Stakeholder Engagements

Numerous commendable initiatives undertaken by various organizations and institutions have significantly contributed to equipping Tanzanian public schools with invaluable digital devices, thereby fostering enhanced learning experiences. These efforts represent a pivotal step forward in bridging the digital divide and providing students with access to resources that amplify their educational journey.

However, the post-donation phase poses a formidable challenge — a phase where the sustained impact of these well-intentioned interventions often encounters hurdles. This critical juncture demands a closer examination of the intricacies surrounding post-donation neglect, necessitating a nuanced understanding to pave the way for effective solutions.

In seeking to inform and engage stakeholders, our objective is not only to identify challenges but also to illuminate pathways for sustainable change. Through community-driven strategies grounded in a thorough understanding of the post-donation landscape, we aspire to establish a framework that ensures the enduring benefits of educational technology in Tanzanian schools.

The overarching vision is to transcend the limitations of temporary enthusiasm by cultivating a lasting and transformative impact on the educational landscape. Beyond the initial wave of initiatives, our aim is to foster a sustained momentum, propelling Tanzanian schools into a future where the integration of educational technology is not just a fleeting endeavor. In doing so, we strive to empower students with the tools and resources essential for navigating the complexities of the digital age, thus shaping a brighter and more digitally inclusive educational future for Tanzania.

 The School Connectivity project, a multi-phase initiative by African Child Projects, has made substantial strides in enhancing digital access for public schools in Tanzania. Currently in its third phase, the project has provided essential devices such as computers, tablets, printers, projectors, TV screens, and internet routers to empower schools with internet connectivity and facilitate easy access to educational content.

However, the journey has not been without challenges, particularly in securing the sustainability of the project beyond our direct involvement. As we approach the conclusion of each phase, a critical concern arises—ensuring that the schools can maintain internet connectivity independently. In our commitment to fostering lasting impact, we provide 50 GBs of internet data monthly for a year, anticipating that schools will seamlessly transition to independently purchasing internet bundles afterward.

Regrettably, the current landscape reveals a stark reality: many schools find themselves unable to sustain internet access due to the absence of allocated budgets for this purpose. Recognizing the urgency of this matter, African Child Projects has embarked on a series of stakeholders’ engagements, initiating dialogues with local government officials. These discussions aim to explore viable solutions and advocate for the allocation of budgets that will empower schools to independently fund their internet connectivity.

Our strategy involves a phased approach, commencing at the local level and subsequently engaging with central government officials who hold policymaking roles. By fostering collaboration and garnering support at the local level, we aim to influence broader policies and budget considerations at the national level. This collective effort strives to create an environment where internet connectivity for schools is not just a temporary provision but an integral and sustainable aspect of Tanzania’s educational landscape.

 At the project’s inception, our strategic focus honed in on key geographical areas, namely Tabora, Kilimanjaro, Iringa, and Kigoma. These regions were meticulously selected as focal points for our initiatives, guided by a comprehensive assessment of educational needs, community engagement potential, and the collective impact we aspired to achieve. This targeted approach allowed us to direct our resources, efforts, and stakeholder engagements effectively, ensuring a concentrated and meaningful influence on the educational landscape in these specific locales. As we navigate the complexities of post-donation scenarios, our experiences and insights gleaned from these key areas serve as invaluable touchpoints, providing a foundation for informed strategies and sustainable solutions that transcend geographical boundaries.

Embarking on our mission to catalyze lasting improvements in Tanzania’s education landscape, we strategically initiated engagements in Tabora, Kilimanjaro, Iringa, and Kigoma. These key areas were carefully chosen as pivotal starting points, where collaborative efforts with local government officials and stakeholders could yield meaningful outcomes.

Tabora Mjini, Tabora Engagement

 Our inaugural engagement in Tabora Mjini marked the genesis of our initiatives. A diverse array of participants, including the District Commissioner, District Executive Director, Regional Education Officer, District Education Officer, District Economist, District ICT Officer, Mayor, Head teachers, and teachers involved in our School Connectivity Project, convened for a comprehensive workshop. This full-day session included presentations on project status, insightful discussions, and collaborative recommendations aimed at fortifying project sustainability.


  The District Commissioner, District Executive Director, Regional Education Officer, and Mayor pledged to allocating budgets to schools, ensuring sustained internet access and access to learning materials. This signifies a crucial step toward fostering a digitally inclusive environment, enabling students to benefit from continuous online learning resources. It demonstrates the commitment of the local government to prioritize educational technology.

  • Regional Education Officer pledged to implement training programs, empowering teachers with enhanced digital skills. This commitment is pivotal in enhancing the overall digital literacy of educators, ensuring effective integration of technology in the classroom. It lays the foundation for educators to adapt to evolving educational technology trends.
  • Mayor extended invitations for project presentations at councilor meetings, fostering budget allocations for schools. By securing support at the councilor level, the project gains visibility and increased advocacy, leading to potential policy changes in favor of sustained internet access in schools. It reflects a multi-level approach to garnering support for digital inclusion.
  • District ICT Officer committed to providing on-site troubleshooting support through ICT technicians, effectively reducing operational costs. This commitment ensures the technical sustainability of the project, minimizing downtime and enhancing the overall efficiency of the digital infrastructure in schools. It highlights the collaboration between the project and local ICT authorities.

Rombo, Kilimanjaro Engagement

Engaging officials such as the District Commissioner, District Executive Director, District Education Officer, District Economist, and District ICT Officer in Rombo, Kilimanjaro, produced positive outcomes. The District Executive Director’s invitation to budget meetings exemplified collaborative efforts, ensuring effective device utilization through meticulous follow-ups.


  • District Executive Director extended invitations to budget meetings, facilitating collaboration and understanding the budgeting process. This collaborative approach ensures that budget considerations align with the needs of schools, fostering financial support for sustained internet access. It reflects a commitment to financial transparency and collaboration.
  • District Executive Director and District ICT Officer pledged to make follow-ups on the list of schools receiving devices, ensuring optimal device utilization. Post-engagement follow-ups are crucial for monitoring and evaluating the effectiveness of the project, ensuring that devices are utilized as intended to maximize educational impact. It emphasizes the project’s dedication to ongoing support.

Iringa MC, Iringa Engagement

Meetings with the District Executive Director, Mayor, District Education Officer, District Economist, and District ICT Officer in Iringa MC resulted in commitments to set budgets for schools, prioritizing internet access during the planning process. Additionally, promised follow-ups underscored the dedication to ensuring effective device utilization.


  • Commitments made to set budgets for schools. Budgetary allocations are essential for ensuring the continuity of internet access, providing schools with the financial means to independently fund connectivity. It signifies a local commitment to financial investment in educational technology.
  • Prioritization of internet access during the budget planning process. The prioritization of internet access signifies a recognition of the crucial role technology plays in modern education, emphasizing its integration into the overall education budget. It reflects an understanding of the importance of sustained connectivity.
  • Promised follow-ups to ensure effective device utilization. Continuous follow-ups demonstrate a commitment to project success, ensuring that the provided devices are actively used for educational purposes. It showcases a commitment to ongoing collaboration and support.
  • The Mayor extended a gracious invitation for our participation in the councilor’s meetings. This invitation is a testament to the Mayor’s recognition of the importance of our project in the community and the potential impact it can have on education. By joining these councilor’s meetings, we aim to further raise awareness about our initiatives, garner support from local decision-makers, and contribute to the dialogue surrounding budget allocations for schools.

Kigoma MC, Kigoma Engagement

 In Kigoma MC, discussions with the District Executive Director, Mayor, District Education Officer, District Economist, and District ICT Officer echoed commitments to set budgets, participate in councilor meetings, and prioritize schools’ internet access during budget planning. Attendance at councilor meetings garnered support for project goals.


Commitments made to set budgets for schools. Financial commitments are a crucial step toward securing sustainable funding for internet access, providing schools with the means to independently support their digital infrastructure. It signifies a local commitment to financial investment in educational technology.

Agreement to participate in councilor meetings to raise awareness. Active participation in councilor meetings enhances the visibility of the project, garnering support from local decision-makers and potentially influencing policy changes in favor of digital inclusion. It showcases a multi-level approach to advocacy.

Prioritization of schools’ internet access during budget planning. The prioritization of internet access in budget planning underscores a commitment to providing schools with the necessary resources for sustained connectivity. It reflects an understanding of the importance of sustained connectivity.

Councilor’s Meetings: Participation in Councilor’s meetings provided an invaluable platform to present the project, garnering support, and securing acceptance of budget allocations for schools. These engagements signify our unwavering commitment to fostering positive change in education policies and our dedication to creating a digitally inclusive educational landscape.

As we progress, diligent follow-ups remain integral to ensure the fulfillment of commitments and the realization of a digitally enriched educational future in these regions. These outcomes reflect a concerted effort to lay the foundation for a sustainable and technology-driven educational ecosystem.

These engagements in Tabora, Kilimanjaro, Iringa, and Kigoma stand as pivotal milestones in our mission to revolutionize education through digital connectivity. The outcomes achieved, such as budgetary commitments, training programs, and prioritization of internet access, are encouraging steps toward creating a digitally inclusive educational landscape. However, our journey doesn’t conclude here; instead, it enters a phase of diligent follow-ups to ensure the realization of these commitments. This ongoing dedication is essential as it forms the bedrock for our next stride – engaging with the central government.

Moving forward, we are resolute in seeing through the pledges made by local government officials. This entails not only securing budgets and implementing training programs but also fostering a culture of sustained internet access in schools. Only by ensuring the practical realization of these commitments can we confidently advance to the next stage of our advocacy.

Our ultimate goal remains the influence of national education policies, where decisions are crafted that shape the educational landscape at large. By advocating for the importance of connectivity in schools, we aim to contribute to policy frameworks that recognize and prioritize the role of digital access in modern education. This journey is a collaborative effort, involving ongoing dialogue, cooperation, and collective dedication to the transformative power of technology in education.

In the spirit of unwavering commitment, we look forward to the continuation of these engagements, the realization of commitments, and the onward advocacy for a digitally enriched education system that empowers students and educators alike. The path ahead is promising, and we remain steadfast in our pursuit of a future where every student has access to the limitless possibilities offered by digital connectivity.