Zanzibar: Prioritizing young learners to develop foundational skills

<p>Read how Zanzibar is expanding access to quality pre-primary education with the support of partners, including USAID, Sida and GPE.</p>

Zanzibar: Prioritizing young learners to develop foundational skills

Students at Maandalizi Kikaangoni TuTu center in Kikaangoni listening to a radio class, Zanzibar. Credit: GPE/Translieu/Feruzi
Audio file

STORY HIGHLIGHTS

  • Zanzibar made 2 years of pre-primary education compulsory in 2006 and has prioritized access and quality with the support of partners, including USAID, Sida and GPE.
  • In addition to opening pre-primary classrooms in primary schools, Zanzibar opened pre-primary community centers through the TuTu program, short for Tucheze Tujifunze (“learning through play”).
  • The TuTu program has been critical to expanding access, especially for children in remote and underserved areas. As of 2023, pre-primary enrollment was at 87%, a significant increase from 15% in 2006.
Zanzibar map

This story was written in collaboration with Zanzibar’s Ministry of Education and Vocational Training and the Swedish International Development Cooperation Agency (Sida).

Faizat Juma Hamisi, year 1 pre-primary student, Kikaangoni TuTu Centre, Zanzibar. Credit: GPE/Translieu/Feruzi
“My school’s name is TuTu school. My teacher’s name is Teacher Mati. At school, I sing, I read, I play.”
Faizat Juma Hamisi
Year 1 pre-primary student, Kikaangoni TuTu Center, Zanzibar

It is 6 a.m., and 3-year-old Faizat, the youngest in her family, is getting ready for school. She gets help to wash, dress and have breakfast. Then her mother fills her lunch box, gives her a hug and watches her make the one-minute walk to her preschool, Kikaangoni TuTu Center. Faizat passes her neighbors’ home and walks down a narrow path surrounded by banana trees and meets up with classmates along the way.

  • Faizat gets ready for school with help from her mother, Siti, at home in Kikaangoni, Zanzibar.
    Credit: GPE/Translieu/Nainkwa

  • Faizat is ready for a day of learning at Kikaangoni TuTu Center, Zanzibar.
    Credit: GPE/Translieu/Nainkwa

  • Siti helps her daughter, Faizat, with her backpack before sending her to Kikaangoni TuTu Center, Zanzibar.
    Credit: GPE/Translieu/Nainkwa

Before entering the school building, students and teachers gather for assembly and sing a song. The students then line up in front of the school, before taking turns to enter their classrooms, which are full of colorful posters, books and toys.

Siti Juma Nuhu, mother of Faizat.
“Preschool is important, as that is where Faizat will learn about school life. At home, children learn habits from their parents and friends in the neighborhood, but when they get to preschool they learn to interact with teachers and fellow students. Preschool also simplifies the next teacher's job, as the children will be accustomed to the basics of writing and paying attention.”
Siti Juma Nuhu
Mother of Faizat
  • Faizat arrives at the morning assembly at Kikaangoni TuTu Center, Zanzibar.
    Credit: GPE/Translieu/Feruzi

  • Year 1 pre-primary students begin their school day at Kikaangoni TuTu Center, Zanzibar.
    Credit: GPE/Translieu/Feruzi

Prioritizing early learning

In 2006, Zanzibar made 2 years of pre-primary education compulsory, prioritizing the role early learning plays in building foundational skills. Pre-primary enrollment, which was at 15%, began increasing – as did demand for school infrastructure.

The government mobilized resources, worked with partners and began opening pre-primary classrooms in all public primary schools.

The Zanzibar Education Development Program for 2008–2016 established the long-term education policy to guide implementation.

Fatuma Mode Ramadhan, Director, Department of Pre and Primary Education, Ministry of Education and Vocational Training, Zanzibar
“Preschool education is the foundation that will help a child succeed. Children learn through playing games, get accustomed to the school environment, develop a relationship with their teacher and gain an understanding of who and where they are before they begin primary school.”
Fatuma Mode Ramadhan
Director, Department of Pre and Primary Education, Ministry of Education and Vocational Training, Zanzibar

Making early learning accessible to all children

USAID played a key role in ensuring that Zanzibar could rapidly expand access to pre-primary education by funding the TuTu program. TuTu is short for Tucheze Tujifunze, which means “learning through play”.

The program started out in community centers, with trained mentors using interactive radio instruction to deliver pre-primary education. Lessons and broadcasting were made possible by USAID's US$4 million project called Radio Instruction to Strengthen Education (RISE) for the period 2006-2010.

TuTu centers required less time and fewer resources to establish than pre-primary classrooms in schools, making it possible for more children to participate in the newly compulsory pre-primary education, especially in remote and underserved areas.

  • Year 1 pre-primary teacher, Mati Haji Khamis, starts a radio lesson for her students at Kikaangoni TuTu Center, Zanzibar.
    Credit: GPE/Translieu/Feruzi

  • Year 1 pre-primary students at Kikaangoni TuTu Center, Zanzibar, participate in a radio lesson.
    Credit: GPE/Translieu/Feruzi

  • Mati Haji Khamis, year 1 pre-primary teacher at Kikaangoni TuTu Center, Zanzibar, helps 3-year-old student, Faizat, during a writing lesson.
    Credit: GPE/Translieu/Feruzi

A 2009 impact study showed that children attending TuTu centers had better Kiswahili, English and math skills than children who did not attend. Aligned with Zanzibar’s pre-primary curriculum, the TuTu program also teaches life skills, which has helped children learn things like how to socialize.

Laura Kikuli, Project Management Specialist, Education Office, USAID Tanzania
“USAID invested in TuTu centers to help Zanzibar increase access to quality pre-primary education. We came up with a community-based model to meet children where they were, and center spaces were identified by the community and government. The government proposed the program to other funders because the model was successful. USAID established 180 TuTu centers, and now there are almost 400 thanks to leveraged funding.”
Laura Kikuli
Project Management Specialist, Education Office, USAID Tanzania

Civil society organizations, such as Madrasa Early Childhood Programme – Zanzibar (MECP-Z), have played a key role in supporting communities to establish TuTu centers. In collaboration with the government and partners, like USAID, MECP-Z has helped empower community members to open, manage and sustain their centers. By 2012, over 150 TuTu centers were operational.

Working in partnership to improve education

GPE’s partnership approach and funding mechanisms aligned with Zanzibar’s aspirations to strengthen sector coordination and harmonize resources to scale up successful initiatives like the TuTu program. In 2013, Tanzania – both Mainland and Zanzibar – became GPE partners.

Zanzibar’s first GPE grant of US$5.2 million for the period 2013–2017 was managed by the Swedish International Development Cooperation Agency (Sida) and aimed to improve equitable access to quality pre-primary education.

Thanks to GPE funding and coordinated partner support, Zanzibar established an additional 120 TuTu centers, which enrolled almost 16,000 children. Over 180 new radio lessons were developed, and 290 mentors were trained to use radios for teaching as well as how to use games, songs, interactive stories and physical activities in the learning process. Over 330 teachers were also trained to work in pre-primary classrooms in primary schools.

Kijakazi Khamis Fakiri, Teacher, Kikaangoni TuTu Centre, Zanzibar. Credit: GPE/Translieu/Feruzi
“I learned many teaching methods, how to get along with children, and how to prepare the class learning environment. For the radio lessons, which include environmental studies, mathematics and Kiswahili, the children first listen and become engaged with the lesson – which might be a song, for example – before I continue giving instruction.”
Kijakazi Khamis Fakiri
Teacher, Kikaangoni TuTu Center, Zanzibar

Further expanding access to early learning

Though pre-primary enrollment increased overall, it was lagging in rural districts. Zanzibar’s second GPE grant of $15 million for the period 2018–2024, managed by Sida, aimed to get more children entering primary school at the right age and with 2 years of pre-primary education behind them, especially in high-need areas.

With GPE support, Zanzibar increased the number of public pre-primary classes from 279 in 2014 to 866 in 2023, and the number of TuTu centers grew to 394.

To improve institutional capacity to deliver pre-primary education, TuTu center staff have been trained on how to effectively manage funds received through small-scale grants, and a monitoring tool has been introduced to evaluate the learning environment and teaching practices.

Boosting enrollment also required strong parent and community engagement. The government and partners continue to increase awareness of the importance of pre-primary education, and train parent and school committees on how to collaborate in support of early learning.

  • The Michikichini TuTu Center school committee holds a meeting outside the school in Michikichini, Zanzibar.
    Credit: GPE/Translieu/Nainkwa

  • Year 2 pre-primary students are eager to participate in class at the Michikichini TuTu Center, Zanzibar.
    Credit: GPE/Translieu/Nainkwa

  • Teaching and learning materials line the wall of a classroom at the Michikichini TuTu Center, Zanzibar.
    Credit: GPE/Translieu/Nainkwa

As of 2023, pre-primary enrollment in Zanzibar was at 87%, a significant increase from 15% in 2006.

The TuTu program, which began in informal community-based centers with volunteers trained as facilitators, is now being formalized. The government is registering TuTu centers as public pre-primary schools and upgrading facilitators to pre-primary teachers.

A typical day at the TuTu center

Year 2 pre-primary students during class at Michikichini TuTu Centre, Zanzibar.  Credit: GPE/Translieu/Nainkwa

Year 2 pre-primary students during class at Michikichini TuTu Centre, Zanzibar.
Credit: GPE/Translieu/Nainkwa

Year 2 pre-primary student, Kassim Khamis Ali, experiments during a cooking play session with his peers at Kikaangoni TuTu Center, Zanzibar. Credit: GPE/Translieu/Feruzi

Year 2 pre-primary student, Kassim Khamis Ali, experiments during a cooking play session with his peers at Kikaangoni TuTu Center, Zanzibar.
Credit: GPE/Translieu/Feruzi

Recycled items are used as teaching and learning materials at Kikaangoni TuTu Center, Zanzibar.  Credit: GPE/Translieu/Feruzi

Recycled items are used as teaching and learning materials at Kikaangoni TuTu Center, Zanzibar.
Credit: GPE/Translieu/Feruzi

Year 1 pre-primary students at Kikaangoni TuTu Center in Zanzibar participate in a radio lesson.  Credit: GPE/Translieu/Feruzi

Year 1 pre-primary students at Kikaangoni TuTu Center in Zanzibar participate in a radio lesson.
Credit: GPE/Translieu/Feruzi

A year 2 pre-primary student looks at drawing cards during class at Kikaangoni TuTu Center, Zanzibar. Credit: GPE/Translieu/Feruzi

A year 2 pre-primary student looks at drawing cards during class at Kikaangoni TuTu Center, Zanzibar.
Credit: GPE/Translieu/Feruzi

01 05
Minister of Education and Vocational Education, Zanzibar
“GPE support for TuTu centers has given children in remote and hard-to-reach areas access to pre-primary education by minimizing the distance they must walk to go to school. Now, most students enrolled in primary have a background in pre-primary education, so it becomes easier for them to learn skills.”
Lela Muhamed Mussa
Minister of Education and Vocational Education, Zanzibar
Khalid Wazir, Deputy Principal Secretary (Administration), Ministry of Education and Vocational Training, Zanzibar
“As more students enter grade 1 with a pre-primary education, we are seeing an improvement in retention. Over the past 3 years, the dropout rate for grade 1 has decreased from 2.9% to 0.7%.”
Khalid Wazir
Deputy Principal Secretary (Administration), Ministry of Education and Vocational Training, Zanzibar

Improving the quality of learning

While increasing access to early learning, Zanzibar has been monitoring the quality of learning. In 2016, a sector analysis showed that most students were not acquiring the skills stipulated in the curriculum, leading to a curriculum revamp. With GPE funding, Zanzibar developed a competence-based curriculum framework, defining learning outcomes and minimum standards for each level of education.

In 2022, another sector analysis led the government and partners to focus on more efficient and effective implementation of the revised curriculum, as well as learning assessment, both partly financed by GPE. The GPE grant of $11.8 million for the period 2023–2027 is defined by Zanzibar’s Partnership Compact priority reform: improve foundational skills.

The partnership compact marks the commitment of Zanzibar’s government and partners to ensure aligned and harmonized resources for implementation of the curriculum. Stronger sector coordination is helping ensure more students participate in quality early learning and are prepared for primary education.

June 2024