THE UNITED REPUBLIC OF TANZANIA - ED-IMPROVEMENT …edimprovementagency.or.tz/attachments/article/61/P... · SEDP - Secondary Education Development Programme SRH - Sexual Reproductive

The United Republic of Tanzania

MINISTRY OF EDUCATION AND VOCATIONAL TRAINING

October, 2009

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Contents

Table of Contents ....................................................................................................... i

1.0 INTRODUCTION ................................................................................................ 1

2.0 POLICY CONTEXT ........................................................................................... 3

2.1 International Education Goals and Targets ................................. 3

2.1.1 The Millennium Development Goals (MDGs) ......................... 3

2.1.2 Education for All (EFA) .......................................................... 3 2.2 National Policies ............................................................................ 4

2.2.1 Tanzania Development Vision 2025 ...................................... 4

2.2.2 National Strategy for Growth and Reduction of Poverty (NSGRP) 2005-2010 ............................................................. 4

2.2.3 Information and Communication Technology Policy for Basic Education 2007 ..................................................................... 4

2.2.4 Education and Training Policy (ETP), 1995 .......................... 5

2.2.5 Education Sector Development Programme (ESDP) ............ 5 3.0 PROVISION OF PRE-PRIMARY AND PRIMARY EDUCATION .............. 6

3.1 Education System .......................................................................... 6

3.2 Provision of Pre-Primary and Primary Education ....................... 6

3.3 Objectives of Pre-Primary and Primary Education ..................... 7

3.3.1 Pre-Primary Education .......................................................... 7

3.3.2 Primary Education ................................................................. 7

3.3.3 Challenges for Pre-Primary and Primary Education .............. 8 4.0 UTILISATION OF BASIC STANDARDS FOR PRE-PRIMARY AND

PRIMARY EDUCATION ................................................................................... 9

5.0 BASIC STANDARDS FOR PRE-PRIMARY AND PRIMARY

EDUCATION AND CORRESPONDING INDICATORS ............................ 11

5.1 Access and Equity ....................................................................... 11

5.2 Quality Improvement in Pre-Primary and Primary Education .. 19

5.3 Governance and Management in Pre-Primary and Primary Education ..................................................................................... 30

5.4 Institutional Arrangement ........................................................... 33

5.5 Monitoring and Evaluation .......................................................... 34

5.6 Cross Cutting Issues in Pre-Primary and Primary Education .. 35

Bibliography ............................................................................................................. 39

Annexes ..................................................................................................................... 41

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ABBREVIATIONS

AIDS - Acquired Immunodeficiency Syndrome

BPR - Book - Pupil Ratio

CCls - Cross-Cutting Issues

COBET - Complimentary Basic Education in Tanzania

CSOs - Civil Society Organizations

EFA - Education For All

EMIS - Education Management Information System

ESDP - Education Sector Development Programme

ETP - Education and Training Policy

GER - Gross Enrolment Ratio

GIR - Gross Intake Ratio

HIV - Human Immuno-deficiency Virus

ICT - Information and Communication Technology

IEC - Information, Education and Communication

MDG - Millennium Development Goals

MKUKUTA - Mpango wa Kukuza Uchumi na Kupunguza Umaskini

Tanzania (NSGRP)

MVC - Most Vulnerable Children

NER - Net Enrolment Ratio

NFE - Non-Formal Education

NIR - Net Intake Ratio

NSAs - Non-State Actors

NSGRP - National Strategy for Growth and Reduction of Poverty

PEDP - Primary Education Development Programme

PMO - Prime Minister’s Office

PMO-RALG - Prime Minister’s Office-Regional Administration and Local

Government

SEDP - Secondary Education Development Programme

SRH - Sexual Reproductive Health

STI - Sexually Transmitted Infections

SWAp - Sector Wide approach

T/L - Teaching and Learning

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TCs - Teachers’ Colleges

TPR - Teacher-Pupil Ratio

TRCs - Teachers’ Resources Centres

TV - Television

WEC - Ward Education Coordinator

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1.0 INTRODUCTION

The Government of Tanzania recognizes the central role of education in the

socio-economic development process of the country. Hence the

Government’s initiatives to improve the provision of education in the country.

Among these is the Education Sector Development Programme (ESDP)

launched in 1997 aiming at putting into action the policy intentions reflected in

the Education and Training Policy (ETP) 1995. The ESDP priorities are;

improving the teaching-learning environment at all levels; strengthening the

management capacity; improving the Education Management Information

System and control of the spread of HIV and AIDS and/or Sexually

Transmitted Infections (STIs) through education. These Government

initiatives and actions have resulted in tremendous improvements in various

areas, not least access to primary education.

In order to ensure quality education provision in the country the Government

has set Basic Standards in education delivery for Pre-Primary and Primary

Education to be adhered to by all education providers and stakeholders. The

Basic Education Standards are quality statements, which articulate the

necessary educational inputs required to ensure the provision of quality

education on an equitable basis throughout the country. The Basic Standards

give guidance on design and implementation of pre-primary and primary

education programmes by providing a common framework to be followed by

all agencies. They also provide a basis for enhancing the quality of planning

at the school, ward and district levels and education monitoring and

evaluation to ensure an equitable provision of support. As such these

standards will ensure a greater level of co-ordination and coherence in

planning and implementation and, coupled with other interventions, should

lead to improved practices in the Pre-Primary and Primary Education sub-

sectors. The Basic Standards will thus promote the overall achievement of

basic learning outcomes which include literacy, numeracy and life skills. All

schools and education providers are legally bound to adhere to these Basic

Standards.

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The Basic Standards for Pre-Primary and Primary Education are based on the

principle that every Tanzanian has a right to quality education. Prior to these

Standards there were guidelines and statements scattered in different

documents, some not in conformity to the current policies and situations.

Hence, the need to develop and document Basic Standards in order to

enhance the control over the provision of quality Pre-Primary and Primary

education in Tanzania.. The new consolidated Basic Standards are stated

together with their corresponding measurable indicators. The Indicators are

either qualitative or quantitative in nature and function as tools to measure the

extent to which the Basic Standards have been attained. As such the

Standards will be monitored by Education Management Information System

(EMIS) in the various sub-sectors and by the school inspectorate. The

Standards given herein are for Pre-Primary and Primary Education including

Special Needs and Non-Formal Education. If these standards are adhered to

through targeted indicators and sustained, it is expected that education

outcomes will be enhanced.

In formulating the Basic Standards, broad priority areas focused on the

Primary Education Development Programme (PEDP) have been used. These

areas are Access and Equity, Quality Improvement, Governance and

Management, Institutional Arrangement, Cross-Cutting Issues and Monitoring

and Evaluation.. For each standard developed, the corresponding indicators

are shown. The presentation of elements in the matrix includes Aspects,

Basic Standards and Indicators.

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2.0 POLICY CONTEXT

The Basic Standards for Pre-Primary and Primary Education have been

prepared in the context of various government policies as briefly described

below:

2.1 International Education Goals and Targets

2.1.1 The Millennium Development Goals (MDGs)

The United Nations Millennium Summit held in September, 2000,

advanced the Millennium Development Goals (MDGs) which aimed,

among others, at attaining Universal Primary Education (UPE) and

gender equality in all countries. The specific targets relevant to primary

education are to:

ensure that, by 2015, children everywhere, boys and girls alike, will

be able to complete a full course of primary schooling; and

eliminate gender disparity in primary and secondary education,

preferably by 2005, and at all levels of education no later than 2015.

2.1.2 Education For All (EFA)

The 2000 World Forum on Education for All (EFA) held in Dakar

developed the Dakar Framework for Action with six specific targets for

countries to achieve. Five of the targets on education are to:

(a) expand and improve comprehensive early childhood care and

education, especially for the most vulnerable and disadvantaged

children;

(b) ensure that by 2015 all children; particularly girls, children in

difficult circumstances and those belonging to ethnic minorities,

have access to and complete free compulsory primary education.

(c) ensure that the learning needs of young people and adults are

met through equitable access to appropriate learning and life skills

programmes;

(d) eliminate gender disparities in primary and secondary education

and achieve gender equality in education by 2015, with a focus on

ensuring girls have equal access to and achievement in basic

education of good quality; and

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(e) improve all aspects of the quality of education and ensure

excellence.

2.2 National Policies

2.2.1 The Tanzania Development Vision 2025

In the Tanzania Development Vision 2025, education is considered to

be instrumental in bringing about social-economic transformation.

According to the vision, education should be treated as “a strategic

agent for mind set transformation and for the creation of a well

educated nation, sufficiently equipped with the knowledge needed to

completely solve the development challenges.” The Basic Standards

are meant to ensure that the nation’s vision is attained.

2.2.2 The National Strategy for Growth and Reduction of

Poverty (NSGRP) 2005-2010

The National Strategy for Growth and Reduction of Poverty (NSGRP)

popularly known as “Mpango wa Kukuza Uchumi na Kupunguza

Umaskini Tanzania” (MKUKUTA) aims to achieve quality education

provision as a pre-requisite for poverty reduction. The strategy

contains a number of educational targets which include enrolment

expansion, improved learning environment, achieving higher

attendance and pass rates and higher enrolment of children with

disabilities, orphans and other vulnerable groups. Some of these

targets and indicators are the basis of this Basic Standards document.

2.2.3 Information and Communication Technology Policy

for Basic Education 2007

The Information and Communication Technology (ICT) Policy for Basic

Education 2007 is also focused on the achievement of the objectives of

the ETP and the education development programmes especially PEDP

and SEDP. The Policy aims at promoting the acquisition and

appropriate use of ICT in all education institutions. This policy is a

stepping stone for enhancing quality delivery and achievements in

education.

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2.2.4 The Education and Training Policy (ETP), 1995

The Education and Training Policy (ETP) formulated in 1995 and now

under revision spells out the framework for operation and standards.

The objectives of this policy are “to achieve increased enrolment,

equitable access, quality improvement, optimum utilization of facilities

and operational efficiency in the education system.” These objectives

are realised through enhanced partnership in the delivery of education,

broadening of the financial base, cost effectiveness of education and

streamlining education management structures through the devolution

of power to Local Government Authorities, communities and schools.

2.2.5 Education Sector Development Programme (ESDP)

The Education Sector Development Programme (ESDP) was initiated

in 1997, and revised in 2001, as a strategy towards a Sector Wide

Approach (SWAp) to education development to redress problems of

fragmented interventions through projects so as to promote

collaboration and partnership among education stakeholders in the

financing and implementation of the education system. Due to scarce

resources it was not possible at the outset to address all education and

training challenges at the same time. Initially, therefore, the focus was

to start with Primary Education, hence the initiation of the Primary

Education Development Programme (PEDP) in July 2001 and PEDP II

in 2007. The emphasis of PEDP is to increase the enrolment of school

age children, improve equity and quality of primary education, build

capacity, strengthen institutional arrangements, monitoring and

evaluation, research and Cross-Cutting Issues. ESDP has further been

revised in 2008 to accommodate ongoing reforms.

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3.0 PROVISION OF PRE-PRIMARY AND PRIMARY EDUCATION

3.1 Education System

The formal education system in Tanzania is 2-7-4-2-3+, that is, 2 years

Pre-Primary Education, 7 years Primary, 4 years of Ordinary Level

Secondary, 2 years of Advanced Level Secondary and 3 or more years

of university education. There are also other tertiary alternatives to

Higher Education and complementary sources of provision at Primary

and Secondary Education levels, including Complementary

Approaches to Basic and Technical Education. Special education is

integrated in regular schools as inclusive education except for extreme

cases such as autism and deaf blindness, where special schools are

established. Primary education is both universal and compulsory.

Provision of Pre-primary education is through public primary schools

with a few Pre-primary schools run privately. Pre-primary enrolment is

not yet universal with Gross Enrolment Ratio (GER) at 39.0% in 2009.

3.2 Provision of Pre-Primary and Primary Education

The provision of education in Tanzania is not only done through the

Government but also other education stakeholders including

communities, Civil Society Organisations and Development Partners

and individuals.

Under the country’s decentralized government system, the Ministry of

Education and Vocational Training deals with the formulation of policy

and regulations, quality assurance in curriculum, teacher training,

examination and assessment, setting standards, planning, monitoring

and evaluation and education research. The Prime Ministers Office

Regional Administration and Local Government (PMO-RALG) oversees

the delivery of pre-primary and primary education through the Councils

and complemented by Non-State Actors (NSAs) who run a few non-

government schools.

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3.3 Objectives of Pre-Primary and Primary Education

3.3.1 Pre-Primary Education

The objectives of pre-primary education as stated in the Education and

Training Policy of 1995, which is currently being revised, are to:

(a) encourage and promote the overall personality development of

the child, that is, his or her physical, mental, moral and social

characteristics and capabilities;

(b) identify children with abnormal patterns of development or

educational potentials and devise special programmes for them;

(c) mould the character of the child and enable him/her to acquire

acceptable norms of social conduct and behavior;

(d) help the child acquire, appreciate, respect and develop pride in

the family, his or her cultural background, moral values, customs

and traditions as well as national ethic, identity and pride;

(e) provide the child with opportunities to acquire and develop

communication, numerical and manipulative skills; and

(f) prepare the child for primary school education.

(g) Promote human rights and peace

3.3.2 Primary Education

The objectives of Primary education as stated in the Education and

Training Policy of 1995 , which is currently being revised, are to:

(a) enable every child to understand and appreciate his or her human

person, to acquire value, respect and enrich common cultural

background and moral values, social customs and traditions as

well as national unity, identity, ethic and pride;

(b) provide opportunity and enable every child to acquire, appreciate

and effectively use Kiswahili and to respect the language as a

symbol of national unity, identity and pride;

(c) enable every child to understand the fundamentals of the National

Constitution as well as the enshrined human and civic rights,

obligations and responsibilities of every citizen;

(d) enable every child to acquire basic learning tools of literacy,

communication, numeracy and problem solving as well as basic

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learning content of integrated relevant knowledge at the same

time, skills and attitudes needed for survival and development to

full capacity;

(e) provide the child with the foundations of self-initiatives, self-

advancement and self-confidence;

(f) prepare the child for second level education (i.e. secondary,

vocational, technical and continuing education); and

(g) prepare the child to enter the world of work.

3.3.3 Challenges for Pre-Primary and Primary Education

As a result of various Government initiatives there is a remarkable

progress in the area of access to primary education. For example

Gross Enrolment Ratio (GER) of primary education increased from

84.0% in 2001 to 110.5% in 2009 while Net Enrolment Ratio (NER)

increased from 65.5% (2001) to 95.9 % (2009). However, there are still

challenges resulting from the rapid expansion of primary school

enrolment which put pressure on quality of education. In addition there

is a challenge in access of Pre-primary education. These challenges

include:

Supply of adequate teaching and learning materials and equipment;

Training and recruitment of adequate qualified and competent

teachers to match with the expanded enrolment;

Availability of adequate and appropriate school buildings to cater for

all groups of pupils and teachers; and

Increasing enrolment in pre-primary education, which currently

(2009) stands at GER of 39%.

These challenges are a threat to the realization of targets enshrined in

the MKUKUTA, Tanzania Development Vision 2025, EFA and the

MDGs. The existence of this document will guide the stakeholders to

be aware of the Basic Standards needed for Pre-Primary and Primary

Education and be compelled to adhere to them in planning,

implementation and monitoring and hence address the challenges.

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4.0 UTILISATION OF BASIC STANDARDS FOR PRE-PRIMARY AND

PRIMARY EDUCATION

As already stated, the Basic Standards for Pre-Primary and Primary

Education have been developed to give guidance on design and

implementation of education programmes at these levels. Also to address the

identified challenges so as to ensure improved access and quality of

education. The standards describe the whole range of inputs required for the

education programmes and offer guidance not only to education implementers

in the schools but also to policymakers, school inspectors, trainers,

examiners, curriculum developers and other functionaries. It is therefore vital

for each education provider in the field of education provision at the Pre-

Primary and Primary Education levels to consult these standards and identify

those which are relevant to his/her area of operation and utilize them

appropriately. In a bid to assist users, the table below has been included to

provide a brief summary of application for each user. It is expected that these

standards will be widely consulted and utilised so as to achieve the levels

described by the targeted indicators herein.

User Role of the Basic Standards

1. Policy makers in Ministry of

Education and Vocational Training.

The Standards will assist in formulation of policies,

quality assurance and monitoring that lead to

enhanced quality and equitable access.

2. Inspectorate. Inspectors are external guardians of standards.

The standards will be used to update the existing

inspection schedules, guidelines for school site

and close to school supervision and Inspector’s

Handbook.

3. Teachers’ Colleges (TCs). The Standards will be used to review and enhance

existing teacher training courses and identify how

TCs can assist in the provision of in-service

training of teachers.

4. Teachers’ Resource Centres

(TRCs).

The Sstandards will be used to review and

enhance existing support by TRCs to in-service

training of teachers.

5. National Examinations Council of

Tanzania (NECTA).

The Standards will be used to review and enhance

assessment and its relationship to curriculum

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User Role of the Basic Standards

standards.

6. Tanzania Institute of Education

(TIE).

The Standards will guide design and development

of curriculum, teacher training, teaching/learning

materials and their linkage with other areas

including monitoring and evaluation, research and

quality assurance.

7. Agency for Development of

Education Management (ADEM).

The Standards will be used to review and enhance

education management training courses.

8. Prime Minister’s Office- Regional

Administration and Local

Government, (PMO-RALG),

Regions and District Councils.

The Standards will inform the development of

Education Plans and the education Medium Term

of Expenditure Framework (MTEF).

9. Ward Development Committee

(WDC).

The Standards will inform the development of the

Ward Education Plan and provide a basis for close

to school inspection for the monitoring of

standards.

10. School Committees. The Standards will serve as a reference document

to inform the review and development of the

School Development Plans and proposals for

external support including the private sector.

11. Parents/Guardians. The Standards will bring awareness on the

requirements of the school thus, encouraging them

to participate in planning, implementation and

monitoring and evaluation processes.

12. Development Partners. The Standards will provide a holistic picture of

education quality and equity to complement macro

level monitoring indicators.

13. Civil Society Organizations

(CSOs).

The Standards will provide a holistic picture of

education quality and equity. The CSOs will share,

promote and monitor the achievements of the

Standards.

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5.0 BASIC STANDARDS FOR PRE-PRIMARY AND PRIMARY EDUCATION AND CORRESPONDING INDICATORS

The following matrices are logical frameworks designed to align the PEDP priority areas, with respective aspects, basic standards and indicators.

5.1 Access and Equity

Aspects Basic Standards Indicators

Equitable Enrolment. All eligible children identified and

admitted in schools.

1. Annual census carried out to identify all school age children both

boys and girls including children with additional special educational

needs.

2. Enrolment of learners to school:

- Pre-primary: age 5-6 years;

- Primary: age 7-13years; and

- COBET: Cohort I; age 11-13 years, Cohort II; age 14-18 years.

3. Primary Gender Parity Index: 1:1.

4. Gross Enrolment Ratio (GER) =100%.

5. Net Enrolment Ratio (NER)=95%.

6. Gross Intake Ratio (GIR)=100%.

7. Net Intake Ratio (NIR)=95%.

8. School size (maximum):

- Pre-Primary 150 pupils (6 Streams); and

- Primary 1,260 pupils (28 Streams).

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Note: Age flexibility for learners with special educational needs.

Infrastructure. Sufficient and appropriate school

buildings for effective teaching

and learning.

1. Learning rooms with sufficient lights and ventilation with windows on

two sides whose total area is at least 20% of classroom floor area.

2. Speech, sound proof and writing rooms for pupils with special

educational needs where necessary.

3. Pre-primary education.

- Classroom size at least 6.0m x 8m internally and not exceeding

25 pupils (1.9m2 space per pupil).

4. Primary School.

- Classrooms size at least 6.0m x 8.0m internally and not

exceeding 45 pupils. (1.0m2 per pupil).

5. Buildings constructed using permanent building materials.

- Foundation (at least sand/cement blocks, stones);

- Walls (at least sand/cement blocks, stones, burnt clay bricks);

- Roof structure (industrial treated soft wood timber, hard wood

timber);and

- Roof covering (corrugated iron sheets gauge 28/26, Aluminum

sheets gauge 22).

6. All buildings provided with steps, ramps and pavement to cater for

pupils with physical disabilities.

7. Dormitories (at least 2.4m2 per boarder), showers (at least 1 for 20

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pupils).

8. Dormitories/hostels with outward door opening with emergency exit.

9. Toilets (at least 1 pit for 20 girls and 1 pit for 25 boys and special

toilets for pupils with disability).

10. Dining room (at least 1.0m2 per pupil).

11. Administrative buildings with offices in function for the existing

posts (head teacher, deputy head teacher, accounts clerk and

school secretary), school general store and staff room.

12. Library with seating capacity at reading area of at least 45 pupils.

Availability of play grounds and

facilities for sports and games.

1. At least 1 pitch for both boys and girls where pupils can practice any

of the following; football, handball, netball, basketball, volleyball long

jump, Javelin, discus, high jump, pole vault, hurdling and athletics

with related materials. In addition to have seesaws, slides and

swings for pre-primary pupils.

2. Alternative recreational facilities for children with disability.

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Sufficient and appropriate land

according to the size of school.

1. 2 Streamed Day Primary School.

- At least 5 hectares sufficient for a school whose buildings

(teaching and residential ones) are single storey with area for

football, basketball, handball, netball and volleyball including area

for gardening; or

- At least 4 hectares sufficient for a school whose teaching

buildings are double storey and residential ones are single storey

with sports pitches for football, basketball, handball, netball and

volleyball excluding area for gardening.

2. 2 Streamed Boarding Primary School.

- At least 7 hectares for a school whose buildings (teaching and

residential) are single storey with pitches for football, handball,

netball, basketball and volleyball including area for gardening;

- At least 5 hectares sufficient for a school whose teaching

buildings are double storey and residential ones are single storey

and area for football, handball, netball, basketball and volleyball

including area for gardening; or

- At least 4 hectares for a school whose teaching and residential

buildings are double storey with sports pitches for football,

basketball, handball, netball and volleyball excluding area for

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gardening.

3. 4 streamed Day Primary School.

- At least 5 hectares sufficient for a school whose buildings

(teaching and residential) are single storey and area for football,

basketball handball, netball and volleyball including area for

gardening; or

- At least 4 hectares for a school whose teaching and residential

buildings are double storey with sports pitches for football,

basketball, handball, netball and volleyball excluding area for

gardening.

4. School not constructed on heavy clay soils (black cotton soils).

5. School not constructed on made up grounds, steep slopes or

waterlogged areas.

Effective school physical facilities

set up and efficient land use.

1. Existence of approved master plan used for the construction of the

school.

2. Existence of an area earmarked for future expansion of the school.

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3. Existence of ventilated pit latrine with dislodge facility (see also

latrines below).

4. Existence of trees planted by the school.

5. Existence of school land lease (certificate of occupancy).

6. Existence of demarcated boundaries (fence and gate).

Adequate furniture for effective

teaching and learning.

1. Desks (at most 1 desk for 2 pupils for both pre-primary and primary

classes)

2. One play mat for 4 pupils in the case of pre-primary classes.

3. Cupboards and shelves to keep teaching and learning materials and

other key documents (at least 1 per administrative room).

4. 1 chalk board size 1.2m x 3m.

- 1 pin board size 1.2 x 2.4m, to rear wall; and

- Small sized pin boards to side walls for Pre- primary classrooms.

5. Teachers’ tables and chairs in classrooms and staff rooms.

6. Library shelves and tables with chairs to suffice for 45 users

A healthy and clean environment. 1. Availability of safe and clean water at school. At least 5 liters per

pupil/teacher per day.

2. Availability of hand washing facilities

3. A school kitchen with energy saving cookers and chimney. At least 1

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cooker with capacity of 200 litres for 100 pupils.

4. School buildings equipped with gutters to collect rain water and drain

it to tanks endowed with water taps.

5. Toilets (ventilated pit latrines) which are sufficient, clean, covered

and separated according to sex at least 1 pit for 25 boys and 1 pit for

20 girls and at least 1 toilet pit for children with physical disability.

6. At least 2 pits for female staff members and 1 pit for male staff with

urinal.

7. Urinals for boys (at least 1 for 50 boys).

8. Existence of special room for girls.

9. Establishment of sanitation pads collection and disposal system.

10. Existence of an incinerator.

11. Fumigation of school at least once per term and Disinfection daily.

12. Existence of a sick bay for boarding schools and First Aid Kit for day

schools.

13. At least one toilet hole per school in teaching area and

residentialarea for physically challenged pupils

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School environment Secured and learner protecting

environment

1. Existence of ceiling to classes to reduce noise caused by pupils from

adjoining classes or from rain when iron roofing sheets are used

2. Existence of storm water channels to drain water from school

compound

3. Existence of warning signs in hazardous areas.

4. Deterrence measures against sexual harassment, bulling and abuse

5. Existence of reliable source of light in school.

6. Schools not located in excessive noise, high traffic and hazardous

areas.

7. Availability of adequate, safe and secure playing facilities to protect

pupils from injury.

8. Availability of wide fire escape doors which open outwards in

laboratories and dormitories and emergency exit.

9. Existence of a sick bay (rest room)

10. Existence of security lights.

Appropriate distance to school

1. A distance of not more than 4 kilometers from home to school

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5.2 Quality Improvement in Pre-Primary and Primary Education


Curriculum. Well structured curriculum

framework.

1. Existence of curriculum guidelines (framework) for each level (Pre-

Primary, Primary and Non-Formal Education) that clearly

elaborates:

- School age and duration for the level;

- Objectives of education for the level;

- Approved subjects for the level;

- Teachers qualification for the level;

- Basic requirement for effective holistic development of learner

competencies (knowledge, skills and attitudes) to be acquired;

and

- Pedagogical requirements and learning environment required

for effective implementation of the curriculum.

Appropriate, relevant and user

friendly curriculum.

1. Curriculum content that includes Cross-Cutting Issues such as

gender, environment, HIV and AIDS, Life Skills, child’s rights and

entrepreneurship.

2. Programmes that:

- Are up to date and reflect day to day life;

- Promote critical thinking and problem solving; and

- Reflect a balance between theory and practice.

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3. Programmes with:

- Content which is harmoniously linked across levels and logically

sequenced;

- A variety of appropriate teaching/learning resources including

print, visual, audio, audio-visual and e-learning materials; and

- Syllabi clearly showing suggested competences to be acquired,

specific objectives to be attained, content to be covered,

methodology and teaching strategies to be applied, textbooks,

support materials and resources to be used; assessment

modalities to be applied; and time budget for covering each topic.

4. Programmes supported with appropriate and adequate pedagogical

guides for teachers, textbooks for learners and list of basic

equipment and materials for references for each subject.

5. Programmes developed by involving education stakeholders and key

implementers.

Teaching and learning

materials and Equipment.

Adequate and appropriate

teaching and learning materials

and equipment.

1. Syllabus to Subject Ratio 2:1.

2. Textbook to Pupil Ratio:

- Pre-primary 1:1;

- Primary 1:1;

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- Special Needs Education 1:1; and

- COBET 1:1.

3. Supplementary Books:

- 5 Copies of 5 different titles for each Subject; and

- Slate to Pupil Ratio 1:1 (for Pre-Primary School and Standard

One).

4. Reference Books:

- 5 Copies of every title of a reference; and

- Atlas to Pupil Ratio 1:2.

5. Readers Books:

- 5 Copies of 5 different titles for each subject; and

- Shelved books, reference books, novels, journals, periodicals;

and magazines and other printed materials in the library.

6. Non-textual Materials for 1 Streamed Primary School:

- Globe to School Ratio 5:1;

- Science Kit to School Ratio1: 1;

- Wall map to School Ratio1: 1 (for each title); and

- Mathematical Set to Pupil Ratio 1:1.

7. Special Needs Devices and Equipment:

- Audiometer to School Ratio 1:1;

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- Speech Trainer Device to School Ratio 1:1;

- Perkins Braille to Pupil Ratio 1:1; and

- Hearing Aid to Pupil Ratio 1:1.

8. Classroom Boards:

- Chalk Board to Classroom Ratio 1:1; and

- Pin Board to Classroom ratio 1:1.

9. Duster to Classroom ratio 2:1.

10. Exercise Book per subject to Pupil Ratio 1:1.

Teaching and learning

process.

Learning that reflects the learners

socio-cultural context.

1. Illustrative examples drawn from learners’ familiar environment.

2. Teaching and learning strategies based on learners’ experiences.

3. Teaching and learning strategies based on learners’ needs, abilities

and interest (including Special Needs).

4. Involvement of resource people from the community in the teaching

and learning process.

5. Teaching and learning that uses local/improvised materials.

Teaching and learning activities

that are planned with

consideration of learners’

diversity.

1. Schemes of work for all subjects prepared.

2. Lesson plans and notes for all lessons prepared including evaluation

activities.

3. Teaching methods which are inclusive.

23


4. Classroom Assistants provided to children with disabilities

Competence based approaches

with a special emphasis on critical

thinking.

1. Practice of interactive and participatory methodology.

2. Freedom of learners’ initiative and expression.

3. Equal classroom participation.

4. Recognition of learners’ initiative regarding ability, discovery and

production.

5. Well planned individual and group work with supervision.

6. Application of learned theory put into practice.

7. Learning that emphasizes critical thinking, creativity, discussions,

problem solving and analysis.

Appropriate teacher workload that

ensures quality teaching and

learning.

1. Teacher Work Load:

- 16 periods of 30 minutes each per teacher per week (Pre-

primary);

- 24 periods of 30 minutes each per teacher per week (Standard

I&II);

- 32 periods of 40 minutes each per teacher per week (Standard

III-VII); and

- Total of 40 working hours per week including lesson preparation

and marking time.

24


2. Teacher Pupil Ratio:

- 1:25 Pre-Primary;

- 1:35 in inclusive primary classes; and

- 1:40 in non inclusive primary classes.

Sufficient time devoted to learning 1. 194 working days per year.

Regular, relevant and efficient

assessment of learning.

1. Continuous assessment (exercises, midterm and terminal) and

provision of remedial teaching where appropriate.

2. Summative assessment (National Standard Four and Seven

examinations).

3. Provision of feedback to pupils after periodic and summative

assessments.

4. Pass rate 75% in Primary School Leaving Certificate Examination.

5. Pass rate 95% in standard IV for cohort I COBET learners.

6. Pass rate 50% in Primary School Leaving Certificate Examination for

cohort II COBET learners.

Effective teacher-learner-

parent/care giver relationships,

based on mutual respect and

1. Learners friendly in the presence of teachers and community.

2. Teacher-learner-parent/care givers communicate using polite

language.

25


understanding. 3. Teacher and parents/care givers work together to address learners’

problems.

4. Good interaction between learners with and without special needs.

5. Teacher, parents and community work together to provide care and

support to all learners (including those with special needs).

Teachers. Well trained and competent teachers.

1. Certificate teacher with “O” Level secondary education and teacher

training with components of pre-primary and inclusive education or

specializing in pre-primary education methods..

2. Teachers facilitate learning for all learners including slow learners.

3. Teachers use interactive teaching and learning methods.

4. Teachers use various teaching and learning techniques such as

illustrative examples, group discussion and project work.

5. Teachers display learners’ good work and make reference.

6. Teachers follow the syllabus.

7. Teachers evaluate learners using appropriate

measurement/instruments.

8. Teachers manage time efficiently.

9. Teachers raise rational issues in the process of teaching.

10. Teachers use child friendly interactive methods in the teaching and

learning process.

26


Teachers provided with regular

professional support.

1. Teachers provided with continuous professional development

programmes including inclusive education (at least ten days annual

teacher refresher course using TCs, TRCs).

2. Teachers for special needs pupils attend at least one special course

a year.

3. Whole school inspection is carried out at least once in every two

years to every school.

4. On going school site supervision carried out by Head teacher and

WEC.

5. Pedagogical and professional advice is given to teachers

during school inspection.

6. School based open and distance In-service teacher training

programmes exist and are implemented annually.

Motivated and committed

teachers.

1. Teachers are provided with proper housing.

2. Teachers organize and run remedial lessons and encourage

participatory learning.

3. Timely payment of teachers’ salaries and incentive package.

4. Existence of transparent promotion schemes for teachers.

5. Existence of teacher employment contracts.

27


6. Reward programmes to identified best performers.

Teachers demonstrating their

professional code of conduct.

1. Teachers adhere to professional ethics including decent attire,

punctuality and good language use.

2. Teachers attend to classes and deliver lessons as scheduled.

Assessment, Examinations

and Certification.

Learner centered and competence

based assessment and

examinations.

1. Assessment based on the competencies indicated in the syllabi.

(Competences for special needs include ability to perform activities

of daily living such as washing, cleaning, eating, moving things from

place to place, speech and sign communication).

2. Timed written tests carried out on monthly basis and midterm and

terminal examinations.

3. Records on learners’ performance through classroom assignments

and homework properly kept.

4. Continuous assessment that measures achievements in all subjects

taught.

5. Assessment that includes self peer and community assessment

Certification that is relevant and significant.

1. Pre-Primary school finalist having competence in socialization,

association, pre-reading, pre-writing, counting and simple arithmetic

activities.

28


2. Primary school finalist having competence in communication skills,

sciences and computing.

Learner. Learners encouraged and

motivated to undertake learning.

1. Learners’ attendance (at least average 85%).

2. Pupils’ completion rate (at least 80%).

3. Learners’ participation in different school activities such as school

band, singing the national anthem and school songs, debate clubs,

science clubs, sports and games.

4. Existence of:

- play grounds;

- provision of meals;

- safe drinking water; and

- sanitation rooms for girls.

5. Learners provided with basic school materials.

6. Free health and hygiene services.

7. Non harassment and care of school pupils.

8. Avoidance of rampart use of punishments.

9. Administration of corporal punishment according to government

regulations.

29


Disciplined learners. 1. Suitable behavior in and out of the school.

2. Respect for other people’s rights.

3. Fulfillment of their responsibilities, duties and obligations.

4. Adherence to school rules and regulations.

Quality assurance. Effective advisory and

professional support to school.

1. Advisory visits by Education Officers and School Inspectors to

schools at least once in a year.

2. Professional needs identified and support provided to teachers.

3. Recommended remedial measures implemented as per government

regulations.

4. Mentorship to new teachers.

Effective inspection of schools. 1. Regular inspection of all schools (whole school at least once in 2

years).

2. At least one school Inspector per district per subject.

3. Well equipped Inspectors with basic Inspection skills and 5 years

experience in teaching primary schools.

Information and

Communication Technology

in schools.

Equitable access to ICT resources

to students, teachers and

administrators.

1. Availability of ICT resources/facilities:

- ICT room for 40 pupils;

- At least 1 radio cassette per school;

30


- At least 1 TV set per school; and

- At least 12 computers per school.

Effective use of ICT in school. 1. Exposure to locally available ICT equipment.

2. Basic computer skills for primary school pupils.

3. Availability of trained personnel in ICT use and maintenance.

4. Availability of Radio Programmes for schools.

5. Availability of energy sources (solar, biogas, electrical and wind

energy).

5.3 Governance and Management in Pre-Primary and Primary Education


School management and

administration.

School management involving

different actors of education.

1. Existence of a functional School Committee at each school

2. Organized regular meetings (School Baraza among learners and

teachers at least 3 times per term and with parents at least once per

year).

3. Involve education leadership at village, ward and council levels in

school activities.

4. Proper delegation of school duties and responsibilities.

5. Display school income and expenditure quarterly.

31


Continuous school self and

external appraisal.

1. Information sharing programmes/activities with other schools.

2. External evaluation through school inspectorate or other officials done

yearly.

3. Internal evaluation through head-teachers and heads of departments

conducted on quarterly basis.

4. Pedagogical meetings organized in the school. (monthly pedagogical

meetings).

5. Collection and utilization of feedback on school governance from

stakeholders.

Transparent school governance. 1. Key information sharing such as financial reports and performance

reports and collection of feedback i.e display of key information on the

notice board and announcement:

- 1 common notice board;

- 1 notice board for teachers;

- 1 notice board for supporting staff; and

- 1 suggestion box.

Accountable school governance. 1. Existence of Whole School Development Plan which include:

- yearly activity plan covering all aspects of school activities;

- yearly budget for all planned activities; and

32


- monitoring schedule for all planned activities;

2. Production of school performance report quarterly.

School governance focusing on

learning.

1. Over one third of school meetings devoted to pedagogical activities.

2. Availability of programmes, guides and other pedagogical support to

teachers.

3. School budget portion allocated to teaching and learning activities (at

least 40%).

Education Management

Information System (EMIS).

Functioning Education

Management Information System

established in schools.

1. A continually updated database in school.

2. Daily events in school recorded according to regulations and properly

kept.

3. Reliable education data and information on school disseminated within

and outside school periodically.

Information, Education and

Communication (IEC).

Continuous information sharing in

education matters.

1. Reports on school activities and performance regularly disseminated to

stakeholders.

2. Notice boards used to display school information.

3. Release and collection of information from external source through IEC

materials such as newsletters, leaflets etc.

33


Capacity building. Effective and efficient education

managers and teachers.

1. Existence of training programmes.

2. Education managers and teachers trained (at least once in every two

years).

Improved school management

skills.

1. Head teachers trained and continually refreshed in education

management.

2. School Committees capacities strengthened to manage public funds

disbursed to schools.

3. School committees trained and retrained as per training programme.

Learners, teachers and

administrators well equipped with

basic ICT skills.

1. ICT Integrated into Pre- Primary, Primary and Teacher education

curriculum.

2. Serving primary and pre-primary schoolteachers and administrators

trained in ICT.

3. Schools availed with ICT equipment such as radio cassettes and where

possible telephones, television sets and computers, including special

needs ICT equipment.

5.4 Institutional Arrangement


School. Effectively running school. 1. Legally established and registered school.

34

2. Functioning school committee.

3. Adherence to set regulations, circulars and educational guidelines.

4. Existence of school safety facilities and child friendly environment.

5. Existence of guidance and counseling services in the School.

6. Functioning school Baraza, academic and other committees.

7. Conducive environment for learners including those with special needs.

8. Adequate and competent teachers.

9. Adequate and relevant teaching and learning materials including

specialized materials and assertive devices.

10. Effective school community relationship.

11. Existence of clear distribution of roles and responsibilities at all levels

(school, village, ward, council, regional and central ministries).

12. Existence of a mechanism to identify all children with learning problems

and take remedial measures.

5.5 Monitoring and Evaluation


Monitoring and Evaluation. Effective Monitoring and

Evaluation of Pre-Primary and

Primary education delivery.

1. Existence of updated data for measuring performance progress.

2. Existence of monitoring and evaluation tools.

3. Existence of monitoring reports.

4. Monitoring findings and recommendations shared with educational

35


stakeholders.

5. Interventions based on monitoring and evaluation reports.

6. Programme adjustments made when necessary as a result of

monitoring and evaluation.

Financial Audit. Properly managed finance and

materials.

1. Existence of Books of Accounts.

2. Proper records of school funds.

3. Existence of ledger books for school materials including fixed assets.

4. Updated records of materials.

5. School accounts regularly audited (annually by internal auditor and

once in three years by external auditor).

6. Responsible teachers (finance and store) trained on basic financial

management and proper record keeping.

Educational Research. Effective action and applied

research at local level

(school/community).

1. Research reports in place.

2. Research findings shared with stakeholders.

3. Implementation of recommendations.

4. Informed decisions and actions carried out in school.

5.6 Cross Cutting Issues in Pre-Primary and Primary Education


36


HIV and AIDS. Effective delivery of HIV and

AIDS/SRH/Life Skills Education.

1. Training program for HIV and AIDS/SRH and Life Skills in place.

2. Existence of care and support services including protection counseling

and treatment to those affected and infected by HIV and AIDS.

3. Existence of Peer Education programmes.

4. Existence of School Counseling and AIDS education committee.

5. Existence of Guidance and Counseling services in schools.

Care and Support Services. Effective delivery of psychosocial

services.

1. Existence of at least 2 school based qualified Counselors in each

school (Male and Female).

2. Existence of a counseling room in every school.

3. Existence of a School Guidance and Counseling programmes.

Effective School Feeding

Programmes.

1. Provision of at least one safe and nutritious meal a day in day schools.

Effective Health Services. 1. Existence of trained school health teacher.

2. Existence of a well stocked First Aid Kit.

3. Presence of referral system and records.

4. Regular health checkup (including pupil Health cards), regular

deworming and immunization (as per regulations).

Environmental Education. Effective conservation of the

school environment.

1. Existence of shadow trees and flowerbeds in the school.

2. Existence of plastic and decomposed garbage pits/tins.

37


3. Existence of Environmental Committee in the school.

4. Existence of regulations and community by laws to safeguard the

school environment including marginal lands (wetlands, hills and

mountains).

5. Existence of environmental conservation clubs.

Gender. Raised awareness of gender

issues among school community.

1. Use of gender information, education and communication materials that

address gender issues.

2. Studies carried out on gender related factors affecting participation.

3. All education staff and School Committee members trained in gender

related issues.

4. Gender responses reflected in schools’ daily routine.

Child Rights. Effective prevention of child labour and abuse.

1. Non-existence of child labour in school.

2. Close follow –up to truancy cases.

3. Continuous advocacy on child rights.

Effective support for Most

Vulnerable Children

1. Number of MVCs accessing and completing Pre-Primary and Primary

Education and COBET classes.

Emergency Preparedness

and Response.

Effective response to emergencies 1. Existence of storm water channels to drain water from school

compound.

2. Provision of lightning arresters in high lightning prone areas.

38


3. Existence of fire orders and equipment for firefighting.

4. Availability of wide fire escape doors which open outwards in

dormitories, hostels and laboratories and clearly marked escape routes.

5. Education on safety and security matters such as fire drills provided at

least once per term.

6. Existence of clearly marked emergency assembling point.

39

Bibliography

1. Basic Requirements and Minimum Standards Indicators for

Educational Institutions, Ministry of Education and Sports, Republic of

Uganda, November 2001.

2. Education Sector Development Programme, United Republic of

Tanzania, August, 2001 and 2008-13.

3. Education and Training Policy, United Republic of Tanzania, February,

1995.

4. Folk Education Development Programme, 2007/08 – 2011/12,

Ministry of Community Development, Gender and Children, Tanzania,

May, 2007.

5. Information and Communication Technology (ICT) Policy for Basic

Education, Ministry of Education and Vocational Training, Tanzania,

August, 2007.

6. Kiongozi cha Mkaguzi wa Shule, Wizara ya Elimu na Mafunzo ya

Ufundi, Tanzania 2006.

7. National Strategy for Growth and Reduction of Poverty (NSGRP),

United Republic of Tanzania, June, 2005.

8. Neufert Architect’s Data, Ernest Neufert, 1990. 9. Primary Education Development Programme II (PEDP II) 2007 –

2011, Ministry of Education and Vocational Training, Tanzania, 2006.

10. Primary School Buildings Standards, Norms and Designs, Royal

Government of Bhutan, 1986.

11. Programu ya Kuendeleza Walimu wa B/C Kufikia Daraja A –

Mwongozo wa Uongozi Katika Ngazi Mbalimbali, Wizara ya Elimu na

Utamaduni, Oktoba, Tanzania, 2004.

12. Proposal of the Education Sector Performance Assessment

Framework, The Performance Assessment Framework Team, Ministry

of Education and Culture, Tanzania, December, 2005.

13. Schedules for the Inspection of Schools, Federal Ministry of

Education, Abuja, Nigeria.

40

14. School Inspector’s Training Manual, Ministry of Education and

Culture, Tanzania, May, 2006.

15. Strategic Plan for HIV/AIDS, 2003 – 2007, Ministry of Education and

Vocational Training, Tanzania, May, 2004.

16. Mtaala wa Elimu ya Awali, Taasisi ya Elimu Tanzania, 2004. 17. Mtaala wa Shule za Msingi, Taasisi ya Elimu Tanzania, 2004. 18. National Curriculum Framework, Tanzania Institute of Education,

2003.

19. Tanzania Building Regulations, Building Research Unit, United

Republic of Tanzania, 1985.

20. Tanzania Development Vision 2025, United Republic of Tanzania, July,

2002.

21. Viwango vya Chini Vinavyotakiwa Katika Utoaji wa Elimu ya Msingi

Katika Wilaya, Wizara ya Elimu na Utamaduni, Tanzania, 1999.

41

Annexes Annex 1

Infrastructure

1. Schedule of Areas for Construction of 2 - Stream Day Primary School

Alternative Buildings Setup Pattern Total Area Required

Areas of Suitability

1 All buildings (Teaching and

Residential) are single storey with

sports pitches for Football,

Basketball, Handball, Netball and

Volleyball including area for

gardening.

5 Hectares Suitable in areas

where land is

abundant

2 Buildings in Teaching area are

double storey and residential area

are single storey with sports

pitches as in scenario 1 but

without area for gardening.

4 Hectares

Suitable in areas

where land is

insufficient 3 All buildings (Teaching and

Residential) are double storey

without football pitch and area for

gardening.

2 Hectares

1. Schedule of Areas for Construction of 2 – Stream Boarding Primary

School








gardening.


where land is

abundant


double storey and those for

residential area are single storey

with sports pitches as in scenario 1

but without area for gardening.

5 Hectares

Suitable in areas

where land is

insufficient 3 All buildings (teaching and

Residential) are double storey with

all sports pitches as indicated,

excluding area for gardening.

4 Hectares

42

2. Schedule of Areas for Construction of 4 - Stream Day Primary School








gardening.


where land is

abundant


double storey and residential area

are single storey with sports

pitches as in scenario 1 but

without area for gardening.


where land is

insufficient

43

Annex 2

Schedule of Areas for Construction of A 2 – Stream Boarding Primary School

ALTERNATIVE - 1 Single Storey for All Buildings

FACILITY Units GROSS AREA

m2

TEACHING AREA

Administration block 1 220

Classrooms 12 786

Domestic Science block 1 202

Library block 1 183.6

Ablution Blocks (teaching area) 2 116

Car parking and circulation area 500

Total Area 2007

RESIDENTIAL AREA

Head teacher’s house 1 108

Sick bay 1 214

3 bedroom Staff house 5 450

2 bedroom staff house 5 375

Assembly/ Kitchen /Dinning /outdoor yard 1 455

Ablution Block (boarding area) 2 116

Dormitory block 11 2354


Total Area 4972

Built up area =Teaching area + Residential area = 6979

Allowable plot coverage 35% maximum

Minimum plot area abstracted from built up area

19,940 1.994 ha

PLAYING FIELDS (including spectators)

Football pitch and Athletics 1 25,500

Basketball pitch 1 1,000

Handball pitch 1 1,700

Netball pitch 1 1,100

Volleyball pitch 1 400

29,700

Total area for playing fields 29,700 2.970 ha

AREA FOR SELF-RELIANCE

Optimum area for self-reliance 25,000

Total area for self-reliance 25,000 2.500 ha

TOTAL AREA 74,640 7.464 ha

44

Schedule of Areas for Construction of A 2 – Stream Boarding Primary School

ALTERNATIVE -2 Double Storey for Teaching Area, Single Storey for Residential and Without Farming

FACILITY GROSS AREA

m2

TEACHING AREA

Administration 110

Domestic science 101

Classrooms 393

Library 92

Ablution (teaching area) 58


Total Area 1204

RESIDANTIAL AREA

Head teacher’s house 1 100

Sick bay 1 214

3 bedroom Staff house 5 450

2 bedroom staff house 5 375

Assembly/Kitchen/Dinning/outdoor yard 1 455

Ablution Block (boarding area) 2 140

Dormitory block 11 2356 Car parking and circulation area 900

Total Area 4990

Built up area =Teaching area + Residential area 6194



17,697 1.7697 ha


Football pitch and Athletics 1 25,500







45

Schedule of Areas for Construction of A 2 -Stream Boarding Primary School

ALTERNATIVE -3 Double Storey for All Buildings Without Farming TEACHING AREA

Administration 110

Domestic Science 101

Classrooms 393

Library 92

Ablution (teaching area) 58


Total Area 1204

STAFF AREA

Head teacher’s house 54

Sick bay 107

3 bedroom Staff house 225

2 bedroom staff house 188

Assembly/Kitchen/Dinning/outdoor yard 228

Dormitory block 1177


Total Area 2429

Built up area =Teaching area + Staff area 3633



10,380 1.038 ha


Football pitch 1 25,000





29,200



46

Annex 3

Required Basic Instruments/Apparatus for Use in Primary Schools

1. Large Mathematical Set for a Pupil

A list of required basic instruments/apparatus in Mathematical set for use in Primary Schools 1. Protractor

2. Compass.

3. Triangle 90.

4. Divider.

5. Triangle.

6. Duster.

7. Meter Ruler.

8. Manual guide.

2. Mathematical Kit for a Primary school

A list of required basic instruments/apparatus in Mathematical Kit for use in Primary Schools for demonstration 1. Protractor

2. Compass.

3. Triangle 90.

4. Divider.

5. Triangle.

6. Meter Ruler.

7. Rectangle.

8. Square.

9. Trapezium.

10. Rhombus.

11. Parallelogram.

12. Tiara triangle.

13. Circle.

14. Rectangular prism.

15. Cube.

16. Triangular Pyramid.

17. Rectangular Pyramid.

18. Square Pyramid.

47

19. Cylinder.

20. Circular Pyramid.

21. Sphere.

22. Framed abacus.

23. Metric wheel.

24. Napier bones.

25. A clock model.

26. Duster.

27. Teacher’s Guide.

3. Science Kit

A list of required basic instruments/apparatus in Science Kit for use in Primary Schools

S/No. Description Amount

1. Ammeter 0 - 5A each. 1

2. Bulb 6V each. 6

3. Spirit burner. 1

4. Dry cell 1.5V - Size D each. 2

5. Beaker ml. 50g. 1



8. Magnetic Compass. 1

9. Bottomed Flask ml 250g. 1

10. Galvanometer. 1

11. Gloves. 2 Pairs

12. Spring balance. 1

13. Blue Litmus paper. 5 Packets

14. Red Litmus paper. 5 Packets

15. Dry cell holder. 1

16. Container for the items. 1

17. Plastic Clip. 1

18. Crocodile Clip. 2

19. Test tube Holder. 1

20. Motor and Pestle. 1 Set

21. Kioo cha Plastiki (150 x 100)mm. 6

22. Convex Lens. 6

23. Concave Lens. 6

48

S/No. Description Amount

24. Thermometer (-10 to +100)0C. 6

25. Bulb Holder. 2

27. A printed science Kit Manual. 2

28. Torch. 1

29. Plastic Lens mm 50g. 6

30. Rectangular Prism (100 x 20 x 18) ml. 1

31. Glass delivery tube. 1

32. Delivery tube. 1

33. Small test tube. 4

34. Medium size test tube. 3

35. Large test tube. 2

36. Meter Rule. 1

37. Stop watch. 1

38. A complete set of microscope with its manual in Kiswahili.

1

39. Screw set. 1

40. Beehive Shelves. 1 Set

41. Measuring Cylinder 100 ml. 1

42. Methylated Spirit. 1

43. Horse shoe Magnet. 1

44. Rectangular Magnet. 2 Pairs

45. Round Magnet. 2 Pairs

46. Trumpet. 1

47. Iron Fillings 250g. 1 bottle

48. Voltmeter (0-6)V. 1

49. Electric Wire 5 meters. 1

50. Razor Blade/Knife. 1

51. Printed list of apparatus. 1

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