachers’ use of gender­sensitive play­based approaches. • Enhanced local community support for girls’ education to reduce barriers and tackle negative gender norms. Related impact: 60% of parents/caregivers regularly participate in community awareness campaigns on the value of education for girls. 50% of local leaders promote awareness raising messages in their communities about the value of education for girls.

What the planned activities will be to ensure the objectives are met. More detail on the project activities should be provided in the Project Delivery Plan*

1. Building life skills amongst girls to support their development and learning in school: This will involve: 1.1) Supporting teachers to deliver gender­sensitive, child­friendly, play­based learning through structured games and sports that promote life skill development for children; 1.2) Training teachers to support school based clubs and sport teams; 1.3) Training junior leaders and club members on gender equality, leadership, club management and advocacy The project will equip girls with life skills that are important for wellbeing, personal agency and interaction with others. Specific life skills will include leadership, confidence, communication, decision­making and problem solving, which will be acquired through regular sport and play­based activities delivered by teachers inside and outside the classroom. This approach is grounded in research (see Country Region section) and serves to provide the foundation to achieving improved learning outcomes in adherence with the national primary curriculum. Using sport and play allows girls to actively engage with and enjoy the learning process, while enhancing social connections between pupils and teachers. A play­based learning approach to sexual and reproductive health education creates a non­threatening

environment and supports the discussion of sensitive topics such as gender roles and gender equality. It also equips girls with SRHR knowledge and skills to make healthy choices and exercise healthy behaviours. Girls clubs and peer­to­peer education, led by junior leaders (trained via RTP’s Youth As Leader manual), will reinforce these aspects of life skill development and provide positive role models. By engaging girls through structured sport and play­based learning activities, clubs and leagues, girls will be supported to take an active role as positive agents of change in their communities. 2. Strengthening the learning environment within schools to promote gender­sensitive policies and practices: This will involve: 2.1) Teacher Training to build capacity; 2.2) Supporting teacher networks and community of practice for peer­to­peer learning; 2.3) Training education officials to support/mentor trained teachers for effective implementation of gender­sensitive, child friendly, play­based learning approaches. The project will ensure schools adopt gender­sensitive practices so girls and boys feel safe and respected in the school environment. The project will support schools to strengthen their monitoring processes and engage parents and the wider community in implementing these processes. A Continuum of Teacher Training (COTT) method will be used to equip teachers with the skills to deliver child­friendly, gender­sensitive, participatory learning. This will include delivery of sport and play­based approaches, described above, and will reinforce messages that facilitate behaviour change for teachers and pupils. Teachers will also be trained in gender equality, child protection/safeguarding, positive discipline, SRHR, menstrual hygiene management and GBV. The COTT is a training and professional development approach aligned with international best practice of in­service teacher training. Specifically the need for continuous professional development, rather than standalone training initiatives (EFA, 2015), as evidence indicates teachers require continuing support to reflect on teaching practices and adapt to change (Hardman, 2012). Through this process, changes to teaching practices will be sustained with benefits to successive cohorts of girls. Government district education officers (DEOs) and school inspectors (also known as quality assurers) will be trained to support teachers in the use of gender­sensitive, play­based methodologies during and beyond the life of the project (building on training received in previous Right To Play projects). Training will cover child safeguarding and protection so staff delivering support visits are better equipped to address suspicions, incidents and disclosures of GBV and abuse. Mentoring is a crucial component to ensure training translates to improved classroom practice and provides sustainability of activities. By receiving this training, DEOs and school inspectors will also be better equipped to support schools and help to institutionalise gender­sensitive, play­based approaches at district level. 3. Improving community support for girls’ education to tackle gender norms and assist girls in education: This will include 3.1) Delivering school and community play days and tournaments for children and community members; 3.2) Engaging community groups in dialogue on gender equality, child protection and the value of education for girls and boys. The project will use Right To Play’s sport and play model that works with boys and the general community to garner their support in dealing with harmful gender and social cultural norms that disproportionately affect girls’

education. In particular, we use sport as a tool to engage boys and men and encourage them to reflect on issues surrounding masculinity, relationships and child marriage. Peer education through children’s groups and junior leaders, alongside work with selected teachers acting as adult champions, will be used to augment the process. This will contribute to the deconstruction of negative, high­risk and harmful attitudes that are perpetrated in Mara and Morogoro. Community engagement and dialogue sessions with parents and community leaders will be delivered through community sport tournaments to address gender and social cultural norms, to improve support for the value of girls’ education and increase understanding of the barriers girls face to staying in education. This approach incorporates social behaviour change communication strategies previously applied by Right To Play to foster positive attitudes and behaviour change within communities in support of girls’ empowerment and education.

Please provide details of how project activities will be monitored.

A detailed Monitoring, Evaluation and Learning (MEL) framework will be developed with partners, stakeholders and staff trained in data collection tools and approaches. All collected data will be disaggregated by gender, age, and disability and fed into annual review/planning cycles and reports. There will be different levels of internal monitoring and evaluation of the project: • Baseline data will provide a basis for monitoring progress/impact. • On­going monitoring will be undertaken by project staff in conjunction with beneficiaries and key stakeholders. Regular feedback from teachers, DEOs, school inspectors and children (through visits, meetings, discussions) will ensure activities are appropriate, relevant, and having the desired impact. • The Project Coordinator will meet regularly with project partner staff in the target districts to assess progress and report to the Project Management Team (PMT). • The PMT will meet regularly to analyse, discuss progress, and make any required adjustments to implementation. This will include in­depth annual reviews. • Annual outcome monitoring will assess the project results and impact, identify learning and make recommendations for follow­up. This will include use of life skills assessment tool, knowledge, attitudes and practice survey (focussed around SRHR) and a teacher performance observation tool with a ranking scale (A to D) to assess level of play­based learning approaches (tools developed and refined through previous Right To Play education projects). • End of Project Evaluation. Findings disseminated to project partners and stakeholders to share progress on project outcomes, experiences, and lessons learned. Two key indicators of project impact are an increase in the number of girls that transition into secondary education, and an increase in pass rates for girls at the Primary School Leaving Examination. Secondary data collected by DEOs will be used to measure both indicators alongside direct follow­up by project staff with schools and families to assess transition rates, and focus group discussions (FGDs) with stakeholders and community members to capture qualitative perceptions of change in girls’ academic skills and transition levels to secondary education. Right To Play will oversee quality assurance and control measures in all MEL activities, including data collection, analysis, validation and storage. This is vital given the

sensitive nature of information, which will ensure participant anonymity via respondent confidentiality measures. The RTP MEL officer will conduct spot checks on collected data, provide support on respondent sampling to ensure it is representative of the target beneficiaries. Data reliability will be addressed through timely collection of information (start of project, annually, project completion, with output data collected quarterly). The use of different tools to examine the same areas of change will facilitate internal consistency reliability. Data will be disaggregated by key socio­demographic variables to give a subjective perspective on change that can be used to triangulate against and enrich objective data.

Please indicate the approximate number of beneficiaries relating to the requested donation only.*

20,400 children.

Description of beneficiaries (please differentiate direct and indirect).*

Direct beneficiaries: 20,400 (12,200 girls) children from 80 primary schools in Mara and Morogoro Regions. Indirect beneficiaries: 560 (250­female) teachers from 80 schools and 60 district education officials (DEO/school inspectors) will benefit from training and support provided by the project. 11,000 caregivers and community members will benefit through participation in community­focused events within the project.

It is essential that the project is sustainable after funding has been utilised. Please describe the planned continuity of the project in the beneficiary country once funding ceases, including details of any continued operation and maintenance of project facilities.*

The sustainability of project activities and impact will be ensured by: • Working with existing government structures ­ engaging the Ministry of Education ensures Government district education officers and school inspectors will be trained through the project to support teacher supervision, provide feedback mechanisms for schools, and institutionalise best practices from the project. This serves to strengthen project sustainability in the long term and has been highly effective in other RTP programmes. • Engaging school leadership ­ using established methods that build the capacity of school leadership will establish and maintain gender responsive education within the schools. This will not only ensure sustainability but preparedness of the schools administration and teachers who will be required to provide inclusive, positive and child­friendly learning environments for girls within school and any new girls who (re)­enter into formal education. • Working with teachers in each of the target schools ­ building teachers capacity to deliver inclusive, participatory and child­friendly learning will help institutionalise the child­centred approach across every school to further ensure project sustainability. • Empowering girls through the establishment of inclusive girls’ clubs at community level ­ creating platforms, including through social networks that actively engage adolescent girls to discuss and explore issues and barriers to their education and wellbeing. • Engaging community­level secondary influencers (parents, caregivers, teachers, community and religious leaders) – enabling them to actively promote the value of education for girls and boys and challenge harmful and discriminatory practices that exclude children from school and perpetuate dropouts. Previous work has suggested that working with local communities supports and maintains long­term change that helps reduce barriers to education and increases understanding around gender equality. • Linking to national policies – the project’s safe school action plans will align with the Tanzania National Plan of Action to End Violence Against Children (2017­2022) to address violence within schools and engage school management committees, teachers, parents, pupils, community members, and education officials and law enforcers to find collaborative solutions for prevention

and response. Additionally the team will include the District Child Protection Committees in its child safeguarding referral process that links with the National Child Protection Steering Committee.

Supporting Documents

Files must be no larger than 15MB and must be in PDF or Microsoft Word format.

Project Budget

A project budget MUST be attached with this application, if a project budget is not submitted the application will not be considered.

This should include details of other donor/source(s) of funding relating to this project, and the amount(s) received.

The budget should clearly show how, where and on what the funding sought from the Isle of Man will be spent, noting that no more than 10% of allocated funding may be used for administrative purposes.

Please also include a budget narrative including how you will manage the budget appropriately and transparently. For example, will there be a dedicated accountant and/or annual external audits? Please see the International Development Partnerships Guidance for more information relating to the project budget requirements. Your Project Budget* Budget_Right To Play.xlsx

Project Delivery Plan

A delivery plan should outline a schedule for the project, indicating targets and completion dates, including details of any key milestones and assigned responsibilities to key persons to allow for better monitoring to help ensure the project is run in line with the anticipated timescale. Your Project Delivery Plan* Project Delivery Plan_Right To Play.xlsx

Project Risk Assessment

The risk assessment should identify any potential risks that have the potential to impact the project and cause delays, blockades or impede the achievement of projects objectives. Your Project Risk Assessment* Risk Assessment_Right To Play.docx

Project Communications Plan

Applications will need to include a communications plan setting out specifically how they will publicise any project funded on the Island by the Isle of Man Government. Your Project Communications Plan* Communications Plan_Right To Play.docx

Project Safeguarding Plan

Applications will need to include a safeguarding plan setting out specifically how they will protect vulnerable persons. Your Project Safeguarding Plan* Safeguarding_Right To Play.docx

Additional Information

You may upload up to three additional documents in order to provide any additional information to support your application

Additional InformationPlease provide any additional information in support of your application.

Please find enclosed a CV for the Tanzania Country Director who will lead the project. Country Director_CV_Right To Play.pdf

I declare that the information provided in this application is, to the best of my knowledge and belief, the most accurate and up­to­date information available.*I confirm that this organisation has a legal authority to operate in the country concerned and understand that proof of this may be requested. *I declare that the administration costs will be contained within reasonable limits at no more than 10% of the total funding and as much of the requested funding as possible will go directly to meeting the project objectives. *If applicable, I confirm that the charity or charities applying are registered as Specified Non­Profit Organisations with the Isle of Man Financial Services Authority.

If applicable, I confirm that the charity or charities applying comply with the relevant Charity Commissions requirements around AML/CFT legislation.I understand that the project is required to produce a 12 month before release of Year 2 funding and that a final report MUST be submitted no later than 24 months after the agreed project start date. *I understand that the Isle of Man Government may request financial information or an interim report at any stage of the project. *Name of person applying* Ross Edgeworth

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INTERNATIONAL DEVELOPMENT PARTNERSHIPS Risk Assessment

Project Title Girls On Track: Promoting female empowerment through quality education in Tanzania Project Reference Number Application Organisation Right To Play

Identified Risks Potential Impact on Project Severity Probability Steps Taken Risk Owner Operational Risks Trained Teachers leave the programme and/or the targeted schools

The ability of teachers to effectively actualise their learning and deliver regular child-centred activity-based lessons is essential for achieving the targeted outcomes. The loss of trained teachers would be unlikely to affect outcomes in the short term, but could have an impact on continued sustainability of child-centred methodologies pioneered by the programme

Medium Low The programme has been designed so all grade 4-6 teachers in each target school will be trained (with all other school grade teachers trained within a separate Right To Play programme). This allows the programme to be institutionalised at a school level. New teachers are trained by existing teachers with support from Right To Play. A peer-learning network for participating teachers will be included to further motivate teachers, providing additional engagement and learning opportunities.

Country Director

Attitudes and practices relating to the traditional roles of girls

This may limit girls participation in the project and/or certain project activities and lead to tension between local community members, project staff and local teachers

Medium Low Timings of activities take into account responsibilities of girls and women, create opportunities for girls and women to take part in decision-making, engage with women’s organisations and gender awareness activities.

Country Director

Backlash against women/girls where gender roles are challenged and/or root causes of gender

This may limit girls participation in the project and/or certain project activities and lead to tension between local community members, project staff and local teachers

Medium Low Community leaders and other influential persons in the community (including women) that are gate keepers and primary influencers will be positively engaged in dialogue to ensure their buy in and permission for girls to participate in the project.

Country Director

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inequalities are being challenged

Ongoing monitoring for adverse outcomes, strong response and referral mechanisms in place in responding to violence against women and girls, engage men and boys in advocacy, engage community leaders in advocacy and in the endorsement of gender equality.

Financial Risks Staff intentionally (i.e., theft, corruption) or unintentionally (i.e., human error) mismanage program funds

Project implementation may be suspended to allow an investigation into the loss of financial control to take place, trace unaccounted expenditure and review financial systems to ensure financial transparency is maintained at all levels. Activity delivery could be delayed depending on the length of the financial investigation. If significant loss of funds cannot be accounted for this may limit future expenditure on particular activities and the project delivery plan would have to be modified to accommodate for any loss of funds.

Medium Low Right To Play operates strong financial management systems, comprised of procedures to prevent as well as detect financial mismanagement. For instance, funds are dispersed on a monthly basis to country offices. Fund dispersal is contingent upon monthly projection requests, which are sent from the Country Finance Officer to the regional office for review and consolidation, and approval by the Africa Director of Programs. This process ensures country offices are holding a manageable amount of funds, which can easily be tracked and reported against on a regular basis. As part of the detective process, country offices also provide ‘budget versus actual’ reports with bank account reconciliation.

Country Director

External Risks Flooding or excessively heavy rains

Limit accessibility to communities and delay certain activity delivery.

Medium Low Use appropriate 4X4 vehicles and/or motorcycles. Where vehicles cannot be used, motorcycles will be used to access communities especially in Tarime and Serengeti where road conditions are very poor. Safety and Security Management Plans are in place, including standard operating procedures, personal conduct, and risk assessment. Country safety and security management teams

Country Director

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(e.g., comprised of Right To Play staff) have been established and trained. These teams are guided by the organizational management plan and will be responsible for routine risk assessments and initiating responses to safety and security situations. When safety and security risks are at an elevated level country safety and security management teams develop bi-weekly safety and security reports which are shared with the regional offices, the program operations. All of these mechanisms will support early warning systems, rapid response, and clear communication amongst decision-makers, ensuring that program activities do not put staff and beneficiaries at undue risk, and program outcomes can be achieved in a contextually appropriate manner.

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INTERNATIONAL DEVELOPMENT PARTNERSHIPS Communications Plan

Project Title Girls on Track: Promoting female empowerment through quality education in Tanzania Project Reference Number Application Organisation Right To Play

Communications Activity Reach Objective Timeframe Communications activities in the Isle of Man Project promotion to PokerStars staff in Onchan through regular updates shared on: • Employee intranet • Staff notice board (posters, leaflets) • Internal newsletter • Corporate blog posts (including video

content) • Staff visit to the project in Tanzania

240 staff members based in Onchan

To provide updates on project delivery and achievements, with reference to support provided by the Isle of Man Government. These communications may also be used to encourage additional fundraising and support for this work and similar activities delivered by Right To Play.

Quarterly throughout project duration. Content and communication outlet would vary each quarter

Press release through the IOM today and the Isle of Man Examiner

50,000 readership across both publications

To raise awareness around issues the project will address, to promote the benefits of overseas aid development and to highlight the support provided by the Isle of Man Government. Press releases in 2019 and 2020 will highlight the impact, results and benefits for girls from the project.

Project start-up (August 2018), mid-point (September 2019) and completion (July 2020)

Manx radio interview 34,000 average listeners per week

Interview with PokerStars staff following project visit to provide first-hand account of how the project is supporting female empowerment. Interview may also include a Right To Play Ambassador (to be determined), that also visits the project funded by the Isle of Man Government.

2019 following project visit from Isle of Man residents. This could be replicated in 2020 as well.

Celebration event at PokerStars headquarters 100 people 100 key stakeholders from local business and public sector on the Isle of Man. Hosted by

2020 to capture project delivery,

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PokerStars the event would promote the project through short video content and highlight the role of the Isle of Man Government. It would also serve as a social and networking event for participants.

results and success stories

Isle of Man TT promotion 40,000 spectators Potential to promote the project and Isle of Man Government support via advertising at the event. This would be secured through PokerStars as one of the main event sponsors.

May-June 2019 May-June 2020

Social media promotion through Manx cyclist Mark Cavendish

1.44 million Twitter 499,000 Instagram 600,000 Facebook

Project promotion with reference to support provided by the Isle of Man Government. This will include project visit content as Mark Cavendish is scheduled to undertake a project visit in 2020. His last project visit was also covered by Sky Sports. If replicated this would expand anticipated reach figures.

Two social media messages per year. Project visit in 2020, including video content.

Social media promotion through Manx TT rider

55,000 social media reach

Project promotion with reference to support provided by the Isle of Man Government. This will include video messages, social media promotion and potentially promotion with PokerStars staff based in Onchan

Two social media messages per year. including video content.

Isle of Man Athletics Association 3,000 Bespoke mailings and posts to the Associations membership to promote the project and recognise the support provided by the Isle of Man Government. The communications would also showcase the value of sport to support education, inclusion, gender equality and female empowerment aligning with many of our communication content provide through our partnership with British Athletics.

Semi-annual. Content and communication outlet would vary each time. This would also include a fundraising event and call to action.

End to End mountain bike challenge 2,500 riders and spectators

Sponsorship and advertising at the event September 2019 September 2020

Douglas Athletic Football Club event 500 social media reach

Distribute flyers to supporters to promote the project, including reference to the involvement of Isle of Man Government. Messages will also

March 2019 September 2019 March 2020

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include the power of sport in helping children, particularly girls to improve their education and life chances. Project updates and information will also be circulated on the club’s social media account to highlight project progress and support from the Isle of man Government.

Quarterly social media promotion.

Communications Activity Reach Objective Timeframe Communications activities in the project region Engagement meetings with community leaders 1,250 Sessions with community leaders are designed

to introduce the project and then build community relationships in order to achieve key project objectives. Many of these sessions will include posters, leaflets and photo information to explain and promote the project. These materials could include reference to the Isle of Man Government funding and inclusion of the Government logo if permitted/desired by the Isle of Man Government.

Regular points throughout the project in line with the project delivery plan

Engagement meetings with parents 15,000 Sessions with parents are designed to introduce the project and help promote girls rights and protection in line with the objectives of the project. Many of these sessions will include posters, leaflets and photo information in relation to the project. These materials could include reference to the Isle of Man Government funding and inclusion of the Government logo if permitted/desired by the Isle of Man Government.

Regular points throughout the project in line with the project delivery plan

Community sports tournaments and events 11,000 Play days and sports tournaments will be organised on a regular basis for children, youth and local community members to attend. Forty events will be organised to promote female empowerment, girl’s education, gender equality and child rights. Banners will be used at these events to promote the project name and can

Regular points throughout the project in line with the project delivery plan

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include the Isle of Man Government logo if permitted. Posters and photos are also displayed at these events as alternative communication tools to promote key project objectives, raise awareness of issues and promote dialogue to address issues facing girls and young women in Tanzania

Communications Activity Reach Objective Timeframe Other communications activities British Athletics mailing 360,000 Including project information, updates and

results within a British Athletics newsletter mailed to their database. Information on the project would include reference to the Isle of Man Government as a key donor.

2019/2020

Right To Play Newsletter mailing to UK supporters

2,400 Including project information, updates and results within a regular Right To Play newsletter mailed to supporters from our UK database. Information on the project would include reference to the Isle of Man Government as a key donor. The last mailing would be following completion of the project.

Annual 2018 Annual 2019 Annual 2020

UK Newsletter to Right To Play Women’s Network

700 Including project information, strong images, updates and results within a regular newsletter mailed to the Right To Play Women’s Network. Information on the project would include reference to the Isle of Man Government as a key donor. The last mailing would be following completion of the project and include imagery and video content (if available).

Annual 2018 Annual 2019 Annual 2020

Right To Play UK website Up to 2,000 unique individual monthly hits

Articles read by our engaged supporters including project information, strong images, updates and results. Information on the project would include reference to the Isle of Man Government as a key donor. The last article

Annual 2018 Annual 2019 Annual 2020

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would be following completion of the project and include imagery and video content (if available).

Social media promotion across the Right To Play International audiences

120,000+ across Twitter, Instagram and Facebook

Project promotion with reference to support provided by the Isle of Man Government. This is will include video messages, photos and project updates. These Right To Play social media accounts reach audiences in North America, Europe, Asia and the Middle East.

Bi-annual social media promotion.

PR/Ambassador challenge

110,000 Twitter 222,000 Instagram 272,000 Facebook

Bespoke challenge event and publicity stunt with a high profile fitness expert to engage his social media followers to create awareness of the project, the issues it is addressing and support from the Isle of Man Government.

One time event in 2018.

Bespoke event at PokerStars London office 125 To provide updates on project delivery and achievements, with reference to support provided by the Isle of Man Government. This may include a live video link to the project, potentially coinciding with PokerStars staff visiting the project itself in Tanzania.

2019

INTERNATIONAL DEVELOPMENT PARTNERSHIPS Safeguarding Plan

Project Title Girls on Track Project Reference Number Application Organisation Right To Play

Identified Persons at Risk

Steps Taken

Risk Owner

Procedure for Reporting/Dealing with Misconduct

Children participating in project activities

-Right To Play supports Child protection clubs where children learn about their rights, and lead activities for other children and the community around the issues that affect them; -Right To Play developed a child-friendly Child Safeguarding Policy Poster in consultation with children in Right To Play programmes. The poster and other supporting training documents aid those engaged in our programmes to have a greater understanding of Right To Play's responsibilities to prevent and respond to violence and abuse and create/strengthen safe supportive environments for children to thrive. - Right To Play Junior leaders are trained to lead play-based activities with their peers on keeping safe - Right To Play trains teachers using an experiential model on child safeguarding, prevention, and reporting mechanisms (teachers also adhere to the child safeguarding policy)

Country Director Right To Play's Child Safeguarding Policy reporting procedure includes a clear step-by-step protocol to support staff in the reporting of cases (this includes suspicions, incidences and disclosures), using both internal and legal local reporting procedures. These procedures include following the legal obligations of the country (including any reporting obligations that may exist), and reporting the incident to the Right To Play Manager/Director. All cases must be reported within 24 hours, and confidential/whistle-blower mechanisms are in place through a third party reporting system (Clearview Reporting System via www.clearviewconnects.com), or by phone using the Clearview Right To Play International Collect Call number: +1 905-323- 4617 (or Clearview Right To Play Canada/US dedicated toll-free number: 1-866-921-3463 for North America). In addition, Right To Play's Child Protection Community Mapping Toolkit supports teams to map out formal and non-formal child protection services to ensure that staff members have the knowledge to effectively respond to and refer suspicions, disclosures, and incidents of violence and abuse appropriately.

-Right To Play teachers facilitate play-based activities with children to learn how to keep themselves and one another safe.

Female children participating in project activities

- Right To Play facilitates games with children specifically on empowering girls, increasing their self-esteem, learning about their rights, ability to lead and make health decisions about their lives

- Training for teacher in gender responsive teaching methodologies, barriers to girls’ education, prevention and reporting mechanisms around violence against girls

Country Director Same as above

Disabled children participating in project activities

Right To Play’s training resource Abilities First supports teachers to effectively learn how to facilitate inclusive play-based activities that support all children to engage.

Country Director Same as above

Adults at risk of exploitation and abuse by Right To Play staff

A specific sexual harassment, abuse and exploitation policy is developed to provide information, guidance and reporting procedures in the event of suspecting incidences and or reporting incidences. This is in addition to the Equal Employment and Harassment Policy that is already established. All staff receiving training in these areas, refreshed on a tri-annual basis. All new project staff undergo training when joining the organisation, especially for those staff with direct contact of adults through the delivery of project work.

Country Director, Regional Director and Africa Vice President

Right To Play’s Code of Conduct has established a world-wide critical incident confidential reporting system through ClearView Strategic Partners Inc. This web-based system instantly provides critical incident data to key decision-makers in headquarters and in the regions. The system time stamps all reporting as it is logged into the system. Authorized staff can then extract information to oversee and manage the confidential investigations and actions. Right To Play expects any Team Member who becomes aware of a violation of the Code to exercise their duty of care and report that information immediately: • to Management, or • online through a confidential secure website at www.clearviewconnects.com, or • Canada or USA: over the phone through the Right to Play Canada/US dedicated tollfree number: 1-866-921-3463, or

• All Other countries: over the phone through the Right to Play International Collect Call number: +1 905-323-4617, or • by mail through the confidential post office box at: P.O. Box 11017 Toronto, Ontario M1E 1N0 Right To Play’s Equal Employment and Harassment Policy outlines the steps to report and deal with harassment, when a complaint is made: Step 1: The recipient of the complaint must document the complaint and immediately refer the complaint to an Executive Team member or the Director, Human Resources. Step 2: The person to whom the complaint is referred should set-up a small fact-finding group that may include an external advisor. Step 3: The fact-finding group will conduct a discreet investigation with the maximum possible sensitivity and confidentiality. Step 4: The group shall propose a solution to resolve the situation and communicate that the proposal to all concerned parties in an appropriate manner. The confidentiality of the information relating to the process is to be maintained at all times throughout.