USAID Tusome Pamoja Improving the Effectiveness of 3Rs Teaching in Tanzania: Operational Research Report April 2019

Agency for International Development (USAID) in Tanzania, aimed to improve the effectiveness of 3Rs teaching in the country. The program's operational research report, released in April 2019, provides insights into the program's impact and challenges. The report highlights the introduction of new materials, including a "Decodable Instructional Tool" and a "Teacher's Guide for Decodable Books," which were supported by the program team. The materials were designed to enhance teaching practices and support effective learning. In addition, the program team provided training to teachers, Head Teachers, and Ward Education Officers (WEOs)/Subject Advisors on how to use the materials and support effective teaching through Communities of Learning (COLs). The research objectives of the study were to identify what works and what is challenging in implementing reflective practices in COLs, understand teachers' thinking and decision making regarding key practices, and understand teachers' perceptions of pupils' social-emotional skills and how they facilitate teaching activities. The study was conducted in 36 schools in Iringa, Mtwara, and Zanzibar, and involved observations of one literacy class in each school, qualitative interviews with teachers, and a questionnaire with seven forced-choice questions about teaching practices. The research team also conducted interviews with classroom teachers, Head Teachers, and WEOs/Subject Advisors to assess COLs against several core principles. The findings of the study indicate that COLs need sufficient time to meet, and while all schools reported having a COL, one-fourth of the participants said that COLs were struggling to be active. The most common challenge with COLs involved scheduling conflicts and lack of time. The study also found that some WEOs are involved with COLs, but not all. The report highlights the importance of COLs in supporting effective teaching and learning, and the need for sufficient time and resources to ensure their success. The study's findings provide valuable insights into the challenges and opportunities of implementing COLs in Tanzanian schools, and can inform future program development and implementation. The study's results also suggest that teachers' perceptions of pupils' social-emotional skills play a crucial role in facilitating teaching activities and making them more or less effective. The report recommends that teachers receive training on how to support pupils' social-emotional development and how to use this knowledge to inform their teaching practices. Overall, the Tusome Pamoja Program's operational research report provides a comprehensive understanding of the program's impact and challenges, and highlights the importance of COLs in supporting effective teaching and learning in Tanzanian schools. The report's findings can inform future program development and implementation, and contribute to the improvement of education outcomes in Tanzania. The study's methodology involved a mixed-methods approach, combining quantitative and qualitative data collection and analysis methods. The research team used a standard protocol for observing one literacy class in each school, and conducted qualitative interviews with teachers and other stakeholders. The team also used a questionnaire with seven forced-choice questions about teaching practices, and analyzed the responses for common themes. The study's findings have implications for education policy and practice in Tanzania, and can inform the development of future programs and initiatives aimed at improving education outcomes. The report's recommendations highlight the need for continued support for COLs and teacher training, and the importance of addressing the challenges and barriers to effective teaching and learning in Tanzanian schools. The study's results also suggest that the program's impact was influenced by a range of factors, including the quality of teacher training, the availability of resources and support, and the level of community engagement and participation. The report highlights the importance of considering these factors in future program development and implementation. Overall, the Tusome Pamoja Program's operational research report provides a valuable contribution to the field of education research and policy, and highlights the importance of continued support for effective teaching and learning in Tanzanian schools.