The Vutamdogo (Pull the Little One) Program is an innovative intervention which is designed to enhance literacy and numeracy skills among children attending grades 1 and 2 in five communities of Mwanza region, Tanzania. The program gives responsibility to youth who had the privilege of accessing formal education to support younger children in their community to read, write and do mathematics in after school programs. The program is youth-led, however parents, teachers/ para-teachers, community leaders and the community at large have a role to play in making the program work successfully and taking learning to the home and community.
The development of basic skills and competencies is promoted largely through play, supported by a variety of materials and a wide range of experiences. Parents support young children in terms of materials, homework monitoring and storytelling. The program is designed specifically for settings outside school, where the learners are able to interact with the local environment and draw on the richness of the community to deepen learning. The program also gives responsibility and purpose to youth in the community, who are often excluded and lack opportunity. Youth receive support and trainings before leading after school sessions, and must plan ahead to provide necessary materials for learning which are locally available.The program simultaneously tackles the challenges of low-levels of learning among children starting primary school and exclusion and lack of opportunity for Tanzanian youth
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CEI approaches in actionStudent supportTutoringTransitional supportExtra-curricular activitiesParental/community engagement in support of studentsCommunity Engagement
Model details2014Not-for-profitMath/numeracyLiteracyVocational/technical skillsActivePilotFree service or product7,86850%50%
Community systems, community human resource and community partnership.
TechnologyLearning materials for studentsTeacher trainingTeaching materialsTracking student performance
Scale2727 trained teachers and 106 youths served as facilitators of the after school sessions2626 VUTAMDOGO after-school centers are currently active, working together with 8 local primary schools
26 learning kits, 26 mats, and 1,000 story books, and 2,000 VUTAMDOGO magazines have been distributedDecember, 2016
The program targeted 4,000 children attending Class 1 and 2 in 5 Primary Schools; it ended up serving 7,868 children, 31 adults, and 20 children who missed school.
The program is going to continue implementing the program in 5 pilot communities where exit strategies will be included while testing the approach in 1 additional community for scaling up and replication purposes, following a three-phased timeline:
2014 - 2016 - Piloting and Documenting
2016 - 2017 - Testing the Model in new communities.
2017 - 2019 - Scaling up and Replication
Monitoring & EvaluationYes
The program uses a Result Based Management approach. Initially, indicators towards achieving the outcomes were developed, targets were set, and a monitoring and evaluation plan was developed to enable day today monitoring, evaluation and re-planning where possible. Tools were developed to capture the type of information needed from the field and is used in all field trips by the project team. The tools capture all the aspects of the project to enable measuring of impact and progress. Since the project involves youth and other stakeholders, the project conducts participatory monitoring and evaluation on a quarterly basis. Spot checks from time to time are done by TAHEA management and members. All results from monitoring and evaluation trips are used for planning, re-planning, dissemination, advocacy and staff & management meetings. Project implementation progress is shared through reports (Monthly, quarterly, and annually) to all stakeholders including the local government. Other avenues for sharing information includ meetings, workshops, training and media.
Key information collected includes the following:
Youth - Number of groups (quarterly), number of after school facilitators (Monthly), attendance of youth facilitator at the centers(3 days per week)Groups Narrative and Financial reports (quarterly)
Class 1 & 11- Attendance (weekly), Performance (Bi Annual and Annual)
Head Teachers - Number of visits at the vutamdogo centers (quarterly), Youth facilitators and class 1 and 11 teachers present at the vutamdogo centers.
Local Government ward team -Number of visits at the vutamdogo centers (quarterly)
Community Leaders -Number of visits at the vutamdogo centers (quarterly)
TAHEA Staff - Capturing human stories from the participants (Weekly/ Monthly)
Assessment Team -Youth and class 1 & 11 practices at the vutamdogo centrs (Once per quarter)
TAHEA Management team - Collection of views on vutamdogo from participants (Once per quarter)Standardized assessment performanceUser satisfactionTeacher attendanceStudent attendanceStudent retentionIncreased enrollmentAnnuallyEvery 6 monthsQuarterlyMonthlyNo
During the pilot phase from 2014-2016, VUTAMDOGO program was able to increase the number of children attending class 1 and 2 who know how to read, write, and do mathematics from an average of 49% in 2014 to 57.5% in 2015. By mid-2016, the Class 1 average had reached 69.59%, while Class 11 reached 69.84%.
Very good (2016)
8 USD per year per child (2016)