With financial support from the Conrad N. Hilton Foundation, HakiElimu is implementing the Promotion of ECD Accountability in Tanzania (PEAT) project. The overall goal of the PEAT project is to contribute to improved early childhood development outcomes for children aged 0–8 through the promotion of ECD accountability. The project has three main objectives: 

1. Build a strong CSO movement to monitor and influence policy and practice on ECD.

HakiElimu is strengthening the Tanzania Early Childhood Development Network (TECDEN) and its member CSOs, ultimately building a powerful movement for influencing ECD policy and practice.

With experience and expertise in establishing and supporting the growth of various networks such as the Tanzania Education Network (TEN/MET), Policy Forum, the Tanzania Human Rights Defenders Coalition (THRDC), and the Regional Education Learning Initiative (RELI Africa), HakiElimu aims to strengthen the role of civil society organizations (CSOs) in advocating for the inclusion of the Early Childhood Development (ECD) agenda in Tanzania’s Vision 2050. HakiElimu seeks to achieve this by implementing the following interventions:

• Build capacity and provide mentorship programs for TECDEN's secretariat and member organizations. 
• Support TECDEN's secretariat in developing and implementing coordination frameworks to guide member CSOs in performing ECD activities.
• Provide training to CSOs on conducting social accountability monitoring on ECD programs, equipping CSOs with the skills to track progress, identify areas of improvement and hold the government accountable for its ECD Commitment. This evidence is crucial in informing policy recommendations and advocating for effective ECD interventions.
• Facilitate CSOs in utilizing the evidence obtained through SAM and other means to influence policy decisions effectively, including skills to engage with policymakers, presenting research findings and mobilizing public support for ECD Priorities.
•  Foster a vibrant ECD community of practice that will serve as platform for knowledge exchange and collaborative problem solving. 

2. Empower Citizens to engage in promoting Early Childhood Development.

In collaboration with TECDEN and ECD partners we work to ensure that Citizens are empowered and engage in promoting ECD in their respective communities. Some of significant key activities include: 

• • Promoting Citizen awareness of the long-term benefits of investing in early childhood development and Government plans on ECD such as the National Multi sectoral Early Childhood Development Plans (NM-ECDP).
  • Facilitating citizens in establishing ECD Community Working Groups to act as change agents in their community to advance Early Childhood Development
  • ECD Partners support Community Working Groups using Public Expenditure Tracking Surveys (PETS)/Scorecard to monitor ECD services and resources and organize dialogues to share (PETS)/Scorecard Findings and make follow-ups on deliberations.
  • ECD Partners collaborate with Community Working Groups to mobilize resources and support initiatives on ECD services in communities.

3. Improve childcare services for school-reintegrated teenage mothers.

Tanzania introduced Government Circular No. 2 of 2021, allowing teenage mothers to continue their education after delivery, as well as students who had dropped out for other reasons. The implementation guidelines were issued in February 2022. However, the initiative is facing several challenges, as revealed in a study conducted by HakiElimu in 2024. The study was guided by a two-factor generation framework focusing on the rights of teenage mothers and children.

To address these challenges, HakiElimu, in collaboration with like-minded ECD partners, is implementing the following activities:

• Producing information, education, and communication (IEC) materials and running public campaigns through mainstream and social media platforms.
• Mobilizing community members through established community groups to promote the creation of childcare centers as part of realizing children’s rights.
• Strengthening the capacity of community groups and childcare center workers to understand and apply the guidelines for establishing and operating childcare centers.

GET is the HakiElimu innovative project funded by Global Affairs Canada whose overall aim is Improving Water, Sanitation and Hygiene Infrastructure and Decreasing Sexual and Gender-Based Violence to Keep Girls in Schools. The innovation of this project comes from the fact that its implementation will capitalize on the engagement and collaboration with the Government, oversight bodies, schools, mothers and fathers, girls and boys, and wider communities to address the gender inequalities and other barriers that prevent girls from enjoying their right to education.

Key Results:

The overall goal of the GET project is to improve water, sanitation, and hygiene infrastructure and reduce sexual and gender-based violence in order to keep girls in schools. This will be achieved through three key outcomes:

• Increased protection against school-based sexual and gender-based violence, with a particular focus on girls in project schools. 
• A strengthened, gender-responsive, and safe environment in project schools.
• Improved access to clean, safe, and gender-responsive sanitation facilities, as well as enhanced menstrual health support.

Reach and Beneficiaries:
This project is implemented in 16 primary and 24 secondary schools across 8 out of the 26 regions of mainland Tanzania, reaching 12,240 girls (aged between 10 and 19 years) and 11,760 boys as primary beneficiaries. The interventions also benefit the following secondary beneficiaries: 100 teachers from the 40 schools, and 16 members of Gender Focal Friends (GFF) groups who are responsible for implementing day-to-day operations at the school and community levels.

The project reaches approximately 140,000 community members and 320 LGA officials through community dialogues and other capacity-building sessions, aimed at increasing their understanding of GBV prevention and the importance of promoting gender equality in education.

GET Key Activities:

1.    Invest in WASH Facilities to keep girls in schools.

Many schools lack adequate or functioning water, sanitation, and hygiene (WASH) facilities. In collaboration with local communities, HakiElimu is working to establish gender-responsive WASH facilities in 40 project schools, benefiting 24,000 students—both girls and boys. HakiElimu is investing in the construction of boreholes, as well as building girls' toilets with changing rooms. HakiElimu also conducts training and raises awareness on the importance and proper use of gender-responsive sanitation facilities within school communities, including teachers, students, and parents. To ensure effective community participation, HakiElimu facilitate community dialogue sessions to sensitize local populations about gender-responsive sanitation.

2.    Strengthen Gender clubs to empower adolescent girls.
Through gender clubs, HakiElimu is raising awareness among young boys and girls about their equal rights and gender equity. These clubs provide a platform to educate young people on reproductive health, menstruation, and violence against children, ensuring that girls know how to protect themselves. The capacity-building sessions are conducted in partnership with local nurses and police gender desks. In addition, HakiElimu is strengthening the capacity of school matrons and teachers to continue mentoring the gender clubs on topics such as reproductive health, decision-making, girls' rights, peer pressure, future planning, and career guidance. These activities empower girls, boosting their self-esteem and enabling them to make healthy choices. The gender club members are also encouraged to use a peer-to-peer approach, sharing what they have learned with other young people through organized meetings, study tours, events, and activities that incorporate sports and drama.

3.    Sustainable Access to Sanitary Products.
Through the gender clubs, HakiElimu trains club members (champions) to make appropriate reusable sanitary pads using locally available materials. The organization ensures that training on the production, distribution, and use of these reusable sanitary pads is conducted within the school community, targeting teachers, students, and parents. Moreover, the champions are empowered to share the knowledge they have gained by leading peer-to-peer sessions with other students on how to make and use reusable sanitary pads. This initiative helps reach more girls who do not have the financial means to regularly purchase sanitary products.

4.    Empowering Communities to Drive Change in Girls' Education.
HakiElimu organizes community awareness campaigns to heighten school communities on the manifestation and consequences of sexual and gender-based violence in schools through theater for development, SMS, IVR, and community radio programs. HakiElimu also facilitates bespoke training and mentorship to girls on social enterprises, career plans, financial management, and entrepreneur skills.

5.    Strengthening VAC Prevention and Support Mechanisms in Project Schools.
HakiElimu ensures that all project schools have functional mechanisms in place to prevent Sexual and Gender-Based Violence (SGBV) and Violence Against Children (VAC). This includes the installation of VAC reporting and response boxes, called Sauti Yangu ("My Voice"), in easily accessible locations within school compounds. These boxes are securely locked and are opened weekly by a team of Gender Focal Friends (GFF), matrons, patrons, and at least two members of the Gender and VAC Clubs. Together, they review the reports, agree on necessary actions, and monitor the progress of previously agreed-upon measures. When a case of violence or abuse is reported, the relevant authorities are promptly informed for further action.

HakiElimu also identifies and strengthens the capacity of Gender Focal Friends (GFFs) to conduct regular follow-ups on referred cases. They collaborate with law enforcement and other relevant agencies to ensure that VAC cases are effectively addressed and brought to a successful resolution. Additionally, HakiElimu supports the construction and renovation of girls' hostels in selected schools, addressing challenges related to long walking distances and creating a safer environment for girls.

6.    Monitoring Policy Implementation and Advocating for Improved Gender Equality in Education.
HakiElimu actively participates in policy forums and strategic meetings with both local and national governments to promote collective recommendations aimed at addressing gender inequalities and other barriers that prevent girls from fully exercising their right to education.

At the community level, Friends of Education (FoE) work with parents, teachers, and students to conduct a gender analysis, assess the school environment, and evaluate its performance in providing a gender-sensitive and safe learning space for girls. The findings are used to facilitate dialogue and create action plans. Involving girls in this process empowers them by giving them a voice and encouraging ownership of their own education.

At the national level, HakiElimu engages with Members of Parliament (MPs) by providing evidence-based recommendations to support their efforts in championing gender equality in education. This advocacy is carried out through the dissemination of policy briefs and fact sheets to MPs and government ministers, informing their decision-making and promoting the adoption of policies that advance gender equality in education.

This project aims to promote Community Inclusive Development, particularly for persons with disabilities, to facilitate their participation and ensure equal access to quality inclusive education and community support services by April 2025. The project anticipates achieving the following outcomes:

• Identification and enrolment of children with disabilities into appropriate levels of schooling.
• Enhancement of teachers' competencies in applying child-centered inclusive teaching approaches.
• Strengthening of accountability among local government authorities in monitoring the implementation of the National Strategy for Inclusive Education (NSIE).

By the conclusion of the project, a total of 4,000 children (2,000 female, 2,000 male), encompassing both those with and without disabilities, in primary and secondary schools will benefit from the initiative across three districts: Mpwapwa, Kilosa, and Korogwe. Among these beneficiaries, 1,600 will be from urban areas, and 2,400 will be from rural areas. Additionally, out of the total 4,000 children, 500 will have disabilities, comprising 200 aged 6-14 and 300 aged 15-19 years.

TVET@Work is a 2 two-year project implemented by HakiElimu, the Häme University of Applied Sciences (HAMK), 3DBear, The Vocational Educational and Training Authority (VETA), Karume Institute of Science and Technology (KIST) and Centro San Viator (CSV). The project is co-funded by the European Union (EU).

TVET@Work supports the relevance and responsiveness of the VET and the accessibility of the VET teachers to continuous professional development. The project covers the thematic areas of VET teachers’ professional development, public-private partnership in VET, and key competences, especially entrepreneurship.

The project seeks to increase the employment and entrepreneurship of VET graduates. This is achieved through VET teacher training which covers the following topics: VET teachers updated competence to teach entrepreneurship skills, teachers’ active role in public-private cooperation as well as agile use of digital pedagogy and digital learning environments. The project introduces innovative approaches in participatory and digital methods. Through digital solutions we seek to benefit local communities in wider area to lessen the geographic disparities. TVET@Work addresses the strategic planning of professional development for VET staff in line with the objectives of the Vocational Education and training Authority (VETA).

We seek to increase competence of direct (teachers, teacher trainers) and indirect beneficiaries (students) in entrepreneurship, digital competences, employability, active participation in society, better understanding of interconnections between vocational education and labor market and increased opportunities for professional development.

The Project seeks to address the lack of government accountability and transparency in implementing inclusive education policies in Tanzania. Through tripartite partnerships between CSOs, the government, and citizens, the project aims to contribute to enhanced inclusive, equitable, and quality education for all children.

The project seeks to promote transparency, responsiveness, and accountability from the government (schools, local government, MoEST, PO-RALG, and Members of Parliament) in implementing the National Strategy on Inclusive Education 2021/2022 – 2025/2026 (NSIE) to ensure effective service delivery of inclusive education in Tanzania to facilitate access and quality of learning for marginalized children.

A detailed analysis highlights challenges in citizen engagement and inclusive education, such as limited awareness, capacity, collaboration, power imbalances, and marginalization. SAUTI ZETU addresses these gaps through targeted interventions and strategic partnerships with 5 CSOs namely Child Support Tanzania, Safina Women Association, Organization for Community Development (OCODE), Mtwara non- governmental organization network (MTWANGONET), Save Education and Future Development Trust

Project Objectives:

1. Increase citizen engagement in promoting transparency and accountability in inclusive education.
2. Enhance CSO’s capacity to promote and monitor inclusive education policies and practices.
3. Enhance responsiveness and accountability of government/institutions in the implementation of the National Strategy for Inclusive Education (NSIE).

Expected Outcomes:

• Outcome 1: Citizens are organized and engaging in monitoring Implementation of National Strategy for Inclusive Education (NSIE)
• Outcome 2: Strengthened CSOs engagement and monitoring of the implementation of policies, strategies, and plans that promote inclusive education.
• Outcome 3: Improved Government Transparency, Responsiveness and Accountability for Public participation in implementation of National Strategy for Inclusive Education (NSIE)

This initiative aims to promote child rights and protect girls and children against various forms of violence in Tanzania. ACRI support the retention and transition of adolescent girls.

The initiative strives to ensure that girls and children have access to education, are protected both in and out of school, and participate in making decisions about their future. ACRI involve the implementation of the Good School Toolkit (GST) model in 32 primary schools which intends to improve structure and supporting systems to empower girls and children agencies in promoting child rights and violence prevention.

The specific objectives of this initiative are:

• To advocate for Systems that promote child protection and participation.
• To strengthen citizen movement and CSOs’ ability to address harmful cultural norms and practices
• To improve the structure and supporting systems to empower girls and children's agencies in promoting child rights and violence prevention
• To improve policies and guidelines that promote access, retention, and transition for adolescent

Expected Outcomes

• Improved systems that promote access to education, child protection, and participation.
• Strengthened citizen movement and CSO ability to advocate for child rights.
• Improved structure and supporting systems to empower girls and children agencies in promoting child rights and violence prevention.

Improved systems, policies, procedures, and guidelines that promote access, retention, and transition for adolescent girls. 

The Good School

HakiElimu has adopted The Good School model developed by Raising Voices in Uganda, which has proven to have a positive impact, reducing the prevalence of all forms of violence from teachers and peers toward both girls and boys.

The Good School Toolkit seeks create a nurturing learning environment through progressive learning methodology and strengthened school governance. The process is led by Good School Committees, of which teachers, students and parents are members. Parents and teachers receive training and resources on VAC, building positive relationships and positive discipline, while children will be empowered through life skills to recognise their strengths, exhibit positive class behaviour and to speak up on issues that impact their learning.

In order to scale the impact of the Good School Model, HakiElimu is also:

• Developing an evidence base to inform advocacy: We conducting a study to fully understand the prevalence and magnitude, stakeholders’ perceptions, perpetrators, and the causes of VACiS, as well as the barriers to preventing VACiS.
• Using Evidence Based Communication to change social norms and behaviors: We are testing different messages and communication channels to understand what is the most effective way to influence change.
• Engaging Citizens: HakiElimu is building the capacity of its volunteers in the Friends of Education (FoE) Network on Violence Against Children (VAC) and supports FoE’s to deliver community campaigns through dialogues, local radio and theatre for development to raise awareness. As a result, we have seen increased reporting of VAC, and children suported to return to school, which action is taken by authorities against purpatrators.

The overall objective of this project is to increase the active and meaningful engagement of Tanzanian youths aged 14-19 years in democratic processes in the country. Civic education is crucial in building knowledge and skills that enhance a culture of democratic participation among Tanzanian youths. HakiElimu implements this two-year project to strengthen civic education in secondary schools to stimulate knowledge and skills for active youths’ participation in democracy. HakiElimu uses evidence generated from the research it has recently published to design an innovative Action Civics School Toolkit, which will be piloted in 20 secondary schools in 6 Districts of Ukerewe, Tabora, Sumbawanga, Kilwa, Arusha and Mkuranga during the period 2022-2023.

Through evidence generated from piloted schools, HakiElimu will engage LGAs officials, Ministers and MPs to promote local and national Governments’ openness and responsiveness to youths’ agendas and strengthen CSOs and media collaboration in advocating for improved civics education. Ultimately active and meaningful participation of Tanzanian youths (50% female) aged 14-19 years in the democratic processes will increase.

In this project, HakiElimu is engaging citizens to address harmful social norms in advancing equity and quality in education using data, research and success stories to influence internal financing and policies, leading to improved livelihood among girls in Tanzania. The project target group is in-school girls aged 10-14 and 15-19 years, respectively, those at risk of child marriage and pregnancies,and those who experience gender-based violence.

The project also targets out-of-school girls aged 15-19 and 20-24 years, respectively, who wish to return to formal education, covering rural and urban geographic locations in the country. This project will reach 24,300 children (12,400 girls and 11,900 boys) with messages on girls’ rights. Of these, 4,640 children (3,680 girls and 960 boys) will be directly engaged and benefit from improved knowledge of girls’ rights and life skills, including sexual and reproductive health and rights, mentorship in entrepreneurship and career development.

Through this project, HakiElimu is also collaborating with the National Chapter of the Education Champion Network (ECN) to jointly advocate for Government to develop and implement evidence-based policies that promote inclusive, safe and quality education. Girls’ retention, transition and learning, child protection against violence in and around schools, protection from harmful practices and segregated gender norms.