Safina Women’s Association (SAWA) was founded in 1996 by a group of 12 widowed women who came together to rebuild their lives, support themselves, and in turn improve the well being of women and children. Located in Tanzania, SAWA has been running a nursery school since 2000 and a primary school since 2001 on its own premises, obtained in 1999 from the Morogoro Municipality. With a view to promote inclusive education and to create opportunities for socialization, SAWA’s nursery and primary schools accommodate disabled children including deaf children, children with autism, and albino children. Moreover, SAWA also runs informal education programs targeted to children who are above the traditional enrollment age, especially aged 10 or above. SAWA’s nursery and primary schools are supplied with its own teachers who receive basic training from the government and additional training from SAWA to enable them to cater to children with disabilities.
SAWA also runs two education centers in pastoralist communities, through which it seeks to further its vision to promote inclusive education. To supplement its efforts in education, SAWA works closely with the local government with an aim to improve the quality of education and to affect policies related to the well-being of women and children. SAWA also works closely with the local community to raise awareness on the importance of ECD. SAWA’s focus therefore, on ECD, nursery and primary level education, is designed to increase access to education for marginalized communities. The association's goal is to ensure that, at age 10, children are able to transition into the mainstream education system.
In working closely with both the local community and the local government, SAWA is committed to upholding and enhancing the basic rights of all women and children. The program facilitates collaboration between stakeholders. Children learn with assistance from paraprofessional teachers who use bilingual teaching methods. The village governments hold weekly meetings to discuss children's issues.Bilingual teaching methods are utilized to help children whose first langauge is not Swahili; children with disabilities are integrated with those without to help them learn among and interact with fellow children.
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CEI approaches in actionDeliveryChains or Networks of schools/centersStudent supportCommunity EngagementMath/numeracyEnglish languageEntrepreneurship skillsInformation and Communications Technology (ICT)Sports
Model details2000Not-for-profitHealth/NutritionLiteracyLocal language/Mother tongue languageMath/numeracyEnglish languageEntrepreneurship skillsInformation and Communications Technology (ICT)SportsActivePilotHousehold fundsFirelight Foundation51167%33%
Scale19The organization employs 19 teachers. 3Three ECD centers are currently active.17711,771 books have been delivered.
- 11 furnished classrooms constructed
- sports facilities established
SAWA was working formally in primary education, targeting 3,500 primary school children, since 2008. During the course of implementation, the organization learned that very young children could not attend school, leading to poor learning outcomes during their primary school education, as well as a denial of their right to education. Satellite schools were seen as a solution to this problem. Twelve centers were identified to receive assistance with the help of Firelight Foundation. As of early 2015, three established centers have a total of 511 children.
SAWA is working in collaboration with development partners and local governments, as well as communities, to scale up the program to already identified centers and beyond. In May 2015, a baseline survey will be conducted to identify areas with severe needs. This will be followed by community sensitization on the importance of early learning and investment in early childhood care and education. In August, community mobilization will be implemented to summon community engagement in establishing centers for their children. Then, SAWA will coordinate, monitor, and evaluate the tripartite effort to have the centers established and functioning.
Monitoring & EvaluationYes
The program monitors its progress using assessment cards; attendance; children learning assessments; and monthly, midterm and annual tests.
The program will also employ project officers whose jobs consist of professional mointoring and evaluation of the program implementation and learning. Lessons learned and best practices will be documented to better the program. A midterm and annual evaluation will be conducted by an external agency.Internal assessment performanceAbility to reach the poorTeacher attendanceStudent attendanceTeacher retentionStudent retentionIncreased enrollmentCost effectiveness/value for moneyOtherCommunity contribution and ownershipDailyYes
Standardized Assessment Performance - Literacy | All 30 students at Leena primary school passed their national examination, as of 2013.
Standardized Assessment Performance - Numeracy | All 30 students sat for standard seven national examinations, of which 4 scored A, 25 scored B, and only a single pupil scored C, as of 2013.
Internal Assessment Performance - Literacy | All primary school pupils of Leena can read, write, and calculate, as of 2013.
Parents can now provide learning facilities like school uniforms, books and pencils to their children. They also contribute towards food for the children at the center and payments towards teachers' fees.
As of 2014, 95 percent of children are the first in their community to attend pre-primary school.
As of 2014, the graduation/promotion rate is 75 percent.