The School Connectivity Project aims at scaling up the success from providing access to educational information through the Internet to schools. Installing the internet in schools addresses both capabilities of students to get access to educational content, providing teachers with additional information on the syllabus and performing their administrative tasks. School Connectivity aims to contribute to the national framework for connecting all schools, establishes guidelines and KPIs for an affordable access to information on the Internet, and last but not least contribute to the digital transformation of the educational sector in Tanzania. Furthermore, the School Connectivity Project plays a pivotal role in the broader digital evolution of Tanzania’s educational landscape. As technology rapidly reshapes how we learn and teach, it is imperative that our educational institutions remain at the forefront. This initiative seeks to equip schools with the digital infrastructure and capabilities necessary to not only keep pace with advancements but to lead in the digital era. Through this project, we are not only connecting schools but also empowering them to be hubs of innovation and excellence in education. Together, we are laying the foundation for a future where every student has access to quality education, irrespective of their geographical location.
The School Connectivity Project is made up of three phase;
Initiated in 2020, the first phase of the School Connectivity Project embarked as a pilot program across ten diverse regions in Tanzania. Specifically, these regions were Tanga, Morogoro, Nyasa, Dodoma, Tabora, Katavi, Kigoma, Musoma, Manyara, and Kilimanjaro. Throughout this initial stage, our primary focus revolved around equipping ten public schools with vital internet connectivity, complemented by the provision of essential tools such as computers and tablets. The accomplishments of this phase were achieved through fruitful partnerships with esteemed entities, including UCSAF, Vodacom Tanzania Foundation, TTCL Corporation, Shule Direct, and the Basic Internet Foundation, thereby underscoring the collaborative nature of our achievements.
During this phase, we had the privilege of extending the benefits of internet connectivity to a remarkable total of 10,131 students and 427 dedicated teachers. This achievement also encompassed the distribution and setup of 172 crucial devices, which played a pivotal role in enriching the technological resources available within these educational settings.
We take great pleasure in unveiling the Phase I Report of the School Connectivity Project. Within these pages, you will find a comprehensive account of our inaugural phase, highlighting the extraordinary journey and accomplishments we have achieved. Our focus was dedicated to providing vital internet connectivity and essential learning tools to ten public schools across diverse regions of Tanzania.
This report offers a detailed glimpse into the collaborative efforts with our esteemed partners: UCSAF, Vodacom Tanzania Foundation, TTCL Corporation, Shule Direct, and the Basic Internet Foundation. Together, we have taken significant strides in narrowing the digital divide, empowering both students and teachers with enriched educational resources.
We encourage you to explore this report in the dedicated ‘Report’ section, where you’ll gain valuable insights into the profound impact we’ve collectively made in advancing education through technology.
Building upon the triumph of Phase I, our progression led us to Phase II of the School Connectivity Project. In this ensuing phase, our aspirations expanded, encompassing a network of 50 public schools spanning diverse regions across Tanzania, including Kilimanjaro, Mara, Katavi, Tabora, Njombe, Iringa, Tanga, Kigoma, Ruvuma, and Morogoro. The scope of our efforts broadened to encompass multifaceted initiatives, including the establishment of internet connectivity, provisioning of essential computing devices and tablets, seamless enrollment of both students and educators into the E-Fahamu e-learning platform, and the facilitation of comprehensive digital skills training.
Collaboratively steering this impactful endeavor were esteemed partners, including UCSAF, Vodacom Tanzania Foundation, Basic Internet Foundation, as well as the academic prowess of Tanzanian universities such as UDSM and DIT, and the distinguished University of Oslo in Norway. The collective synergy of Tanzania Development Trust and Internet Society Tanzania Chapter further fortified our shared commitment to transformative education and connectivity.
Increase students’ performance by 5% annually
The overarching objective of the School Connectivity Project has been to elevate students’ performance by 5% annually. During Phase II, while we didn’t quite meet the ambitious target, we made substantial progress. We are pleased to report that we achieved a commendable 3% increase in academic performance. This accomplishment signifies a significant stride toward our ultimate goal. By attaining half of our target, we’ve established a solid foundation for further advancements in the coming phases.
This achievement is a testament to the dedication of the students, the tireless efforts of the educators, and the transformative power of enhanced connectivity and digital resources. It reinforces our belief in the potential for continued growth and success in subsequent phases of the project.
For more detailed information and a comprehensive analysis of the increase in academic performance, we invite you to explore the Evaluation Report. This report provides in-depth insights, data-driven assessments, and detailed breakdowns of the progress made during Phase II of the School Connectivity Project. You can access the report in the ‘Report’ section. Your engagement with this valuable resource is instrumental in understanding the impact and charting the course for future phases of the project.
In Phase I, as we embarked on this transformative journey, we operated without defined Key Performance Indicators (KPIs). This initial phase served as a foundational stage, allowing us to learn, adapt, and lay the groundwork for future success. However, as we transitioned into Phase II, we recognized the critical need for clear metrics to measure progress and ensure the project’s effective implementation. With this in mind, we diligently constructed a set of Key Performance Indicators (KPIs) that would serve as guiding benchmarks for our endeavors. These KPIs are pivotal in providing a structured framework for assessing and enhancing the impact of the School Connectivity Project. These KPIs include;
We aim to provide seamless access to a wealth of educational resources, opening up new avenues for information and knowledge acquisition, both within and outside the classroom. Teachers will utilize online materials to enrich their lesson plans and broaden the scope of learning opportunities. This milestone encompasses the efficient delivery of e-content, whether through on-site school servers or centrally via cloud-based platforms. It addresses the facilitation of content access for educators, enabling them to seamlessly integrate it into their teaching methodologies. Additionally, it emphasizes sustainable models for content creation and accessibility.
The integration of e-learning, facilitated by computers and the Internet, has enabled the efficient transfer of skills and knowledge, allowing education to reach a wide audience simultaneously, irrespective of time constraints. Initially met with skepticism due to concerns about the potential loss of the human element in learning, this approach has gained widespread acceptance. This shift is attributed to increased school connectivity, advocacy efforts, and the implementation of advanced learning systems. Today, computers, tablets, and similar devices hold a significant place in the modern classroom, revolutionizing the educational experience. The process of establishing access to ICT learning platforms involved meticulous steps, including device distribution, installation, and comprehensive training for both educators and students, laying a robust foundation for platforms like E-fahamu.
This pivotal initiative focuses on establishing internet connectivity in schools, revolutionizing the learning experience. Supported by the Internet, interactive teaching methods empower educators to address individual student needs and foster collaborative learning environments. This not only addresses educational disparities but also paves the way for more inclusive education.
Access to the Internet significantly reduces expenses associated with purchasing physical books, enabling educational administrators to allocate resources more effectively. This leads to an enhanced quality of education, as schools have a constant supply of e-learning materials and teaching aids at their disposal. While it’s acknowledged that internet access alone cannot solve every challenge in education, it represents a critical stride towards delivering quality education for all.
During this phase, we successfully connected 50 public schools across 10 regions in Tanzania to the internet. This has empowered over 4000 students and 150 teachers with online access. In addition, we provided essential tools for this digital transformation, including 246 tablets and 186 desktop computers, ensuring students and educators can maximize the benefits of the provided internet resources. This comprehensive approach sets a strong foundation for a technologically enabled learning environment.
This initiative is dedicated to enhancing the digital proficiency of educators and students, a pivotal step towards modernizing education. Through targeted training, over 150 ICT teachers were empowered with the skills to effectively utilize the E-Fahamu platform in their teaching practices. This included instruction on integrating educational sites within E-Fahamu, thereby enriching the educational resources available to their students. Feedback from these trained educators underscored a significant enhancement in their digital capabilities, enabling them to leverage ICT tools more efficiently in the teaching and learning process.
Moreover, this initiative extended its reach to train over 4000 students, further solidifying their digital capabilities and ensuring a seamless transition towards a technologically driven learning environment.
We’ve actively involved government authorities, private sector entities, non-profit organizations, and local communities in our project activities, recognizing the diverse expertise they bring from all levels. This collaborative approach stems from our belief in harnessing the collective strength of individual government authorities, private sector innovators, dedicated non-profit organizations, and the vital insights of local communities.
For instance, the Ministry of Education has played an integral role by providing vital collaboration through Regional and District Education officers, granting essential permissions to access designated schools. Additionally, the Minister of Information Communication and Technology has been instrumental in constructing teaching manuals on ICT digital connectivity. They have also been pivotal in regulating and overseeing the task of empowering public schools with ICT and internet systems. Furthermore, they have actively participated in dialogues aimed at achieving meaningful connectivity.
These engagements with government authorities, private sector entities, non-profit organizations, and local communities have not only enriched our project goals but have also forged a strong alliance between public and private sectors. This collaboration ensures that our connectivity solutions are not only technically robust, but also culturally, economically, and administratively relevant to Tanzania. This approach underscores our commitment to a holistic and inclusive digital transformation that benefits all levels of society. Through these joint efforts, we are on the path towards bridging digital divides and propelling Tanzania towards a digitally empowered future.
For an in-depth understanding of the accomplishments, challenges, and impact of Phase II of the School Connectivity Project, we invite you to delve into our detailed Phase II Report. This comprehensive document provides a thorough analysis of our initiatives, outcomes, and the progress made in enhancing education through connectivity. By visiting the ‘Report’ section, you’ll gain valuable insights that shed light on the collective efforts that have shaped this transformative phase. Your engagement with this report is invaluable in charting the course for future phases and ensuring the continued success of our mission.
Phase III represents a significant expansion, targeting 300 public schools across diverse Tanzania regions. With 101 schools already reached, our focus remains steadfast on adding more schools until we accomplish our goal. This phase encompasses essential provisions – computers, tablets, TV screens, and printers – alongside comprehensive digital skills training for students and teachers. Enrollment into the E-fahamu online learning platform further bolsters our impact. Our dedication persists in connecting schools until the milestone of 300 target schools is achieved.
In this current phase, our efforts have resulted in the provision of 160 tablets, 101 routers, 279 desktops, 35 printers, 15 projectors and 17 TV screens – totaling an impactful 607 devices. Our reach has extended to over 1,000+ teachers and 8,000+ students, all of whom are beneficiaries of this dynamic phase.
Moreover, it is noteworthy that the schools are spread across both Tanzania mainland and Zanzibar. In Tanzania mainland, the regions include Dodoma, Iringa, Kilimanjaro, Lindi, Mbeya, Morogoro, Mtwara, Njombe, Pwani, Singida, Songwe, Tabora, and Tanga.
In Phase III of the School Connectivity Project, our primary objective remains to increase students’ academic performance, building upon the progress made in previous phases. However, it’s important to note that this phase is an ongoing process, and as such, we are still in the process of evaluating the impact on academic performance. While we are yet to determine the precise increase in student performance, the extensive provisions and resources provided are poised to make a significant and positive difference. We are committed to closely monitoring and analyzing the outcomes to ensure that our efforts continue to drive meaningful educational advancements.
Another crucial objective of the School Connectivity Project is to ensure the effective integration of Information and Communication Technology (ICT) in teaching and learning across all subjects. We are pleased to report that from our visits to the reached schools, we have observed encouraging progress in this regard. Teachers are actively incorporating digital tools and resources into their instructional practices, creating dynamic and engaging learning experiences for students.
However, it’s important to note that this assessment is based on our preliminary visits. A comprehensive and detailed evaluation of the integration of ICT in teaching and learning will be conducted at the conclusion of the project. This evaluation will provide a more in-depth understanding of the impact and effectiveness of ICT in enhancing the educational experience for both teachers and students.
As we transition into Phase III of the School Connectivity Project, the establishment of clear Key Performance Indicators (KPIs) remains pivotal in ensuring the effective execution of our initiatives. These KPIs serve as instrumental benchmarks, providing quantifiable metrics to gauge our progress. They encompass crucial aspects including the number of schools connected, distribution of essential devices, successful enrollment of students and educators in the E-Fahamu e-learning platform, and comprehensive completion of digital skills training programs. Furthermore, our focus extends to the integration of Information and Communication Technology (ICT) in teaching practices across all subjects. These KPIs, mirroring our commitments in Phase II, will offer valuable insights into the impact of our endeavors, steering us towards continued success in Phase III.
We aim to provide seamless access to a wealth of educational resources, opening up new avenues for information and knowledge acquisition, both within and outside the classroom. Teachers will utilize online materials to enrich their lesson plans and broaden the scope of learning opportunities. This milestone encompasses the efficient delivery of e-content, whether through on-site school servers or centrally via cloud-based platforms. It addresses the facilitation of content access for educators, enabling them to seamlessly integrate it into their teaching methodologies. Additionally, it emphasizes sustainable models for content creation and accessibility.
The integration of e-learning, facilitated by computers and the Internet, has enabled the efficient transfer of skills and knowledge, allowing education to reach a wide audience simultaneously, irrespective of time constraints. Initially met with skepticism due to concerns about the potential loss of the human element in learning, this approach has gained widespread acceptance. This shift is attributed to increased school connectivity, advocacy efforts, and the implementation of advanced learning systems. Today, computers, tablets, and similar devices hold a significant place in the modern classroom, revolutionizing the educational experience. The process of establishing access to ICT learning platforms involved meticulous steps, including device distribution, installation, and comprehensive training for both educators and students, laying a robust foundation for platforms like E-fahamu.
This pivotal initiative focuses on establishing internet connectivity in schools, revolutionizing the learning experience. Supported by the Internet, interactive teaching methods empower educators to address individual student needs and foster collaborative learning environments. This not only addresses educational disparities but also paves the way for more inclusive education.
Access to the Internet significantly reduces expenses associated with purchasing physical books, enabling educational administrators to allocate resources more effectively. This leads to an enhanced quality of education, as schools have a constant supply of e-learning materials and teaching aids at their disposal. While it’s acknowledged that internet access alone cannot solve every challenge in education, it represents a critical stride towards delivering quality education for all.
During this phase, we successfully connected 50 public schools across 10 regions in Tanzania to the internet. This has empowered over 4000 students and 150 teachers with online access. In addition, we provided essential tools for this digital transformation, including 246 tablets and 186 desktop computers, ensuring students and educators can maximize the benefits of the provided internet resources. This comprehensive approach sets a strong foundation for a technologically enabled learning environment.
This initiative is dedicated to enhancing the digital proficiency of educators and students, a pivotal step towards modernizing education. Through targeted training, over 150 ICT teachers were empowered with the skills to effectively utilize the E-Fahamu platform in their teaching practices. This included instruction on integrating educational sites within E-Fahamu, thereby enriching the educational resources available to their students. Feedback from these trained educators underscored a significant enhancement in their digital capabilities, enabling them to leverage ICT tools more efficiently in the teaching and learning process.
Moreover, this initiative extended its reach to train over 4000 students, further solidifying their digital capabilities and ensuring a seamless transition towards a technologically driven learning environment.
We’ve actively involved government authorities, private sector entities, non-profit organizations, and local communities in our project activities, recognizing the diverse expertise they bring from all levels. This collaborative approach stems from our belief in harnessing the collective strength of individual government authorities, private sector innovators, dedicated non-profit organizations, and the vital insights of local communities.
For instance, the Ministry of Education has played an integral role by providing vital collaboration through Regional and District Education officers, granting essential permissions to access designated schools. Additionally, the Minister of Information Communication and Technology has been instrumental in constructing teaching manuals on ICT digital connectivity. They have also been pivotal in regulating and overseeing the task of empowering public schools with ICT and internet systems. Furthermore, they have actively participated in dialogues aimed at achieving meaningful connectivity.
These engagements with government authorities, private sector entities, non-profit organizations, and local communities have not only enriched our project goals but have also forged a strong alliance between public and private sectors. This collaboration ensures that our connectivity solutions are not only technically robust, but also culturally, economically, and administratively relevant to Tanzania. This approach underscores our commitment to a holistic and inclusive digital transformation that benefits all levels of society. Through these joint efforts, we are on the path towards bridging digital divides and propelling Tanzania towards a digitally empowered future.
We are delighted to present the Phase III report, offering a comprehensive overview of our initiative to connect public schools across diverse regions in Tanzania. This document encapsulates the significant progress we have made in advancing education through technology.
We invite you to visit the ‘Report’ section, where you will gain valuable insights into the transformative impact of Phase III. This report is designed to be accessible to all, providing a clear understanding of our efforts and their profound implications for the educational landscape.
