Integrating technology in learning to ensure equal access to education and opportunities

Education has played a vital role in Tanzania’s development since independence in 1961. Tanzania now has universal access to primary education, yet every year millions of children are not able to progress to secondary school (Forms 1-4) and very few Tanzanians complete Forms 5 and 6, before joining university. In 2020, 65% of secondary school learners who sat for the National Examination failed to score high enough to advance to Forms 5 and 6.

According to the FHI Education Policy and Data Center’s National Education Profile 2018 Update for Tanzania, 17% of children of official primary school ages are out of school, with 19% of boys, compared to 15% of girl. The percentage of children out of school is far higher in rural areas (where PEF works) than in urban areas, and among the poorest compared to the richest children.

At secondary level, nationally, nearly 61% of girls are out of school compared to 51% of boys the same age. Again, the percentages are higher in rural (59%) than in urban (47%) areas, and among the poorest (70%) compared to the richest (44%) young people.

School budget constraints, shortage of qualified teachers and high-quality learning materials, low family income levels, harmful traditions, gender discrimination, and geographically remote locations make it difficult to achieve the promise of quality secondary education for all. Few alternative learning solutions (such as self-study) in Tanzania provide the quality of educational content that students need to fill the gaps in their education. Such gaps prevent learners from doing well in their national exams and beyond. 

The Secondary schools designated for this proposed project are located in small farming communities, mostly in remote locations away from Karatu town and inmost cases, schools that are dominated by girls in numbers. The project targets the poor, the disadvantaged and those that if left as they are, will hardly see development and progress through education because they have few alternative learning solutions for “self study” that provide the quality educational content necessary for students to do well in their exams and beyond.

Incorporating technology is part of Tanzania’s national strategy to improve the equity, quality, and relevance of education, so that more children can benefit from and contribute to the country's development in the information age. The government, as well as schools and students themselves, understand the importance of having computer skills to succeed in the modern economy. Recognizing the need for rural electrification, the Tanzanian Education Sector Plan has a stated goal of installing solar power in schools that have no electricity. PEF’s Educating Through Technology program provides solar power, affordable ICT infrastructure, energy efficient hardware, and sustainable technology, including digital libraries and free open-source software and training. The mutual goal of PEF and the government of Tanzania is to help children and young adults in rural areas gain better access to education and learning resources and become more informed and empowered global citizens.

Our program offers a practical, effective, affordable solution to bridge the digital divide by providing access to both Tanzanian government curriculum and worldwide educational content, available to learners at their individual pace. The computer technology program greatly increases the appeal of secondary education as a worthwhile investment of students’ time and effort and helps more of them to succeed. Since its first implementation, PEF has received multiple requests to implement its award-winning program at schools in Tanzania. The organization has the capacity and, with adequate funding, is willing and able to respond to more requests.

Selected schools will each receive a SPARC+ computer lab that includes 20 user computers with monitors and three servers and is operated by a solar power system. Office productivity software (word processing, database, spreadsheet, presentation) and coding programs are installed on each computer. Each computer will have access to an offline digital library through World Possible’s RACHEL-Plus device, and to the government-approved digitized Tanzanian secondary school curriculum through Shule Direct, a Tanzanian company.

Your generous grant will support the Karatu District Project, enabling us to implement this project to install and maintain the labs. All equipment will be purchased from African sources as well as installation of the systems. PEF will provide training to teachers and students, offer coding workshops, conduct surveys, and collect and analyze program data. Through this project, PPI will continue providing cost effective, energy efficient computers with a digitized version of Tanzanian national secondary school curriculum to schools who currently lack resources that are essential for helping students to become well-trained, technologically literate, employable members of the workforce.

Given fact that many students in Tanzania live in rural areas where there are limited educational opportunities including lack of: electricity, textbooks, and teachers. There are few alternative learning solutions for “self study” that provide the quality educational content necessary for students to do well in their exams and beyond. It is for the above reasons PEF strives to provide technology that gives students access to a variety of programs and information sources at the simple click of a button. Teachers can find leveled readers or allow students to choose research topics that fit their interests much more easily than by going to the library where resources may be limited. This style of learning prepares students to think creatively and find solutions to complex issues that will arise in the future. Technology allows us to set issues in a global context, and also facilitates communication and collaboration on a wider spectrum.

PEF is based in Karatu, Arusha in northern Tanzania where it has a 12-year working relationship with schools and Local Government officials in the district. PEF proposes to implement its award-winning Educating-Through-Technology program in the public secondary schools in Karatu District that currently lack up-to-date computer labs. Karatu has a total of 29 public secondary schools, of which six already have PEF program. Karatu will serve as a model as PEF scales up to other districts across the country.

PEF aims to install computer labs, each Solar Powered Access to Raspberry Computing (SPARC) lab housing 20 user computers and monitors and three servers, and powered by a solar power-generating system. Karatu already has about 450 SPARC installed desktops in secondary schools. This project will benefit more than 10,000 girls and boys in Forms 1 through 4 (ages 13-16) by increasing the quality of education through technology. With additional labs, the learners’ access to information technology as well as computer studies and general educational curriculum will increase exponentially. The labs remain functional for many years, allowing each new class to have access to an expanded range of courses and educational resources.

By sharing our success stories, resources, and best practices, we aim to inspire policy changes and capacity-building initiatives that promote equal access within education systems not only in Tanzania but also globally. Ultimately, our project aspires to contribute to lasting transformation in education systems by promoting equality in access to quality learning materials and self-paced learning, thus triggering critical thinking and innovation by the children.

The top management of PEF consists of two entities: the Executive Council or Board, and the Executive Director. While daily operations and management are controlled by the Board, the Executive Director and the rest of the members look into other affairs of the PEF related to its growth and development. Membership in a Board is voluntary. Other staff positions include one Technical Consultant/Social Media Manager and an ICT Manager. They are responsible for ensuring the seamless functioning of day-to-day tasks, and are also held accountable for implementing programs. Otherwise, most other functions are done with support of short-term volunteers some of whom are engaged in resource mobilization as well as financial management.

We have chosen Karatu because PEF is based in Karatu, where it has an office and staff with a 16-year working relationship with schools and local government officials. These partners are familiar with the program because it has already been implemented in six schools in the district. This makes access, oversight, and the ability to collect data and measure outcomes relatively easy. After completion, Karatu will serve as a model as PEF scales up to other districts across the country. In this  project, selected schools will each receive a SPARC+ computer lab that includes 20 user computers with monitors and three servers and is operated by a solar power system. Office productivity software (word processing, database, spreadsheet, presentation) and coding programs are installed on each computer.

The schools and communities we work with also contribute. Each school will provide a secure room, build the tables and chairs for the computer lab, and make available two teachers whom PEF will train to maintain the labs, train other teachers to use the systems, and act as liaisons with PEF. Schools are also responsible for raising funds for small repairs and maintenance. PEF keeps enough spare parts on hand that it can repair or replace components expeditiously. PEF will conduct an orientation for the lead teachers before the labs are installed in their own schools. Once the labs are installed, PEF will provide an introductory training to students in the school and will teach all available teachers in the school how to use the lab and how to help students use it effectively.

PEF will do all hardware installations, and collaborates with the government to ensure compliance and support. The schools are provided with educational software that does not require Internet. In addition to office productivity software, we install the RACHEL digital library from World Possible. RACHEL includes Khan Academy videos, Wikipedia articles, UNESCO teaching resources, TED Talks, MIT-Scratch coding language, medical reference books, and much more. The computers will also be installed with the government approved digitized secondary school syllabi from Shule Direct. For the SPARC program, selected teachers and students are given a customized three week Train-the-Trainer course that prepares teachers to lead technology literacy classes and prepares students to help their classmates (how to navigate, research, and apply the educational content).

The Potential Enhancement Foundation (PEF – https://pef.or.tz), a national NGO registered in the United Republic of Tanzania, is an off-shoot of the American-based Powering Potential Inc. (PPI – https://poweringpotential.org), was established in September 2016 and has ever since worked closely with the Government of Tanzania to help meet its education goals. The Powering Potential Inc. was founded in 2006 and mobilized resources to implement computer labs in secondary schools in Karatu district. In subsequent years, the success of PPI/PEF’s Educating Through Technology program has spread throughout the country. PEF’s mission was and remains to enhance education and stimulate the imagination of students in developing countries while respecting and incorporating values of the local culture. It is nonsectarian and not associated with any political or educational ideology.

In 16 years of operation, PEF and PPI have accomplished the following in Tanzania:

• installed 59 solar-powered computer projects and conducted 47 training workshops in a total of 34 schools across 16 districts, including Zanzibar;
• 35,000+ teachers and students have a world of knowledge at their fingertips through RACHEL, an offline digital library;
• 3,000+ students have enrolled in Tanzanian ICS courses for secondary schools;
• 49% of beneficiary respondents report going on to higher education or vocational training;
• 58% of beneficiary respondents report securing employment because of their technology skills.

Educating Through Technology program ensures equal access to education and opportunities and remove barriers of discrimination towards women and other marginalized and vulnerable populations.

By implementing a combination of these strategies, it's possible to make significant progress in improving education in Tanzania's rural areas without solely relying on donor funding. Collaboration, innovation, and community empowerment are key to addressing the underlying challenges and creating sustainable solutions for the future.

So, PEF is is applying to Solve to potentially solve the issues but without relying solely on external financial support. PEF hopes that by joining the MIT Solve space, it can to getting connected to:

• Collaborate with private sector companies to invest in educational infrastructure and resources, whereby companies may sponsor or partially fund initiatives in exchange for branding opportunities, etc.

• Mobilize community members, including parents, teachers, and local leaders, to contribute their time, resources, and skills towards improving education. This could involve volunteer teaching programs, fundraising events, or community-led initiatives to support schools.

• Forge partnerships with technology companies to provide discounted or subsidized technology solutions for schools.

• Invest in capacity building and training programs for teachers and school administrators to improve the quality of education delivery. Training programs could focus on modern teaching methodologies, technology integration, and curriculum development.

• Develop and promote locally produced educational content and resources that are culturally relevant and aligned with national curriculum standards. This reduces reliance on expensive imported materials and fosters a sense of ownership and pride within the community.

Teaching Through Technology is innovative because it encompasses several innovative technological elements that collectively contribute to its transformative impact:

1. The use of solar power to fuel computing systems is innovative, especially in areas with limited or no access to electricity. By harnessing renewable energy, SPARC ensures sustainable and reliable power sources, bypassing the challenges associated with traditional electricity grids.

2. The provision of an offline digital library tailored to the Tanzanian secondary school curriculum is innovative in its approach to overcoming connectivity challenges. By storing educational content locally, the program ensures access to resources even in remote areas with limited internet connectivity.

3. The development of customized software and curriculum content by ShuleDirect reflects innovation in adapting technology to meet the specific needs of the local educational context. Tailoring content to align with government-approved standards ensures relevance and effectiveness in supporting teaching and learning activities.

4. The program empowers teachers by providing them with tools and resources to enhance their instructional methods. Through access to digital content and educational software, teachers can adopt innovative teaching approaches that cater to the diverse learning needs of students, despite resource constraints.

5. By leveraging solar power and locally sourced curriculum content, the program fosters community engagement and ownership of the educational process. The emphasis on sustainability ensures the long-term viability of the initiative, empowering communities to take charge of their educational development.

Combination of renewable energy, offline digital libraries, customized curriculum content, and community engagement makes the program innovative in its approach to addressing the educational challenges faced by rural communities in Tanzania. By harnessing technology to overcome barriers and empower stakeholders, the program represents a forward-thinking solution to enhance access to quality education in undeserved areas.

Tanzania is committed to providing high-quality education to its people, but high failure rates in science, mathematics, and English, especially in secondary school national examinations, are clear signs of the challenges prevalent in the education sector. In response, Tanzania is gradually integrating Information and Communication Technology (ICT) into the education system to improve the delivery of education services and address a wider range of socio-economic issues. Strategically, ICT is given priority because it helps to alleviate the critical shortage of proficient teachers and quality learning resources in schools.

The PEF’s Educating-Through-Technology program targets rural secondary schools in the poorest and often inaccessible areas of Tanzania to access educational resources via technology. These schools normally have few books, a shortage of teachers, and often no electricity. Digital learning uses technology as a tool to facilitate learning through access to hardware and customized software. In our case, Solar Powered Access to Raspberry Computing (SPARC), powered by a solar power-generating system, enables each connected computer to access an offline digital library with curriculum content and methodology supplied by ShuleDirect, a local company that provides the government-approved digitized Tanzanian secondary school curriculum.

Incorporating technology is part of Tanzania’s national strategy to improve the equity, quality, and relevance of education so that more children can benefit from and contribute to the country's development in the information age. Recognizing the need for rural electrification, the Tanzanian Education Sector Plan has a goal to install solar power in schools that have no electricity. The PEF program will complement the effort by providing solar power, affordable ICT infrastructure, energy-efficient hardware, and sustainable technology, including digital libraries and free open-source software and training.

With nearly half of Tanzania’s population under the age of 15, the majority of whom live in rural areas with limited educational opportunities, there are fewer alternative learning solutions for “self-study” that provide the quality educational content necessary for students to do well in their exams and beyond. Potential Enhancement Foundation (PEF), in partnership with Powering Potential Inc. designs and implements Educating-Through-Technology programs in schools across Tanzania by providing access to offline digital educational resources, the provision of requisite hardware and software, as well as technology infrastructure that includes solar power and the Internet.

To ensure the longevity and enduring impact of the project, a multifaceted approach to sustainability is adopted. One of the key facets of this approach involves fostering strong community engagement and ownership. Participating schools are actively involved in the project's implementation, contributing physical space for the computer labs and collaborating in the construction of necessary infrastructure. Moreover, the project places a premium on capacity building and local empowerment. Two teachers from each school are selected for specialized training, equipping them with the skills to maintain the labs, provide peer training, and integrate technology seamlessly into the curriculum. This approach not only ensures the sustainability of the labs but also promotes a sense of ownership within the community, reinforcing the notion that the project's success is intertwined with collective efforts.

Assuming, PEF has secureed funding to install the program in 15 schools in say 3 years, then, approximately 3,566 girls and 2,800 boys in Forms 1 through 4 (ages 13–16) in the fifteen schools will be enhanced to have access to information technology, computer studies, global information resources, and training. Teachers too, will benefit from the availability of a wide range of up-to-date teaching and learning resources, including the Tanzania secondary school curriculum.

Specifically, we may aim to achieve the following objectives:

• Fifteen (15) schools will be equipped with solar power systems that provide enough electricity to run the SPARC+ computer labs, each equipped with 20 Raspberry Pi computers with monitors, three servers, a RACHEL-Plus device, a Pioneer handheld, etc.;
• Two teachers from each of the 15 schools will be trained to maintain the labs and provide additional training to fellow teachers and students;
• Develop an inclusive and gender-responsive curriculum using technology-enabled learning materials that are gender non-discriminatory and inclusive of marginalized groups to ensure equitable access to quality education;
• Enhance pedagogical practices to train teachers in utilizing technology to deliver personalized, inclusive, and engaging instruction that caters to the learning needs of all students, regardless of their backgrounds or abilities; Foster Inclusive leadership through the empowerment of school leaders to create a safe and inclusive school environment that promotes GEI, encourages diverse perspectives, and ensures equal participation. Approximately 6,000 students will have access to e-learning and offline educational resources and training.

The outcomes of the proposed project include:

• Improved learning outcomes, a positive impact on academic achievements and socio-emotional development of all students:
• Enhanced teacher capacity through enriched ability of teachers to create inclusive and engaging learning experiences using technology;
• Increased student engagement enhanced by higher levels of engagement and participation, particularly among marginalized students; and Inclusive school environment created by a safe and welcoming environment that values diversity and inclusion.

Schools in the project will each receive a SPARC+ computer lab that includes 20 user computers with monitors and three servers and is operated by a solar power system. Office productivity software (word processing, database, spreadsheet, and presentation) and coding programs are installed on each computer.

PEF does not use Windows or Apple computers, which are too expensive, draw too much power (80W–90W), and use software that is expensive and often carries an ongoing yearly cost. PEF uses the Raspberry Pi 4005, an integrated computer and keyboard with monitors, which cost about $200 each, draw only about 15 watts, and can be powered directly by an onsite solar power system. They use free, open-source software, are not susceptible to viruses, and are more practical in the hot, dry, and dusty conditions of rural Tanzania because they are inexpensive to replace.

PEF will track the number of students enrolled in Tanzanian national ICS courses for secondary schools, national exam results, and activities of program graduates, such as whether they go on to advanced education or secure employment because of their new technology skills. PEF is committed to reducing gender disparities in the schools, for example by including equal numbers of girls and boys in training and orientation sessions. PEF also plans to take a survey of both parents and students at the beginning and end of each school year to understand how they perceive the benefits of the computer labs.

Day-today functions of PEF are handled by an able technical  team that include:

• Eng. Albin Mathias: PEF Executive Director, holds BEng in Information Systems and Network Engineering 
• Barnabas Kapange: PEF Executive Council Member, MSc Library & Information Sciences 
• Muhwela Kalinga, Monitoring and Evaluation Director, is the former Head of Monitoring and Evaluation at the Tanzania Ministry of Education 
• Eng. Denis Christopher:  Technology Manager/Social Media Manager, holds a BEng in Information Systems and Network Enginee
• Neema Lyimo: Technology Manager, has a Diploma in Computer Engineering from the JR Institute of Technology in Arusha, Tanzania. 

The Potential Enhancement Foundation (PEF – https://pef.or.tz),

a national NGO registered in the United Republic of Tanzania, is an
off-shoot of the American-based Powering Potential Inc. (PPI – https://poweringpotential.org) that was established in September 2016 and has ever since worked closely with the Government of Tanzania to help meet its education goals. The Powering Potential Inc. was founded in 2006 and mobilized resources to implement computer labs in secondary schools in Karatu district.

Article 9 Core Values states:

The core values of this organization shall be
A. Respect
B. honesty
C. accountability
D. integrity
E. trustfulness
F. Innovation
G. inclusiveness

Sustainable business model for addressing education challenges in Tanzania's rural areas requires careful consideration of various elements. A potential business model tailored to PEF context may include:

1. Service Offering:

   • Offer comprehensive education solutions tailored to the needs of rural schools, including technology infrastructure, digital educational resources, teacher training, and ongoing support.
   • Provide a range of services, such as the installation of solar-powered computer labs, access to offline digital libraries, curriculum-aligned educational software, and training programs for teachers and students.

2. Revenue Streams:

   • Government Contracts: Secure contracts with government agencies or education departments to implement technology-enabled education programs in rural schools. Revenue may be generated through service fees, grants, or performance-based funding.
   • School Partnerships: Partner with individual schools or school districts to provide customized education solutions. Revenue can be generated through subscription fees, one-time installation fees, or revenue-sharing agreements.
   • Corporate Sponsorship: Forge partnerships with corporate sponsors interested in supporting education initiatives. Companies may provide financial contributions, in-kind donations, or sponsor specific programs in exchange for branding and corporate social responsibility (CSR) benefits.
   • Fee-for-Service: Offer fee-based services such as teacher training workshops, curriculum development consulting, or maintenance and support services for technology infrastructure.

3. Cost Structure:

   • Hardware and Infrastructure Costs: Allocate resources for procuring, installing, and maintaining technology infrastructure, including solar panels, computers, networking equipment, and peripherals.
   • Software and Content Licensing: Budget for licensing fees or content acquisition costs for educational software, digital libraries, and curriculum resources.
   • Personnel Expenses: Factor in costs associated with hiring and retaining skilled personnel, including technicians, educators, project managers, and administrative staff.
   • Training and Capacity Building: Allocate resources for developing and delivering training programs for teachers and students, including curriculum design, technology literacy, and pedagogical training.
   • Operational Costs: Include overhead expenses such as office rent, utilities, transportation, marketing, and communication.

4. Partnerships and Collaborations:

   • Government Partners: Collaborate with government agencies, education ministries, and local authorities to align initiatives with national education priorities, leverage funding opportunities, and gain access to schools and communities.
   • NGO Partners: Partner with non-profit organizations, foundations, and NGOs with expertise in education, technology, or community development to pool resources, share best practices, and amplify impact.
   • Corporate Partners: Form strategic partnerships with technology companies, energy providers, and corporate sponsors to access discounted or subsidized products and services, as well as funding opportunities.
   • Academic Institutions: Collaborate with universities, research institutions, and educational organizations to co-develop curriculum materials, conduct impact assessments, and foster innovation in education.

5. Scalability and Impact:

   • Design scalable solutions that can be replicated and adapted to different regions and contexts, leveraging economies of scale and standardizing processes where possible.
   • Monitor and evaluate the impact of interventions to demonstrate effectiveness, attract funding, and inform continuous improvement efforts.
   • Expand reach and impact over time by scaling operations, diversifying revenue streams, and investing in innovation and capacity building.

By combining these elements into a cohesive business model, PEF is likely to create sustainable education solutions that address the unique challenges faced by rural communities in Tanzania while fostering long-term social and economic development.

Sustainability lies at the heart of the Educating-Through-Technology initiative. To ensure the longevity and enduring impact of the project, a multifaceted approach to sustainability is adopted. One of the key facets of this approach involves fostering strong community engagement and ownership. Participating schools are actively involved in the project's implementation, contributing physical space for the computer labs and collaborating in the construction of necessary infrastructure.

Moreover, the project places a premium on capacity building and local empowerment. Two teachers from each school are selected for specialized training, equipping them with the skills to maintain the labs, provide peer training, and integrate technology seamlessly into the curriculum. This approach not only ensures the sustainability of the labs but also promotes a sense of ownership within the community, reinforcing the notion that the project's success is intertwined with collective efforts.

The project uses Raspberry Pi computers plus monitors, which cost only about US$200, draw merely 15 watts, and can be powered directly by an onsite solar power system. They are not susceptible to viruses, and hold up better in the hot, dry, and dusty conditions of rural Tanzania. All of our equipment is sourced in Tanzania, and we use free open-source software. Shule Direct, provides the Tanzanian curriculum, at a moderate onetime fee charge.

Engagement of support and commitment of local schools and governments, through building local capacity, and by using appropriate and locally sourced technology is the anchor for sustainability of educational interventions accorded by PEF.