Tanzania Boost Primary Student Learning Project

Public Disclosure Authorized
FOR OFFICIAL USE ONLY

Report No: PAD4518
INTERNATIONAL DEVELOPMENT ASSOCIATION

PROGRAM APPRAISAL DOCUMENT

ON A
PROPOSED CREDIT
IN THE AMOUNT OF SDR 353.3 MILLION

(US$500 MILLION EQUIVALENT)
TO THE
UNITED REPUBLIC OF TANZANIA
FOR A
BOOST PRIMARY STUDENT LEARNING
November 24, 2021

Education Global Practice

Eastern and Southern Africa Region
This document has a restricted distribution and may be used by recipients only in the performance of
their official duties. Its contents may not otherwise be disclosed without World Bank authorization.
CURRENCY EQUIVALENTS
(Exchange Rate Effective October 31, 2021)
Currency Unit = US Dollars (US$)
SDR 0.71 = US$1
US$1.41523 = SDR 1
FISCAL YEAR
July 1 – June 30
Regional Vice President: Hafez M. H. Ghanem

Regional Director: Amit Dar
Country Director: Mara K. Warwick
Practice Manager: Safaa El Tayeb El-Kogali
Task Team Leaders: Xiaoyan Liang, Gemma Joan Nifasha Todd
The World Bank
Boost Primary Student Learning (P169380)
ABBREVIATIONS
ADEM Agency for the Development of Education Management

AESPR Annual Education Sector Performance Report
AO Accounting Officer
APA Alternate Procurement Arrangements
APP Annual Procurement Plan
APER Annual Performance Evaluation Reports
ASC Annual School Census
AWP Annual Work Plan
BEMIS Basic Education Management Information System
BEST Basic Education Statistics Tanzania
BOOST Boost Primary Student Learning
BOQ Bill of Quantity
CAG Controller and Auditor General
CBMS Central Budget Management System
CCB Climate Change Benefit
CERC Contingent Emergency Response Component
CG Capitation Grant
CIDA Canadian International Development Agency
COBET Complementary Basic Education in Tanzania
COFOG Classification of The Functions of Government
CoL Community of Learning
COVID-19 Coronavirus Disease 2019
CPA Certified Public Accountant
CPD Continuous Professional Development
CPF Country Partnership Framework
CPS Country Partnership Strategy
CSO Civil Society Organization
CUIS Common Use Items and Services
CWPM Correct Words Per Minute
DEO District Education Officer
DFLI Disbursement and Financial Information Letter
DIA District Internal Auditor
DIME Development Impact Evaluation
DLI Disbursement-Linked Indicator
DLR Disbursement-Linked Result
DP Development Partner
DPG Development Partner Group
ECE Early Childhood Education
EGMA Early Grade Math Assessment
EGRA Early Grade Reading Assessment
EMIS Education Management Information System
EPforR Education Program for Results
ES Executive Secretary
The World Bank
ESA Education Sector Analysis

ESCP Environmental and Social Commitment Plan
ESDC Education Sector Development Committee
ESDP Education Sector Development Plan
ESF Environment and Social Framework
ESMF Environmental and Social Management Framework
ESMS Environmental and Social Management System
ESPJ Education and Skills for Productive Jobs
ESRS Environmental and Social Review Summary
ESS Environment and Social Safeguards
ESSA Environmental and Social Systems Assessment
ETP Education and Training Policy
F&C Fraud and Corruption
FA Framework Agreements
FBEP Fee-Free Basic Education Policy
FCDO UK Foreign Commonwealth and Development Office
FDC Folk Development Colleges
FFARS Facility Financial Accounting and Reporting System
FM Financial Management
FSA Fiduciary System Assessment
GBV Gender-Based Violence
GDP Gross Domestic Product
GER Gross Enrollment Ratio
GFS Government Finance Statistics
GFSM Government Finance Statistics Manual
GG Good Governance
GoT Government of Tanzania
GPN General Procurement Notice
GPSA Government Procurement Services Agency
GRM Grievance Redress Mechanism
GRS Grievance Redress Service
HBS Household Budget Survey
HCI Human Capital Index
HEET Higher Education for Economic Transformation
HEIS Hands-On Enhanced Implementation Support
HIV Human Immunodeficiency Virus
IA Implementing Agency
IAG Internal Auditor General
IAI Instructive Audio Instruction
IAU Internal Audit Unit
IBRD International Bank for Reconstruction and Development
ICT Information and Communication Technology
ICTPBE ICT Policy for Basic Education
IDA International Development Association (of the World Bank Group)
IDP Infrastructure Development Plan
The World Bank
IFMIS Integrated Financial Management System

IFMR Integrated Financial Management Report
IFR Interim Financial Report
IPF Investment Project Financing
IPOSA Integrated Program for Out of School Youths
ISA International Standards on Auditing
IVA Independent Verification Agency
KOICA Korea International Cooperation Agency
LAAM Local Authority Accounting Manual
LAFM Local Authority Financial Memorandum
LGA Local Government Authority
LIC Low-Income Country
LMIC Lower-Middle Income Country
LMP Labor Management Plan
LMS Learning Management System
LPIT LGA Project Implementation Team
M&E Monitoring and Evaluation
MDBs Multilateral Development Banks
MoEST Ministry of Education, Science, And Technology
MoFP Ministry of Finance and Planning
MoCIT Ministry of Communications and Information Technology
MoWT Ministry of Work and Transport
MPA Multiphase Programmatic Approach
MTEF Medium-Term Expenditure Framework
MUSE Mfumo Wa Ulipaji Serikalini (Government Payment System)
MVP Minor Value Procurement
NBS National Bureau of Statistics
NCB National Competitive Bidding
NDP National Decentralization Policy
NECTA National Examinations Council of Tanzania
NEMC National Environment Management Council
NER Net Enrollment Ratio
NOCP National Open Competitive Procedures
NGO Nongovernmental Organization
NPA-VAWC National Plan of Action Against for Violence Against Women and Children
NPIT National Project Implementation Team
NPP National Procurement Procedures
NSIE National Strategy for Inclusive Education
OECD Organization for Economic Co-Operation and Development
OHS Occupation Health and Safety
OPRC Operations Procurement Review Committee
OSHA Occupational Safety and Health Agency
PAD Project Appraisal Document
PAP Program Action Plan
PBA Performance-Based Allocation
The World Bank
PC Project Coordinator
PCR Pupil-Classroom Ratio
PDO Project Development Objective
PE Procuring Entity
PED Poverty Eradication Division
PEFA Public Expenditure and Financial Accountability
PFMRP Public Financial Management Reform Program
PforR Program for Results
PISA Program for International Student Assessment
PMIS Procurement Management Information Systems
PMU Procurement Management Unit
POM Program Operations Manual
PO-PSMGG President’s Office, Public Service Management and Good Governance
PO-RALG President’s Office, Regional Administration and Local Government
PP Procurement Plan
PPA Public Procurement Act
PPE Personal Protective Equipment
PPRA Public Procurement Regulatory Authority
PPSD Project Procurement Strategy for Development
PSC Program Steering Committee
PSLE Primary School Leaving Examination
PSSP Primary Safe School Program
PTR Pupil-Teacher Ratio
PTSD Post-Traumatic Stress Disorder
PWD Person with Disability
QA Quality Assurance
REO Regional Education Officer
RS Regional Secretariats
SABER Systems Approach for Better Education Results
SBAS Strategic Budget Allocation Software
SC School Committee
SDR Special Drawing Right
SEA Sexual Exploitation and Abuse
SEP Stakeholder Engagement Plan
SEQUIP Secondary Education Quality Improvement Project
Sida Swedish International Development Cooperation Agency
SIS School Information System
SMC School Management Committee
SOP Standard Operating Procedure
SQA School Quality Assurance
SRWPSSP Sustainable Rural Water Supply and Sanitation Program
SSA Sub-Saharan Africa
SSP Safe School Program
STEP Systematic Tracking of Exchanges in Procurement
TA Technical Assistance
The World Bank
TANePs Tanzania National E-Procurement System

TALIS Teaching and Learning International Survey
TASAF Tanzania Social Action Fund
TB Tender Board
TC Technical Committee
TCPD Teacher Continuous Professional Development
TDV Tanzania Development Vision
TEU Tanzania Economic Update
TIE Tanzania Institute of Education
ToR Terms of Reference
TRC Teacher Resource Center
TSC Teacher Service Commission
TTL Task Team Leader
TZS Tanzanian Shilling
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNICEF United Nations Children's Fund
USAID United States Agency for International Development
USD United States Dollar
VFM Value for Money
VGPF Vulnerable Groups Planning Framework
VMG Vulnerable and Marginalized Groups
WASH Water Supply, Sanitation, And Hygiene
WEO Ward Education Officer
WSDP Whole School Development Plan
The World Bank
TABLE OF CONTENTS
DATASHEET........................................................................................................................................1
I. STRATEGIC CONTEXT ..................................................................................................................6
A. Country Context .....................................................................................................................6
B. Sectoral (or Multi-Sectoral) and Institutional Context ..............................................................7
C. Relationship to the Country Partnership Framework and Rationale for Use of Instrument ...... 15
II. PROGRAM DESCRIPTION........................................................................................................... 16
A. Government Program ........................................................................................................ 16
B. Theory of Change .............................................................................................................. 17
C. Program Development Objectives and Level Results Indicators .......................................... 23
D. Disbursement Linked Indicators and Verification Protocols ................................................ 31
III. PROGRAM IMPLEMENTATION .................................................................................................. 37
A. Institutional and Implementation Arrangements................................................................ 37
B. Results Monitoring and Evaluation .................................................................................... 39
C. Disbursement Arrangements ............................................................................................. 39
D. Capacity Building ............................................................................................................... 42
IV. ASSESSMENT SUMMARY .......................................................................................................... 42
A. Technical (including program economic evaluation) ........................................................... 42
B. Fiduciary ........................................................................................................................... 46
C. Environmental and Social .................................................................................................. 47
V. RISK ......................................................................................................................................... 50
VI. CLIMATE CHANGE CO-BENEFITS ................................................................................................ 52
ANNEX 1. RESULTS FRAMEWORK MATRIX ........................................................................................ 54
ANNEX 2. DISBURSEMENT LINKED INDICATORS, DISBURSEMENT ARRANGEMENTS AND VERIFICATION
PROTOCOLS ..................................................................................................................................... 72
ANNEX 3. TECHNICAL ASSESSMENT SUMMARY ................................................................................. 86
ANNEX 4. FIDUCIARY SYSTEMS ASSESSMENT SUMMARY .................................................................. 91
ANNEX 5. ENVIRONMENTAL AND SOCIAL SYSTEMS ASSESSMENT SUMMARY .................................. 110
ANNEX 6. PROGRAM ACTION PLAN ................................................................................................ 117
ANNEX 7. IMPLEMENTATION SUPPORT PLAN ................................................................................. 122
ANNEX 8. INVESTMENT PROJECT FINANCING COMPONENT ............................................................ 124
The World Bank
DATASHEET
BASIC INFORMATION
BASIC_INFO_TABLE
Country(ies) Project Name
Tanzania Boost Primary Student Learning
Does this operation have Environmental and Social Risk

Project ID Financing Instrument
an IPF component? Classification (IPF Component)
Program-for-Results
P169380 Yes Substantial
Financing
Financing & Implementation Modalities
[ ] Multiphase Programmatic Approach (MPA) [ ] Fragile State(s)

[ ] Contingent Emergency Response Component (CERC) [ ] Fragile within a non-fragile Country
[ ] Small State(s) [ ] Conflict
[ ] Alternate Procurement Arrangements (APA) [ ] Responding to Natural or Man-made Disaster
[ ] Hands-on Enhanced Implementation Support (HEIS)
Expected Project Approval Date Expected Closing Date
17-Dec-2021 31-Dec-2026
Bank/IFC Collaboration
No
Proposed Program Development Objective(s)
To improve equitable access to quality learning in preprimary and primary education in mainland Tanzania
Organizations
Borrower : United Republic of Tanzania
Implementing Agency : President's Office, Regional Administration and Local Government

Contact: Riziki Silas Shemdoe
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Title: Permanent Secretary

Telephone No: 00255262321607
Email: ps@tamisemi.go.tz
Implementing Agency : Ministry of Education, Science and Technology

Contact: Leonard Akwilapo
Title: Permanent Secretary
Telephone No: 00255262963537
Email: ps@moe.go.tz
COST & FINANCING

FIN_SUMM_WITH_IPF
SUMMARY
Government program Cost 1,010.00

Total Operation Cost 890.00
Total Program Cost 870.00
IPF Component 20.00
Total Financing 890.00
Financing Gap 0.00
Financing (USD Millions)

Counterpart Funding 302.00
Borrower/Recipient 302.00
International Development Association (IDA) 500.00
IDA Credit 500.00
Cofinancing - Other Sources (IFIs, Bilaterals, Foundations) 88.00
KOREA, Govt. of 2.00
SWEDEN: Swedish Intl. Dev. Cooperation Agency (SIDA) 86.00
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The World Bank
IDA Resources (in US$, Millions)
Credit Amount Grant Amount Total Amount
Tanzania 500.00 0.00 500.00

National PBA 500.00 0.00 500.00
Total 500.00 0.00 500.00
Expected Disbursements (USD Millions)
Fiscal
2022 2023 2024 2025 2026 2027
Year
Absol
120.00 30.00 100.00 100.00 100.00 50.00
ute
Cumul
120.00 150.00 250.00 350.00 450.00 500.00
ative
INSTITUTIONAL DATA
INSTITUTIONAL DATA TBL
Practice Area (Lead) Contributing Practice Areas
Education Governance
Climate Change and Disaster Screening

This operation has been screened for short and long-term climate change and disaster risks
SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT)
Risk Category Rating

1. Political and Governance ⚫ Moderate
2. Macroeconomic ⚫ Moderate
3. Sector Strategies and Policies ⚫ Moderate
4. Technical Design of Project or Program ⚫ Moderate
5. Institutional Capacity for Implementation and Sustainability ⚫ Moderate
6. Fiduciary ⚫ Moderate
7. Environment and Social ⚫ Substantial
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8. Stakeholders ⚫ Moderate
9. Other
10. Overall ⚫ Moderate
COMPLIANCE
Policy
Does the program depart from the CPF in content or in other significant respects?
[ ] Yes [✔] No
Does the program require any waivers of Bank policies?

[ ] Yes [✔] No
Legal Operational Policies
Triggered
Projects on International Waterways OP 7.50 No
Projects in Disputed Areas OP 7.60 No
ESStandards
Environmental and Social Standards Relevance Given its Context at the Time of Appraisal
E & S Standards Relevance

Assessment and Management of Environmental and Social Risks and Impacts Relevant
Stakeholder Engagement and Information Disclosure Relevant
Labor and Working Conditions Relevant
Resource Efficiency and Pollution Prevention and Management Not Currently Relevant
Community Health and Safety Relevant
Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant
Biodiversity Conservation and Sustainable Management of Living Natural

Not Currently Relevant
Resources
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Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional

Relevant
Local Communities
Cultural Heritage Not Currently Relevant
Financial Intermediaries Not Currently Relevant

ESStandardsNote
NOTE: For further information regarding the World Bank’s due diligence assessment of the Project’s potential
environmental and social risks and impacts, please refer to the Project’s Appraisal Environmental and Social Review
Summary (ESRS).
Legal Covenants
Sections and Description

Section I.A.1(d) of Schedule 2 to the Financing Agreement:
Prior to carrying out any activity within any LGA, GoT to ensure that such LGA has established, and will thereafter
maintain throughout the period of implementation of the Operation, an LGA-level Program implementation team.
Sections and Description

Section I.C.1(a) of Schedule 2 to the Financing Agreement:
GoT to carry out the Program Action Plan agreed with the Association, in accordance with the schedule set out in
the said Program Action Plan, and in a manner satisfactory to the Association.
Conditions
Type Financing source Description

Effectiveness IBRD/IDA The Government of Tanzania has developed and
approved the Operations Manual in a manner and
substance satisfactory to the Association.
Effectiveness IBRD/IDA The Government of Tanzania has established the
Project Steering Committee.
Effectiveness IBRD/IDA The Government of Tanzania has established and
properly staffed the National Project Implementation
Team.
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I. STRATEGIC CONTEXT
A. Country Context
1. Tanzania is a geographically large, culturally diverse, and well-endowed lower middle-income country (LMIC).
Out of 54 African countries, the United Republic of Tanzania1 is the fifth largest in terms of population, ninth largest in
terms of the size of economy, and thirteenth largest in terms of geographical area. Solid income growth over two
decades led the country to reach LMIC status in July 2020.2
2. The graduation from low-income status reflects sustained macroeconomic and political stability as well as the
country’s rich natural resources endowment and strategic geographic position. Macroeconomic stability has been
crucial to Tanzania’s growth; inflation rates have been low – below five percent since 2018 – and sustainable fiscal and
current-account deficits have been financed by a combination of domestic and external sources. Over the past two
decades, investment has been a key driver of economic growth. The rise in overall investment translated into a sustained
accumulation of capital stock and has consistently accounted for roughly two-thirds of real Gross Domestic Product
(GDP) growth.
3. The Coronavirus Disease 2019 (COVID-19) pandemic has negatively impacted Tanzania’s macroeconomic
performance, decelerating GDP growth in 2020, although Tanzania is one of the few economies in the region that
avoided recession.3 The global economic slowdown adversely affected Tanzania’s export-oriented industries, especially
tourism and traditional exports, and has caused a drop in foreign investment. The exception is gold mining which has
benefitted from rising prices since the onset of the pandemic. Although the Government did not impose a lockdown, the
pandemic initially spurred precautionary behaviors that slowed down domestic economic activity.
4. Tanzania’s vulnerability to the global pandemic remains high. Tanzania has had three surges of COVID-19
(March-June 2020, December 2020-April 2021, and June-September 2021) with 26,208 cases and 725 deaths reported
to date.4 The Government of Tanzania (GoT) implemented critical measures aimed at containing the spread of COVID-
19 and encouraged people to avoid unnecessary movements, practice preventive behaviors including hand washing,
use of masks and social distancing, besides operationalizing several public and private hospitals to provide services for
people infected with COVID-19. In February 2021, the COVID-19 response strategy was revised in line with global
standards and epidemiological trends, with emphasis on encouraging people to practice preventive behaviors,
continued education of the population, rolling out COVID-19 immunization to protect lives (especially targeting high risk
and adult populations in partnership with development partners (DPs)), and reporting COVID-19 data in line with
international health regulations. As of October 2021, 0.93 million people in Tanzania were vaccinated,5 and there is a
downward trend in COVID-19 cases as is being observed across the East African region.
1 The United Republic of Tanzania is comprised of (mainland) Tanzania and Zanzibar.

2 Tanzania Economic Update (TEU) 15th Edition, 2020: https://documents.worldbank.org/en/publication/documents-
reports/documentdetail/803171614697018449/tanzania-economic-update-raising-the-bar-achieving-tanzania-s-development-vision
3 World Bank TEU 16th Edition, 2021: https://www.worldbank.org/en/country/tanzania/publication/tanzania-economic-update-teu
4 COVID-19 Situation Report No. 5, United Republic of Tanzania, October 2021.
5 Ministry of Health, Gender, Community Development, Elderly and Children (MoHCDGEC), 2021.
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5. The poverty rate in Tanzania has been declining gradually before COVID-19. The poverty rate based on national
poverty line improved to 26.4 percent in 2018 from 34.4 percent of population in 2007.6 However the number of poor
people has increased due to population growth.7 Despite Tanzania’s impressive GDP growth between 2012 and 2018,
poverty reduction slowed, and growth has become less inclusive. Inequality has also risen during this period. The
international poverty headcount (US$1.90/day in 2011 purchasing power parity (PPP)) remained high and unchanged
during this period at 49 percent.8
6. As a LMIC, Tanzania requires sustained, steady growth while offering a more inclusive set of economic
opportunities to improve living standards for all Tanzanians. National aspirations laid out in the Tanzania Development
Vision (TDV) 2025 are to transition to a middle-income country with a high level of human capital development,
characterized by improvements in the quality of livelihood of the people. Tanzania has made improvements in life
expectancy, infant mortality, primary and secondary school enrollment rates, gender equality, and access to health,
electricity, water, and sanitation. However, there is still a large agenda ahead for sustaining growth over the medium
term, improving the inclusiveness of growth to reduce poverty, reducing population growth, and strengthening upward
economic mobility and economic security for the population.
7. Tanzania’s aspirations could be hampered by its relatively low level of human capital and education. Tanzania
Human Capital Index (HCI), a composite of education enrollment, harmonized learning scores, health, and nutrition, is
0.39, indicating that a child born today in Tanzania can expect to reach 39 percent of his or her full potential at age 18.9
The Tanzania HCI is estimated to be at the same level as Malawi and Burundi, slightly lower than the Sub-Saharan Africa
(SSA) average, and significantly lower than Kenya (0.57) and the global average of 0.60. While 35 percent of Tanzania’s
households headed by a person without primary education are poor, only six percent of households headed by persons
having completed at least lower secondary education are poor .10 For girls, access to quality education is associated with
substantially higher earnings in adulthood and has many other socio-economic benefits.11 Achieving the goals of the
Tanzania Development Vision (TDV) 2025 will require a more ambitious human capital development strategy.12 Boosting
education foundation in early years, especially for girls and vulnerable children, is critical to accelerating shared
economic growth and reducing poverty.
B. Sectoral (or Multi-Sectoral) and Institutional Context
8. Education is recognized as a powerful instrument of social and economic development in Tanzania and is
identified as a priority sector in the National Five-Year Development Plan III (March 2021). The sector is governed by
the National Education Act of 1978, the 1995 Education and Training Policy and its 2014 update, the Education Sector
Development Plan (ESDP) 2016/17-2020/21, which is being updated, and the 2015 Fee-Free Basic Education Policy
(FBEP). Formal education in Tanzania refers to one year of preprimary, seven years of primary, four years of lower
6 Ministry of Finance and Planning (MoFP) - Poverty Eradication Division, National Bureau of Statistics (NBS) and the World Bank. 2020
Tanzania Mainland Household Budget Survey (HBS) 2017/18: https://www.nbs.go.tz/index.php/en/census-surveys/poverty-indicators-
statistics/household-budget-survey-hbs/653-household-budget-survey-2017-18-tanzania-mainland-final-report.
7 NBS, 2018. Tanzania Mainland HBS, 2017/18.
8 http://macropovertyoutlook.worldbank.org/mpo_files/mpo/mpo-am21-tza-scope.pdf
9 See Human Capital Index (HCI) Data: https://www.worldbank.org/en/publication/human-capital
10 Tanzania Mainland HBS, 2017/18.
11 World Bank, TEU 11th Edition, 2019: https://documents.worldbank.org/en/publication/documents-
reports/documentdetail/930521548691306669/tanzania-economic-update-the-power-of-investing-in-girls-educating-girls-and-ending-
child-marriage-in-tanzania; Al-Samarrai and Tamagnan, 2019. Gender Equity and Fee-Free Basic Education in Tanzania Summary, WB.
12 World Bank, TEU 16th Edition, 2021.
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secondary education, two years of advanced secondary, three or more years of technical and university education, and
post graduate studies. Preprimary, primary, and lower secondary education are combined as the 12-year “Basic
Education.” Since the adoption of the 1982 Tanzania Local Government Act, basic education has been overseen by two
ministries: The Ministry of Education Science and Technology (MoEST), and the President Office, Regional
Administration, and Local Government (PO-RALG). The former is responsible for policy and quality assurance while the
latter for administration and management via vertical structures including ward, district, and regional education offices
under the auspices of Local Government Authorities (LGAs). There is an increased emphasis towards devolution and
building capacity of the 184 LGAs to improve service delivery in basic education, as outlined in the 2019 National
Decentralization Policy (NDP).
9. Tanzania has made significant progress in expanding access to basic education and reducing gender disparity
in primary education over the ESDP 2016/17-2020/21 period. Primary enrollment increased by more than 2.5 million
since 2013. Tanzania mainland now has 14.4 million students enrolled in basic education, out of which about 12.3 million
students are in preprimary and primary classes (Annual Education Sector Performance Report (AESPR) 2021). In 2020,
the gross enrollment in one-year preprimary and seven-year primary education reached 76.9 percent and 110.6 percent.
On the other hand, the net enrollment at the primary level increased to 95.7 percent in 2020 from 85.8 percent in
2016.13 The FBEP has helped alleviate gender disparity and improve student transition from primary to lower secondary
education. Girls have a slightly higher primary gross enrollment ratio (GER) than boys, though the gap is closing. The
transition rate from primary to lower secondary improved significantly to 77.4 percent in 2020 from 70.6 percent in
2016, with girls (76.7 percent) slightly lagging boys (78.2 percent).14.
Figure 1: Gross Enrollment Ratio and Transition Rate to Lower Secondary
GER Primary Schools by Gender, 2015-2020 Transition to Lower Secondary level, 2016-2020
120 95
115 111 111 90
110 106 85
Transition rate (%)
110 110 78
105 80
75
GER (%)
97 105 73 73
100 75
94 69 77
93
95 70 73
96
90 92 65 68 69
91
85 63
60
80 55
2015 2016 2017 2018 2019 2020 2016 2017 2018 2019 2020
Boys Girls Boys Girls
Source for Figure 1: Basic Education Statistics Tanzania (BEST), 2015-2020

Note: Gross enrollment ratio, left, and transition rate to lower secondary, right.
10. Learning outcomes have improved moderately as measured by national examinations as well as Early Grade
Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA). In 2020, about 92 percent of Standard 4
students passed the National Standard 4 Examination, and 83 percent passed the Primary School Leaving Examination.
13 AESPR, 2021.
14 Basic Education Statistics Tanzania (BEST), 2015-2020.
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With support from Education Program for Results (EPforR), Tanzania participated in the EGRA and EGMA administered
to rising Standard 3 students in 2014, 2016, and 2018. In 2019, the Government adapted the EGRA and EGMA
instruments and carried out its own 3R (reading, writing, and arithmetic) assessment. The series of learning assessments
show a trend of moderate increase in reading fluency to an average of 26.18 correct words per minute (CWPM).
Nevertheless, only 4.5 percent of students in 2019 can be considered proficient readers (defined as able to read 50
CWPM). In numeracy, learning outcomes have improved steadily since 2014 from 8.2 percent reaching the benchmark
(scoring 80 percent or above for addition and subtraction) to 17.1 percent at benchmark level in 2019.
11. Tanzania’s overall level of education however is not at par with its stage of development or its TDV vision to
become an industrialized nation by 2025. The Education Sector Analyses (ESA) 2021 point out key binding constraints
in the basic education sector including inequitable access to early learning and primary education for rural and
vulnerable groups, poor school learning environments exacerbated by declining financing and increasing school
population, shortage of teachers and low teacher competencies, misalignment of curriculum and assessment, and
overall inefficiency in the coordination and governance of education.15 These challenges are further illustrated below in
comparison with global education trends where relevant.
12. Universalizing preprimary education remains a daunting task. Tanzania education policy promises public
provision of one-year preprimary education. The government’s third National Five-Year Plan stipulates an ambitious
target of 100 percent GER and 80 percent net enrollment ratio (NER) coverage of early learning by 2025. Yet access to
preprimary remains low with almost half of the population aged five years excluded from preprimary education
opportunities. By 2021, the NER was estimated at 34 percent, and GER was about 76.9 percent and on a declining trend
for the last five years.16 There are also large inequities in access across the country – with GER ranging from 123 percent
to 37 percent by region. The quality of early childhood education is low as manifested in the following indicators: (1) the
poor performance in EGRA and EGMA which indicates low learner readiness for primary education; (2) pupils can stay
in preprimary up to 8-years-old and in primary up to 18-years-old which further reflects low readiness for school; (3)
pupil to preprimary stream teacher ratio is high (79:1); and (4) an estimated 54 percent of the 8,800 preprimary teachers
in public schools are volunteer teachers17 which undermines the drive to universalize one-year preprimary education.
13. Continued effort is needed to ensure children complete primary education and transition successfully to lower
secondary education as promised by the country’s FBEP. The primary retention/survival rate peaked in 2018 with more
than 88 percent of students surviving to the last primary grade, Standard 7. However, the rate has since declined.
According to AESPR, about one quarter of students were not able to reach Standard 7 or dropped out without opting
for the Primary School Leaving Examination (PSLE) in 2020. Children of rural, poor, marginalized, vulnerable groups, and
special needs tend to have lower retention rates. The ESA 2021 shows that more than 40 percent of the rural, poor, and
children with disability do not reach the end of primary cycle compared to only 5 percent for the urban and rich; only
two out of ten of the rural and poor access secondary education compared to seven out of ten for the urban and rich.
Although there is some gender disparity, it is not as pronounced as regional and poverty-related disparity. In 2019/20,
approximately 167,834 students dropped out of primary school (Government and non-Government inclusive). Of the
15 Controller Auditor General (CAG) Report on the Education Sector 2021; Haki Elimu Review of Education; Education Sector Analysis
(ESA) 2021; World Bank Education Governance Report 2021.
16 BEST, 2021. In 2021, the region with the highest GER is Njombe (121 percent) followed by Tanga (113 percent), while Dar es Salaam
recorded the lowest GER of 32.9 percent. For NER, Njombe remains to hold the highest NER for preprimary (58.8 percent) and Dar es
Salaam with the lowest (14.9 percent).
17 ESA, 2021.
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students who dropped out, 42 percent were girls and 58 percent boys. Most students dropped out due to truancy 18
(97.5 percent); 0.7 percent (1,135) of girls dropped out due to pregnancy. Both demand and supply side factors are at
play and form serious barriers to schooling that especially effect boys and girls from the rural, poor, marginalized, and
vulnerable communities.
Figure 2: Schooling Profile
Source: ESA, 2021
14. Gender equality and girl’s empowerment require vigilant attention. Ensuring equality in education outcomes
for boys and girls—not just in terms of access but also in terms of learning outcomes as well as post-primary
opportunities for girls—requires close attention. There is a need for gender-sensitive pedagogy and teaching and
learning materials which encourage female participation and voice, especially in mathematics and science. The 2017
EGRA/EGMA report19 indicates that although girls outperform boys in reading, they are behind in mathematics. Only 2
percent of girls have reached the benchmark for math proficiency and 52 percent are non-performers (compared to 46
percent for boys). In 2019, fewer girls compared to boys reached the benchmark for addition and subtraction, and 57.5
percent of girls were ‘poor performers’ compared to 55.2 percent of boys20. Overall, about 77.1 percent of girls pass the
Primary School Leaving Examination (PSLE) which is below the average pass rate of 78.4 percent for boys. The
performance gap between boys and girls is more pronounced in specific regions. For example, in Kigoma, the boys’ pass
rate is 76.3 percent compared to 59.7 percent for girls; in Rukwa, the boys’ pass rate is 79 percent against 67.9 percent
for girls. Evidence suggests this could be driven by the teachers’ skills and capacity for adaptive teaching. A recent
teacher needs assessment conducted by the Government identified the need for continuous professional development
(CPD) for teaching at the right level, managing large classes, recognizing numbers, and introducing algebra for different
grades in primary. A recent UK Foreign Commonwealth and Development Office (FCDO)-implemented program
(education quality improvement program in Tanzania (EQUIP-T)) showed that with regular inset training, Kiswahili and
18 Truancy refers to irregular attendance. As per the Circular No. 5 (2011): Process of expelling students from primary and secondary
schools and teacher colleges, a student can be expelled if they are truant (not attending) for up to 90 days. The student will be expelled
from school after a formal meeting with the school board/ school committee.
19 United States Agency for International Development (USAID), 2018. Final Findings Report, 2017 Tanzania National Early Grade Reading
Assessment (EGRA), prepared by RTI International.

20 NECTA, 2019.
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math scores improved for girls in Standard 3, although the math scores increased at a slower pace. This shows the
importance of regular teacher CPD (TCPD) in improving girls learning. Further, an analysis conducted by the World Bank
identifies that persisting lower learning outcomes for girls in Standard 4 could be due to lack of school readiness (Asim
et al, 2019). The gender gap in learning outcomes has persisted over time, even though the overall learning outcomes
have improved. This suggests that factors outside of school, such as reduced household investments in girls, have an
impact on the readiness of girls to learn. Finally, gender stereotypes persist and manifest also in the lack of female role
models. While almost half of the primary teaching force is female, only 20 percent of primary head teachers were female
in 2019.21 COVID-19 could disproportionately impact girls and women as they tend to shoulder more household
responsibilities.
15. School safety cannot be taken for granted and gender-based violence (GBV) continues to occur in schools and
at home. Although most of the children felt safe at school, the prevalence of various types of violence in school settings
remains significant. A recent report from Haki Elimu (2020) showed that a large majority of the sampled 1,824 primary
and secondary school students had experienced violence in the last six months. Among the 919 primary students
included in the study, 35 percent had experienced psychological violence (36.5 percent for girls). Around 82.8 percent
of the psychological violence reported by girls occurred at school (79.7 percent for boys). Further, an average of 87.7
percent of students had experienced physical violence (92 percent for girls), and school remained the predominant
setting where physical violence was experienced by girls (82 percent of girls reported experiencing physical violence at
school). Finally, although fewer children experience sexual violence (below 10 percent) the prevalence continues to be
higher for girls, especially girls in Government schools. However, unlike physical and psychological violence, the main
setting for sexual violence was at home. These findings highlight the need to continue making schools safe for all children
by strengthening sexual and reproductive health education; training of teachers; provision of guidance and counseling;
grievance redress mechanisms (GRM); and close monitoring of children who are at risk. It is also important to strengthen
the communication and coordination between schools and parents so that everyone is on the same page and students
are safe in school and at home. A recent World Bank gender and GBV assessment for Tanzania identifies the importance
of working with adolescent girls, and specifically ensuring safe school environments22, to break social norms and enable
girl’s empowerment and gender equality23.
16. The school learning environment has deteriorated with declining education finance and increasing enrollment.
Since 2016/17, overall education financing has fallen in nominal terms and in proportion to Government budget.
Nominal education spending declined from TZS 4.8 trillion in 2016/17 to TZS 4.5 trillion in 2019/20 and the share of the
total education budget fell from 19 to 17.9 percent over the same period. The decline directly affects the preprimary
and primary subsector that saw a reduction of TZS 900 billion since 2016/17.24 Given enrollment expansion, primary
spending per student in Tanzania has fallen and is now less than US$100 (half of Africa average), translating into a
deterioration of the school learning environment, manifested especially in a shortage of quality education inputs at the
school level. In 2020, the national average pupil-teacher ratio (PTR) in Government primary schools was 61:1. The
national average for pupil-classroom ratio (PCR) was 75:1, with extreme regional variance, and two regions having PCR
of over 119:1. Schools in rural poor communities tend to be worse off compared to their urban counterparts. The
Government has set minimum infrastructure standards for all schools. However, in 2021 only 37 percent of preprimary
21 GoT BEST, 2019

22 Evidence from Uganda (Raising Voices) shows that the ‘Good Schools Toolkit’, which adopts a whole-school approach to prevent
violence, was able to reduce physical violence by 31 percent in the primary schools implementing the Toolkit (Devries et al, 2015).
23 World Bank, 2021 (forthcoming). Tanzania Gender and GBV Assessment.
24 AESPR, 2020
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and primary schools met this requirement.25 It is critical to reverse the decline in primary education spending and
safeguard the provision of minimum inputs needed for effective teaching and learning.
17. The TCPD framework that seeks to strengthen regular support for teachers through cluster-based and school-
based approaches and by leveraging technology was approved in 2020. In-service training for Tanzania teachers has
been ad hoc, supported by donor projects, and often delivered via cascade model without a school-level platform for
practicing and sustaining the newly acquired knowledge and teaching practices. Though there have been recent efforts
to establish communities of learning with positive results, they are small in scale and their sustainability is uncertain.
Findings from the Systems Approach for Better Education Results Service Delivery Survey 2016 showed that teachers in
Tanzania scored lower in English language composition as compared to their peers in Kenya and Uganda. In math,
Tanzanian teachers’ performance was comparable to Uganda but considerably worse than Kenyan teachers especially
in the upper primary and more complex part of the test. For instance, Tanzanian teachers had more difficulty in
interpreting data on a graph or Venn diagram. On classroom management and pedagogy, Tanzanian teachers scored
relatively high in classroom organization but between low and medium on instructional and emotional support.
18. Teacher competencies and quality of classroom teaching are closely related to student learning outcomes.
Evidence suggests that the most effective interventions work through teachers and that a competent teacher can
improve student learning by several years.26 While the Government recently approved the CPD framework for teachers
and advocated for school-based as well as cluster-based training,27 the framework has yet to be operationalized and
financed. Greater participation in school-embedded professional development is found to be associated with greater
impact on teaching, compared to professional development activities outside of the school.28 An additional area of the
new CPD framework, which is yet to be rolled out, is the training of head teachers and their academic deputies as
instructional leaders and other cross-cutting issues such as digital skills, gender, and climate change.
19. Tanzania could further strengthen its national capacity for curriculum design, implementation, and monitoring
and evaluation. Tanzania adopted a competency-based preprimary and primary curriculum since 2015 but has yet to
fully implement the curriculum and align teaching learning materials, pedagogy, and learning assessment. Established
in 1963, the Tanzania Institute of Education (TIE) is legally mandated to carry out curriculum review, implementation,
research, and evaluation. After having developed the new curriculum, TIE continues to develop and replenish textbooks,
teacher guides, as well as supplemental teaching learning materials. Equally important is for TIE to roll out teacher
training and ensure all teachers attain minimum knowledge and pedagogical competencies required to deliver the new
curriculum (link with CPD above), as well as to regularly evaluate the learning impact of the new curriculum and
pedagogy and provide a feedback loop back to curriculum. Further, with the emerging priorities in equipping students
and teachers with digital competencies, leveraging information and communication technology (ICT) to leapfrog
25 The minimum package includes at least eight classrooms (one for preprimary and seven for primary) and at least four pit latrines for
boys and four pit latrines for girls. Additionally, the school should have access to water and electricity. The calculations are estimates
from 2021 BEMIS data and need to be further strengthened to indicate special needs access latrines (at least one for boys and one for
girls is required as per drawings), teachers’ offices, and functionality of facilities.
26 http://documents1.worldbank.org/curated/en/235831548858735497/Successful-Teachers-Successful-Students-Recruiting-and-
Supporting-Society-s-Most-Crucial-Profession.pdf; http://www.oecd.org/education/school/43023606.pdf
27 Teaching and Learning International Survey and Program for International Student Assessment results indicate that effective
professional development often includes clearly articulated priorities, creating opportunities for teachers to observe, experience and try
new teaching methods, providing follow-up support sustained by school-based support or teacher learning communities (Teachers
Matter OECD, 2005; Barrera-Pedemonte, 2016).
28 Opfer, 2016: https://dx.doi.org/10.1787/5jlss4r0lrg5-en
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teaching and learning and achieving inclusive, gender-sensitive, and culturally appropriate education, substantial and
long-term investment needs to be made to strengthen the TIE’s capacity to carry out these mandates.
20. School closures and learning loss during the COVID-19 pandemic have underscored the need to improve system
resiliency through appropriate education technology such as e-library and learning management system to facilitate
equitable access to quality education content and provide a platform for teachers and students. Effective application
of digital technology in education can help distribute quality content more broadly and equitably for students as well as
teachers. The Government recognizes the importance of the integration of technology in education as a key factor that
can improve the quality of education. MoEST launched the ICT Policy for Basic Education in 2007 and tested several
platforms including technology-based pre-service teacher training in the 34 government-owned Teachers’ Colleges, and
a primary level ICT-based ‘Bridge IT’ project for course program in science, mathematics, and life skills. The integration
of technology in early grades of primary education (Standard 1 and 2) was also piloted by TIE in 2018/19, through
developing and broadcasting curriculum-aligned e-content in animated cartoon format to enhance pupil achievement
of 3Rs curriculum. These platforms however are currently stalled at the pilot stage and underutilized due to low
geographic coverage and lack of sustained investment in necessary human and physical capacity to sustain the
generation and distribution of quality education content. Quality content and platform is inadequate for preprimary and
primary education, as the language of instruction is Swahili while English tends to be the dominant medium for most of
the available online platforms. The crisis brought by the pandemic provides new impetus for education technology and
renewed opportunity to update the ICT policy and boost the capacity of TIE and the budding e-learning management
system.
21. The 3R learning assessment initiated in 2020 continued to re-orient the national assessment system towards
assessing pupil competencies. There is a need to continue strengthening the capacity of the National Examination
Council of Tanzania (NECTA) to carry out learning assessment for informing progress on student learning. There are high
percentages of pupils passing the Standard Four National Assessment which measures higher level of competencies in
3Rs. However, the low percentages of students reaching benchmark levels for early-grade literacy and numeracy skills
in EGRA/EGMA assessments is prevalent29. The national assessment results are not consistently translated and used to
inform future teaching and learning in the classroom, and as such, are not exploited to support low performing students
due to limits in capacity and technology. In addition, contextual information is not systematically gathered from their
teachers and families, which limits the ability of MoEST to identify key factors that impact low achieving students or
provide additional support as needed. The national assessment marking system is not digitized, and the assessment
results not analyzed across content area, cognitive process, and item type. As well, leveraging technology to improve
the quality and efficiency of assessment is of critical importance. To some extent, this limits the use of assessment results
to improve teaching and learning. Therefore, there is a need to strengthen the capacity of the NECTA in terms of human
resources and applying digital marking of assessment so that the results inform progress on student learning.
22. LGAs are responsible for basic education service delivery and have limited and varying financial and technical
capacity for planning, coordination, and management. Tanzania devolved funding and responsibility for basic
education to its 184 LGAs in the 1982 Tanzania Local Government Act. However, this is yet to be fully operationalized.
The Government recently drafted a new NDP (2019), as well as the Regional and Local Government Strengthening
Programme (2020) to operationalize the Act. While ward, district, and regional education officers have been put in place
by PO-RALG to aid decentralized service delivery, education policy and planning remain centralized at the national
level. Education financing at LGA level is split between earmarked funds from central level, over which LGAs have no
control, and 3-year Strategic Plans/Annual Plans for education development. The latter are financed by ‘own-source’
29 NECTA, 2019: https://onlinesys.necta.go.tz/cira/kkk/2019/REPORT_ON_READING_ARITHMETIC_AND_WRITING%20ASSESSMENT.pdf
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revenues which are determined by an LGA’s capacity for revenue generation, depending on its local economic and social
context, among other factors. The LGAs have had the greatest increase in student enrollment due to FBEP and require
extra support to bring them closer to national norms of education inputs, outputs, and learning outcomes. There is a
great variation in education financing and outcomes among the LGAs. Thus, the central Government complements the
financial needs to minimize the variations in education financing across the LGAs. There is also a need to continue
strengthening MoEST and PO-RALG coordination at LGA level. Case-in-point is that while the District and Ward Education
Officers (DEO and WEO) have the mandate and responsibility to carry out school supervision, the School Quality
Assurance Office under MoEST is mandated to carry out school quality assurance visits.
23. Strengthening school-based management is a core feature of improving governance for education service
delivery. Primary schools in Tanzania are led by head teachers under the oversight DEOs and WEOs of PO-RALG and
supported by School Committees (SCs). SCs are responsible for ensuring smooth running of the school including
supervision of construction and rehabilitation activities that are implemented through the force account procedures.
Parents are expected to engage in the management of schools through SCs, but there is limited capacity in fulfilling their
responsibilities, and training has been inadequate. Most head teachers and SC members have not had access to CPD.
Schools are required to develop annual Whole School Development Plans (WSDP). However, most schools need more
capacity building in planning and budgeting. A lack of clarity regarding the FBEP may also have inhibited parents and
community willingness to contribute financially. There is a need to continue creating awareness among the SCs on the
FBEP to ensure the community participates in school development activities. Tanzania received strong support from
development partners in the implementation of Education Sector Strategic Plan (2016-2021) including a multi-donor
Education Program for Results (EPforR) from 2014 to 2020/21 in mainland, with US$514 million in total financing (about
US$73 million annually), representing approximately four percent of the total education budget and 15 percent of the
education development budget annually. EPforR was the first ever results-based program in basic education, and it laid
a solid foundation for strengthening the education system. The current EPforR was extended by Swedish International
Development Agency (SIDA) and World Bank to provide one additional year of bridging support in 2021 before the next
phase of support becomes effective.
24. Several evaluations of the EPforR (2016-2021) point to many accomplishments and lessons learned. The
program supported the government’s FBEP. Much of the sector progress noted above can be attributed to EPforR.
Specifically, the program contributed to: (1) improving operational effectiveness and institutional capacity of MoEST
and PO-RALG; (2) improving capacity for evidence-based policy development and strengthening the data management
system; (3) strengthening the school quality assurance (QA) system; (4) ensuring schools receive capitation grants in a
timely manner; and (5) operationalizing inclusive education. Government ownership was a key determinant of the
program’s success and sustainability as EPforR was well embedded in the government’s institutional structure, systems,
and processes. Evaluation reports also highlight lessons learned from EPforR and ongoing challenges in the sector,
including the need to: (1) address infrastructure gaps especially in rural remote schools and in a evidence-based manner
that takes into account the population growth as well as quality standards; (2) increase focus on strengthening the
foundation of early childhood education; (3) strengthen the teaching profession and ensure teachers have access to
CPD; and (4) strengthen decentralized capacity for education service delivery at the LGA and school level. Further, the
COVID-19 pandemic brings renewed emphasis on the use of ICT and strengthening the digital capacity of the entire
sector not only for emergency and resilience but also for leap-frogging the education system to better serve national
industrialization goals.
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25. Building on the above analysis, the proposed Boost Primary Student Learning (BOOST) will support the GoT’s
ESDP 2021/22-2026/27,30 expected later this year with a focus on its preprimary and primary subsector. To continue
the tradition of harmonized Program for Results (PforR) approach, the GoT, with support from development partners
(World Bank, SIDA, UK Foreign Commonwealth and Development Office (FCDO), Korea International Cooperation
Agency (KOICA)), has already developed a new generation Education Program for Results II (EPforR II) for the next five
years to scale up successful initiatives and introduce new system reforms towards equitable access to quality learning
for all. Responding to the challenges and opportunities outlined above, and to continue improving learning outcomes
and student retention especially in rural and poor areas, the EPforR II design pivots towards investing in early years,
strengthening the teaching profession and teacher competencies through continuous professional development,
empowering LGAs for service delivery and contextualized solutions, leveraging education technology, and targeting
through a needs-based approach.
C. Relationship to the Country Partnership Framework and Rationale for Use of Instrument
26. BOOST supports the World Bank Group’s Tanzania Country Partnership Framework (CPF) 2018–2022 (Report
No. 121790-TZ) approved by the Board of Executive Directors on March 15, 2018 in the following three specific pillars:
(1) enhance productivity and accelerate equitable and sustainable growth; (2) boost human capital and social inclusion;
and (3) modernize and improve the efficiency of Government institutions. BOOST is fully aligned with IDA19 priorities
including a strong focus on human capital and infrastructure that directly benefits the poorest. BOOST aligns with the
World Bank’s global initiatives to improve human capital and reduce learning poverty by contributing to improving
equitable access to quality learning in preprimary and primary education in mainland Tanzania and to lay a strong
foundation for Tanzania to accumulate human capital and labor productivity in the long term.
27. The World Bank has been one of the key development partners supporting the whole spectrum of the
education sector in Tanzania. The World Bank brings substantial value added in supporting this program through its
ability to draw from extensive knowledge and operational experience in improving education access and equity as well
as quality and relevance globally and in Tanzania. The World Bank has been supporting Tanzania’s education system
since the 1960s. The EPforR laid the foundation for the FBEP. The Secondary Education Quality Improvement Project
(SEQUIP) focuses on support for ordinary and advanced levels of secondary education. The newly effective Higher
Education and Economic Transformation (HEET) Project and the Eastern and Southern Africa Higher Education Centers
of Excellence (ACE II) support longer term capacity development in the higher education sub-sector. The ongoing
Education and Skills for Productive Jobs (ESPJ) and the East Africa Regional Skills for Transformation and Regional
Integration (EASTRIP) supports the National Skills Development Strategy to improve the economic wellbeing and labor
productivity of the large youth population in Tanzania. BOOST will provide timely and dedicated support to early
foundation years of education including preprimary and primary education after the closure of the current EPforR.
Sustained support is needed as Tanzania moves into the next phase of education reforms that will scale up successes
and further build the system’s foundation. COVID-19 has negatively impacted Government revenue and fiscal capacity
and reduced bilateral assistance. The World Bank is well positioned to provide medium- and long-term support to the
sector in the wake of COVID-19 to help build back better.
28. BOOST adopts the PforR instrument with a complementary investment project financing (IPF) for technical
assistance and capacity building. In mainland Tanzania, MoEST has seven years of experience using results-based
30The ESDP is expected to be updated by the end of December 2021. The government completed the Education Sector Analysis (ESA) in
October 2021 and is now updating the ESDP based on the ESA findings and stakeholder consultations.
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financing and a harmonized approach working with the DPs. This has strengthened the country’s education as well as
fiduciary and safeguards systems, boosted Government ownership of the program, sharpened focus on results, and
reduced the transaction costs for the Government and the participating DPs. Through the use of Disbursement-linked
Indicators (DLIs) and Disbursed-linked Results (DLRs), the PforR instrument provides stronger focus on results and
outcomes and incentivizes government’s ownership and implementation of critical reforms and policies. The PforR
instrument further strengthens the use of country systems for Program implementation including fiduciary, safeguards,
and monitoring arrangements.
29. To strengthen capacity for the Government to implement a results-based operation, mitigate safeguards and
fiduciary risks, and to build technical capacity in core education agencies and LGAs, an IPF component is included in
BOOST to provide program management, technical assistance and capacity building, monitoring and evaluation, and
verification. Specifically, the IPF component will support: (1) program management and technical assistance (TA) to help
achieve DLRs, policy studies in emerging areas, monitoring, evaluation, and verification of results. (2) capacity building
in core education areas of curriculum, assessment, and teacher management; and (3) strengthening decentralized
service delivery capacity of LGAs and schools. The IPF instrument will also allow the Government to access technical
support in critical areas, organize capacity-building workshops, and undertake study visits that might not otherwise be
possible using country systems. It will also provide flexible and just-in-time technical assistance and allow MoEST, PO-
RALG, and its technical agencies to respond more swiftly to rapidly evolving situations such as in the case of COVID-19.
II. PROGRAM DESCRIPTION
A. Government Program
30. The GoT has put forward a new generation results-based program, the EPforR II for preprimary and primary
subsectors of education. The EPforR II aligns with the preprimary and primary education programs and targets already
contained in the ESDP 2016/17-2021/22 in three areas pertinent to the subsectors: (1) access and equity; (2) quality of
education; and (3) system structure, governance, and management. The EPforR II priorities and its DLI framework were
strengthened by the findings from the evaluation of EPforR (2016-2020), ESA 2021, as well as the 2021 Education
Governance Study financed by the World Bank. The Government considers the EPforR II to be the main vehicle of support
for preprimary and primary education. The Government confirmed that new initiatives under EPforR II including
preprimary education, PSSP, teacher CDP, ICT for education, and strengthening decentralized capacity are being
incorporated into the next five-year ESDP 2022-2026 expected later this year.
31. The EPforR II program has four substantive results and intervention areas: (1) improving public school learning
environment; (2) improving teacher competencies and classroom teaching; (3) strengthening education financing and
decentralized capacity for service delivery; and (4) improving retention, transition, and learning outcomes. The EPforR
II program (defined as the Government program) seeks to achieve a better balance between addressing existing gaps
on the access side, especially in underserved communities, and shifting the focus to improve quality of education service
delivery and learning outcomes.
32. The EPforR II program will continue to improve the coordination of activities in the primary education sub-
sector, with all participating DPs adopting a common program governance structure and program operations manual
(POM). Engagement with civil society organizations (CSOs) will be maintained and strengthened through the existing
education sector dialogue structure. Qualified CSOs will be eligible to bid for consultancies and TAs under the IPF
component through a competitive process.
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B. Theory of Change
33. Figure 3Figure 3: Results Chain and Theory of Change for EPforR II ProgramError! Reference source not found.
summarizes the EPforR II program’s theory of change and results chain, linking the main challenges identified, the
results areas included in the program scope, the program interventions, the expected outcomes, and overall program.
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Figure 3: Results Chain and Theory of Change for EPforR II Program
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34. Program boundaries: The PforR supports a significant portion of the Government EPforR II across the four
results areas. The PforR results areas (RAs) have been selected to leverage Government and other partner interventions
that will be critical for achieving the goals of the EPforR II. Table 1 and Figure 4 below provide an overview of the
boundaries of the EPforR II and the PforR Program. The government EPforR II overall cost is US$1,010 million, of which,
US$870 million is for the PforR Program and US$140 million for TA and capacity building. For the US$870 million PforR,
the Government will contribute US$302 million, BOOST PforR financing US$480 million, SIDA US$86 million, and KOICA
US$2 million. The contribution for TA and capacity building will come from FCDO (US$120 million, hereby “Shule Bora”
Programme, described below) and the BOOST IPF component (US$20 million).
35. Government contributions to the PforR program for the next five years are valued at approximately US$302
million in areas of school capitation grants, construction and maintenance of infrastructure, school quality and
supervision visits, PSSP, textbooks, teaching and learning materials, curriculum, and assessment. These do not include
the overall wage bill or the anticipated wages for the 50,000 new preprimary and primary teachers that the Government
plans to hire in the next five years.
36. SIDA and KOICA will continue to support the PforR Program. SIDA’s overall financing of US$86 million supports
eight DLIs mainly in RA1, RA3, and RA4, including strengthening Government systems for improved equity in how new
teachers, textbooks, and materials for inclusive education are allocated, increasing the teacher supply through
innovative approaches, and rewarding the achievement of outcomes in primary student retention, transition to lower
secondary education, and in improvement in 3R literacy and numeracy. KOICA provides US$2 million DLI financing to
RA4 (one DLI) to encourage the improvement in primary student retention and transition to lower secondary.
37. Within the PforR Program, there are eight DLIs that will be financed by the World Bank (BOOST). The BOOST
DLIs complement the government and other DPs to support investments and incentivize results in preprimary education;
sustainable teacher CPD including digital skills and leveraging technology; making schools safe, clean, and conducive for
learning, and further incentivize good education governance among the LGAs and strengthened school management.
38. FCDO and BOOST IPF will contribute to the Government EPforR II program by financing TA and capacity building
including independent verification. Being a strong partner in basic education, FCDO will support the overall EPforR II
through its Shule Bora programme31. FCDO will provide technical assistance and capacity building in nine regions of
mainland Tanzania: Singida, Katavi, Tanga, Kigoma, Rukwa, Mara, Simiyu, Dodoma, and Pwani. It will also pilot
interventions that focus on improved quality, inclusiveness, and safety of learning for boys and girls. In addition, FCDO
will finance learning and evaluation including an independent verification agent for selected DLIs for EPforR II. BOOST IPF
component will support project management, capacity building in core education agencies of curriculum, assessment,
teacher management, verification of results, as well as strengthening decentralized service delivery capacity among the
LGAs and school leaders.
39. In addition to FCDO, other development partners (DPs) will continue to support the sector. Several DPs,
including the Canadian International Development Agency (CIDA), USAID, United Nations Children’s Fund (UNICEF), and
United Nations Educational, Scientific, and Cultural Organization (UNESCO), support the sector through specific project
activities aligned with ESDP, but without using results-based approaches, and hence are not currently part of EPforR II.
31 FCDO funding for Shule Bora was authorised by the foreign secretary in September 2021. The five-year US$120 million programme
consists of three components: (i) technical assistance to strengthen the education system to deliver learning, teaching and inclusion
(girls, the disabled, and those from rural areas): (ii) The annual independent verification of results required for other donors to release
their performance related disbursements; (iii) demand driven impact evaluation to assess what works and why.
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Table 1: Program Boundaries
Program supported by the

Government program Reasons for non-alignment
PforR
FCDO no longer finances DLIs but
Title Education Program for Results II PforR Program remains a strong supporter of the
Government program.
US$1,010 million US$870 million
• PforR Program (US$870 • World Bank (BOOST -
million32) US$480 million33)
Overall Government, SIDA, and KOICA provide
World Bank IPF (US$20 • Govt of Tz (US$302
Financing co-financing for PforR Program
million) million)
• FCDO (US$120 million) • SIDA (US$86m)
• KOICA (US$2 million)
To improve equitable access to To improve equitable access to
quality learning in preprimary and quality learning in preprimary
Objective Aligned
primary education in mainland and primary education in
Tanzania mainland Tanzania
Aligned since the current EPforR
Duration 2021-2026 2022-2026
extended to cover 2021
All of mainland Tanzania with
Geographic targeted interventions in Priority engagement for the Bank;
All of mainland Tanzania
coverage infrastructure development, poverty focus, and resource constraint
preprimary, and PSSP
RA1: Improving public school
learning environment
RA2: Improving teacher
competencies and classroom
All aligned
Results areas teaching and learning RA1 – RA4
RA3: Strengthening decentralized
service delivery and school-based
management
RA4: Outcome DLIs
BOOST financing supports all DLIs
Disbursement 17 DLIs of which 8 DLIs are except teacher deployment, teacher
Linked 17 DLIs supported by World Bank supply innovation, primary textbook
Indicators (DLI) financing (BOOST) provision, and high-level outcome DLIs
which are being supported by SIDA.
32 Including US$480 million for World Bank BOOST PforR.

33 BOOST is a hybrid operation, and US$20 million is set aside for the IPF operation.
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Figure 4: Tanzania Preprimary and Primary Education through Education Program for Results II (US$1010 million)
ESDP 2022-2027 (under prep) FCDO World Bank IPF –

(US$120 million) (US$20 million)
World Bank PforR financing (BOOST)

Post-primary educ program (US$480 million)
EPforR II Govt financing (US$302 million)

(Government program) - US$1010
million
SIDA
(US$86 million)
KOICA
(US$2 million)
40. Program Expenditure Framework: The program will support the Government EPforR II program to improve
equitable access to quality learning in preprimary and primary education. The program expenditure framework
includes all necessary programs and expenditure items to fully implement RA1-RA4 of the PforR including both
development and recurrent expenditures, amounting to US$870 million over the next five years, excluding the wage
bill. The Government Medium Term Expenditure Framework (MTEF) projected to 2026 overall provides about US$302
million. The Government contributions are in the areas of construction and maintenance, capitation grants, as well as
teaching learning materials, curriculum, and assessment, PSSP, and LGA supervision. Table 2 provides the detailed
Program Expenditure Framework. Table 3 lists the financing contributions by various partners.
41. The program does not include any activities assessed to have a significant adverse impact on the environment
and/or affected people as defined in the World Bank Policy and Directive on PforR Financing, nor works, goods, and
consultancy contracts above internal thresholds. As part of the implementation support, the World Bank will screen
program activities to ensure that no high-risk activity is included in the program to ensure compliance with the PforR
policy requirements.
42. Recurrent funding predictability is relatively high per the Government MTEF. Government expenditures are
expected to increase over the next five years thus risks to the Program Expenditure Framework arising out of budget
constraints are low. DLI 7 in the PforR incentivizes the release of priority budget lines per the Program Expenditure
Framework. The BOOST Program cost is aligned with the GoT’s priorities at the national and LGA levels. Estimated
allocations by the GoT and annual expenditure projections are found to be reasonably adequate to support the program
framework. Implementing agencies are found to have reasonable capacity for budget planning and execution. Additional
measures are included in the Program Action Plan to strengthen the fiduciary systems.
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Table 2: PforR Program Expenditure Framework (2022-2026) (US$870 million)
* SIDA and KOICA funding can be used for any budget line that contributes to quality of education.
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Table 3: PforR Program Financing34
Source Amount % of Total

(US$ Million)
Government 302.00 34.70
SIDA 86.00 9.90
KOICA 2.00 0.20
IDA 480.00 55.20
Total Program Financing 870.00 100.00
C. Program Development Objectives and Level Results Indicators
43. The Program Development Objective (PDO) is to improve equitable access to quality learning in preprimary and
primary education in mainland Tanzania.
The PDO-level indicators are:

• Preprimary gross enrollment rate in the bottom quartile LGAs (DLI) (disaggregated by gender)35
• Primary survival rate in the bottom quartile LGAs (disaggregated by gender)
• Number of preprimary classes implementing developmentally appropriate teaching and learning package (DLI)
• Percent of Grade 2 students meeting minimum competency in literacy [Kiswahili] (Percentage) (disaggregated
by gender)
• Percent of Grade 2 students meeting minimum competency in numeracy (Percentage) (disaggregated by
gender)
44. The Program components: The BOOST Program supports the following three RAs and one accompanying IPF
component.
45. Result Area 1 (RA1): Improving Public School Learning Environment’ promotes increased access to safe, clean,
learning conducive, and environmentally friendly school environments for preprimary and primary pupils. RA1 adopts
a holistic approach to improving school environment that is beyond construction but also enforces adherence to
enhanced quality standards and creating a safe, clean, and learning conducive school environment. RA1 includes an
innovative PSSP that builds on existing Government and DP-supported programs including the SEQUIP with focus on
making schools safe and inclusive for all children. RA1 further emphasizes expanding access to the foundation year of
preprimary education for children who are 5 and 6 years of age. Thus, while RA1 mainly supports increasing access and
equity, it also contributes to quality of education. RA1 is structured around the following three sub-areas corresponding
to three DLIs which are national in focus; however, implementation will be phased based on agreed criteria and targeting
against needs:
• 1. Develop and execute a need-based infrastructure development plan (IDP) using enhanced construction
standards and community-based school construction approach to help more schools meet infrastructure
34 This Table is reflecting the PforR financing only, thus excludes the World Bank financing to the IPF operation, total USD$20 million.
35 Bottom quartile LGAs for PDO 1 and 2 are defined based on the bottom 46 LGAs recording the lowest preprimary GER or primary survival
rate. The baseline is recorded from 2020 and 2021 and every year the average rates will be recorded for the bottom 46 LGAs.
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needs. The program will upgrade the school construction standards so that a minimum of two preprimary
classrooms are included for every primary school following the model preprimary class design adopted in the
Global Partnership for Education (GPE) program, and ensure that the Water Supply, Sanitation, and Hygiene
(WASH) facilities are updated and in line with the health standards established for COVID-19. The designs will
pay particular attention to issues of inclusivity including responsiveness to gender and disability (see Box 1). In
addition, the designs will reflect principles of environmental and social sustainability, as well as mitigating
climate change. Adoption of energy efficient architectural elements, installation of smart energy appliances,
renewable energy sources, rainwater harvesting, and building techniques will be promoted to the extent
possible. The ‘updated’ minimum package is described in Box 1. Approximately 11,971 schools need to improve
their infrastructure to meet the updated minimum package. The largest infrastructure gap is classrooms.
Approximately 68.8 percent of these schools do not have enough classrooms, 70.5 percent do not have enough
latrines for boys, and 72.9 percent do not have enough latrines for girls36. Achieving this objective will entail
construction of new classrooms, schools, and construction of adequate WASH facilities, as per requirements
defined in Box 1. Meeting WASH requirements is of great importance considering the continued response to
COVID-19 safety, but also for ensuring girls’ retention and regular attendance in school. Through BOOST, the
Government will adopt a need based IDP that will guide construction and aim to construct at least 12,000
classrooms (and associated facilities) over program duration.
• Citizen engagement is a key component of the school construction, due to the use of community-based
construction and force account.37 The GoT has established technical, financial management, procurement, and
monitoring systems to use force accounts to allow communities to construct their own schools in a relatively
low cost but sustainable manner. Evidence shows that community-based construction increases the sense of
community ownership toward the school and is more cost-effective (World Bank, 2018). The process of
community-based construction using force account requires the school to first, establish a school construction
committee; second, engage local builders to apply for the tender and review the Bill of Quantity (BOQ), following
which a contract is put in place; third, the community is consulted and engaged throughout the process, able to
donate manpower, monetary or non-monetary voluntary contributions. Finally, the quality is maintained
throughout by regular monitoring visits from the district engineer, to ensure drawings, standards and the BOQ
are followed. Although the community cannot change the designs or guidelines, they will select representatives
to be on the school construction committee, receive feedback on progress, be involved in decision-making via
the SC meetings, and be engaged to contribute to the process to ensure a sense of ownership. The Government
has been using this approach as part of the ESDP I, and the value-for-money has been documented by World
Bank (2018) and independent audits38. Under BOOST, the community construction and force account will be
further strengthened with enhanced technical capacity at LGA level with standardized procurement templates
to ensure fairness and transparency, adherence to safeguards, and continuous training of the head teachers and
school committees via an updated school construction manual as part of the overall IDP.
36 BEST, 2020/21.
37 Force Account is defined in Regulation of the Public Procurement Regulations (2013) as: “A construction by the procuring entity itself or
use of public or semi-public agencies or department concerned, where procurement entity or the public or semi-public agency uses its own
personnel and equipment or hired labor.” Community Participation in procurement is defined in Regulation 168 as follows: “Where it is
desirable to: call for the participation of local communities or farmers’ groups, increase the utilization of local know-how and locally
manufactured products, employ labor-intensive methods and other appropriate technologies, the procurement procedures, specifications
and contract packaging shall be adopted to reflect such interest of objectives.”
38 CAG, 2021.
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Box 1: IDP with Updated Minimum Standards and School Construction Manual
Prior to construction, the Government will conduct a needs-assessment across LGAs, and the findings will inform the
development of a needs-based IDP (a foundational DLR). In constructing classrooms and associated facilities, the
Government will focus on areas of highest need and therefore ensure more schools meet the updated minimum standards
that include:
• Two classrooms for preprimary and seven classrooms for primary (one per grade). Classrooms will be fully
furnished. The design of the classrooms will include a block with two classrooms and a teacher office in the middle.
One of the rooms will be used as a reading room and another for storage. Furthermore, at least one of the
preprimary classrooms will adhere to the approved GPE ‘model classroom’ guide.
• Access to clean and safe water and electricity utility.
• WASH requirements: (1) at least four functional pit latrines for girls and four separate pit latrines for boys (these
pit latrines will need to be inclusive for students with special needs); (2) separate latrine blocks for girls, boys, and
teachers; and in alignment with Sustainable Rural Water Supply and Sanitation Program (SRWPSSP) (P163732); (3)
a designated and active menstrual counselor (female teacher or non-teaching staff); (4) at least one handwashing
facility for every 100 pupils; (5) incinerator; and (6) special room for girls for menstrual hygiene.
• Sustainable construction options such as use of rainwater harvesting will also be used when available.
• Functionality and maintenance plan for classrooms, reading room, and latrines. Latrines will be kept clean and in
good condition, and the task of maintenance will be shared equally among girls and boys.
• Natural fence to show the school grounds and ensure students are safe.
The contents and requirements of the IDP are described in more detail in the DLI verification protocol in annex 2 of the PAD
and will include (1) site selection based on needs, (2) number and types of facilities to build under the PforR, (3) updated
technical guidelines and designs (based on the principles of inclusivity), and (4) principles of community-based and force
account mechanism. The designs will ensure ramps are well designed for children with disability. Menstrual hygiene special
rooms and incinerators will be available for girls. The approved designs and guidelines will be included in an updated School
Construction Manual which will also provide updated guidelines on citizen engagement and consultation, fiduciary, and
safeguard requirements (including personal protective equipment (PPE) and contracting), the extended minimum package,
and monitoring and evaluation (M&E).
• 2. Make schools safer through PSSP: The Program will support the development and implementation of a
PSSP aimed at addressing violence and discrimination against children to ensure a safe and inclusive school
learning environment for boys and girls. Several safe school schemes are currently being piloted in various
geographical areas with support from partners. The Government intends to harmonize these schemes to
create one single Government PSSP aligned with the National Inclusive Education Strategy 2021/22-2025/26.
The program will, among other things, focus on seven core aspects (see Error! Not a valid bookmark self-
reference.). The PSSP will build on similar initiatives supported by SEQUIP and other partners including
UNICEF, FCDO, and non-governmental organizations (NGOs) and will be implemented by the Commissioner’s
Office as part of the National Inclusive Education Strategy. The PSSP will be rolled out in at least 6,000
targeted schools over the course of BOOST. Education indicators, such as drop-out, violence, low enrollment,
survival, and transition, will be used to select the 6,000 schools for the PSSP (see Error! Not a valid bookmark
self-reference.). The PSSP aims to reduce or abolish all forms of violence at the school level, while recognizing
the greater prevalence of violence against girls. It will strengthen coordination with communities and parents
to prevent violence at home and community at large.
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Box 2: Primary Safe School Program
The PSSP will include the following:

• Train, adequately equip, and empower teachers and head teachers on the teachers’ code of conduct, using
effective, gender-responsive pedagogy, and enforce positive discipline in the classroom. This aims to create a
learner-centered, positive, and safe classroom environment to allow pupils to learn and be accountable without
fear of physical disciplinary actions such as caning which is still a common practice. Additionally, it will close the
gender gap in pass rates for certain subjects, e.g., improving girls’ performance in math. Modules being
developed by TIE will be made available via their Learning Management System.
• Strengthen school-based guidance and counselling services, including supporting teachers and counsellors to
provide adequate support to pupils in cases of psychological, physical, or sexual violence. The counsellor will
improve their planning and reporting and inclusive GBV actions in the WSDP to provide adequate support,
response, and access to referral services related to sexual and reproductive health.
• Foster regular communication between the school administration/teachers and parents/guardians as well as the
community to advocate against all drivers of violence against children; provide practical advice on how best to
support children at home; and encourage proactive measures for pupils at risk of dropping out.
• Incentivize safe passage initiatives to and from school, especially in areas where this is a barrier to girls attending
school. This will be part of the school committee decision-making based on the risks and needs they identify.
• Develop or strengthen life skills clubs for girls and boys to develop leadership and conflict resolution skills;
empower girls and provide valuable life skills.
• Strengthen GRMs at the school level to ensure any grievances raised are appropriately recorded, processed, and
responded to. Improve students’ comfort in using GRMs.
• Improve monitoring for early identification of, and intervention for, girls and boys at risk of dropping out.
The 6,000 schools will be selected based on two criteria: (1) being in a LGA with a high drop-out rate, and (2) the ranked
order of a composite indicator representing school safety and attendance (including schools with high drop-out, low
attendance, and a high number of grievances being recorded). Furthermore, in the LGAs selected, the Government will be
encouraged to work with data (reports) from the child protection committee in the local area to identify communities where
there is a high number of cases of violence. Schools with the highest prevalence of violence and drop-out and in the lowest
access LGAs will be selected to receive PSSP. The selection of schools and detailed guide on the program will be elaborated
in a PSSP program document as a foundation DLR to be achieved in year 1 of the Program.
• 3. Improve access to preprimary education. BOOST will support a series of policies and innovative measures
to improve access to preprimary education. On the supply side, the measures include construction of two
preprimary classrooms per school as explained in RA1, but also the establishment of at least one model
preprimary school per region, as well as guidance and quality assurance needed to expand affordable high-
quality community or non-state sector (including civil society) provision of preprimary education to make it
more accessible for children in underserved regions to attend preprimary school. The interventions will be
buttressed with improvement in quality, coordination, data collection, and monitoring of preprimary
education service delivery. On the demand side, BOOST will support interventions including family and
community outreach, advocacy and mobilization campaigns in support of early childhood education. Special
attention will also be placed on early identification and support towards young boys and girls with disabilities.
Finally, BOOST will strengthen the coordination between MoEST and MoHCDGEC including data collection
and quality assurance for all forms of early childhood education.
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Box 3: Improving Preprimary Access
The interventions with potential to improve preprimary enrolment in underserved areas include, but are not limited to, the
following:
• Update the minimum infrastructure package for primary schools to add two classrooms of preprimary with age-
appropriate furniture and other internal fittings, with classrooms following the model design
• Public-private partnerships to promote early childhood and preprimary education provision
• Family and community awareness and mobilization campaigns for early childhood and preprimary education
• Establish one model preprimary school in each of the 26 regions of Tanzania
• Facilitate the design and delivery of extra-curricular ECE-focused childcare services (including play-based activities for
identifying children’s talents)
• Special interventions to recruit and accommodate children with disabilities
• Coordinate with the MoHCDGEC
• Integrate the data collection for all forms of early childhood education.
46. Result Area 2 (RA2): Improving teacher competencies and quality of classroom teaching. RA2 focuses on
improving teacher competencies and classroom teaching that are critical for improving student learning outcomes. RA2
will promote three results: (1) availability of a developmentally appropriate preprimary teaching learning package and
pedagogy; (2) a sustainable LGA-led cluster-based and school-based TCPD; and (3) using digital tools for continuous and
quality CPD and classroom teaching. The preprimary and CPD learning packages will integrate emerging gender,
environmental, and climate change issues, while materials with updated content on climate change and other topical
issues will be provided to the TRCs and selected hub schools. RA2 will allow for more regular TCPD on a range of modules,
from teaching at the right level to engaging all students and adopting gender-sensitive pedagogy to address low
performance of girls in math and other subjects. Teachers will be able to use the learning management systems (LMS),
school- and cluster-TCPD to be informed about the importance of inclusive pedagogy and developmentally appropriate
teaching to ensure supportive teaching practices.
• 4. Preprimary classes implementing developmentally appropriate teaching learning packages. While the
broader EPforR II will support the provision of textbooks and teaching and learning materials in grades 1-7
of primary education, BOOST will complement it by incentivizing the system to develop, adopt, and equip
teachers of preprimary classes with knowledge and skills, as well as resource the preprimary classrooms with
age-specific teaching-learning materials for quality instruction. Special focus will be put on child-centered,
play-based, gender sensitive and inclusive pedagogy and materials to support the development of socio-
emotional and cognitive skills necessary for the child to be fully prepared to engage in the teaching-learning
processes at Grade 1 (Standard 1). The materials package will include teacher guides, activity guides, and
different age-appropriate items that facilitate child development and social interaction including
manipulatives, story books in Swahili, numeracy, and science materials to help teachers create an
environment conducive to learning (e.g., reading corners, posters to create “talking classrooms” and support
to use local materials). Effective implementation and measurement will necessitate strengthening of the
quality assurance system at the system and service delivery levels, the establishment of a feedback loop into
the preservice training programs for preprimary tutors and teachers, ongoing support and TCPD for
preprimary teachers, and the development of an assessment framework for teachers of preprimary.
Instructive audio instruction (IAI) can be a useful tool to scaffold high quality classroom sessions and to serve
as an on-the-job teacher training mechanism. This activity will remain national in scope; however,
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implementation will be phased and targeted to ensure results are achieved and the quality of preprimary
teaching and learning enhanced.
Box 4: Preprimary Classes Implementing Competency-based Teaching Learning Packages
The interventions package may include but is not limited to the following:
• Review of the preprimary learning framework to ensure responsiveness to age-specific learning needs of preprimary
children aged 3-5 (according to the Tanzania Education Training Policy (ETP) (2014).
• Development of age-specific teaching-learning materials responsive to the preprimary learning framework including
teacher guides and activity guides.
• Development and endorsement of a preprimary teachers training program (for all teachers irrespective of qualification
and prior training) embracing effective, innovative, and gender-sensitive teaching-learning practices to deliver the
updated age-responsive curriculum framework.
• Supply of teaching and learning materials, resources, and equipment for supporting schools to be resource-rich
environments for early childhood education.
• Integrating the elements of the age-appropriate learning package into MoEST’s Quality Assurance system at the
system and regional levels including requisite capacity development.
• Monitoring delivery of preprimary education using a Quality Assurance Framework Protocol.
• Building the capacity of tutors on modern techniques and interactive methodologies in the preparation of preprimary
schoolteachers including an assessment mechanism for teachers to support development of their competencies in
preprimary instruction.
• Creation and rollout of an IAI program that can be delivered via schools or within communities to facilitate high quality
classroom (or community-based) sessions and provide teacher training (will require program development, purchase
of radios and airtime, if needed).
• Develop and implement a framework for coordination, monitoring, and evaluation of preprimary education including
capacity development programs at the system and sub-national levels.
• Establishment of reading corners for preprimary learners.
• 5. Carrying out sustainable TCPD plans at the cluster and school levels. This DLI will incentivize the
implementation of CPD at cluster and school levels, led by LGAs. The Government approved a National TCPD
Framework in 2020 and is now developing a national CPD implementation plan as well as practical guidelines
for LGAs to operationalize its ambitious and comprehensive approach to TCPD. The key shift of the approach
is that LGAs will be responsible for planning and implementing the CPD based on their needs, with guidance
from the MoEST. This DLI will incentivize LGAs to conduct their own needs assessment, develop, and
implement LGA-wide CPD via (1) cluster-based training sessions among communities of learning (CoL) at the
lowest administration unit-ward level organized around teacher resource centers (TRCs) and hub schools;
and (2) regular weekly school-based teacher support through CoL at school level that has dedicated time in
the school calendar and a semi-structured work program. The cluster approach could be facilitated by
trainers from teacher training colleges and TIE and consultants whenever appropriate to cover cross-cutting
topics or topics that represent common challenges such as gender sensitive pedagogy (a key strategy to
empower girls and improve girls learning outcomes39), climate change, and digital competencies. The school-
based TCPD on the other hand, is one of the main innovations, providing teachers with targeted resources
and a forum to discuss challenges, have opportunities to share, practice, learn from one another, and
improve. The first year of the BOOST program will pilot school-based TCPD in one LGA in each of the 26
39 Support will be provided to girls for improving scores in mathematics.
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regions. Lessons learnt from the pilot will be used to scale up the intervention in the remaining LGAs.
Teacher’s participation in TCPD will be linked with their progression on the career ladder.
Box 5: School-based Teacher Continuous Professional Development
At the school level, school-based TCPD is a CoL comprised of teachers of similar subjects. In small schools however, teachers
of all subjects can form one CoL. In larger schools, the groups can be further divided by grade. Each group has a TCPD
facilitator who is responsible for organizing the activities and introducing novice teachers to the active learning community.
The TCPD facilitator is also held accountable for the overall teacher development of the group. The groups normally meet
for two to three hours every week. The TCPD facilitators will participate in the cluster level facilitator session once a month.
In every school level CoL, the major activities include:
• Lesson preparation, demonstration, class observation, discussion, and reflection
• Coaching and mentoring by senior teachers for junior teachers and volunteer teachers
• Induction and mentoring of new teachers
• Action research on new subject content and pedagogical practices
• Teacher performance evaluation by teachers within the same group, based on the frequency, intensity, and
achievements of the group activities.
• 6. Leveraging ICT to support teachers and classroom teaching. The DLI will incentivize the use of ICT for TCPD
and for classroom teaching. The Government is updating its ICT strategy for the basic education sector with
support from the SEQUIP project. BOOST will complement this effort by supporting the development of a digital
competency framework for primary teachers and students which will guide the development of a preliminary
ICT package that can be used both for TCPD and for classroom teaching and learning. Due to the high cost of
such provision and the fact that only select primary schools have access to electricity and connectivity, the
rollout of this package will initially target Government-designated active TRCs as well as hub schools that will
serve as cluster schools. The ICT package will be developed in consultation with the Ministry of Communications
and Information Technology (MoCIT) and will align with the Government ICT Strategy in Education to be
approved by the end of December 2021.
• In addition, the national LMS hosted by the TIE will be strengthened to integrate with the existing e-library to
host curriculum-aligned teaching learning resources that will include digitized textbooks, micro teaching videos,
formative assessment item banks, supplemental reading materials, and access links to other resources such as
the Global Digital Library. TIE capacity for curriculum and materials development in Swahili will be strengthened.
A learning dashboard will be established to maximize teacher-to-teacher, teacher-to-student, and teacher-to-
coach interactions. The options of cloud-based and mobile accessible LMS will be considered. The ICT and LMS
package will allow for offline and online capabilities. The Government will require technical assistance to
support this intervention as well as build capacity within MoEST, PO-RALG, TIE, and NECTA.
47. Result Area 3 (RA3): Strengthening education financing and decentralized service delivery capacity. RA3
focuses on safeguarding education financing and strengthening governance and management efficiency. RA3 will be
achieved through incentivizing two results: (1) release of funds to priority preprimary and primary budget lines; and (2)
strengthening decentralized capacity for service delivery at LGA and school level by incentivizing LGA and schools to
adopt a set of minimum good governance and school-based management practices in planning, supervision, community
engagement, financial management transparency, and use of school information systems.
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• 7. Ensure release of funds to priority primary budget lines.40 According to the recent Controller Auditor General
(CAG) report, although funds flow to the respective ministries, they are often too late in the year to be used by
the beneficiaries. Further, there has been a reduction in the effective per student expenditure in primary
education. This DLI will incentivize the fund flow to the various agencies and levels of Government to ensure
priority activities for improvement of quality of education are executed as planned based on the Program
Expenditure Framework. Selected from the overall expenditure framework for heightened annual monitoring
and incentivizing, priority budget lines include but are not limited to capitation grants, school maintenance,
school quality assurance, CPD, and provision of teaching-learning materials. Priority budget lines will be
discussed and agreed on an annual basis.
• 8. Strengthening of LGA education governance and school-based management: This DLI will incentivize the
184 LGAs to fulfill minimum good governance criteria necessary to improve education services delivery. As the
responsibilities for education service delivery continue to be decentralized—including responsibility for planning
and implementing LGA-based TCPD and PSSP activities—LGAs will have to ensure adequate systems and
capacity for planning, budgeting, and school supervision, with transparency of information and citizen
engagement. The minimum education good governance criteria will be developed in the first year and expected
to capture five dimensions of performance at LGA level: (1) education sector planning based on school
development plans; (2) regular and effective school supervision; (3) internal audit; (4) construction
management; and (5) citizen engagement. The criteria for LGA education good governance and improved
school-based management are summarized in Box 6 below. Throughout the EPforR II, LGAs will be assessed
annually and when deemed fulfilling minimum performance assessment, the Government will receive DLI funds
which are expected to be transferred to LGAs to reward performance. However, part of the resources of the
program might be distributed among LGAs in accordance with equity principles. The funding allocation details
will be explained in the program operations manual. The measurement criteria for LGA good governance in
education will be developed in the LGA Education Good Governance Manual during the first year, in alignment
with Local Government Finance Act, Public Finance Act, Internal Audit Guidelines, LGA Institutional Risk
Management Framework and other regulations applicable in the United Republic of Tanzania.
• The LGA performance criteria interlink and reflect school-based management practices. LGAs are responsible
for ensuring that schools adhere to updated school-based management manuals that cover fundamental
principles of school management in the Tanzania context. The School Management Manual will build on the
Head Teacher Guidelines developed by the Agency for Development of Education Management (ADEM) to
update the main elements of school management and clarify the roles and responsibilities of head teachers,
deputy head teacher, as well as school committees. Key elements of school management include (1) planning;
(2) financial management; (3) data collection and use; (4) personnel and property management; (5) curriculum
implementation and instructional leadership, (6) community outreach, and (7) student welfare, and other
relevant programs being implemented such as TCPD and PSSP. The Manual will also include basic insights on
gender, educational technology, climate change mitigation and adaptation principles that deserve the attention
of school managers for quality service delivery. Schools will be supported to enhance community engagement
by fully operationalizing the school management committees. Strengthening school-level governance through
school committees will significantly enforce accountability and transparency at school level, and boost
community ownership in ensuring sustainable improvement in education services delivery.
40 Preprimary budget is included in the primary budget.
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Box 6: LGA Education Good Governance and Strengthened School-based Management Criteria
DLI Thematic Area LGA and School Good Governance Criteria

(1) Education sector planning based • Consolidate WSDP into LGA level education plan and
on school development plans approved by Council.
• Ensure all schools have functional School Committees that
conduct all scheduled meetings with the right quorum to
discuss issues relating to improving teaching and learning
environment in line with the approved WSDP; and minutes
are documented.
(2) Regular and effective school • Carry out regular supervision visits to all schools to ensure
supervision schools adhere to updated School-based Management
Measuring LGA
Manual (WSDP) in place, GBV mitigation actions, use of
education good
school information system (SIS) data in decision-making,
governance and
quarterly publication of financial reports, management of
strengthened
safe schools, TCPD, and other special initiatives).
school
(3) Internal audit • Percentage of schools covered by the internal auditor and
management
internal audit reports presented to the Council Finance
Committee. It is the requirement to conduct internal audit
reviews on quarterly basis.
(4) Construction management • Quarterly monitoring and reporting of force account
construction in schools per standard operating procedure
(SOP) established to ensure compliance with Government
guidelines and specifications.
(5) Citizen engagement and GRM • LGA prepares an annual report on the complaints received
and resolved by the schools under its jurisdiction.
D. Disbursement Linked Indicators and Verification Protocols
48. The main financing instrument of BOOST is PforR, hence disbursement of the PforR program will be contingent
on the achievement of specific results. A total of eight DLIs and their respective financing have been agreed with the
Government and summarized in Table 4. Detailed DLIs, annual DLRs, allocated amounts and scalable formulae applicable
are presented in Table 5.
Table 4: Summary of BOOST Disbursement Linked Indicators
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Result Area DLIs IDA

US$ million
Improving public school 1. Need-based Infrastructure Development Plan executed 150
learning environment
2. Primary schools implementing Primary Safe School Program 50
3. Increase in Preprimary gross enrollment ratio 50
Improving teacher 4. Preprimary classes implementing developmentally appropriate teaching and learning 50
competency and quality packages
of classroom teaching 5. LGAs implementing cluster and school-based teacher continuous professional development 60
programs
6. Number of hub schools/ Teacher Resource Centers roll out ICT curriculum package enabled 50
with Learning Management System
Strengthening financing 7. Budget allocation in support of key Program activities is maintained or increased 20
and decentralized service
delivery 8. Number of LGAs compliant with good education governance criteria 50
Total Amount 480
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Table 5: BOOST Disbursement Linked Indicators, Disbursement Linked Results and Allocated Amounts and Scalable Formulae Applicable
DISBURSEMENT-LINKED RESULTS
DISBURSEMENT LINKED
INDICATORS RESULTS TO BE ACHIEVED IN RESULTS TO BE ACHIEVED IN RESULTS TO BE ACHIEVED IN RESULTS TO BE ACHIEVED IN RESULTS TO BE ACHIEVED IN
FY2021/22 (YEAR 1) FY2022/23 (YEAR 2) FY2023/24 (YEAR 3) FY2024/25 (YEAR 4) FY2025/26 (YEAR 5)
1.1. MoEST has prepared

and adopted a school
1. Need-Based Infrastructure
Infrastructure Development Plan 1.2. PO-RALG has built 12,000 classrooms with their respective associated facilities as per the Infrastructure
Development Plan providing for an Extended Development Plan
Executed Minimum Infrastructure
Package for preprimary
and primary schools
Allocated Amounts SDR 7,066,000 SDR 8,243.67 per every classroom with their respective associated facilities built
2. Primary schools
2.2. *1,000 primary 2.3. *2,500 primary 2.4. *4,500 primary 2.5. *6,000 primary
implementing Primary 2.1. MoEST has developed
schools have schools have schools have schools have
Safe Schools Program and approved a PSSP
implemented the PSSP implemented the PSSP implemented the PSSP implemented the PSSP
(PSSP)
SDR 2,229 per year per SDR 2,220 per year per SDR 2,220.22 per year per SDR 2,220 per year per
Allocated Amounts SDR 4,240,000 school that has school that has school that has school that has
implemented the PSSP implemented the PSSP implemented the PSSP implemented the PSSP
3. Increase in preprimary 3.5. *Percentage point of

3.3. *Percentage points of 3.4. *Percentage point of
gross enrollment ratio 3.2. *Percentage points of increase in preprimary
increase in preprimary increase in preprimary
(“GER”) 3.1. Percentage points of increase in preprimary GER in academic year
GER in academic year GER in academic year
increase in preprimary GER in academic year 2026 over the greater of
2024 over the greater of 2025 over the greater of
GER for academic year 2023 over the greater of any of the GERs achieved
any of the GERs achieved any of the GERs achieved
2022 over baseline the GER achieved in in academic years 2022,
in academic years 2022 or in academic years 2022,
(i.e.76.9%) academic year 2022 or the 2023, 2024 or 2025, or
2023, or the baseline GER 2023 or 2024, or the
baseline GER -i.e., 76.9% the baseline GER -i.e.,
-i.e., 76.9% baseline GER -i.e., 76.9%
76.9%
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DISBURSEMENT LINKED
Allocated Amounts SDR 436,172.84 per every 0.1%-point increase
4. Preprimary classes 4.1. MoEST has developed

implementing and approved
developmentally developmentally 4.2. 12,000 preprimary classes (in different schools) have rolled out [the developmentally appropriate teaching and
appropriate teaching appropriate teaching and learning packages]
and learning packages learning package, and a
teacher training program.
Allocated Amounts SDR 7,066,000 SDR 2,355.33 per class
5.1. *At least 26 LGA (one

5. LGAs implementing 5.2. *50 LGAs have 5.3. *93 LGAs have 5.4. *140 LGAs have 5.5. *184 LGAs have
in each Region), have
cluster and school-based implemented school- implemented cluster and implemented cluster and implemented cluster and
implemented cluster and
teacher continuous based continuous school-based continuous school-based continuous school-based continuous
school-based continuous
professional professional development professional development professional development professional development
professional development
development programs program programs. programs. programs.
programs.
Allocated Amounts SDR 85,995.94 per every LGA having rolled out the continuous professional development programs in the respective year.
6. Number of hub schools 6.1. MoEST has developed

and teacher resource and approved a primary
centers that have rolled school digital competency 6.2. 800 hub schools and/or teacher resource centers have rolled out ICT packages enabled with learning
out ICT packages, framework and ICT management system
enabled with learning package for teachers and
management systems students.
Allocated Amounts SDR 5,653,000 SDR 37,096.25 for every hub school and/or teacher resource center
7. Budget allocation in 7.1. *MoFP has 7.2. *MoFP has 7.3. *MoFP has 7.4. *MoFP has 7.5. *MoFP has
support of key Program appropriated sufficient appropriated sufficient appropriated sufficient appropriated sufficient appropriated sufficient
funds for the priority funds for the priority funds for the priority funds for the priority funds for the priority
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DISBURSEMENT LINKED
activities is maintained budget lines for the budget lines for the budget lines for the budget lines for the budget lines for the
or increased preprimary and primary preprimary and primary preprimary and primary preprimary and primary preprimary and primary
sectors in the FY2021/22 sectors in the FY2022/23 sectors in the FY2023/24 sectors in the FY2024/25 sectors in the FY2025/26
budget, in consistency budget, in consistency budget, in consistency budget, in consistency budget, in consistency
with the expenditure with the expenditure with the expenditure with the expenditure with the expenditure
framework for the framework for the framework for the framework for the framework for the
Program. Program Program Program Program
Allocated Amounts SDR 2,826,400 SDR 2,826,400 SDR 2,826,400 SDR 2,826,400 SDR 2,826,400
8. Number of LGAs in 8.1. MoEST has developed

8.2. *184 LGAs have 8.3. *184 LGAs have 8.4. *184 LGAs have 8.5. *184 LGAs have
compliance with good and approved the LGA
complied with the LGA complied with the LGA complied with the LGA complied with the LGA
education governance Education Good
Education Good Education Good Education Good Education Good
criteria Governance Manual and
Governance Manual Governance Manual Governance Manual Governance Manual
School Management
through FY2022/23. through FY2023/24. through FY2024/25. through FY2025/26.
Manual
SDR 3,533,000 for each of

SDR 38,402.17 per every SDR 38,402.17 per every SDR 38,402.17 per every SDR 38,402.17 per every
the LGA Education Good
LGAs in compliance with LGAs in compliance with LGAs in compliance with LGAs in compliance with
Governance Manual and
Allocated Amounts the LGA Education Good the LGA Education Good the LGA Education Good the LGA Education Good
the School Management
Governance Manual Governance Manual Governance Manual Governance Manual
Manual upon their
throughout the Fiscal Year throughout the Fiscal Year throughout the Fiscal Year throughout the Fiscal Year
respective approvals
Note: *These DLRs are time-bound.
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49. The DLIs and DLRs will be verified by one or two independent verification agencies (IVA), per the verification
protocol established under the Program. As agreed with the Government and EPforR II partners, several common DLIs
such as DLIs 2, 5 and 7 may be verified by the IVA contracted by FCDO. The government will also contract or engage a
second IVA to verify BOOST DLIs not covered by FCDO under terms of reference satisfactory to World Bank. The DLIs
will be verified primarily through pre-identified disclosed data sources (e.g., BEST, SQA reports, 3R results, and relevant
administrative documents etc.) and complemented by surveys of randomly sampled beneficiaries and field validation
visits to randomly sampled program sites. The annual IVA reports will serve as the basis for assessing progress towards
the achievement of the DLI targets, and for disbursement authorization by the World Bank for the PforR part of BOOST.
Funds released against the DLIs will be deposited in two dedicated accounts, one in MoEST and the other in PO-RALG,
based on the proportions agreed for each of the DLIs.
50. BOOST Program IPF component (US$20 million). The IPF component of BOOST will finance program
management, TA, as well as short and long-term capacity development within the Government Ministries, and technical
and implementing agencies including the LGAs. The IPF activities follow World Bank procurement and financial
management as well as World Bank’s Environment and Social Framework (ESF). The IPF component has the following
three subcomponents:
• Subcomponent 1: Project Management, Policy Development, Monitoring & Evaluation, and DLIs/DLRs
Verification (US$10 million). This subcomponent will finance the operational costs associated with
coordination, implementation, technical assistance and capacity building, verification of results, monitoring, and
evaluation of program activities at the national (MoEST, PO-RALG, and MoFP) and LGA levels. This includes
consultancies, travel, workshops, and purchase of vehicles and office equipment. It will also finance technical
assistance needed to help achieve all DLRs, conduct beneficiary surveys and evaluations on program
interventions including but not limited to an in-depth study on the schooling needs and barriers for the
marginalized and vulnerable communities, and a beneficiary survey of the PSSP. Finally, it will finance the
independent verification of DLIs not covered by the FCDO IVA. MoEST and PO-RALG will be jointly responsible
for this sub-component.
• Subcomponent 2: Capacity Building in Curriculum, Learning Assessment and Teacher Management (US$5
million). This subcomponent will finance short and long-term capacity building of TIE its management and
subject experts on curriculum and syllabus development and instructional design, development of teaching
learning materials including digitized ones, curriculum implementation, research, and evaluation. Cross-cutting
areas of curriculum including environmental training and social risk management, as well as sexual and
reproductive education, persons with disability (PWD), and education for vulnerable and marginalized groups
(VMG) will also be included. It will also finance activities to strengthen capacity of NECTA on learning
assessments. There will be short- and long-term training, updating of item banks, as well as upgrading of e-
marking system. Twinning arrangement with internationally renowned institutes of education will be procured
to provide long-term partnership to TIE and NECTA. Finally, it will support the Teacher Service Commission to
develop teacher policies and career ladders that will strengthen the quality of the teaching profession by linking
career ladders with CPD and teacher appraisals. MoEST and PO-RALG will be responsible for this subcomponent.
• Subcomponent 3: LGA Education, Leadership and Management Capacity in Program Delivery (US$5 million).
This subcomponent will strengthen the LGA education leadership and management capacity through training
the WEOs, School Quality Assurance (SQAs), DEOs, Regional Secretariats (RS), and Regional Education Officers
(REOs), and school head teachers and deputy head teachers. Approximately 17,000 will receive training under
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this subcomponent. This is different from the PforR DLI8 which incentivizes LGAs to achieve a set of minimum
good governance indicators defined in
•
• Box 6. It will support capacity-building programs designed to address the gaps identified from a need’s
assessment. The training programs will therefore be adapted based on the outcome of the needs assessment
but will include strengthening in: (1) better understanding of the legal and policy framework; (2) adherence to
code of conduct concerning the rights of all children; and (3) abolishing all forms of prejudice and violence
including GBV against children, PWDs, VMGs, and pregnant girls. FCDO will focus on nine regions and select
LGAs while BOOST IPF will focus on the other regions and LGAs. PO-RALG will be responsible for this
subcomponent; ADEM will be the lead facilitator of the trainings, with additional training providers procured
through national competitive bidding from the eligible universities, Teacher Training Colleges, as well as
qualified NGOs, CSOs, and the private sector. This sub-component will also support the purchase of office
equipment, vehicles, and any material relevant to support effective implementation and oversight of the
program at LGA level.
51. The main implementing agencies for the IPF component include MoEST and PO-RALG. Correspondingly, two
IPF designated accounts (DAs) will be established, one for MoEST and another for PO-RALG. The TIE, NECTA, Teacher
TSC, and ADEM are the technical agencies that will implement and benefit from IPF subcomponents 2 and 3. The
management and content of the IPF will be complementary to the parallel technical assistance being supported by FCDO
and others.
52. An annual work plan and procurement plan are required of all implementing units and will be consolidated by
the National Project Implementation Unit (NPIT) to be reviewed by TC or its sub-committees and approved by the
Program Steering Committee (PSC) and cleared by World Bank via no objection. An initial procurement plan for the
first 18 months has been approved and will be updated throughout implementation. When relevant, technical assistance
and capacity building will be packaged into reasonable contracts and bids will be invited via national competitive bidding
so that universities, CSOs, NGOs, and private sector that meet the eligibility criteria will be able to compete and deliver
the service. The details of the IPF component will also be included in a separate section of the POM to be developed
prior to effectiveness.
III. PROGRAM IMPLEMENTATION
A. Institutional and Implementation Arrangements
53. For both PforR and IPF, the implementation of BOOST is guided by the Government institutional arrangements
in basic education and is organized for sector dialogue, strategic leadership, technical committee, and program
implementation at national and LGA levels. A critical feature of the implementation arrangements is that the two
sector-leading ministries (MoEST and PO-RALG) are jointly involved in shaping the strategic direction of the program
and implementation coordination at all levels. This arrangement will enhance participation of all relevant ministries in
critical decision-making and issues resolution while breaking down any silos that might affect program performance and
overall services delivery. The specific levels of the implementation and their composition are described below and in
Figure 5.
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54. Sector dialogue: The GoT has established a sector dialogue structure to work with various education
development partners and CSOs and coordinate education development efforts. The ESDP (both existing one and the
new one to be updated) provides the overall framework and defines key performance indicators (KPIs) across the
subsectors, to which all DPs are committed. Government, DPs and CSOs form the Education Sector Development
Committee (ESDC), which is the sector mechanism for coordination, monitoring, and policy discussions, and through
which the performance towards the ESDP is tracked. The ESDC is supported by several technical working groups, which
include Government, DPs, and NGOs active in the sector-specific areas. As part of this structure, Annual Joint Education
Sector Reviews (AJESR) and field visits are organized in which partners participate, jointly monitor performance, and
provide feedback. The Government will continue to strengthen and streamline the operation of ESDC to ensure active
participation of CSOs, DPs, and NGOs.
55. Strategic leadership: A Program Steering Committee (PSC) led by Permanent Secretary (PS) of MoEST as Chair,
PS PO-RALG as Co-Chair, including PS MoFP, PS MoWI, PS MoHCDGEC, Health, PS MoCIT, and PS President’s Office -
Public Service Management and Good Governance (PO-PSMGG) as members, and Director of Policy Planning (DPP)
MoEST (Secretary) and DPP PO-RALG (Co-Secretary). The PSC will meet at a minimum twice a year. The mandates of PSC
are to review and assess progress and performance of EPforR II and approve fund releases, specifically:
• Approve the annual EPforR II work plan and budget by October for the following year
• Approve bi-annual fund release requests (October, May)
• Approve the annual EPforR II report (released in December)
• Review progress in achieving the DLIs
• Interrogate and endorse reports substantiating and validating the performance assessment including the
Independent Verification Reports
• Approve annual work plan and budgets for the EPforR II technical assistance programs including BOOST
IPF component
• Approve POM and its amendments.
56. Technical committee: A Technical Committee (TC) led by DPP MoEST (Chair), DPP PO-RALG (Co-chair), and
consisting of Commissioner for Education MoEST, Director of Special Needs MoEST, Director of Teacher’s Education
MoEST, Director of School Quality Assurance MoEST, Director of Basic Education MoEST, Director General TIE, Executive
Secretary (ES) NECTA, Chief Executive Officer ADEM, Director of Education Administration PO-RALG, Assistant Director
Pre and Primary Education PO-RALG, Assistant Director for Special Needs PO-RALG, ES Teachers Service Commission,
Project Coordinator (PC) MoEST (secretary), PC-PO-RALG (Co-secretary) and representatives from MoFP, MoWI,
MoHCDGEC, PO-PSMGG and MoCIT will be established. The TC and its sub-committees will work as machinery for the
Project Steering Committee and meet regularly to review project plans, activities, reports, policies and manuals
developed as part of the Program, as advised by the PSC and make recommendations to the PSC for final adoption.
57. A National Project Implementation Team (NPIT) will be established in MoEST, co-led by the DPP MoEST and the
DPP PO-RALG, assisted by one PC MoEST, one PC PO-RALG, Assistant PC (one respectively, MoEST and PO-RALG), and
comprised of specialists in financial management (accountant), procurement, safeguards (one environmental and one
social with GBV knowledge), monitoring and evaluation, inclusion and diversity, ICT, and SQA. The NPIT will be
responsible for the management and coordination of the EPforR II and BOOST. The NPIT will convene DLI working groups
from relevant departments of MoEST, PO-RALG, TIE, NECTA, TSC, ADEM, and LGAs to ensure program planning and
implementation as needed. The NPIT will also facilitate the PSC and TC meetings and work closely with the EPforR II DPs
and technical assistance consultants.
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58. An LGA-level Project Implementation Team (LPIT) will be established in each of the participating LGAs. The LPIT
will be led by the District Education Officer (DEO) and assisted by a team comprised of SQA officer, WEO representative,
LGA finance, procurement, social welfare, and community development officers, as well as representatives of head
teachers. The LPIT will be responsible for preparing annual work plans and budgets, supervision of the community-based
construction, coordinate with the TRCs and hub schools for the implementation of CPD and PSSP at LGA and school
levels and monitor the implementation of the program within its jurisdiction.
B. Results Monitoring and Evaluation
59. The BOOST program results monitoring will build on and strengthen the existing and functional databases in
the education sector. The Basic Education Management Information System (BEMIS) currently being hosted by PO-RALG
provides the primary source of data. The BEMIS system provides consistent sector administration data for the last few
years and is the backbone for all the education sector reports including for the data used by verification agents during
the last EPforR period. More regular school data has been captured by School Information System (SIS) (supported by
FCDO EQUIP-T project) which complements the BEMIS with more real time drop-out information. In addition, the NECTA
examination and learning assessment databases will be used to help monitor student performance and the quality of
learning and teaching. Further, the School Quality Assurance Department in MoEST started to collect school quality
assurance data based on the regular visits they conducted. This data will now be integrated and will collectively provide
a robust education monitoring data system. Independent verification, with Terms of References (ToRs) satisfactory to
IDA, will be carried out to verify the achievement of DLIs, via the FCDO-financed IVA to cover common PforR DLIs as well
as a second credible verification agency recruited by BOOST IPF component to cover the BOOST supported DLIs.
Additional beneficiary and other surveys will be conducted throughout the EPforR II duration as needed for monitoring
and evaluation to be financed out of the IPF Component 1.
60. The EPforR II partner FCDO will provide a technical assistance package that includes a learning and evaluation
(L&E) contract with the World Bank’s team41 to support learning and evaluation, mainly for FCDO Shule Bora
programme but also for overarching EPforR II reforms and interventions. As the L&E partner, DIME will be responsible
for integrating learning and evidence throughout the program. This will be done by working in close partnership with
the GoT and DPs to both ensure that the operational decisions made during the program are based on the most relevant
and recent evidence and identify opportunities to generate learning directly through the program implementation. This
will be implemented as a broad operational research program that will include a combination of process, system, and
impact evaluations, employing both qualitative and quantitative methods to build an evidence base for adaptive
programming.
C. Disbursement Arrangements
61. The program will use two disbursement modalities: First, disbursement of the PforR part of the program
focusing on results will use DLI-based payment on achievement of results. An advance amounting to 25 percent of the
credit amount will be provided on a non-rolling basis for the PforR part upon effectiveness.
62. Second, the IPF component disbursement will use statement of expenditures-based payments for program
management technical assistance and capacity building. It will be use interim financial reports based on annual work
plans, budgets, and payments made for eligible expenditures. An estimated nine months of cash forecast amounting
to US$3 million of advance loan amount will be provided to the IPF accounts upon effectiveness. There will be a total of
41 Development Impact Evaluation (DIME) unit.
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four designated accounts. Each implementing agency (MOEST and PO-RALG) will maintain two designated accounts, one
for PforR component and one for IPF component.
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Figure 5: Overview of Implementation Structures for BOOST and EPforR II
Note: Abbreviations: Ministry of Finance and Planning (MoFP), Presidents Office – Regional Administration and Local Government (PO-RALG), Ministry of Education, Science and Technology
(MoEST), Local Government Authorities (LGA), President’s Office – Public Service Management and Good Governance (PO-PSMGG), MoHCDGEC, Ministry of Water and Irrigation (MoWI),
Ministry of Works and Transport (MoWT), MoCIT, Education Development Partner Group (Ed-DPG).
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D. Capacity Building
63. Well-designed capacity building is critical to ensure successful implementation of the PforR. Capacity building
for the program will be supported in several ways. First the built-in IPF component will strengthen program management
at the two ministries at national and LGA levels, as well as the key technical agencies of curriculum, assessment, and
teacher management. In addition, FCDO and SIDA provide parallel technical assistance through their respective bilateral
programs. In the case of FCDO, it will provide financing for the IVA as well as for technical assistance and capacity building
in nine targeted regions as needed. Additional capacity-building activities are specified in the Program Action Plan (PAP)
(Annex 6). The GoT may further undertake knowledge-sharing visits to other countries that offer good practices in the
areas of ICT in education, learning management systems, school-based TCPD, regional and international learning
assessment, early childhood education, as well as decentralized planning and education service delivery.
IV. ASSESSMENT SUMMARY
A. Technical (including program economic evaluation)
64. The Program is strategically relevant and aligned with Government priorities. The Program is aligned with the
Tanzania Vision 2025, the Government’s National Five-year Development Plan, ESDP, FBEP, and EPforR II. Compared to
its previous phase, EPforR, BOOST is more explicit in targeting vulnerable areas as defined by a combination of poverty
and education outcomes indicators. This is aligned with the overall World Bank twin goals of reducing extreme poverty
and boosting shared growth. The Program also supports the World Bank priorities in reducing learning poverty.
65. BOOST supports implementation but also encourages innovation. It provides continued support to help the
Government fully achieve the FBEP goals by focusing on implementation of the current policies and curriculum, but with
deliberate seeding of additional innovations to pilot new approaches in preprimary education teaching and learning,
establishing sustainable TCPD, leveraging ICT, and driving capacity building of LGA and schools.
66. Program design is technically sound, and evidence based. The design of BOOST draws from a strong global
evidence base on the proximate determinants of learning as captured under the World Development Report (WDR)
2018 and reflects the World Bank five-pillar framework for action towards improving learning outcomes: (1) learners
are prepared and motivated to learn; (2) teachers are effective and valued; (3) classrooms are a learning space; (4)
schools are safe and inclusive; and (5) education systems are well managed. Specifically BOOST supports:
• Investing in early school readiness by supporting preprimary education with development of an appropriate
learning package and training of preprimary teachers, and increased number of classrooms designed in a
child friendly manner. A vast pool of evidence supports the fact that returns on investing in early childhood
education are higher and that improving school readiness of children contributes to higher learning
outcomes and overall development.
• Ensuring schools meet minimum requirements to function as effective learning spaces in classroom, WASH
facilities, textbooks and learning materials, and safe school environments.
• Strong focus on supporting teachers as the most critical input to quality education and as competent
professionals. The CPD study carried out in East Africa strongly suggests that better outcomes are linked to:
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(1) opportunities for practice, (2) frequent monitoring and visits to class, (3) linking CPD and career incentives,
(4) specific subject focus, and (5) supporting materials and lesson plans42.
• System alignment and curriculum implementation: align school curriculum, with teacher in-service, learning
assessment, and provision of teaching learning materials.
• BOOST will complement SEQUIP updating of the 2007 ICT strategy for Education but with more elaboration
for the preprimary and primary education subsector and support the rollout of primary school ICT package
including multimedia and smart classrooms in selected hub schools and TRC to facilitate TCPD as well as
implementation of school curriculum.
• BOOST will support an e-learning management system hosted by TIE, development of capacity for digital
content generation, and initial testing and rollout of the platform to selected hub schools and TRCs.
• Capacity building and accountability strengthening especially at LGAs and schools, contributing to better
frontline service delivery.
67. BOOST builds on a robust gender analysis and emphasizes gender equity and learning outcomes in preprimary
and primary education. Ensuring gender equity, empowering girls, and eliminating all forms of violence including GBV
are critical to furthering Tanzania’s human capital, women empowerment, and economic goals. Three main gender gaps
were identified in the preprimary and primary subsector. First, although overall gender parity seems to have been
achieved in primary education, access and retention of poor and rural girls continue to lag. Second, although PSLE pass
rates for girls and boys have improved, large regional inequalities remain and girls’ performance in mathematics
continues to be below that of boys. Evidence shows boys continue to outperform girls in mathematics in the early grades
(Standard 2). Research suggests that this could be linked to irregular CPD for teachers43 and inadequate student school
readiness linked to family and community factors outside of the school44. Third, recent studies by Haki Elimu45 show that
various types of violence persist within the school space, with the prevalence higher for girls. The study shows that
sexual violence is most common at home, not in school. Finally, Tanzania continues to showcase high teenage fertility
rates due to low educational attainment, low reproductive agency, and the prevalence of early child marriage and
childbirth46. In 2020, about 1,000 girls had dropped out of primary school due to pregnancy. In recognizing these gaps,
BOOST will intervene through the following activities across the result areas to close the gender gap:
• Improving the school environment and quality to ensure girls are comfortable to stay in school. Truancy is
the most common reason for drop-out of girls and boys in primary. The needs-based infrastructure
development supported by BOOST (DLI 1) will ensure the specific needs of girls are met through classrooms,
but also WASH requirements such as the correct pit latrine ratio, water access, and incinerators, to ensure
improved attendance.
• Empower girls with access to sexual and reproductive health through the PSSP. The PSSP as described in
RA1 (DLI 2) includes the establishment of life skills clubs to improve sexual and reproductive health
knowledge. Improving girl’s reproductive agency will have a positive effect on reducing risk of teenage
fertility and ensure girls are more empowered to make informed decisions.
• Integrate gender-sensitive pedagogy in the CPD. The CPD will allow more regular CPD for teachers on a
range of modules, from teaching at the right level to gender-sensitive pedagogy (DLI 5). Teachers will be able
to use the LMS, school-based CPD, and cluster-CPD to be informed about the importance of inclusive
pedagogy and gender-sensitive pedagogy, to ensure supportive teaching practices.
42 Piper et al, 2020: https://files.eric.ed.gov/fulltext/ED583452.pdf

43 EQUIP-T, 2020: https://www.opml.co.uk/projects/assessing-equip-t
44 Asim et al, 2018: https://openknowledge.worldbank.org/handle/10986/31465
45 See Haki Elimu, 2021: https://www.hakielimu.or.tz/download/the-state-of-violence-against-school-children-in-tanzania-mainland-2/
46 This is one of the key findings in the forthcoming Gender and GBV assessment for Tanzania (World Bank, 2021).
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• Utilize the PSSP to improve system responsiveness and reduce violence in schools. The PSSP (DLI 2), in
addition, will be training head teachers and teachers on the code of conduct to ensure there is improved
awareness on how to keep children safe and use positive discipline; strengthening GRMs to ensure students
and stakeholders trust the system; and building capacity of guidance and counselling teachers to ensure
actions to end GBV are recognized in the WSDP. The schools implementing the PSSP will have decentralized
actions on how to reduce violence but also respond to it, and the victim, if it occurs.
• Strengthening good governance at the LGA and school level will allow for broader inclusion of stakeholders
in ensuring girls and boys are safe. DLI 8 will incentivize LGAs to improve and be compliant in key areas of
safeguards, such as improved engagement and transparency in the school committees. Furthermore,
evidence shows school-related GBV can be successfully addressed through using a whole-school approach,
engaging school leaders, the community, and teachers (UNGEI, 2019). Positive examples have been found in
Uganda and Ethiopia, and such an approach will be used under DLI 2.
• BOOST IPF component strengthens the technical and managerial capacity of the national, LGA, and school-
level education management to boost their awareness, knowledge, and management capacity for addressing
gender, GBV, PWD, and VMG issues within the sector. The IPF component also supports the long-term
capacity of the core education agencies including TIE, National Council of Examinations, TSC, and ADEM to
strengthen its capacity to address gender issues through comprehensive and integrated curriculum,
pedagogy, and management approaches.
• Finally, BOOST will measure and track improvements in early grade mathematics and reading for girls and
boys in Standard 2 to close the gap. It is noted that girls in Standard 2 continue to perform worse compared
to boys, and girls from the poorest households remain one of the most disadvantaged groups in terms of
education quality outcomes. BOOST will be measuring early grade numeracy (and reading) scores, for girls
and boys, with a focus on the bottom quartile LGAs (PDO 5).
68. Economic analysis: Nearly 12 million Tanzanian children in preprimary and primary classes will benefit annually
from the BOOST Program. The total number of beneficiaries is expected to increase as the school improvement efforts
increase school intake and reduce dropout. Students will benefit from safe and more learning conducive environments;
better teaching and management accruing from the improvement in the quality of foundational learning; improved
teachers’ content knowledge; enhanced learning environment; and strengthened capacity and processes at LGA and
school level for more effective decentralized planning and management. These benefits will be translated into higher
level of human capital and more productivity for these children as they proceed to higher levels of education and into
the world of work. This is critical to meet the country’s development objectives of creating a competitive economy
capable of producing sustainable growth and shared benefits. Based on the 2018 Household Budget Survey (HBS), only
26.8 percent of the workforce (15 to 64 years old) has completed any post primary education. Improving educational
attainment of the labor force with a focus on high quality of learning are two of the core drivers for improving human
capital development and are critical elements to ensure increased readiness of the labor force to meet Tanzania’s
medium- to long-term economic growth objectives as well as meet its poverty reduction targets.
69. A closer look at the rate of returns to education in Tanzania shows that the labor market signals higher returns
for higher levels of education, particularly for women. Error! Reference source not found.6 below indicates that at the n
ational level, an additional year of schooling yields, on average, an 18 percent return. This is especially high among
women at 20.2 percent and among those working in the services sector at 18.5 percent. When disaggregated by level
of education, the rate of return for someone completing some primary education (without completing the education
level) was only 2.9 percent higher than someone with no education. Completing primary education yields a rate of return
of 29 percent higher than someone with no education. Having some lower secondary, upper secondary, or also post-
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secondary education yielded the highest levels at 103.8 percent, 158.5 percent, and 204 percent respectively. This lends
strong support to the rationale for investing in increasing access and quality of learning.
70. Cost-benefit analysis. The cost-benefit analysis yields an economic internal rate of return of 17.4 percent and
net present value of about US$3.2 billion using a discount rate of 10 percent. The Program benefits are derived from the
development objectives which focus on improving access to quality learning in preprimary and primary education.
Through the Program, access will be expanded to an estimated 66,000 new preprimary pupils and 561,600 new primary
education students. Of these, an anticipated 431,870 are expected to complete primary education. There are also an
estimated 1.4 million preprimary and 10.9 million primary students who will benefit from improvement in the quality of
education.
Figure 6: Rates of Return to Education in Tanzania
Returns to education by gender and sector of Returns to education by level of education

employment
20.2%
18.5% 204.0%
18.1%
16.4%
15.1%
158.5%
10.7%
103.8%
29.0%
Industry
National
Agriculture
Services
Male
Female
2.9%
Incomplete Completed Some lower Some upper Post

Sex Sector primary primary secondary secondary secondary
Source: World Bank calculations based on HBS, 201847
71. The economic benefits are assessed based on three main elements:
• Expanding access to preprimary and primary education: Through DLI 1.1, BOOST will support a rapid
expansion of over 12,000 classrooms, including both preprimary and primary classrooms. The standard pupil
teacher ratio is 1:25 in preprimary and 1:60 in primary.
• Improve teaching and learning through TCPD: The program will invest in TCPD, with the support of
technology. Based on meta-analysis of 40 interventions in SSA conducted on the impact of education
interventions on student learning, interventions to support teacher training can be expected to improve
learning levels by about 7.6 percentage points, considering the probability of implementation48.
• Improved institutional capacity for service delivery. The Program also seeks to incentivize improved
education sector management at the decentralized levels—both at the LGA and school levels—which will
result in improved efficiency for the sector.
47Available online: https://www.nbs.go.tz/index.php/en/census-surveys/poverty-indicators-statistics/household-budget-survey-hbs

48See Schiefelbein et al, and Kraft MA, Blazar D, Hogan D. The Effect of Teacher Coaching on Instruction and Achievement: A Meta-
Analysis of the Causal Evidence. Review of Educational Research. 2018;88 (4) :547-588.
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B. Fiduciary
72. The fiduciary assessment was conducted virtually based on discussions with MoEST, PO-RALG, and other
implementing agencies such as TIE and NECTA. In addition, a sample of the participating LGAs and primary schools was
consulted, and site visits performed on October 7, 2021, to assess procurement systems. The assessment also takes into
consideration the Controller and Auditor General (CAG) report for the districts and Central Government for 2019/20,
Tanzania PEFA Report 2017, Annual Performance Evaluation Report of the Public Procurement Regulatory Authority
(PPRA), the Procurement and Value for Money Audits Reports of selected districts, the Baseline Study Report on
Enhancement of Procurement Capacity of districts, and interviews with the key stakeholders at the primary schools.
73. The financial management risk for the program is assessed as moderate. The procurement risk of the
participating entities in the program is assessed as substantial. The overall fiduciary risk rating is assessed as
moderate. The procurement and financial management systems are adequate to provide reasonable assurance that the
funds will be used for the intended purposes with due attention to the principles of economy, efficiency, effectiveness,
transparency, and accountability. To mitigate the risks, the GoT will need to implement the PAP (see annex 6) as well as
the mitigating measures suggested in annex 4. The main mitigation measures include: (1) providing training in World
Bank procurement procedures and processes and contract management; (2) ensuring procurements are processed as
per the timelines in the procurement plans, including timely Tender Board approvals, preparation of ToRs and
specifications by user and technical departments; (3) conducting training tailored toward addressing weaknesses in
contract management for NPIT staff and technical departments of both Ministries (4) establishing a sound filling and
records management system; and (5) annual procurement and performance (value-for-money) audits.
74. For the IPF component, the World Bank’s fiduciary procedures will apply. The MoEST and the PO-RALG are
familiar with the World Bank’s fiduciary requirements through the implementation of other World Bank-financed
projects. Procurement under the IPF component will be carried out in accordance with the following World Bank
procedures: (a) the World Bank Procurement Regulations for IPF Borrowers Fourth Edition, November 2020; (b)
Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and
Grants, dated October 15, 2006, and revised in January 2011 and July 1, 2016; and (c) other provisions stipulated in the
financing agreements.
75. As required by the Procurement Regulations, a Project Procurement Strategy for Development (PPSD) for the
IPF component has been developed, based on which a Procurement Plan (PP) covering activities in IPF component for
a least the first 18 months has been prepared by each implementing agency to set out the selection methods to be
followed by the recipient in the procurement of goods, works, non-consulting and consulting services financed by the
World Bank. The PP will be updated at least every 12 months, or as required, to reflect the actual project implementation
needs. Each update of the PP shall require World Bank approval. All PPs will be publicly disclosed in accordance with the
World Bank Access to Information policy 2010.
76. A procurement capacity assessment of MoEST and PO-RALG to implement procurement activities under the
IPF component was carried out in June 2021. The assessment included a review of the organizational structure,
functions, staff skills and experience, and adequacy for implementation of the project. The assessment revealed a
number of issues, including (1) NPIT staff have inadequate experience in managing procurement of complex works,
goods and consulting works in accordance with World Bank procurement regulations and procedures, including use of
Systematic Tracking of Exchanges in Procurement (STEP); (2) staffing levels are inadequate to cope with volume of
procurement transactions; (3) NPIT and user departments staff have inadequate knowledge and skills/experience in
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contract and claims management and disputes resolution; (4) due to delays from user/technical departments,
inefficiencies in processing procurement activities in terms of preparation of ToRs, specifications, bidding documents,
request for proposals, and bids/proposals evaluations; (5) inadequate records management system; and (6) inadequate
office space and office facilities.
77. Identified risks, mitigation measures, capacity building, and an action plan were agreed upon. The overall
procurement risk for IPF component was assessed as ‘Substantial.’ The residual risk after implementation of the
mitigation measures is ‘Moderate.’ Details of the mitigation measures to address the identified risks and action plan, as
well as the procurement arrangements for the IPF component, are presented in the procurement section of annex 4.
C. Environmental and Social
78. An environmental and social systems assessment (ESSA) was conducted to review the capacity of existing
Tanzania national and local Government systems to plan and implement effective measures of environmental and
social risk and impact management for the BOOST Program. The ESSA prepared for BOOST was consulted over the
period of June 24-28 and October 10, 2021, and its findings validated by various stakeholders. The final ESSA has been
disclosed on both World Bank and Government websites on November 10, 2021.
79. The ESSA concludes that Tanzania has established a comprehensive set of environmental and social
management systems to address the environment, health, and safety, as well as social concerns related to the BOOST
Program. Such systems are consistent with the six core principles of the World Bank policy on program-for-results
financing to effectively manage program risks and promote sustainable development. However, the ESSA identifies the
following inadequacies and gaps in the country’s environmental and social system: (1) inadequate
supervision/monitoring and enforcement of environmental risks mitigation measures at regional levels; (2) few human
and financial resources within the regions and supporting institutions (National Environment Management Council
(NEMC), National Construction Council, Occupational Safety and Health Agency (OSHA), etc.) responsible for managing
environmental, health, and safety risks; (3) inadequate attention to coordinated social risks by officers at the regional
levels such as Community Development Officers, Labor and Gender Officers; (4) lack of specific legislation or policy in
place in Tanzania related to under-served communities; and (5) inadequate annual environment and social performance
verification audit procedures for minimum conditions related to environmental and social safeguards.
80. Environmental and social risks: The proposed activities under the program are likely to have substantial
environmental and social risks and impacts. First, civil works under RA1 might have potential environmental impacts
such as (1) waste generated at construction sites which can pollute land and water bodies (cement mixing areas, metal,
wood and paint residues, diesel, and other residues); (2) open pits from the borrow pits/quarry can cause accidents; (3)
cutting of trees to use as building material; (4) noise and dust emissions; and (5) road accidents, amongst others. Further,
there could be occupational health and safety challenges since most of the areas are very remote and not easily
accessible and hence cause challenges in monitoring and supervision of the construction sites, and lack of record keeping
(accidents, injuries, emergencies). The proposed construction of classrooms may result in potential social impacts that
will need to be mitigated. The construction of extra classrooms might require additional land in both urban and rural
areas thus resulting in loss of land and assets which may impact households. Land acquisition for the construction of
social infrastructure happens frequently through land donation to minimize the costs associated with compensation.
Displacement of households from their land has the potential to result in loss of livelihoods needed to maintain
household incomes.
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81. There are risks of GBV and sexual exploitation and abuse (SEA) to young children, both boys and girls. For girls,
GBV may result in pregnancy and associated exclusion from the regular education track at a young age. The construction
activities will give access to school compounds for workers/contractors/local fundi, thus the potential for risks of GBV
and SEA to young children. There is also a risk of GBV both while travelling to school and within schools, especially in
the absence of adequate knowledge of sexual and reproductive health. The presence of construction workers may also
increase SEA and sexual harassment risks for women and girls in the community. While gender laws, regulations, and
systems are in place to address incidences of GBV, children face several challenges in reporting GBV. The risk of teenage
pregnancies in upper primary school, although real, is much lower than in secondary schools as age group for preprimary
and primary education is lower.
82. The GoT is implementing a National Plan of Action for Violence Against Women and Children (NPA-VAWC) that
includes safe schools and life skills as well as safe environment to ensure the safety of primary and secondary
students. For example, the multisector GBV national referral/response network known as One Stop Center and national
Child Helpline #116 – a toll-free service, is available across all networks in Tanzania mainland and Zanzibar. The program
also provides training for law enforcement agents and the judiciary to develop GBV specific services. Furthermore, there
are existing Government and donor-supported programs that support the boys and girls who drop-out to continue
education or training such as the Integrated Program for Out of School Youths (IPOSA), Folk Development Colleges (FDC),
and Vocational Training Centers (VTC) as alternatives to secondary schools and Complementary Basic Education in
Tanzania (COBET). COBET is an alternative pathway for pupils to complete primary education through an accelerated
syllabus. Completion of COBET Phase 1 allows the child to re-enter into formal school in Standard 5 after passing the
Standard 4 National Assessment; completion of COBET Phase 2 allows the child to obtain their Primary School Leaving
Examination Certificate and transition to Form 1 of lower secondary.
83. The BOOST Program includes heightened measures to reduce the risk of GBV and SEA, and the risks of
exclusion. The BOOST program will implement a PSSP to improve system responsiveness and reduce violence in schools.
The PSSP will train head teachers and teachers on the code of conduct to ensure heightened awareness on how to keep
children safe and use positive discipline; strengthen grievance redress mechanisms to ensure students and stakeholders
trust the system; and build the capacity of guidance and counselling teachers to ensure actions to end GBV are
recognized in the WSDP. The schools implementing the PSSP will be trained on how to reduce violence and respond to
victims and perpetrators. The ESSA has also assessed the GBV risks and describe in the action plan mitigation measures
that include strengthening of GRM to be able to capture GBV/SEA/SH cases, training of counsellors to be able to handle
these cases, as well as management of contractors through the school construction bidding documents and contracts
including signing of code of conducts and community awareness. The IPF component of the operation will provide
continuous training of relevant administrators on safeguards and GBV issues, and further support the TIE to develop a
sexual and reproductive health curriculum module. The Program through PAP and inclusion strategy will ensure that
children from marginalized vulnerable communities and from vulnerable groups including children with disabilities will
not only enroll but also complete school. Such measures include awareness raising for enrollment of children with
disabilities and special needs (autism etc.), safe school environment, and pathways for children who drop out of school.
84. The IPF component will finance program management and TA as well as short- and long-term capacity
development within the Government implementing agencies and LGAs. The risk in this component is also substantial
due to the large number of LGAs to be covered in the capacity building, the different understanding of safeguards issues
in schools and LGAs, and the fact that the mechanism of training is yet to be determined. There is a risk that project-
related PPE, such as facemasks used in meetings, capacity-building events, conferences, and exercises during COVID-19
pandemic, could be inappropriately disposed of in the local environment. All PPE should be disposed of as solid waste
through designated bins as part of the solid waste collection systems to avoid blocking storm water drains, polluting
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water bodies, and inadvertently spreading diseases. The use of computers and ICT equipment may indirectly lead to an
increase in the e-waste stream in the long run. This presents risks/impacts linked to the generation of electronic wastes.
Hence e-waste management planning will be necessary. Moreover, the operation and maintenance of vehicles to be
purchased may lead to generation of liquid wastes including oils from vehicle maintenance and leakages, which are likely
to pollute water bodies, air, and land if not properly managed. The capacity building on safeguards need to integrate
non-discrimination of PWDs, vulnerable groups from marginalized communities, and sexual and gender minorities into
the training to mitigate the risks identified from the PforR components. Further, TA will include a comprehensive study
of the schooling barriers for the vulnerable groups and marginalized communities in Tanzania. To enhance the mitigation
of GBV/SEA/SH-related risks, the strengthening of GRM will be undertaken at all levels49, through the implementation
of all measures identified in PAP in ESSA for the PforR component.
85. Three instruments have been prepared to manage the environmental and social risks under the IPF
component: (1) Stakeholder Engagement Plan (SEP); (2) Labor Management Plan (LMP); and (3) Environmental and
Social Commitment Plan (ESCP). All the instruments have been consulted, finalized, and disclosed both in country and
on the World Bank website on November 10, 2021, together with the ESSA.
86. Environmental and social management: The IPF component under BOOST will comply with the Environment and
Social Safeguards (ESSs) (ESS 1 - ESS10) with exception of ESS 9 which is not considered relevant. All TA and capacity-
building activities shall be undertaken in line with the requirements of ESSs and in a manner acceptable to the World
Bank. On the Borrower’s side, key national regulatory requirements for E&S that will be applicable to the Program
activities will also be observed to ensure that potential mitigation measures are adequately covered. All participants in
the operation from the school level to the national level will be responsible for the application and compliance with the
ESF and ESSs.
87. Borrower’s institutional capacity for safeguard policies: Awareness and institutional capacity of MOEST/PO-
RALG have recently improved through the preparation of an IPF SEQUIP in which environmental and social risk
management assessments were prepared under the ESF. A team has been established to respond to environmental
and social issues at the MoEST level. However, the team needs to be strengthened if it will be working on the BOOST
and other projects under implementation. Therefore, in the PAP, there is a requirement to assign two E&S personnel at
the Ministry level to be responsible for the BOOST Program. These will be assisted at LGA level by the Environment
Management Officer and Social Welfare/Community Development Officer as appropriate to manage environmental and
social risks at the school level where the Program will be implemented.
88. A detailed Safeguards Action Plan is included in Annex 5 of the PAD and in the overall Program Action Plan in
Annex 6.
89. Communities and individuals who believe that they are adversely affected because of a World Bank -
supported PforR operation, as defined by the applicable policy and procedures, may submit complaints to the existing
program grievance redress mechanism or the World Bank’s Grievance Redress Service (GRS). The GRS ensures that
complaints received are promptly reviewed to address pertinent concerns. Affected communities and individuals may
submit their complaint to the World Bank’s independent Inspection Panel which determines whether harm occurred,
49BOOST will continue to use GRMs currently being functioning in the sector, of which includes: (1) school suggestion boxes, (2) guidance
and counselling teachers, (3) PO-RALG call centre, (4) compliant officers at the LGA level, and (5) school committees. The government has
strengthened GRMs significantly over the past seven years through the implementation of the EPforRI program and more recently,
SEQUIP. Through the SEQUIP project the Government identified areas for strengthening the GRMs, BOOST will build on these and have
an operation-specific GRM to monitor grievances raised and resolutions made.
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or could occur, as a result of World Bank non-compliance with its policies and procedures. Complaints may be submitted
at any time after concerns have been brought directly to the World Bank’s attention, and World Bank Management has
been given an opportunity to respond. For information on how to submit complaints to the World Bank’s corporate GRS,
please visit http://www.worldbank.org/GRS. For information on how to submit complaints to the World Bank Inspection
Panel, please visit http://www.inspectionpanel.org.
V. RISK
90. The overall residual risk to the achievement of the PDO has been assessed as Moderate. Most of the residual
risk categories have been rated moderate after mitigation measures built in the program. However, the environmental
and social risks, both inherent and residual, have been assessed as Substantial. The most important risk factors are the
capacity gaps in the implementing agencies and LGAs, their limited experience in applying ESSs to manage the E&S risks
from the implementation of activities under the program. These risks are being mitigated through relevant DLIs in the
BOOST PforR as well as capacity-building and TA activities in the BOOST IPF component and will be monitored
throughout implementation.
Table 6: Key Risks and Mitigation Measures
Risk Category and Key Risks Summary Mitigation Measures Residual Risk
Political and Governance: Moderate • The Program team will work in Political and Governance:
• Change of Government priorities in education close collaboration with MoEST Moderate.
following the planned review of the ETP 2014. and the MoFP to ensure
alignment of priorities and
support the development of the
new ESDP and review of ETP
Macroeconomic: Substantial • Program expenditure framework Macroeconomic:

• The economic slowdown from the COVID-19 pandemic and priority budget lines (DLI 7) Moderate, as basic
may result in decreased revenues for planned will be monitored and education is a Government
education sector financing, including for the incentivized. priority.
preprimary and primary education sector. • The team will work in close
collaboration with the MoEST
and MoFP to ensure alignment of
priorities.
Sector strategies and policies: Substantial • The BOOST and EPforRII will Sector strategies and
• The ESDP is yet to be updated. support capacity building and policies: Moderate.
technical assistance for the
MoEST and PO RALG.
• Team will maintain close
dialogue with Senior
Management via PST, TC and
NPIT.
• The ESDP is due to be finalized by
December 2022, the team has
engaged closely in the
preparation.
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Technical design of the operation: Moderate • The BOOST design includes Technical design of the
• BOOST is a follow-on operation after EPforR. dedicated capacity building of operation: Moderate, as
However, the hybrid model of PforR and IPF may give MoEST and PO-RALG as well as capacity building for
rise to parallel processes. LGA and schools to enhance their challenges encountered will
capacity for service delivery. be rolled out during
implementation.
Institutional capacity for implementation and • The Program will support Institutional capacity for
sustainability: Substantial capacity building of MoEST and implementation and
• There are large capacity gaps at LGA level especially its curriculum and examination sustainability: Moderate, as
those located in the poorest regions. agencies, PO-RALG, LGAs, and systematic capacity building
• There are new areas being introduced including schools to implement and ensure and incentives are embedded
preprimary education, technology, and PSSP. sustainability in all RAs. in the design will be carried
• DPs including FCDO and SIDA out during implementation.
provide additional support for
capacity building and technical
assistance.
Fiduciary: High • The operation will have qualified Fiduciary: Moderate, as
• The gaps in capacity for FM and procurement at the staff for the coordination of FM capacity building support will
implementing institutions (as detailed in the previous matters such as disbursements, be provided by the operation
section) could impact the smooth implementation as financial reporting, and auditing, to directly address risks.
per the envisioned timeline and timely reporting on including a Program Accountant
the use of funds. at the NPIT and LPITs.
• For procurement, a Procurement
Specialist to review documents,
build internal capacity and assist
in managing procurement
activities will be recruited. All
implementing institutions will
prepare a capacity-building
program for the NPIT and LPITs
and User Departments which will
articulate areas to be
strengthened, capacity
strengthening activities to be
undertaken, and the duration of
each activity.
Environmental and Social: Substantial • The operation will clearly define Environmental and Social:
• The likely E&S impacts of activities during the roles and responsibilities of Substantial, due to the likely
implementation and the limited experience of the E&S management in the POM E&S impacts of activities
implementing institutions in applying the ESSs pose and other E&S safeguard during implementation and
risks to the safe implementation of activities. documents and in the the limited experience of the
• The main impacts of the operation will emanate from governance, school construction implementing agencies and
the physical construction activities proposed in the and LGA governance manuals. LGAs in applying the ESSs.
participating institutions. The cumulative impact, • All participating institutions will
which is likely from the works and presence of be responsible for the
contractors and machinery at each targeted institution application and compliance with
calls for careful supervision to avoid occupational the ESF and ESSs and each
health and safety incidences. implementing institution will
have E&S staff responsible for
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managing, monitoring, and

reporting on the implementation
of E&S measures.
• Training and capacity building of
staff will be provided under the
operation.
Stakeholders: Substantial • The Program has built in PSSP Stakeholders: Moderate,
• Concerns from CSOs on GBV and pregnant girls not and continuous capacity building after the mitigations, and as
being able to return to regular schools. of all stakeholders on GBV issues. training and consultations
• Concerns from communities and groups on • The Program will continue to will continue to take place
construction, renovation and other similar activities dialogue with relevant during Program
could cause some delays or changes to activities. Government counterparts to implementation to address
strengthen legal and institutional new concerns that may
framework to protect all children emerge.
and adolescents’ rights to basic
education.
• The Program has and will
continue to engage stakeholders
on the objectives, importance
and expected benefits of its
activities and consult them for
feedback.
• A GRM to receive and address
concerns from stakeholders in a
timely manner will be
strengthened.
Other: Substantial • Renewed efforts on public Other: Moderate, as the
• The COVID-19 pandemic could have a considerable awareness and ongoing public emergence of new variants of
impact on the implementation of program activities, vaccination efforts in Tanzania the COVID-19 virus and
though measures have been taken to control the will help reduce COVID-19 risks related unknown impacts
spread of the virus across Tanzania. For example, to the operation. may affect the ability of
procurement of materials for construction activities • Most of the construction MoEST to implement
and international consultants may be affected as a materials for primary schools elements of the operation as
result of continued disruptions in global supply chain. may be procured locally. the local, regional, and global
situation with respect to the
pandemic evolves.
VI. Climate Change Co-Benefits
91. Climate change vulnerability context: Evidence from the climate change and disaster risk assessment for
Tanzania50 indicates: (1) the country has experienced recurring droughts with devastating impacts on the economy
including hydropower generation; (2) flash flooding and coastal flooding are regular phenomena and one of the
principal natural hazards faced by coastal communities; and (3) 70 percent of all natural disasters in Tanzania are
climate change related, while increasing temperatures and erratic rainfall patterns cause certain diseases to increase.
50https://www.climatelearningplatform.org/sites/default/files/resources/tanzania_country_climate_risk_assessment_report_-
final_version.pdf
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More details on the vulnerability context are found in Annex 3.
92. The education sector plays a critical role in mitigating some of the above-mentioned vulnerabilities. Multiple
studies have shown that, controlling for GDP per capita, areas with higher education have better adaptation to climate
change, lower mortality rates during disaster, less incidents of Post-Traumatic Stress Disorder (PTSD) following those
events, and many other indicators of stronger resilience. Increased incidence of climate change related extreme
weather events and its implications have consequences on the education system. The prevalence of malnutrition
amongst children under the age of five is likely to increase because of climate change induced pressures on the food
systems. The increased scarcity of water has been increasing workload amongst women and girls, reducing their time
spent on productive activities and impacting both the ability to attend school and learn. At the same time, water
shortages in schools lead to absenteeism and drop-outs amongst female students exacerbating gender inequities.51
93. Activity linkage and Climate Change Benefits (CCBs). An average of 12 percent CCBs have been estimated for
BOOST. The Program will contribute to the ongoing and planned mitigation and adaptation efforts through several
school and system wide channels as summarized by Results Area in Annex 3. Mitigation priorities at the country level
include expansion of natural gas and renewable energy (geothermal, solar, hydro and wind) coupled with sectoral
priorities in transport, forestry, and waste management. BOOST will contribute to these efforts through:
• Result Area 1. Improving Public School Learning Environment. Mitigation efforts will embrace improved
classroom and other infrastructure designs that adopt energy efficient and climate sensitive architectural
elements and smart building techniques. Application of renewable energy sources like solar systems for
constructed or upgraded Teacher Resource Centers (TRCs) that are not yet connected to the national power
grid will be promoted to the extent possible. The main adaptation strategy is Government’s adoption of the
improved smart designs and their integration in the infrastructure planning guidelines coupled with
institution of maintenance guidelines for water and sanitation facilities.
• Results Area 2. Improving teacher competency and classroom teaching and learning. Climate change
mitigation will be through the adoption of developmentally appropriate teaching-learning materials
packages that display features that impact climate change around the communities in line with the
curriculum. Corresponding mitigation measures will also be presented in the materials. Teachers will be
trained on how to engage learners in the teaching-learning process. Continued use of the updated age-
appropriate curriculum that incorporates climate-specific content over several cohorts of children will be
the key adaptation strategy, thus generating a critical mass of children and youth with the climate
adaptation knowledge and skills to impact their community practices overtime.
• BOOST Program IPF Component. Curriculum experts will be recruited to support the curriculum upgrade
process including age-appropriate materials development; training will also be provided in the application
and maintenance of the installed solar systems for powering servers, equipment and charging mobile
devices (phones, tablets, and laptops) for the remote Teacher Resource Centers (TRCs), as well as good
disposal practices for depreciated hardware. The trained teams will generate sustainably applicable
techniques throughout the primary education sub-system of education.
.
51 Gender Climate Change, 2011. The Role of Women in Adapting to Climate Change in Tanzania
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ANNEX 1. RESULTS FRAMEWORK MATRIX
Results Framework
COUNTRY: Tanzania
Boost Primary Student Learning
Program Development Objective(s)

To improve equitable access to quality learning in preprimary and primary education in mainland Tanzania
Program Development Objective Indicators by Objectives/Outcomes

RESULT_FRAME_TBL_ PD O
Indicator Name DLI Baseline Intermediate Targets End Target

1 2 3 4
Pre-primary gross enrollment rate in bottom quartile LGAs and quality of learning
Preprimary gross enrollment

rate in the bottom quartile
57.50 59.12 60.74 62.36 63.98 65.60
LGAs (gender disaggregated)
(Percentage)
Pre-primary gross
enrollment rate in bottom
58.00 59.62 61.24 62.86 64.48 66.10
quartile LGAs (girls)
(Percentage)
Pre-primary gross
enrollment rate in bottom
57.20 58.82 60.44 62.06 63.68 65.30
quartile LGAs (boys)
(Percentage)
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1 2 3 4
Number of Preprimary classes
implementing developmentally
DLI 4 0.00 0.00 3,000.00 6,000.00 9,000.00 12,000.00
appropriate teaching and
learning package (Number)
Primary survival rate in bottom quartile LGAs
Primary survival rate in the

bottom quartile LGAs (gender 55.88 57.95 60.02 62.10 64.17 66.24
disaggregated) (Percentage)
Primary Survival Rate in

bottom quartile LGAs (girls) 63.11 65.18 67.25 69.33 71.40 73.47
(Percentage)
Primary Survival Rate in

bottom quartile LGAs (boys) 49.20 51.27 53.34 55.42 57.49 59.56
(Percentage)
Improvements in literacy and numeracy 3R assessment
Percent of Grade 2 students

meeting minimum competency
38.70 40.00 42.00 45.00 48.00 50.00
in literacy [Kiswahili]
(Percentage)

meeting minimum
competency in literacy 40.60 42.00 44.00 46.00 48.00 50.00
[Kiswahili] (girls)
(Percentage)

meeting minimum 36.90 39.00 41.00 44.00 48.00 50.00
competency in literacy
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1 2 3 4
[Kiswahili] (boys)
(Percentage)

meeting minimum competency 17.10 20.00 24.00 28.00 32.00 35.00
in numeracy (Percentage)

meeting minimum
16.70 19.00 23.00 27.00 31.00 35.00
competency in numeracy
(girls) (Percentage)

meeting minimum
17.50 20.00 23.00 27.00 31.00 35.00
competency in numeracy
(boys) (Percentage)
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.
Intermediate Results Indicator by Results Areas
RESULT_FRAME_TBL_ IO

1 2 3 4
Improving Public School Learning Environment
Need-based Infrastructure
Development Plan DLI 1 0.00 0.00 3,000.00 6,000.00 9,000.00 12,000.00
executed (Number)
Primary schools implementing
Primary Safe Schools Program DLI 2 0.00 0.00 1,000.00 2,500.00 4,500.00 6,000.00
(Number)
Increase in preprimary gross
DLI 3 76.90 78.50 80.14 81.76 83.38 85.00
enrollment ratio (Percentage)
Students benefiting from direct
interventions to enhance 10,687,593.00 10,887,593.00 11,087,593.00 11,287,593.00 11,487,593.00 11,687,593.00
learning (CRI, Number)
Students benefiting from
direct interventions to
5,639,081.00 5,739,081.00 5,839,081.00 5,939,081.00 6,039,081.00 6,139,081.00
enhance learning - Female
(CRI, Number)
Pre-primary student
1,291,868.00 1,304,868.00 1,317,868.00 1,330,868.00 1,343,868.00 1,356,868.00
beneficiaries (Number)
Number of pre-primary
student beneficiaries 635,837.00 642,337.00 648,837.00 655,337.00 661,837.00 668,337.00
(Female) (Number)
Improving Teacher Competencies and Quality of Classroom Teaching
LGAs implementing cluster and
school-based teacher DLI 5 0.00 26.00 50.00 93.00 140.00 184.00
continuous professional
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1 2 3 4
development programs
(Number)
Percentage of teachers
meeting minimum
performance levels as
0.00 10.00 20.00 30.00 40.00 50.00
measured by the School
Quality Assurance tool
(Percentage)
Number of hub schools and
teacher resource centers that
have rolled out ICT packages,
DLI 6 0.00 0.00 200.00 400.00 600.00 800.00
enabled with learning
management systems
(Number)
Percentage of schools receiving
a Whole School Visit at least
34.50 35.00 35.00 35.00 35.00 35.00
once a year by School Quality
Assurance (Percentage)
Percentage of teachers trained
through the CPD in the hub 0.00 10.00 20.00 30.00 40.00 50.00
schools/TRC (Percentage)
Strengthening Education Financing and Decentralized Service Delivery
Budget allocation in support of
key Program activities is
DLI 7 0.00 100.00 100.00 100.00 100.00 100.00
maintained or increased
(Percentage)
Number of Local Government
Authorities compliant with
DLI 8 0.00 184.00 184.00 184.00 184.00 184.00
good education governance
criteria (Number)
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1 2 3 4
Primary per student
165,171.00 172,000.00 178,000.00 185,000.00 192,000.00 198,000.00
expenditure (Number)
LGAs prepare a annual report
with citizen complaints
complaints received and 0.00 184.00 184.00 184.00 184.00 184.00
resolved by their schools
(Number)
IPF Component
Number of Tanzania Institute
Education (TIE) staff trained 20.00 30.00 40.00 50.00 60.00 70.00
(Number)
Develop and maintain Learning
Management System (LMS) No Yes Yes Yes Yes Yes
(Yes/No)
Update TIE Strategic Plan and
develop partnership (twinning No No Yes Yes Yes Yes
arrangement) (Yes/No)
Digital Competency Framework
for Primary Teachers and No Yes Yes Yes Yes Yes
Students developed (Yes/No)
Number of NECTA staff trained
on learning assessment 186.00 193.00 200.00 207.00 214.00 220.00
(Number)
National assessment
No No Yes Yes Yes Yes
framework updated (Yes/No)
National examinations
(Standard 4 and Standard 7) No No Yes Yes Yes Yes
item bank updated (Yes/No)
Commission a study to survey No Yes Yes
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1 2 3 4
the schooling needs and
barriers of the marginalized
and vulnerable communities
(Yes/No)
Teacher Policy development
No No Yes Yes Yes Yes
(Yes/No)
Teacher Code of Conduct
No Yes Yes Yes Yes Yes
updated (Yes/No)
Number of LGAs, REOs, DEOs,
WEOs, SQA and Headteachers 0.00 3,400.00 6,800.00 10,200.00 13,600.00 17,000.00
trained (Number)
Beneficiary survey conducted
for the Primary Safe School No No No Yes Yes Yes
Program (Yes/No)
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Monitoring & Evaluation Plan: PDO Indicators
Methodology for Data Responsibility for Data
Indicator Name Definition/Description Frequency Datasource
Collection Collection
Preprimary gross
enrollment ratio (GER)
improves in the LGAs in the
bottom quartile (bottom
46) (gender disaggregated).
"Bottom quartile LGAs" is
defined as 46 LGAs with
the lowest pre-primary GER
as measured by the Basic
Education Statistics data.
The baseline is based on
Basic
GER for the bottom
Education Annual School Census
Preprimary gross enrollment rate in the quartile LGAs in 2020.
Management (ASC) and annual
bottom quartile LGAs (gender Every year the average GER Annual MoEST and PO-RALG
Information Independent Verification
disaggregated) for the bottom quartile will
System (IV).
be reported.
(BEMIS).
GER is defined using the
UNESCO UIS definition:
Number of students
enrolled in a given level of
education, regardless of
age, expressed as a
percentage of the official
school-age population
corresponding to the same
level of education.
Pre-primary gross enrollment rate in Pre-primary GER in bottom Annual BEMIS ASC PO-RALG
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bottom quartile LGAs (girls) quartile (girls)

Pre-primary gross enrollment rate in Pre-primary GER in bottom
Annual BEMIS ASC PO-RALG
bottom quartile LGAs (boys) quartile (boys)
Number of preprimary
Number of Preprimary classes
education adopting child-
implementing developmentally CPD reports, CPD reports, SQA and
friendly curriculum, Annual MoEST and PO-RALG
appropriate teaching and learning SQA and IVA IVA
learning packages and
package
pedagogy (DLI 4).
Primary survival rate in
bottom quartile LGAs (46
LGAs) (gender
disaggregated). "Bottom
quartile LGAs" is defined as
46 LGAs with the lowest
survival rate for primary as
Primary survival rate in the bottom
measured by the Basic Annual BEMIS ASC. MoEST and PO-RALG
quartile LGAs (gender disaggregated)
Education Statistics data.
The baseline is based on
survival rate for the bottom
quartile LGAs in 2021.
Every year the average
survival rate for the bottom
quartile will be reported.
Primary Survival Rate in bottom
bottom quartile LGAs (46 Annual BEMIS ASC PO-RALG
quartile LGAs (girls)
LGAs) (girls)
Primary Survival Rate in bottom
bottom quartile LGAs (46 Annual BEMIS ASC PO-RALG
quartile LGAs (boys)
LGAs) (boys)
Percent of Grade 2 students meeting Percent of Grade 2 NECTA 3R
Annual NECTA 3R assessment MoEST and NECTA
minimum competency in literacy students meeting minimum assessment
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[Kiswahili] competency in literacy

[Swahili] (50wpm)
Percent of Grade 2
students meeting minimum
competency in literacy
[Swahili] (girls). The
percent of grade 2 students
Percent of Grade 2 students meeting
(gender disaggregated) is
minimum competency in literacy Annual NECTA 3R NECTA 3R assessment MoEST and NECTA
not available and the
[Kiswahili] (girls)
targets will be set as part of
the POM preparation and
approval. The baseline is
set as 00 as a normative
figure.
Percent of Grade 2
learning competency in
literacy (boys). The percent
of grade 2 students (gender
disaggregated) is not
minimum competency in literacy Annual NECTA 3R NECTA 3R assessment NECTA, MoEST
available and the targets
[Kiswahili] (boys)
will be set as part of the
POM preparation and
figure.
Percent of Grade 2
Percent of Grade 2 students meeting NECTA 3R
students meeting minimum Annual NECTA 3R assessment MoEST and NECTA.
minimum competency in numeracy assessment
competency in numeracy.
Percent of Grade 2 students meeting Percent of Grade 2
NECTA 3R
minimum competency in numeracy students meeting minimum Annual NECTA 3R assessment MoEST and NECTA
assessment
(girls) learning competency in
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numeracy (girls). The

percent of grade 2 students
(gender disaggregated) is
not available and the
targets will be set as part of
the POM preparation and
figure.
Percent of Grade 2
learning competency in
numeracy. The percent of
grade 2 students (gender
disaggregated) is not
minimum competency in numeracy Annual NECTA 3R NECTA 3R assessment NECTA and MoEST
available and the targets
(boys)
will be set as part of the
POM preparation and
. figure.
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Monitoring & Evaluation Plan: Intermediate Results Indicators
Methodology for Data Responsibility for Data
Indicator Name Definition/Description Frequency Datasource
Collection Collection
Percentage of schools
(nationwide) implementing
the school infrastructure
plan. The school
infrastructure development
plan will be developed
following the needs-
assessment at LGA level.
This will need to be
Need-based Infrastructure Development approved in Year 1 (2022) BEMIS and
Annual ASC and annual IV. MoEST and PO-RALG
Plan executed as a foundational DLR, and IVA.
for the following years the
Government will support
construction of 12,000
classrooms and associated
facilities (at least 10 pit
latrines (4 boys, 4 girls, 2
teachers) should be
available per school) will be
reached.
Number of targeted
primary schools rolling out
the defined Primary Safe
Primary schools implementing Primary School Program (PSSP). The BEMIS and
Annual ASC and annual IV. MoEST and PO-RALG
Safe Schools Program relevant guidelines on Safe IVA
Schools and the selection
of target schools will be
defined prior to Year 1.
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Indicator measuring the

increase in pre-primary
GER.
GER is defined using the
UNESCO UIS definition
measuring the number of
Increase in preprimary gross enrollment students enrolled in a given
Annual BEMIS ASC PO-RALG and MoEST
ratio level of education,
regardless of age,
expressed as a percentage
of the official school-age
population corresponding
to the same level of
education.
interventions to enhance learning
interventions to enhance learning - Annual BEMIS Annual IV PO-RALG
Female
Number of pre-primary
Pre-primary student beneficiaries Annual BEMIS ASC PO-RALG
student beneficiaries
Number of pre-primary student Number of pre-primary
beneficiaries (Female) student beneficiaries (girls)
Number of Local
Government Authorities
SQA database,
LGAs implementing cluster and school- (LGAs) full implementing
CPD database
based teacher continuous professional the school or cluster-based Annual SQA, CPD and annual IV. MoEST, TIE and PO-RALG
and reports,
development programs teacher Continuous
and IVA.
Professional Development
plan.
Percentage of teachers meeting minimum Percentage of teachers SQA and
Annual SQA MoEST (SQA)
performance levels as measured by the meeting minimum MoEST
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School Quality Assurance tool performance levels as

measured by the School
Quality Assurance tool
Number of hub schools
rolling out a ICT package as
part of CPD. Year 1 will
approve the ICT package
and digital skills framework
for primary schools. The
ICT package will include
Number of hub schools and teacher SQA database,
measures on the %
resource centers that have rolled out ICT CPD report
TRCs/hub schools trained Annual SQA, CPD and annual IV. MoEST, TIE and PO-RALG
packages, enabled with learning and database,
on digital skills and the use
management systems and IVA.
of ICT for teaching and
learning. This DLI will be
coordinated with ICT
package rolled out in
SEQUIP (P170480) and the
Digital Tanzania (P160766)
project.
Number of schools
receiving a 'Whole School
Visit' (WSV) as per the
Percentage of schools receiving a Whole
protocol of the School
School Visit at least once a year by School Annual SQA database SQA visits MoEST
Quality Assurance (SQA) at
Quality Assurance
least once a year by the
SQA. The WSV is described
in the SQA protocol.
CPD reports,
Percentage of teachers
Percentage of teachers trained through SQA and
trained through the CPD, Annual CPD reports MoEST
the CPD in the hub schools/TRC MoEST/PO-
linked to DLI 4, 5 and 6.
RALG
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The budget framework (for

Budget allocation in support of key primary education budget PO-RALG,
Program activities is maintained or lines) will be defined and Annual MoEST and Annual IV MoEST and PO-RALG
increased approved on a annual MoFP
basis.
Number of LGAs that
achieve the defined Good
Governance Criteria. The
LGA good governance
measurement criteria will
be developed in the POM
LGAs
Number of Local Government Authorities in consideration with Local
Performance
compliant with good education Government Finance Act, Annual annual IV PO-RALG
Assessment
governance criteria Public Finance Act, Internal
and IVA
Audit Guidelines, LGA
Institutional Risk
Management Framework
and other regulations
applicable in the United
Republic of Tanzania.
This will measure the per
Primary per student expenditure student expenditure in Annual Annual
primary.
To measure citizen
engagement this indicator
will track specifically the
LGAs prepare a annual report with citizen preparation of Annual
complaints complaints received and Reports by LGAs (part of Annual IVA of DLI 8 IVA MoEST and PO-RALG
resolved by their schools the LGA good governance
criteria, DLI 8) to monitor
the extent to which citizen
feedback is being received
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and resolved by the LGA.

Number of TIE staff
trained. Short and long-
term training of TIE subject
experts in curriculum and
instructional design,
education technology, in
Number of Tanzania Institute Education math science and English
Annual TIE Report MoEST and TIE
(TIE) staff trained as well as crosscutting
areas of environmental
training and social risk
management, as well as
sexual and reproductive
education, GBV, PWD and
VMG
Learning Management TIE Report,
System (LMS) is and TIE Report and annual
Develop and maintain Learning
operational (yes/no). Will Annual Independent Independent MoEST
Management System (LMS)
be developed in alignment Verification Verification.
with year one of DLI 6. Entity (IVE).
TIE Strategic Plan updated
following the short and
Update TIE Strategic Plan and develop
long-term trainings, and One-time TIE TIE TIE and MoEST
partnership (twinning arrangement)
rolling partnerships
formed.
Digital Competency
Framework for Primary
Digital Competency Framework for Teachers and Students
One-off TIE TIE TIE and MoEST
Primary Teachers and Students developed developed and approved.
This will be completed in
alignment with year one of
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DLI 6.
NECTA report
Number of NECTA staff
and NECTA report and
Number of NECTA staff trained on trained on learning
Annual Independent annual Independent MoEST and NECTA
learning assessment assessment and item-
Verification Verification
banks.
Entity (IVE)
Assessment
National assessment report and Assessment Report and
National assessment framework updated framework developed and Biennial Independent annual Independent MoEST and NECTA
operational by NECTA Verification Verification.
Entity (IVE).
The item bank for
National examinations (Standard 4 and
examinations (primary) will Annual NECTA NECTA and IVE NECTA
Standard 7) item bank updated
be updated and maintained
MoEST to commission a
study to survey the
schooling needs and
Commission a study to survey the barriers of the marginalized
MoEST and PO-RALG
schooling needs and barriers of the and vulnerable One-off Survey MoEST
survey
marginalized and vulnerable communities communities in mainland
Tanzania. This will be a
one-off study that will feed
into policy discussion.
Teacher Policy updated and
Teacher Policy development One-off TSC TSC MoEST and TSC
approved
Teachers Code of Conduct
updated. This will be part
of the Safe School Package
Teacher Code of Conduct updated one-off TSC TSC TSC and MoEST
and therefore will be
completed in alignment
with year one activities for
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DLI 2.
Local Government
Authorities, including
Regional, District and Ward
Education Officers, School
Quality Assurance Officers,
and Headteachers trained.
Specific training on the
understanding of the legal
framework and adherence
Number of LGAs, REOs, DEOs, WEOs, SQA PO-
to code of conduct Annual PO-RALG Po-RALG and MoEST
and Headteachers trained RALG/MoEST
concerning the rights of all
children and abolishing all
forms of violence including
gender-based violence
against children, person
with disabilities (PWD),
vulnerable and
marginalized groups
(VMG), and pregnant girls
Annual
after one
Survey to a sample of
year of
Beneficiary survey beneficiaries with the
Beneficiary survey conducted for the implementi MoEST and
conducted for the PSSP PSSP. Sample size and MoEST and PO-RALG
Primary Safe School Program ng the DLI PO-RALG
(DLI 2). method to be defined in
(from year
TOR under IPF.
3 of the
. project).
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.
ANNEX 2. DISBURSEMENT LINKED INDICATORS, DISBURSEMENT ARRANGEMENTS AND VERIFICATION PROTOCOLS
.
Disbursement Linked Indicators Matrix
DLI_TBL_MATRI X
DLI 1 Need-based Infrastructure Development Plan executed
Type of DLI Scalability Unit of Measure Total Allocated Amount (USD) As % of Total Financing Amount
Intermediate Outcome Yes Number 150,000,000.00 16.85

Period Value Allocated Amount (USD) Formula
Baseline 0.00
Annual DLIs to be completed 0.00 10,000,000.00 SDR 8,243.67 per every classroom
by September 30, 2022 (Year with their respective associated
1) facilities built
Annual DLIs to be completed 3,000.00 35,000,000.00 SDR 8,243.67 per every classroom
by June 30, 2023 (Year 2) with their respective associated
facilities built
facilities built
facilities built
with their respective associated
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by June 30, 2026 (Year 5) facilities built

DLI_TBL_MATRI X
DLI 2 Primary schools implementing Primary Safe School Program
Outcome No Number 50,000,000.00 5.62

Baseline 0.00
Annual DLIs to be completed 0.00 6,000,000.00 SDR 4,240,000

by September 30, 2022 (Year
1)
Annual DLIs to be completed 1,000.00 3,142,855.00 SDR 2,229 per year per school that
by June 30, 2023 (Year 2) has implemented the PSSP
Annual DLIs to be completed 4,500.00 14,142,860.00 SDR 2,220.22 per year per school
by June 30, 2025 (Year 4) that has implemented the PSSP
DLI_TBL_MATRI X
DLI 3 Increase in preprimary gross enrollment ratio
Outcome Yes Number 50,000,000.00 5.62

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Baseline 76.90
Annual DLIs to be completed 78.50 10,000,000.00 SDR 436,172.84 per every 0.1%-
by September 30, 2022 (Year point increase
1)
by June 30, 2023 (Year 2) point increase
DLI_TBL_MATRI X
DLI 4 Preprimary classes with trained teachers implementing developmentally appropriate teaching and learning packages
Output Yes Number 50,000,000.00 5.62

Baseline 0.00

1)
Annual DLIs to be completed 3,000.00 10,000,000.00 SDR 2,355.33 per class
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by June 30, 2023 (Year 2)



DLI_TBL_MATRI X
DLI 5 LGAs implementing cluster and school-based teacher continuous professional development programs
Process Yes Number 60,000,000.00 6.74

Baseline 0.00
Annual DLIs to be completed 26.00 3,166,120.00 SDR 85,995.94 per every LGA having
by September 30, 2022 (Year rolled out the continuous
1) professional development programs
in the respective year.
by June 30, 2023 (Year 2) rolled out the continuous
professional development programs
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DLI_TBL_MATRI X
Number of hub schools and teacher resource centers that have rolled out ICT packages, enabled with learning management
DLI 6
systems
Intermediate Outcome Yes Number 50,000,000.00 5.62

Baseline 0.00

1)
Annual DLIs to be completed 200.00 6,300,000.00 SDR 37,096.25 for every hub school
by June 30, 2023 (Year 2) and/or teacher resource center
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DLI_TBL_MATRI X
DLI 7 Budget allocation in support of key Program activities is maintained or increased
Process Yes Percentage 20,000,000.00 2.25

Baseline 0.00

1)




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DLI_TBL_MATRI X
DLI 8 Number of LGAs in compliance with education good governance criteria
Outcome No Number 50,000,000.00 5.62

Baseline 0.00
Annual DLIs to be completed 0.00 10,000,000.00 SDR 3,533,000 for each of the LGA
by September 30, 2022 (Year Education Good Governance
1) Manual and the School
Management Manual upon their
respective approvals
Annual DLIs to be completed 184.00 10,000,000.00 SDR 38,402.17 per every LGAs in
by June 30, 2023 (Year 2) compliance with the LGA Education
Good Governance Manual
throughout the Fiscal Year
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.
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.
Verification Protocol Table: Disbursement Linked Indicators
DLI_TBL_VERIFICATI ON
DLI 1 Need-based Infrastructure Development Plan executed

This DLI will develop and execute a need-based Infrastructure Development Plan, to help more schools meet their
infrastructure needs, using enhanced construction standards, and community-based school construction approach.
Following the preparation of a need-based plan (Year 1), Years 2-5 will focus on the implementation of the approved plan
Description
which is measured by the number of classrooms and associated facilities constructed. The target number of classrooms is
12,000 with associated facilities. The school that receives construction of classroom should have a classroom to latrine ratio
should be 2:1 at most.
Data source/ Agency BEMIS data
Verification Entity Independent Verification Agency
Year 1: The Infrastructure Development Plan (IDP) will include the following: 1) Description of the extended infrastructure
package (classrooms, pit latrine, pre-primary model classroom (GPE)); 2) Budget and costing; 3) Timeline, including clear
measurements of achievement to be reached on a annual basis (this will define the 'implementation of plan' (i.e. 3,000
classrooms per year); 4) Drawings and technical guidelines updated; 5) Data Analysis (qualitative and quantitative); 6)
Planning, targetting, and phasing of construction, based on different needs (new classrooms, new schools). Identification of
construction required (new schools and renovations) across the country; 7) Fiduciary (procurement and bidding) and
Safeguards; 8) Maintenance costing and requirements; and 9) School Manual. The plan will include pre-primary and
primary. The Plan will have to incorporate stakeholder engagement as required and be subject to approval by the World
Bank. In addition, the Verification Team will verify if a supporting school manual is in place, this will include guidelines to the
Procedure
school manager, LGAs, and school construction team explaining the standards, technical drawings, responsibilities,
administration of funds, safeguards, maintenance etc. The manual for school will build on what has been prepared under
other WB/Government projects i.e. SEQUIP, EQUIP-T and TASAF
Year 2-5: Verify through the BEMIS data and a sample of schools (that have received construction that FY - aiming for 3,000
classrooms and associated facilities every year). The Government will report on classrooms and pit latrine constructed per
school across the country. Verification will focus on number of classrooms and latrines built based on BEMIS and other
records. Classroom to latrine ratio should be 2:1 at most. For each year only 'new' construction or refurbishment will be
verified, i.e. construction from Year 2 will not be included in the verification in Year 3.
The verification sample (Year 2-5) will be representation sample of 5% sample of the classrooms and latrines built, across a
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random sample of 10 LGAs. The verifier will confirm the classroom and pit latrine, including quality standards. The sample
will be further described in POM.
DLI 2 Primary schools implementing Primary Safe School Program

Number of primary schools rolling out the Primary Safe School Program. The Primary Safe School Program will be defined
Description and approved in Year 1, with detailed guidelines on key interventions, implementation arrangements, and monitoring and
evaluation requirements packaged into the PSSP Guide.
Data source/ Agency IVA, BEMIS data and SQA reports.
Verification Entity IVA

Year 1: A PSSP guide will be developed and approved in Year 1 which will include: 1) definition of the PSSP package
including seven key interventions i) training and equipping teachers and headteachers on the code of conduct, ii)
strengthening guidance and counselling services, iii) improved communication between school and community on
addressing drivers of violence and aligning with the LGA GBV action plan, iv) ensuring safe passage to schools, v) life skills
clubs for boys and girls, vi) strengthen GRMs, vii) improved monitoring of children at risk of dropping out. The PSSP will
also be costed and a list of schools selected to guide the phasing of the PSSP over BOOST Program duration. The monitoring
and supervision of PSSP will be integrated to the existing School Quality Assurance system. The full PSSP Guide will be
Procedure
shared with schools including information on establishing life skills clubs, information on GRMs, information on Guidance
Counselling, information of safety and violence, description of the components of the PSSP). The Guide will also incorporate
stakeholder engagement as required and be approved by the World Bank as foundation DLR for Year 1.
Year 2-5: The verification will identify the number of schools meeting at least 90% of the PSSP components as defined in the
PSSP guideline. The Government will submit a report on the schools implementing the PSSP and progress made. The IVA will
then conduct field verification to at least 50 randomly selected schools implementing PSSP. Targets are set for the annual
achievement. Sampling strategy will be further described in POM.
DLI 3 Increase in preprimary gross enrollment ratio
Description Improved gross enrollment ratio for pre-primary

Data source/ Agency BEMIS and IVA
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Year 1-5: Verification will look at GER increase as per the BEMIS. The verifier will cross-check data quality and completeness.
GER is defined using the UNESCO UIS definition measuring the number of students enrolled in a given level of education,
Procedure
regardless of age, expressed as a percentage of the official school-age population corresponding to the same level of
education.
DLI 4 Preprimary classes with trained teachers implementing developmentally appropriate teaching and learning packages
12,000 preprimary classes (in different schools) have rolled out the developmentally appropriate teaching and learning
Description
packages. The packages will be defined and approved in Year 1 of project.
Data source/ Agency BEMIS and SQA
Year 1: Verification will focus on the following: 1) Review of the pre-primary learning framework to ensure responsiveness
to age-specific learning needs of pre-primary children aged 3-6. 2) Development of age-specific teaching- learning materials
including teacher guides, activity guides, story books and manipulatives, . 3) Development and endorsement of a pre-
primary practicing teachers training program (for all teachers irrespective of qualification and prior training) embracing
effective, innovative and gender-sensitive teaching-learning practices to deliver the updated age-responsive curriculum
framework. 4) Supply of teaching and learning materials, resources, and equipment for supporting schools to be resource-
rich environments for early childhood education. 5) Integrating the elements of the age-appropriate learning package into
MoEST’s Quality Assurance system at the system and regional levels including requisite capacity development. 6)
Monitoring delivery of pre-primary education using a Quality Assurance Framework Protocol. 7) Building the capacity of
Procedure
tutors on modern techniques and interactive methodologies in the preparation of pre-primary schoolteachers including an
assessment mechanism for teachers to support development of their competencies in pre-primary instruction. The package
of documents will be aligned with the curriculum. The documents will have to incorporate stakeholder engagement as
required and be subject to approval by the World Bank.
Year 2-5: verification will focus on the implementation, it will define teachers, teaching in pre-primary class, that are trained
on the package and the materials are being used throughout the academic year. The aim is to reach 12,000 classrooms by
the end of the Program.
The verification sample will include a representative-sample of 5% of the classes implementing the package across 10
randomly selected LGAs. The sample will be further described in POM.
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DLI 5 LGAs implementing cluster and school-based teacher continuous professional development programs
Description Number of LGAs implementing the cluster and school based Continuous Professional Development plan.
Data source/ Agency CPD reports, SQA reports, BEMIS and IVA
Year 1-5: Verification will look at the implementation of the LGA CPD plan. An LGA is considered having implemented
cluster-based CPD if i) LGA has a LGA level costed CPD plan based on needs assessment, ii) LGA have provided once a month
cluster level of training through TRCs or hub schools with at least 50% of teachers in that LGA participating in activities. At
the school-level verification will look at whether i) all schools have established school based CPD with timetable, activity
plan, and at least 50% of teachers are participating in weekly activities. The head teacher and teachers will be able to show
Procedure
participation via the whole school development plan or consolidated reports submitted on school-level TCPD.
Weighting will be applied to the DLI, with 50% for LGA costed-CPD plan and 50% for the implementation of school-based
CPD with at least 50% of teachers participating in activities.
The verification will include a random-selection of at least 15 LGAs with representative sample of 5% of schools in that. The
sample will be further described in POM.
Number of hub schools and teacher resource centers that have rolled out ICT packages, enabled with learning
DLI 6
management systems
Number of hub schools rolling out a ICT package as part of CPD. The ICT package will include measures on the % teachers
Description
trained on digital skills and the use of ICT for teaching and learning. In total the DLI will reach 800 hub schools or TRCs.
Data source/ Agency CPD reports, SQA reports, BEMIS and IVA
Year 1: Verification will verify the development of a 1) approved ICT package, 2) costing and analysis of the package chosen,
and 3) digital skills framework for primary. The package and framework will build on the ICT in Education Strategy that has
will be in place for basic education (under SEQUIP P170380) and coordinate with the Digital Tanzania project (P169399). The
Procedure
verification will confirm the links to curriculum and extent of comprehensive analysis conducted to define the package and
digital skills framework.
Year 2: roll-out of pilot ICT package and framework to 200 hubs or TRCs. Verification will focus on whether the TRC/hub
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school is ICT-enabled with a teacher being trained in the digital skills framework and the approved ICT package (hardware to
be approved) being in place and operational. A sample of TRCs/hub schools will be visited to verify this.
Year 3-5: the verification will receive a report on the number of TRCs and hub schools capacitated from the Government,
and then visit a sample of these to verify. Verification will focus on whether the TRC/hub school is ICT-enabled with a
teacher being trained in the digital skills framework and the approved ICT package (hardware to be approved) being in place
and operational. A sample of TRCs/hub schools will be visited to verify this.
The verification sample will include a random-sample of at least 5% of the TRCs/hub schools established that year. The
sample will be further described in POM.
DLI 7 Budget allocation in support of key Program activities is maintained or increased

Release of priority budget lines annually for primary education. The annual budget framework will be approved on a annual
basis by the PSC. DLI aims to ensure that the overall funds needed to implement the planned activities under BOOST are
Description
released. DLI will be disbursed once the funds agreed under the Budget Framework are released. 100 percent means that
the budget has been released in full. Disbursement will be made in proportion to government releases.
Data source/ Agency MoFP, MoEST and PO-RALG

Year 1-5: verify the MoFP has appropriated sufficient funds for the priority budget lines for the preprimary and primary
sectors in the annual budget, in consistency with the expenditure framework for the Program. The agreed programme
Procedure
budget will be shared to the verifier prior to the verification and the IVA will use budget books and expenditure to
determine the budget allocation and release. Disbursement will be made in proportion to government releases.
DLI 8 Number of LGAs in compliance with education good governance criteria
Description Number of LGAs that comply with the defined Education Good Governance Criteria and school based management
Data source/ Agency LGA reports and IVA

Year 1: will verify that the Education Good Governance Manual and School Management Manual are developed and
Procedure approved. The education good governance criteria as identified in the PAD should be reflected in the Manuals. The School
Management Manual will update the main elements of school management in (i) planning, (ii) financial management; (iii)
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data collection and use, (iv) personnel and property management, and (v) curriculum implementation and instructional
leadership, (vi) community outreach, (vii) student welfare, and other relevant programs such as teacher CPD and
Primary. The manual will also clarify the roles and responsibilities of head teachers, deputy headteacher, as well as school
committees. As part of the Manual development, the Government should present costing for their dissemination and
training to LGAs and headteachers on the Education Good Governance and improved school management. The Manuals will
be approved by the World Bank as foundation DLR for Year 1.
Year 2-5: verification will focus on implementation of the Education Good Governance and strengthened school
management and will therefore include i) a report from the Government on LGAs meeting the Good Education Governance
Criteria, ii) a sample visit to select LGAs to verify their compliance with the Good Education Governance Criteria, and iii)
field verification to select schools in each LGA. To be recorded as implementing the Good Education Governance the LGA
will have to show they have the relevant manuals in place, and is implementing at least 4 out of 5 of the good governance
criteria.
A sample of at least 15 randomly-selected LGAs will be verified. In each selected LGA, at least 10 schools will be randomly
selected for field verification. The sampling strategy will be further described in POM.
.
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ANNEX 3. TECHNICAL ASSESSMENT SUMMARY
1. A Technical Assessment was carried out for the proposed BOOST operation. The purpose of the Technical
Assessment was to evaluate the adequacy of Program arrangements across six aspects: (1) strategic relevance and
technical soundness, (2) gender analysis and interventions to ensure equity, (3) Program Expenditure Framework, (4)
Results Framework and M&E capacity, (5) Climate Co-Benefits assessment, and (6) economic and cost benefit analysis.
This annex presents a summary of the Technical Assessment.
2. Fiduciary system assessment (FSA) is contained in Annex 4 and Environmental and Social System Assessment
(ESSA) is in Annex 5.
Strategic Relevance and Technical Soundness
3. As a lower middle-income country, Tanzania requires sustained, steady growth while offering a more inclusive
set of economic opportunities to improve living standards for all Tanzanians. National aspirations laid out in the
Tanzania Development Vision (TDV) 2025 are to transition to a middle-income country with a high level of human capital
development, characterized by improvements in the quality of livelihood of the people. Tanzania has made
improvements in life expectancy, infant mortality, primary and secondary school enrollment rates, gender equality, and
access to health, electricity, water, and sanitation. However, Tanzania’s aspirations could be hampered by its relatively
low level of human capital and education. Achieving the goals of the TDV 2025 will require a more ambitious human
capital development strategy (TEU, 2021). Boosting education foundation at early years especially for girls and
vulnerable children is critical to accelerating shared economic growth and reducing poverty.
4. Strategically the BOOST operation is in alignment with the Tanzania Vision 2025, the Government’s National
Five-year Development Plan, ESDP, FBEP, and EPforR II. Compared to its previous phase EPforR, BOOST is more explicit
towards targeting the vulnerable areas. This is aligned with the overall World Bank twin goals of reducing extreme
poverty and boosting shared growth. The Program supports the World Bank Education Global Practice priorities in
reducing learning poverty.
5. The design of BOOST draws from a strong global evidence base on the proximate determinants of learning, as
captured under the WDR 2018, and reflects the World Bank education GP five-pillar framework for action towards
improving learning outcomes: (1) Learners are prepared and motivated to learn; (2) Teachers are effective and valued;
(3) Classrooms are a learning space; (4) Schools are safe and inclusive, and (5) Education systems are well managed.
Gender Analysis and Interventions towards Gender Equity
6. BOOST builds on a robust gender analysis and emphasizes gender equity in preprimary and primary education.
Ensuring gender equity, empowering girls, and eliminating all forms of violence including GBV are critical for furthering
Tanzania’s human capital and economic goals. Three main gender gaps were identified in the preprimary and primary
sub-sector for mainland Tanzania. Firstly, although overall gender parity seems to have been achieved in primary
education, access and retention of poor and rural girls continue to lag. Second, although we see improved primary school
leaving examination (PSLE) pass rates for girls and boys, large regional inequalities remain and girls’ performance in
mathematics continues to be below that of boys. Evidence shows boys continue to out-perform girls in mathematics in
the early grades (Standard 2). Finally, Tanzania continues to showcase high teenage fertility rates due to low educational
attainment, low reproductive agency, and the prevalence of early child marriage and childbirth. Last year in 2020 about
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1,000 girls had dropped out of primary school due to pregnancy reasons. In recognizing these gaps, BOOST will intervene
through the following activities across DLIs to close the gender disparity: (1) improving the school environment and
quality, (2) empowering girls with access to sexual and reproductive health through the PSSP, (3) integrating gender-
sensitive pedagogy in the CPD, (4) utilizing the PSSP to improve system responsiveness and reduce violence, (5)
strengthen good governance at the LGA and school-level, and (6) use the BOOST IPF to strengthen technical and
managerial capacity at the national and LGA-level to address such issues.
Government program (EPforR II), PforR Program Boundary and Expenditure Framework
7. EPforR II defines the Government program for preprimary and primary subsectors of education. The EPforR II
aligns with the preprimary and primary education programs and targets already contained in the ESDP 2016/17-2021/22
in three areas pertinent to the subsectors (1) Access and equity; (2) Quality of Education; and (3) System Structure,
Governance and Management. The EPforR II priorities and its DLI framework were strengthened by the findings from
the evaluation of EPforR (2016-2020), ESA 2021, as well as the 2021 Education Governance Study financed by the Bank.
The Government considers the new EPforR II to be the main vehicle of support for preprimary and primary education.
The Government further confirmed that all new initiatives including preprimary education, Primary Safe School Program,
teacher continuous professional development, ICT for education, and strengthening decentralized capacity are being
incorporated into the next five-year ESDP 2022-2026 expected later this year.
8. The PforR Program supports a significant portion of the EPforR II program across the four results areas, as
described in Program Description Section B: Theory of Change. The government EPforR II overall cost is US$1,010 million,
of which, US$870 million is for the PforR Program and US$140 million for TA. For the US$870 million PforR, the
Government will contribute US$302 million, BOOST PforR financing US$480 million, SIDA US$86 million, and KOICA US$2
million. The contribution for TA will come from FCDO (US$120 million, hereby “Shule Bora” Programme, described
below) and the BOOST IPF component (US$20 million).
Results Framework and Results Monitoring and Evaluation Arrangements
9. The BOOST Program results monitoring will build on and strengthen the existing and functional databases in
the education sector. The BEMIS currently being hosted by PO-RALG provides the primary source of data. More regular
school data has been captured by School Information System (SIS) (supported by FCDO EQUIP-T project) which
complements the BEMIS to have more real time drop out information. In addition, the NECTA examination and learning
assessment databases will be used to help monitor student performance and the quality of learning and teaching.
Further, the SQA Department in MoEST started to collect school quality assurance data based on the regular visits they
conducted. These data will now be integrated and collectively provide a robust education monitoring data system.
Independent verification will be carried out to verify the achievement of DLIs, via the FCDO financed IVA to cover
common PforR DLIs as well as a second credible verification agency recruited by BOOST IPF component to cover the
BOOST supported DLIs. Additional beneficiary and other surveys will be conducted throughout the EPforR II duration as
needed for monitoring and evaluation to be financed out of the IPF component 1.
Climate Change Co-Benefits Assessment

.
10. Climate change vulnerability context. Evidence from the climate change and disaster risk assessment for
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Tanzania52 indicates the following: (a) the country has experienced severe and recurring droughts with devastating
impacts on the economy including hydropower generation; (b) flash flooding and coastal flooding are regular
phenomena and one of the principal natural hazards faced by coastal communities; and (c) 70 percent of all natural
disasters in Tanzania are climate change related, while increasing temperatures and erratic rainfall patterns cause
certain diseases to increase.
11. Increased incidence of climate change related extreme weather events and its implications have consequences
on the education system. The prevalence of malnutrition amongst children under the age of five is likely to increase
because of climate change induced pressures on the food systems. This could increase stunting rates and affect
children’s cognitive development, with direct long-term impacts on labor productivity. Poor and vulnerable communities
in disaster prone areas are at most risk. The increased scarcity of water has been increasing workload amongst women
and girls, reducing their time spent on productive activities and impacting both the ability to attend school and learn. At
the same time, water shortages in schools lead to absenteeism and drop-outs amongst female students exacerbating
gender inequities.53 The education sector plays a critical role in building social resilience. Multiple studies have shown
that, controlling for GDP per capita, areas with higher education have better adaptation to climate change, lower
mortality rates during disaster, less incidents of PTSD following those events, and many other indicators of stronger
resilience. The BOOST Program will, therefore, demonstrate solutions that can contribute to building resilience to
adverse weather and climate change impacts.
12. Activity linkage. Mitigation priorities at the country level include expansion of natural gas and renewable energy
(geothermal, solar, hydro and wind) coupled with sectoral priorities in transport, forestry, and waste management.
Adaptation strategies such as continual capacity development through developed curriculum that embrace these
elements and continuation of positive practices including climate resilient and responsive practices are being
implemented through ongoing efforts in agriculture, forestry, energy, coastal zones, water, health, and tourism coupled
with improvements in early warning systems, institutional capacity, and coordination. The BOOST Program contributes
to the ongoing and planned mitigation and adaptation efforts through several school and system wide channels as
summarized below by Results Area.
Table 7: Climate Co-Benefits
Results Area DLI Climate Actions

Result Area 1. Mitigation: The improved classroom and other infrastructure designs will aim to adopt
Improving Public DLI 1 energy efficient and climate sensitive architectural elements and smart building techniques
School Learning for the facilities to be constructed including access to clean and safe water sources and waste
Environment management facilities as well as provisions for rainwater harvesting, in addition to use of
sustainable timber for the chairs and tables. The design will to the extent possible be
responsive to the climate needs of different geographies – for example low lying areas prone
to flooding and other soil types to enable construction of weather resistant and sustainable
school facilities. The package will include at least 4 pit latrines for girls and 4 separate pit
latrines for boys (these pit latrines will need to be inclusive for students with special needs.
An incinerator and special room for girls will be added as well for menstrual hygiene
management while at school. Application of all these in the target schools and communities
52https://www.climatelearningplatform.org/sites/default/files/resources/tanzania_country_climate_risk_assessment_report_-
final_version.pdf
53 Gender CC. 2011. The Role of Women in Adapting to Climate Change in Tanzania
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will help reduce net energy consumption and CO2 e emissions. Added to this is the planting
of trees and other greenery consistent like a natural fence with safeguards procedures,
which will go a long way to contribute to re-afforestation in communities that will be
targeted for construction thus increasing plant-based carbon sinks in associated school
grounds.
Adaptation: Adaptation measures include Government adoption of the improved designs

and their integration in the infrastructure planning guidelines coupled with institution of
maintenance guidelines for water and sanitation facilities most especially sustainable
approaches of rainwater harvesting techniques at school. The community pre-construction
capacity development exercise along with the safeguards requirement to restore cut-down
trees during site clearing will greatly improve the community perception and adoption of
these strategies not only during but even after the BOOST supported construction. Gains will
be realized overtime as communities continue to use the improved construction designs,
smart technologies coupled with sustainable water systems and sanitation behaviors.
Results Area 2. Mitigation: This could be enabled through developmentally appropriate packages that
Improving DLI 4 display features that impact climate change around the communities including floods, plastic
teacher waste, deforestation, charcoal burning, soil erosion, rising or low ocean levels, bad sanitation
competency and and hygiene practices, good and bad water management systems and many more –
classroom consistent with the curriculum. The relationship of various weather patterns, sanitation
teaching and practices and types of diseases will also feature in the curriculum. For example, how different
learning weather patterns affect food availability and/or pressures with resultant stunting of children
as well as labor productivity given the largely agricultural base of Tanzania’s population; how
the easy access to safe water sources increases women’s engagement in productive work as
well as children’s participation in learning activities while at home; how the lack of safe water
sources at school increases likelihood of disease incidences and resultant learner
absenteeism; and the need to develop climate resilient practices across the household,
school and community levels. Corresponding mitigation elements for integration in the
materials include water management system, tree planting, renewals energy sources, good
soil management practices, waste management and compost systems including eco-friendly
sanitation systems, and many more. Integration of these in the age-appropriate assessments
encourages continual and improved delivery of such content for the various age-groups.
Knowledge and skills acquired are expected to translate into reduced CO2e emissions.
Adaptation: The various cohorts of children that undergo the updated age-appropriate
curriculum that incorporates climate-specific content highlighted above over time will
increase not only the number of children with foundational knowledge and skills in climate
change issues but also equip these children with the climate adaptation insights they will be
able to leverage and use at subsequent learning levels and as they transition through the
education system, increasing their chances of adopting the climate-conscious skills at home
and in the wider community. The continued application of the gained knowledge and skills
will result in sustainable reductions in CO2e emissions.
Mitigation: The curriculum packages will: (a) embrace content on climate change consistent
DLI 6 with the curriculum to facilitate the teaching-learning process on these areas at the cluster
and school based CPDs; (b) include aspects of technological hardware and good disposal
practices for depreciated hardware; (c) installations of hardware will use renewable energy
sources – primarily solar systems to the extent possible, for powering servers, equipment
and charging mobile devices (phones, tablets, and laptops), more so in remote TRCs and hub
schools not connected to the main power grid; and (d) solar powered radios will be supplied
to facilitate the implementation and roll out of the Interactive Audio Instruction (IAI) teacher
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program. Overall, the ICT-enabled teacher training programs imply expanded or increased
training with application of remote learning resources for teachers who participate in the
training, with likely reduction on overall travel time and frequency for CPD training. These
elements are expected to reduce net energy consumption and CO2 e emissions.
Adaptation: Integration of climate change issues and content will be promoted across all
developed teacher training material for the pre-service and in-service teacher training
programs for sustainable impact on the education system. Added to this will be the
application of solar installations in all constructions to be undertaken in future for broader
promotion of renewable energy sources across the system. The disposal technics of ICT
waste will also be monitored overtime for enhanced compliance.
Mitigation: As an integral part of BOOST, experts in curriculum design to consider
BOOST Program Subcompo environmental training and social risk management will be recruited to facilitate the
IPF Component nent 2 curriculum review process along with other topical areas identified to ensure they are
appropriately addressed in the CPDs. Updated elements are expected to result in reduced
net energy consumption and CO 2 e emissions.
Adaptation: Increased awareness through the provided technical assistance is expected to
generate sustainably applicable techniques throughout the primary education sub-system of
education.
Economic Analysis
13. Nearly 12 million Tanzanian children in preprimary and primary classes will benefit annually from the BOOST
program, with long-term benefits for achieving the national development objectives. A closer look at the rate of
returns to education in Tanzania shows that the labor market signals higher returns for higher levels of education,
particularly for women. An additional year of schooling yields, on average, an 18 percent return; increasing to 20.2
percent for women and 18.5 percent among those working in the services sector. This shows positive results from
investing in increasing access and quality of learning. The BOOST program will ensure economic benefits through the
following three main elements: (1) expanding access to preprimary and primary education (DLI 1); (2) improving teaching
and learning through TCPD (DLI 5-6); and (3) improved institutional capacity for service delivery (DLI 8).
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ANNEX 4. FIDUCIARY SYSTEMS ASSESSMENT SUMMARY
1. FSA was carried out with the objective of determining whether the Program’s fiduciary systems provide
reasonable assurance that the financing proceeds will be used for the intended purposes, with due attention to the
principles of economy, efficiency, effectiveness, transparency, and accountability. The assessment was carried out in
line with Operational Policy Program for Results Financing issued and effective in July 2017 and its directive of July 2019.
2. The financial management risk for the Program is assessed as Substantial. Key risks include: (1) Inadequate
release of budget as allocated; (2) Lack of capacity to maintain financial records at school level; (3) Delays in funds
transfer to the implementing agency level, and (4) Weak internal audit function and audit committees in terms of
adequacy of staff, equipment, budget to monitor the internal controls put in place and follow up implementation of
audit recommendations. Risk mitigation measures for each are addressed in DLI 7 and DLI 8.
3. The procurement risk of the participating entities in the Program is Substantial. The FSA entailed a review of
the capacity of the participating Implementing Agencies (IAs) in view of (a) staffing level, managing program resources,
recording, controlling, and producing timely, understandable, relevant, and reliable information for the borrower and
the World Bank; (b) following procurement rules and procedures, with performance focusing on procurement
performance indicators and the extent to which the capacity and performance supports the PDOs; and (c) ensuring that
implementation arrangements are adequate and risks are reasonably mitigated by the existing framework. The fiduciary
assessment revealed the following: (1) inadequate staffing in LGAs (procurement departments) and Internal Audit Units
(IAU) and frequently transferring of the staffs; (2) staff have inadequate knowledge of procurement planning,
preparation of bidding and request for proposals documents, evaluation of bids/ proposals and contract management;
(3) inefficiencies in processing procurement activities and lack of internal monitoring; (4) weak controls and risk of fraud
and corruption; and (5) staffs at the primary schools levels and communities lack knowledge to handle procurement
activities in line with Force Account Guideline (FAG) and other issued guidelines. Also, absence of sound records keeping
and management; non-application of World Bank debarment/temporary suspension lists which may result in
unacceptable contract awards to contractors, consultants and/or suppliers under temporary suspension or cross
debarment by the World Bank or any other Multilateral Development Banks (MDBs).
4. The overall fiduciary risk rating is assessed as Moderate. The fiduciary system’s capacity and performance are
adequate to provide reasonable assurance that the funds will be used for the intended purposes with due attention to
the principles of economy, efficiency, effectiveness, transparency, and accountability.
5. Procurement Exclusions: There are no potential high-value contracts identified under the Program. The
proposed Program is not expected to finance any contract at or above thresholds considering the estimated activity
costs under moderate risk, which at the time are at minimum of (1) US$75 million for works; (2) US$50 million for goods,
information technology and non-consulting services; and (3) US$20 million for consulting services.
Scope
6. The assessment covered the MoEST, PO-RALG, TIE, NECTA and a sample of the participating LGAs and primary
schools. The assessment also takes into consideration the CAG’s Report for the districts and Central Government for
2019/20, GAG’s Value Money Audit in using Force Account in Education Sector, Tanzania PEFA Report 2017, Annual
Performance Evaluation Report of the Public Procurement Regulatory Authority (PPRA), Internal Audit Reports, the
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Procurement and Value for Money Audits Reports of selected districts, the Baseline Study Report on Enhancement of
Procurement Capacity of districts and interviews with the key stakeholders at the primary schools.
7. The FSA was done to assess the Program’s institutional and implementation arrangements, fiduciary
management capacity, and implementation performance. The legal and regulatory framework for this Program’s
fiduciary systems was found to be comprehensive and in line with international principles and standards for public
procurement and financial management. The assessment also considered how existing systems handle the Fraud and
Corruption (F&C) risks.
8. The Program will be implemented by the MoEST (Management, monitoring and evaluation, School Quality
Assurance). PO-RALG (teacher deployment, Management, monitoring, and evaluation), NECTA (Curriculum and
assessment, TIE (Learning Management System, Teaching learning materials including preprimary package, TCPD,
Curriculum and assessment); LGAs and primary schools (construction and maintenance of schools). Most of the
procurement activities relating to schools’ construction and maintenance will happen at the schools’ level with technical
assistance from the respective LGAs. Both the MoEST and PO-RALG have capacity to handle procurement of any
magnitude under the Program as they have been previously involved in the implementation of various World Bank-
supported projects. MoEST and PO-RALG will provide overall coordination and implementation support for the Program.
Review of Public Financial Management Cycle
Planning and Budgeting
9. The program specific expenditures to be financed are determined in program expenditure framework. The
program will be identified in Government MTEF with details of activities to be financed. For IPF component of the
operation, work plan and budget will be agreed with World Bank on annual basis.
10. Sector budget framework is split between two ministries, MoEST and PO-RALG and includes a large proportion
of personnel emoluments cost. The proportion of Sector-wide education budget to the national budget for the past
three years (2017/18, 2018/19, 2019/20) has been 15 percent, 10 percent and 14 percent respectively. Proportion of
MoEST budget for the same period has remained constant at 4%. Most of external financing from DPs are off-budget
and classified as development budget. Budget preparation process will follow Government budget calendar. Annual
workplan and budget for the program should be deliberated with World Bank before the beginning of fiscal year, that
is, in the month of May each year.
11. Funds for capitation grants, construction and personnel emoluments are released through LGA recurrent fiscal
transfers. Transfers are earmarked for salaries and capitation grants. Allocation of capitation grants is basing on number
of student enrolment; infrastructure cost is allocated by LGAs basing on number of schools. Funds for school
construction is received via MoEST and/or the LGA (School Improvement Grants), both deposited directly in the school’s
bank account.
12. Budgeted financial resources are not released timely and as allocated. Transfers are based on availability of
funds not necessarily plans. The budget released to sector Ministries (national) for the past three years was as follows54:
recurrent expenditure ranged from 77 percent (2019/20) to 74 percent (2018/19) and 76 percent (2017/18), and
development expenditure ranged from 67 percent (2019/20) to 59 percent (2018/19) and 52 percent (2017/18). The
54 As recorded in the CAG audit reports 2019/20
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budget release for LGAs over the past three years shows a similar trend, with recurrent grants ranging from 82 percent
(2019/20) to 80 percent (2018/19) and 80 percent (2017/18) while for development grants ranging from 54 percent
(2019/20) to 53 percent (2018/19) and 51 percent (2017/18).
• At central Government level a three-year rolling budget is prepared as per Government priorities. Any specific
‘program’ will be identified under the development budget. A Centralized Budget Management System (CBMS)
is used for MDAs and Regional Secretariats for multi-year planning.
• LGAs budget are allocated funds basing on government priorities through budget guidelines issued annually.
The LGA will then derive its development plan which is approved by council and submitted to PO-RALG. PO-RALG
will present to Parliamentary Budget Committee. LGAs budgets are maintained in PlanRep system.
• LGAs are responsible for school budgets, under their jurisdiction. Budget guidelines are available at district level
but not in the schools. School committees will prepare the budget/financial plans which are used for requesting
funds. Funds requests are approved by District Finance department. Funds from MOFP to schools are strictly
earmarked. School committees also monitors expenditures.
Procurement Planning
13. The PPA and its regulations require all procuring entities to prepare Annual Procurement Plans (APPs) as part
of the annual work plans and budget. To maximize economy and efficiency in its procurement, all Procuring entities
are required to aggregate their requirements within the departments of the institution. In compiling such plans,
procuring entities are required to establish appropriate method of procurement and timescale for each package to be
calculated on the basis of the standard processing times prescribed in the regulations. It is also mandatory that procuring
entities should advertise the General Procurement Notices (GPNs) and Annual Procurement Plans (APP) in the TANePS.
It was observed that the APPs are prepared based on the annual work plan of different departments within the IAs and
LGAs and linked with the budget. MDAs, including MoEST, PO-RALG, TIE, NECTA, and LGAs are required to publish their
GPNs and APPs in the procurement portal and TANePS. However, it has been observed that the packages in the APPs
were not processed as per the timelines indicated in the APP, furthermore there are inefficiencies in processing
procurement activities. The APPs, and procurement plans, are not used as an instrument to monitor progress of
implementation of procurement activities but rather an act of compliance to the law. It was observed that some of the
LGAs are not using procurement plan templates issued by the PPRA.
14. Procurement Profile of the Program: Based on the above program expenditures framework, anticipated
procurement of goods, works, non-consulting services and consulting services will include modest value contracts below
the OPRC thresholds. Those would include construction and maintenance of classrooms and WASH facilities;
procurement of ICT equipment’s, textbooks and learning management system.
15. Procurement Performance: PPRA has been conducting Procurement Performance and Value for Money Audits
(VfM) since FY 2006/07 on a sample basis using seven indicators to assess the extent the procuring entity (PE) are
complying with the Act and Regulations. The procurement audits carried out by PPRA measure the compliance level
using seven performance indicators and Red Flags Checklist. VfM audits assess achievement of the value for money in
the selected contracts. Also, PPRA also use Red Flags Checklist to detect symptoms of corruption in the procurements
carried out by the PEs in the three phases of procurement; pre-bid phase; evaluation and award phase and contract
management phase. For contracts which scores 20% or above on a red-flag scale signify corruption likelihood and
requires further investigations by the competent authority.
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16. Framework Agreements (FAs) for Common Use Items and Services (CUIS) under GPSA and Minor Value
Procurement (MVP): Most of the goods/services in the procuring entries are procured through CUIS under FAs
introduced by the Government in February 2011 and are managed by the Government Procurement Services Agency
(GPSA), an Executive Agency of the Ministry of Finance, established under the Executive Agencies Act No. 30 of 1997,
responsible for overseeing the implementation of the CUIS in the country. GPSA prequalify vendors for the CUIS and
procuring entities are required to invite mini competition among prequalified vendors and enter contracts with the
vendors that offer lowest prices. This shift of paradigm has resulted into MoEST, PO-RALG, TIE, NECTA and LGAs to
prepare the APPs including CUIS and a few goods and services which are not covered under CUIS. Works contracts are
not subjected to this system. The preselection of the vendors by GPSA and management of the mini competitions by
the MoEST, PO-RALG, TIE, NECTA and LGAs are processed through TANePS. The use of FA has replaced the conventional
shopping method. The FAs approach and processing through TANePS will minimize the scale of F&C practices that was
entrenched in the shopping procedures. While using Force Account in construction and maintenance of school
infrastructures, schools are required to procure construction materials from the Suppliers who have been preselected
by GPSA. However, some of the schools are not procuring from the preselect vendors which has led some of the schools
to procure materials in higher prices than prevailing market as observed by CAG his report of March 2021 - VFM audit
of in monitoring and supervision of projects implemented through Force Account in the education sector.
Budget Execution
17. The Central Government uses CBMS for budget planning. The system is linked with Government IFMIS- MUSE
by using GFS codes based on GFS Manual (GFSM) 2014 and Classification is based on international standard (GFS and
COFOG). This structure facilitates monitoring of budget to actual expenditure. The budget system provide analysis by
the financier. Budget execution reports are produced by MOFP for public use through their websites. There has been
delays in publishing of Budget Execution Reports for public use. Accounting records of the Program will be tracked using
program code created in MUSE and expenditure classification in Government chart of accounts.
18. At LGAs level, PlanRep system is used for budget and monitoring of actual expenditures. At school level,
financial accounting system Facility Financial Accounting and Reporting System (FFARS) is in used. However, its efficiency
is hindered by availability of internet and electricity in schools, and limited knowledge of IT and accounting by respective
school users. School accounting records are therefore not linked in real-time with information at District Level. LGAs
recognize school expenditures basing on reports of funds transferred to schools and not actual expenditure incurred.
These systems are web-based, and reports are generated on quarterly basis for the management use.
19. Most of schools do not have accountants. Instead, one among the teachers, or the school head, maintains the
books of accounts. These teachers have not been formally trained in these responsibilities which could account for the
shortcomings in the financial and store (stock-keeping) records being maintained at the schools. For example, analysis
cash books are not adequately maintained, fixed assets registers are not maintained, nor are bank reconciliations being
prepared regularly and there is poor filing of financial documents. LGAs offers regular trainings to schools on financial
management.
20. The use of public funds is broadly governed by Public Finance Act of 2001 (revised 2004) and and its regulations
and Local Government Finance Act no 9 of 1982 (CAP 290) and other related FM manuals including Local Authority
Accounting Manual (LAAM) of 2009 and the Local Authority Financial Memorandum (LAFM) of 2010. MoFP issues
additional circulars on various policies and procedures to be followed in management of public funds. The Government
uses integrated financial management system (IFMIS) to process and records transactions since year 2000. In 2019, the
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Government migrate from the use of EPICOR to MUSE (Mfumo wa Ulipaji Serikalini/ Government Payment System). The
migration is done by phases whereas Central Government has fully migrated to MUSE and migration of LGAs is in
progress.
21. GOT has adopted International Public Sector Accounting Standards accrual basis of accounting issued by the
International Federation of Accountants since 2016. The same basis of accounting will be used for preparations of the
program financial statements. Two sets of program financial statements will be prepared by MOEST and PO-RALG on
annual basis and will include information of funds transferred to PO-RALG, RAS, LGAs, schools and other implementing
entities under MoEST. Contents and timeframe of the report produced by other implementing agencies for
consolidation by MoEST and PO-RALG will be defined in POM.
22. Both ministries, PO-RALG and MOEST have adequate number of qualified and experienced Accountants. Chief
Accountants of respective ministries will appoint dedicated Accountants who will be responsible for the project
activities. The responsible Accountants should be experienced in managing project finances. Qualification and
experience of appointed Accountants will be communicated to World Bank as per the establishment of NPIT
(effectiveness condition).
Treasury Management and Funds Flow
23. Project funds will be disbursed using two approaches: (1) Results/DLIs based disbursement where funds will be
disbursed to the project based on achievement of pre-determined results/indicators, and (2) IPF basing on reporting of
actual expenditure incurred.
24. There will be a total of four (4) designated accounts for the BOOST operation. Each implementing agency
(MOEST and PO-RALG) will maintain two designated accounts, one for PforR component and one for IPF component.
25. There will be two designated bank accounts for the IPF component of BOOST operation. The designated
accounts will be maintained by the Implementing agencies (MoEST and PO-RALG) at the central Bank of Tanzania (BOT).
Funds for IPF component will be disbursed based on semiannual interim financial reports (IFRs). Initial request will be
prepared based on nine months cash forecast and in line with approved AWP and budget.
26. For the program for results component, funds will be transferred to the earmarked bank account of respective
ministry (MoEST and PO-RALG) upon World Bank acceptance of results achieved. Under the current practice and
guidelines issued by MoFP, each project must maintain a separate bank account at the central BOT. GOT will provide
specific bank accounts to be used in financing program expenditure framework. World Bank will provide one off advance
to allow for the project take off and subsequently recover the advance through DLI payments upon satisfactory
achievement of results.
27. PO-RALG will disburse funds directly to Regional Secretariats (RS), LGAs and schools accounts as per approved
budget of each entity. Funds for school construction will be disbursed direct to schools upon receipt of requests from
LGAs. MoEST will disburse funds to implementing entities responsible for project under MoEST as per approved budget
e.g., TIE.
28. The use of designated accounts will be subject to the MoFP oversight procedures including the use of D-Fund
(Direct to Project funds) Management Information System hosted by MoFP. D-Fund system maintains records of all
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issues pertaining to project activities, budget, receipts, and payments of funds from BOT designated accounts.
29. World Bank client connection system will be used for requesting for funds (withdrawal applications) and
financial reporting (IFRs and audit reports). The two systems (D-fund and client connection) will be used mainly by
appointed Project Accountants at ministry level. The World Bank will provide capacity building as need arise.
The Legal and Regulatory Framework
30. The Legal and Regulatory Framework for this program’s for PforR procurement activities at the IAs and the
primary school levels will be governed by the PPA, Cap 410 (as amended 2016) and the Public Procurement
Regulations, 2013 Government Notice No. 446 of 2013 (as amended in 2016). These are supplemented by the districts’
(Establishment and Proceeding of the Tender Boards) Government Notice No. 177 of 2007 for procurements under the
LGAs. Under the amended Act, procurement functions remain decentralized to procuring entities with the PPRA
continuing to provide oversight functions in public procurement. In addition, the amended Act has maintained the
definitions of fraud and corruption about coercive practices, collusive practices, and obstructive practices. The reasons
for the amendments were long duration of procurement processes, issues with integrity and professionalism,
constraints to commercially oriented Government companies/institutions, lack of and failure to apply approved
standards for common items and services required by Government, and differences between procurement procedures
used by LGAs and those used by other procuring entities. The need for approval for exceeded budget, previously
required from approving authority, has also been amended. The amendments also emphasize submitting details, and
not just a list of procurement contracts awarded and the use of Procurement Management Information Systems (PMIS).
31. The PPA complies with applicable obligations derived from national and international requirements. The
procurement policies are based on the need to make the best possible use of public funds, while conducting all
procurement with integrity and fairness. All public officers and members of tender boards undertaking or approving
procurement are required to be guided by the basic considerations of the public procurement policy including: (1) the
need for economy and efficiency in the use of public funds; (2) give all eligible bidders/consultants equal opportunities
to compete in providing goods or executing works or providing services; (3) encourage national manufacturing,
contracting, and service industries, and (4) the importance of integrity, accountability, fairness, and transparency in the
procurement process.
32. The amended Act also promotes local content and firms. Furthermore, the amended Regulations stipulate that
contracts exceeding TZS 1 billion will need vetting by the Attorney General’s Office prior to signing. This is an
improvement from the previous threshold of Tanzania Shillings 50 million (USD$20 million). The amended Act has also
reduced the cool-off period from 14 to seven days during which an intention to award the contract is communicated to
all bidders giving them opportunity to submit a complaint, if any, on the proposed award. Furthermore, the procurement
complaint review process was changed to two tiers system, with PPRA no longer involved in the review of complaints.
Thus, a substantial reduction in the overall time for handling complaints. The legal framework is quite robust and
internationally acceptable.
33. Use of the TANePS for all procuring entities in Tanzania Mainland. The Government of Tanzania developed
TANePS which was piloted 2018 and rolled out to all public bodies. As per the Government policy, by December 2020,
all procuring entities using public funds had been trained and it was made mandatory to use TANePS in all procurement
transactions. Consequently, in June 2020, the World Bank assessed the TANePS, and the assessment concluded that the
TANePS is compliant with the MDBs e-Government Procurement Guidelines. In the Program, the TANePS will be used
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at the central and LGAs levels. It was noted that MoEST, PO-RALG, TIE, NECTA and LGAs are processing procurement
activities through TANePS. Procurement activities at the primary school levels will not use TANePS.
34. Standard Bidding Documents: In line with the issued regulations, the PPRA has issued various documents as
working tools including Standard Bidding Documents for Works, Goods, and Non-consulting Services; Standard Request
for Proposals; Guidelines on the Tenders Evaluation (Works, Goods and Non-consulting Services); Guidelines on the
Technical and Financial Proposals Evaluation and Report Preparation; Guidelines for Preparing Responsive Proposal;
Guidelines for Preparing Responsive Bids; Procedural Forms and . All these documents are accessible on the PPRA’s
website. With the support from the Bank, PPRA has revised the Standard Bidding Documents to be in line with the
amended Act and Regulations as well as to be used when using TANePS. In May 2020, PPRA issued Guideline for Carrying
out Works under Force Account which includes dedicated section for the Application of Force Account at the Lower
Government Level which is expected to be used by the primary schools in construction and maintenance of schools.
However, missing templates like simplified procurement plan format, invitation for quotations; comparison of
quotations; standard contracts, records management, handling of complaints and contract management are missing in
the guideline.
35. Generally, MoEST, PO-RALG, TIE, NECT and all LGAs use these Standard Bidding Documents issued by the PPRA.
The regulations provide the contents of solicitation documents and all the requirements stipulated in the regulations
have been incorporated in the Standard Bidding Documents. The Standard Bidding Documents contain the evaluation
criteria relating to eligibility of the bidders and qualification of the bidders, and it is mandatory to disclose evaluation
criteria to be used in determining the successful bid in the solicitation documents. Regulations are clear on the
evaluation criteria to be used in the evaluation of the bids and there is emphasis that procuring entities’ determination
of a tender’s responsiveness should be based on the contents of the tender itself without recourse to extrinsic evidence.
36. The Standard Bidding Documents issued by the PPRA have been reviewed and found to be acceptable to the
World Bank with some exception on the NCB procedures. However, the challenge has been to customize the bidding
documents to suit the requirements of specific procurement. The review of the sample bidding documents during
assessment revealed that information provided in the data sheet and special conditions of contract was adequate
although improvement is required in the evaluation/qualification criteria. In terms of specifications, especially for works
contract, the district relies on the specification issued by the Ministry of Works with minor modifications depending on
the circumstance. The guidelines for carry out works under the FA at the lower-level spells out the procedures to be
followed but does have simplified tools; request for quotations; evaluation guidelines and sample contracts to be signed
by the parties. MoEST and PO-RALG through PPRA are required to prepare the simplified working documents English
and Swahili for the effective use of the guidelines.
37. Bids and proposals evaluation: Bids evaluations at MoEST, PO-RALG, TIE, NECT and all LGAs are carried out by
evaluation committees constituted according to the PPA and its regulations. Normally, evaluation committees comprise
a minimum of three members for works, goods, non-consulting services, and financial proposals and a minimum of five
for technical proposals. Evaluation committees comprise members from the user departments, technical staff, and
sometimes from outside the procuring entity where expertise is lacking internally. Generally, evaluations follow the
evaluation/qualification criteria specified in the bidding documents although it has been noted that at times no reasons
are recorded as to why particular bidders are disqualified. Evaluations are done in three stages: preliminary examination,
detailed evaluation, and post-qualification analysis, and these stages are adhered to in most of the evaluation reports
reviewed by the World Bank, especially in the works contracts. Sometimes, however, the provisions in the PPA and its
regulations have not been abided by the evaluation committees as well as the Tender Board (TB).
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38. There are inefficiencies in preparing and approving procurement transactions. Significant delays have been
noted in preparing specifications and bidding documents, bid evaluations including adjudication of the evaluation
reports and awards recommendations. Delays in getting necessary approvals lead to tenders being awarded after
expiration of bids’ validity period. Unsuccessful bidders are informed on the award decisions and publications of awards
in the TANePS.
39. Publication of Contracts: Transparency is among the fundamental pillars of public procurement and disclosure
of information is one of the elements of transparency. PPA and Regulations require the Accounting Officer (AO), within
three days of receipt of the notification of award decision from the TB, to issue a notice of intention award. Within three
days upon receipt of the notification of award decision from the TB a complaint (if any) during cool-off period. At MoEST,
PO-RALG, TIE, NECT and all LGAs, all notices are issued through TANePS and published in the PPRA’s website.
Procurement Arrangements at MoEST, PO-RALG, TIE, NECT and all LGAs
40. The MoEST, PO-RALG, TIE, NECTA and all LGAs will be responsible for the procurement and accountability of
goods and services required for the operations of the respective IA. The Program will be implemented under the
existing legal framework operating in the IAs. Thus, the proper functioning of these bodies (TB, PMUs, User
Departments, Evaluation Committees, Inspection and Acceptance Teams) established by the PPA and its Regulations to
process and adjudicate procurement activities is very critical for the effective undertaking of the procurement activities
of the program considering the fact that other sectors are also relying on the same bodies. The assessment carried out
for the MoEST, PO-RALG, TIE, NECTA and selected LGAs reveals that there are legally established TBs and PMUs to
manage the procurement functions. However, deficiencies were noted in that in some of the LGAs, the TB are not
properly constituted with fewer members than required and the PMUs in some of the LGAs operate as committees with
only a few staff working permanently with PMU and co-opting others from the User Departments depending on the
needs. Some of the TBs member and PMUs staffs have not attended trainings on the PPA and its Regulations. At the
primary school levels, the organs/bodies established by the Accounting Officers (District Directors) of the respective
LGAs in accordance with FA Guidelines for carrying out works will be responsible for procurements of construction
materials, labor contracting and overall execution of the contract with the assistance of the technical departments of
the respective LGAs.
Procurement Arrangements at Schools Level
41. The schools fall under the Lower LGAs level which is a level below the Local Government Authority. The schools
have established governing structure which includes the School Board and the School Management Team. The
construction and maintenance of school infrastructures will build on the community-based construction and force
accounts. In May 2020, PPRA issued a Guideline for Carrying out Works under Force Account which has dedicated section
on the application of force account at the lower Government level (schools, health facilities and similar establishments
receiving funds directly from the Government for the purpose of carrying out works and related activities). According to
the Guideline, the Accounting Officer (District Director) is required to delegate procurement functions of the Accounting
Officer to a member of staff at the lower Government levels for all works projects carried out through Force Account
and the person to whom this function is delegated shall carry out duties and responsibilities as provided for under these
guidelines. Although it’s not explicitly stated, it’s expected that the referred procurement functions will delegate to the
Head Teachers. Further, the guideline provides where there is no qualified procurement specialist in the delegated
office, the delegated Accounting Officer shall appoint two to three staffs within his jurisdiction to carry out all
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procurement functions of a particular project. The appointed procurement staffs shall work under the guidance of the
PMU of the delegating office.
42. During the visit to Kibiti District Council and two primary school in Kigunguli and Mbawa, it was noted that
there are capacity challenges at LGA level to regularly visit 76 schools under the District and provide required support.
The construction department has only one Engineer to support the Works at school levels apart from routine works.
PMU staff also face challenges to work with schools due to understaffing and logistic issues. Also, IAU is understaffed.
The unit has one staff – District Internal Auditor (DIA). The funds which are available are not adequate for all schools in
the District. The budget which is released does not account for geographical/terrain location of the schools to be
constructed/rehabilitated, laboratory tests and logistics costs especially where transport through ferry is required or
transport is required for Lab tests. The priority for construction and supervision is given to school which are near to the
LGA office and in populated area than to schools which are far and in less populated areas. It was noted that there was
no full compliance to the PPRA Guidelines for Force Account. Some of the staff especially teachers are not aware of the
Guidelines. Teachers at school level who are nominated for procurement function are not capable of performing the
function as per the guidelines. PPRA’s Force Account Guidelines of May 2020 overrides all the previous guidelines,
however, it was noted that the old guidelines were still being followed. The new PPRA guidelines need to be revised to
bring in participatory approach to reflect the set up at the community level and to give an opportunity to stakeholders
to comment on the approach and its improvement. There is a need for dissemination and capacity building at School
level for implementation of PPRA Guidelines for Force Account. There is a lack of proper procurement planning which
can help in preparing a more realistic budget plan with cost estimates including the ancillary cost like transport and
logistics costs.
43. At Kigunguli Schools at Kibiti District, the school committee comprises of four community members with one
chairperson. There are four teachers in the committee and Head Teacher is the Secretary. There are three sub
committees for Procurement, Inspection and Construction. Procurement committee has eight members and LGA PMU
is the head of the committee. The procurement process is done through getting sealed quotations, which are opened in
front of the committee members. The award goes to the lowest quotation. The District Council staff helps in preparing
the terms and conditions of the contract which is signed by the Supplier/Contractor and the Chairperson of the
committee. If the procurement is related to Goods, then these are delivered at school and recorded in a ledger. The
technicians and workers required for a specific works are advertised on the school notice board and based on the lowest
rate they are hired for the work. Once the activity is completed, inspection committee checks and verifies the quality.
Finally, the District Engineer comes and verifies the quality after which the final payment is made.
44. Appointment and functions of Bodies at the lower LGAs level (primary school level): Pursuant to the Force
Account Guideline, the delegated AO (Head Teacher) is required to constitute two bodies, namely, implementation
team, and inspection and Acceptance Team for the purpose of ensuring that the procurement of materials and works
are carried out with due regards to the value for money. Each team should constitute three to five staff members from
respective entity (primary school) and tenure of their appointment shall be for the period of the project. Each committee
should constitute of at least one member with technical knowhow based on the magnitude and complexity of the
project. In addition, inspection and acceptance team should consist of one member from the local Government
leadership of the community surrounding the entity, and one person from the community with technical knowhow on
construction.
45. Procurement of construction materials at the lower LGA level: The established bodies are required to ensure
that procurements of construction materials is done from the list of approved suppliers by GPSA within the community
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or shops. Where there are no suppliers shortlisted by the GPSA, schools should invite at least three mini-competition
quotations from among shortlisted suppliers. The received quotations should be to be evaluated by Evaluation
Committee appointed by Delegated Account Officer and awarded based on stated evaluation criteria in the Solicitation
Documents.
46. Construction and supervision of civil works: The Guideline provides that the Implementation Team will be
responsible for supervision of works during execution and the Inspection and Acceptance Team is responsible for
inspection of materials and works carried out. These teams are required to report to the Delegated Accounting Officer.
Delegated Accounting Officer may request technical assistance/personnel or special training from the delegating
Accounting Officer (District Director) in any area before or during execution of the project. Where skilled labor is
required, personnel required for the works shall submit proof of professionalism certification (i.e. technical skills
certification) from respective Board or authority responsible for a such professionalism. One of the skilled
labor/personnel shall be appointed by the Delegated Accounting Officer (Head Teacher) as a Project Supervisor. Where
skilled personnel cannot be sourced from the community, request shall be submitted to the Delegating Accounting
Officer (District Director), who shall appoint an officer(s) from within his jurisdiction for such an assignment. The project
implementation team is required meet often with the Project Supervisor to discuss progress of the work. Project
supervisor shall submit work program to the project implementation team on weekly basis as prescribed before
submitting such report to the delegated Accounting Officer. Project implementation team is charged with responsibility
of ensuring that work is carried out in accordance with terms and conditions of the engagement, schedule of works,
budget, quality, and any measures put in place for proper project administration.
47. Completion and Closure of the Works Project: Pursuant to the FAG, the Inspection and Acceptance Team inspect
the completed works. In doing so, the Team is required to (1) carry out final inspection and identify any snags of the
works completed; (2) prepare completion certificate and issue the same; and (3) determine defect liability period for the
works as necessary as contractual obligation.
48. Audits of construction works: The internal control and oversight role is vested to the Delegating Accounting
Officer (District Director) who is required to assign the Head of Internal Audit Unit, head of works department, and head
of procurement, to audit and inspect procurement and works transactions on a regular basis. However, the LGAs’
internal audit reports reviewed do not adequate audit procurements and construction works done at the school levels.
49. CAG’s Performance/VFM audit of March 2021 in monitoring and supervision of projects implemented through
Force Account in the education sector revealed that (1) there are questionable competitions in the Request for
Quotations methods;(2) abnormal prices for procurement of goods - some items were bought at higher price as
compared to normal market prices and other items were quoted at normal price despite buying in large quantity; (3)
payments effected for undelivered goods; (4) loss of public funds due to high cost of labor charges; (5) improper
recording of stores; (6) improper inspection and acceptance of goods; (7) inadequate time and quality control in the
construction activities; and (8) inadequate supervision of works. The report concluded that quality of the implemented
projects was questionable; and there was non-completion of some of the projects of which jeopardized achievement of
value for money during implementation of construction projects in education sector. This is a clear indication that
procurement system in the institutions implementing program activities need to be improved in terms of capacity
building of the organs involved in the procurement processes; more involvement of the LGAs’ Engineers/Technicians in
works supervision; strengthening contract management in all levels and ensure close monitoring of the parent
ministries.
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Controls and Integrity
Internal controls
50. The Government of Tanzania internal control framework is based on the Public Finance Act (2001) and several
other related regulations and guidelines issued by MoFP. Some guidelines issued include Guidelines for Enhancing
Internal Control Frameworks in Public Sector Organizations (2014), Guidelines for Developing and Implementing Fraud
Risk Management Framework in the Public Sector (2015), Guidelines for Developing and Implementing Institutional Risk
Management Framework in Public Sector (2012). There are adequate policies and procedures to guide authorization
and record keeping of transactions at MoEST and PO-RALG.
51. The basis for internal control procedures in LGAs is the Local Authority Accounting Manual (LAAM) of 2009 and
the Local Authority Financial Memorandum (LAFM) of 2010. The two documents set out detailed processes to be
followed and documentation necessary for comprehensive accounting system, segregation of duties, approval
hierarchies and filing of documents.
52. However, audit queries regularly observe noncompliance to the procedures, funds spent for unintended
activities, inadequately supported expenditures, noncompliance to procurement regulations and weaknesses in
contract management. In addition, PEFA assessments have raised concern over commitment controls and building up
of expenditure arrears which are off the IFMIS.
53. Schools are governed by the School Board/Governance Committee which is responsible for budgets and
payments authorization. The Committee comprise of Village and Ward Executive Officer and other members who are
mainly parents.
Internal Audit
54. Internal Audit Units at ministerial and LGAs have improved in terms of functions by putting in place annual
internal audit plans, audit strategy and adoption of risk- based audit. Despite having functioning internal audit units,
the Internal Audit Units at LGAs lack working tools and IT equipment to support out of office work like in schools, funding
for the Units is inadequate, and inadequate number of staff (the units had average of 2-3 staff including the Chief
Internal Auditor). The CAG audit report of 2019/20 indicated 70 LGAs (39 percent) do not have enough Internal Auditors
to efficiently plan and deliver audit plans. Because of these constraints, project audits are conducted once per annum.
There is also a challenge of non or slow implementation of audit recommendations resulting recurrence of audit findings.
55. In ministries and LGAs, there are audit committees which are comprised of internal and external members.
The committee meets on a quarterly basis and is responsible for reviewing financial statements, establishing an effective
risk management framework, internal controls, and monitoring of internal audit activities in line with the Audit
Committee Guidelines issued by the Internal Auditor General. In addition, there are Finance committees at LGAs which
reviews budgets and financial reports on quarterly basis. These committees report to the respective Accounting Officer.
The Controller and Audit Report of CAG in 2019/20 has indicated inefficiencies in functioning of LGAs Audit committees
such as 29 committees did not minute discussions; 20 did not approve LGA final reports prior to submission to CAG; 14
did not review audit plans; 22 did not conduct their quarterly meetings; 19 do not have sufficient capacity to perform
their roles.
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56. Procurement oversight at the MoEST, PO-RALG, TIE, NECT and all LGAs is done by the respective Internal Audit
Units (IAUs), PPRA, Internal Auditor General (IAG), Controller and Auditor General (CAG). Respective IAUs are required
to prepare quarterly audit reports, but these were found to not cover procurement issues adequately and provide
recommendations for improvement in adherence with rules and procedures. According to PPA 1 and its Regulations,
the Internal Auditor of the procuring entities is required to state in his/her report whether the Act and its Regulations
have been complied with and the AO of the PE after receiving the report is required to submit such report to PPRA
within 14 days. Upon receiving the report, PPRA may, if it considers necessary, require the AO to submit a detailed
report on any procurement implemented in violation of the Act and Regulations for review and necessary action. Some
of the LGAs assessed do not submit the quarterly audit report to PPRA timely as required by the law as the IAUs were
not aware with this provision. It is expected that if this provision is fully implemented will strengthen both IAUs’ and
PPRA’s oversight role. It was noted that most of the units were understaffed and not conversant with provisions of the
PPA and its Regulations as well as auditing of the procurement process in the procurement cycle. Due to budget
constraints, PPRA cannot audit all PEs in Tanzania Mainland in one year as a result audits are being done of sample basis.
CAG has the responsibilities of undertaking external financial and performance audit of all Government entities, public
authorities, and other bodies at least once a year. The performance audit performed by CAG also covers expenditure of
funds used for procurement by Government entities. CAG is audited by CAG per as the requirement of the law.
57. CAG, IAG and PPRA have the mandate of carrying out procurement, performance, and financial audits
respectively for the programs implemented IAs. The results of procurement and VFM audits are published in the local
newspapers and PPRA’s website. Non-performing procuring entities (AOs) are summoned by PPRA’s Board of Directors
to discuss the findings and corrective measures to improve compliance in their entities. The procurement and VFM
audits carried out by PPRA feeds in the CAG annual report as a procurement chapter. The procurement audits and VFM
audits conducted by PPRA are supplemented by the Red Flags Checklist on fraud and corruption in the procurements
carried out by procuring entities. Internal Audit, PPRA and CAG reports. reviewed revealed the following weaknesses in
the MoEST, PO-RALG, TIE, NECTA and participating LGAs; (1) procurement plans are not updated on time to reflect new
requirements (2) procurement of construction materials with competitions (LGAs – Force Account); (3) PMUs at some
LGAs are not properly constituted and sub-votes have not been allocated as the PPA and its Regulations; (4) Some of
the PMUs, TB, UD and IAU staffs haven’t been trained on the PPA and its Regulations (5) failure to appoint goods
inspecting and accepting committees (i.e. LGAs); (6) inefficiencies in processing procurement activities; (7) bids
evaluation are not done properly; (8) site possession to the contractors were not done timely as per the contracts (LGAs);
(9) failure to enforce liquidated damage clauses in the failure to complete works or deliver goods as per the contract;
(10) absence of quality assurance plans for construction contracts (LGAs); (11) inadequate records filling and
management system; (12) health and safety plan not submitted by the contractors (LGAs); (13) performance securities
are not extended in case of contracts extensions; (14) delays in paying vendors as per the terms of the contract.
Program Audit
58. The Public Audit Act no. 11 of 2008 grants the Controller and Auditor General (CAG) exclusive powers to audit
public funds, including this Program’s funds. CAG has sole responsibility for statutory audit of all MDAs and LGAs.
CAG discharges this responsibility either directly or through private auditors contracted as agents. Outsourcing of the
audits partly solves the challenge of staff constraints at the CAG office. The CAG has regularly carried out World Bank
project audits and issued reports within the required time in Financing Agreements. However, the CAG will face
challenges of auditing schools given their significant numbers and constraints of time and financial resources. Audit
approach will consider sampling techniques and risk-based approach.
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59. CAG will conduct the audit in accordance with International Standards on Auditing (ISA). Each institution
(MoEST and PO-RALG) will provide related separate financial statements for audit verification. Alongside, one
management letter reporting gaps in internal controls environment of the project will be issued. The audit report will
be submitted to World Bank within nine months after the end of fiscal year, that is by 31 March each year. The World
Bank will make project audited financial statements available to the public in accordance with the World Bank Policy on
Access to Information.
Procurement Capacity
60. MoEST, PO-RALG, TIE, NECT and selected LGAs PMUs has been established as per the requirement of the PPA
and its Regulations. It is expected that the workload of the respective PMUs will increase considerably when Program
procurement activities will be in full-fledged operation plus other donor funded projects and departments within the
IAs. A review of staffing levels has revealed that there is a shortage of staff especially in the participating LGAs to match
with procurement volumes especially technical specialists considering fact that the program’s activities will involve
construction and maintenance schools. The understaffing was also noted in the Internal Audit Units in the LGAs. The
main challenges in the procurement process have been preparation of adequate specifications, preparation of terms of
references for consulting services, preparation of tender documents – evaluation and qualification criteria and
evaluation of tenders and proposals. In terms of knowledge of the PPA and its Regulations, the assessment revealed
that there is a knowledge gap as some of the AOs, TB members, UDs, PMUs and Internal Audit Units have not attended
PPRA’s trainings. Given the capacity gap, there is need to build of the capacity of the IAs on the preparation of bidding
documents, evaluation of bids/proposal and contract management to increase efficiencies in the procurement process.
61. There is inadequate procurement capacity at school levels: The bodies which have been mandated to manage
procurement functions and construction of works lack capacity and knowledge required to discharge their duties
properly. Some of them have not been trained on procurement procedures and their roles and responsibilities in the
procurement activities and contract management (formation of contracts/agreements, terms of the contacts;
inspection and acceptance procedures and issuing of the certificates). Further, there are no simplified documents
(quotations solicitation documents, evaluation templates; template for contract agreements; checklist for records
keeping; templates for progress report preparation etc.). There is a need to build the capacity of these
teams/committees in the procurement cycle and provide simplified documents which will guide them in fulfilling their
responsibilities.
Contract Administration
62. Contract management for any procurement of goods, services or works contracts is the responsibility of PEs
as mandated under PPA and its Regulations. At the school levels, the responsibility is vested to the Implementation
Teams and Inspection and Acceptance Teams. As per the provisions of the PPA and its Regulations, PEs are required to
ensure that the contracts are implemented in accordance with terms and conditions governing those contracts, and to
take or initiate steps to correct or discipline deviations from observance of contract conditions. PPA 2011 and its
Regulations set out the responsibilities of the PEs and procedures during contracts implementation including technical
or scientific test and issuance of good acceptance certificate. Generally, PPRA Procurement and VFM audits have
observed that contract management in some of the IAs to be weak due to limited capacity of human resources,
knowledge, and experience in managing contracts. At the school level, the teams mandated with contract management
function do not have the prerequisite capacity to discharge this function properly. It was noted that LGAs are unable to
provide guidance and support adequately as stipulated in the Force Account Guideline.
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63. The following deficiencies were noted; (1) failure to demand vendors to furnish securities and insurances as per
the terms of the contract, (2) operating with expired contracts – contracts not updated before expiry (3) failure to
impose liquidated damages and forfeiture of performance securities in cases of poor performance by vendors; (4)
operating with expired contracts – failure to extend contract on time (5) delays in executing contracts, and (6) delays in
paying vendors as per the contracts; (7) most of the contracts are not completed on time; and (7) delayed decision
making to contract variations. Training will be required for both procurement and technical staff in contract
management to ensure that they are knowledgeable of the requirements of contract management. PPRA’s APER FY
2018/19 observed similar weaknesses in the reports submitted by the IAUs. In addition, report observed that (1)
payments were made to the executed works without carrying out measurements and inspections, and goods were
received and issued to the users without being inspected; (2) delays in commencement of contracts; (3) suppliers were
not issued with LPOs for the procurement carried out under minor value category; (4) quality assurance plans not
prepared; (5) professional indemnities were not submitted by consultants and no action taken by the procuring entities;
(6) extension of time were granted without justifiable grounds; and (7) construction material’s laboratory and field tests
for quality control not conducted.
Records Keeping
64. PPA and its Regulations prescribe procurement records to be maintained and archived by PEs in the
procurement proceedings including decisions taken and the reasons for it. The records range from planning to contract
closure and to be kept for five years after contract closure. Generally, records at the institutions assessed were scattered,
incomplete with no proper filing and management system. As a result, it is difficult to trace complete records of a
particular tender in one file. The problem of records management system is also partly attributed to inadequate working
space for PMU staff and documents storage. With the existing working environment and infrastructure, it is an uphill
task to archive and maintain complete procurement records for the periods specified in the procurement law.
Review of Resolution of Complaints
65. A two-tier system of handling procurement complaints is provided under the PPA 2011 and its Regulations.
The PPA 2011 and its Regulations provide two levels for handling procurement complaints which are: (a) the head of PE
and (b) PPAA. PPRA is no longer involved in reviewing complaints by bidder with aim of limiting PPRA’s function to
advisory and monitoring procurement activities as well as eliminating conflict of interest when it was handling both
functions; advisory and complaints reviewing. However, for monitoring purposes, an aggrieved bidder is required to
serve a copy of compliant to PPRA and the AO is required to submit a copy of the decision to PPRA within seven days
from the date of its delivery. Removing PPRA from the complaints handling process has reduced considerably the
number of days used to handle complaints from an average of 105 days to 59 days.
Program Systems and Capacity Improvements Mitigation Measures
66. A summary of key Fiduciary risk and mitigation measures identified at the assessment are described in the
below table.
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Table 8: Summary of Fiduciary Risk and Mitigation Measures
Risk Mitigation Action Timing Type of Responsibility

action(PAP, DLI,
etc.)
Inadequate staffing in LGAs’ Recruit/appoint qualified and Within 6 months of PAP PO-RALG and
PMUs and Internal Audit Units experienced staff to fill the the Program participating
and frequently transferring of gaps in line with existing laws implementation LGAs
the staffs in Tanzania.
Staff have inadequate Conduct training tailor made Throughout PAP MoEST, PO-
knowledge of procurement courses specifically to address Program RALG, NECTA,
planning, preparation of bidding weakness in these areas to implementation TIE and
& request for proposals Tender Board, PMUs, User participating
documents, evaluation of bids/ Departments and Internal LGAs
proposals and contract Audit Units. Liaise with PPRA to
management. conduct tailor made courses.
Inefficiencies in processing Adherence to the standard Throughout PAP MoEST, PO-
procurement activities and lack processing times throughout Program RALG, NECTA,
of internal monitoring program implementation and implementation TIE and
ensure monitoring is done. participating
LGAs
Weak controls and risk of fraud Carry out program once at mid-term PAP MoEST and PO-
and corruption procurement and value for review and once at RALG
money audit by the the end of the
Indepennde Agency - PPRA at program
mid-term review and at the
end of the program using the
terms of refernence agreed by
the Bank
Staff at the primary school level Conduct training tailor made During the PAP PO-RALG and
and commuiniteis lack trainings on procurement Program participating
knowledge to handle procedures, records keeping Implementation LGAs
procurement activities in line and contract management
with Force Account Guidelines especially in construction.
and other issued guidelines. Liaise with PPRA to conduct
Also, absence of sound records such trainings.
keeping and management. With assistance from PPRA Within 6 months of PAP PO-RALG and
prepare simplified documents the Program participating
which will enable lower level implementation LGAs
LGAs to carry out procurement
function effectively.
Non-application of World Bank Ensure that persons or firms During the PAP MoEST, PO-
debarment/temporary debarred or Program RALG, NECTA,
suspension lists which may suspended by the Bank are not Implementation TIE and
result in unacceptable contract awarded a contract by participating
awards to contractors, verifying the same prior to LGAs
consultants and/or suppliers award under the Program
under temporary suspension or during the debarment or
cross debarment by the Bank or suspension period. TOR for
any other MDBs. audit firms will include the
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requirement to assess on
randomly basis whether any
contract has been awarded to
a suspended or debarred firm
and no parties debarred or
suspended by the Bank shall
benefit from the program
funds
For the IPF window (the Project)
Financial Management
67. For IPF component, the World Bank disbursements guidelines for IPF shall apply. Financial management
arrangements will be as follows:
• Budget: Annual work plan (AWP) and budget for IPF component will be submitted to World Bank in April each
year for deliberation and approval before the fiscal year starts in July.
• Fund flow: Two designated accounts for IPF components will be maintained for each implementing agency
(MoEST and PO-RALG). World Bank will disburse funds basing on nine months cash forecast requests
documented in interim financial reports. Other disbursement methods including reimbursement and direct
payment will be applicable to IPF component.
• Financial reporting: Interim financial reports for IPF component will be prepared for the six months period.
Format and contents will be illustrated in Disbursement and Financial Information Letter (DFIL).
• Financial accounting, internal controls, and auditing: Financial systems and arrangements used in PforR
component, will be used in record keeping, controlling, monitoring, and auditing of IPF component. A single set
of financial statements will be used for IPF and PforR component.
Procurement
68. Procurement activities under the IPF component will be carried out in accordance with the following World Bank
procedures: (a) the World Bank Procurement Regulations for IPF Borrowers Fourth Edition, November 2020; (b)
Guidelines on Preventing and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and
Grants, dated October 15, 2006, and revised in January 2011 and July 1, 2016; and (c) other provisions stipulated in the
Financing Agreements.
69. As required by the Procurement Regulations, a Project Procurement Strategy for Development (PPSD) for IPF
component has been developed, based on which a Procurement Plan (PP) covering activities in IPF component for a least
the first 18 months has been drafted by each IA to set out the selection methods to be followed by the Recipient in the
procurement of goods, works, non-consulting and consulting services financed by the World Bank. The PP will be updated
at least every 12 months, or as required, to reflect the actual Project implementation needs. Each update of the PP shall
require World Bank approval. All PPs will be publicly disclosed in accordance with the World Bank disclosure policy.
70. Systematic Tracking of Exchanges in Procurement (STEP) and Tanzania National e-Procurement System
(TANePS). The World Bank’s STEP system will continue to be used to prepare, clear, and update PPs to conduct all
procurement transactions of the project. The World Bank in collaboration with the Public Procurement Regulatory
Authority (PPRA) is rolling out TANePS in World Bank-financed projects. Thus, procurement activities of the project will
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be processed through TANePS. The MoEST, PO-RALG, NECTA and TIE are using TANePS for procurement activities funded
by the Government. MoEST and PO-RALG are implementing other World Bank projects which TANePS is being rolled out.
71. Procurement templates. The World Bank’s standard procurement documents (SPDs) shall be used for
procurement of goods, works, and non-consulting services under the Open International Competitive Procurement
approach. Similarly, selection of consultant firms shall use the World Bank’s SPDs, in line with procedures described in
the Procurement Regulations. While approaching the national market using National Procurement Procedures (NPP), the
national standard bidding documents may be used with appropriate modifications acceptable to the World Bank and
additional annexes to incorporate the World Bank’s Anti-Corruption Guidelines, universal eligibility, and the World Bank’s
right to inspection and audit. Procurement procedures shall be consistent with the World Bank’s Core Procurement
Principles and contractual remedies set out in its Legal Agreement apply.
72. National Open Competitive Procedures (NOCP). NOCP may also be used, provided that such procedures are
consistent with the following requirements as provided in paragraph 5.4 of the Procurement Regulations: (a) there is
open advertising of the procurement opportunity at the national level; (b) the procurement is open to eligible firms from
any country; (c) procurement documents include provisions, as agreed with the World Bank, intended to adequately
mitigate against environmental, social (including SEA and GBV), health, and safety (‘ESHS’) risks and impacts; (d) contracts
have an appropriate allocation of responsibilities, risks, and liabilities; (e) contract award information is published; (f) the
World Bank has rights to review procurement documentation and activities; (g) there is an effective complaints handling
mechanism; and records of the procurement process are maintained. Standard bidding documents based on Tanzania’s
PPA, with required adjustments as required and cleared by the World Bank, will be used for NOCP. If necessary, the
implementing agencies may use the World Bank’s SPDs for NOCP, in agreement with the World Bank.
73. Other national procurement arrangements (other than NOCP) that may be applied by the borrower (such as
limited/restricted competitive bidding, request for quotation/shopping, or direct contracting) shall be consistent with
the World Bank’s core procurement principles set out in paragraph 5.3 of the Procurement Regulations and ensure that
the World Bank’s Anti-Corruption Guidelines and Sanctions Framework and contractual remedies set out in its Legal
Agreement apply.
74. Publication (advertising). The borrower is required to prepare and submit to the World Bank a General
Procurement Notice. The World Bank will arrange for its publication in United Nations Development Business online
(UNDB online) and on the World Bank’s external website. Specific Procurement Notices for all procurement under
International Competitive Procedures and Requests for Expressions of Interest for all consulting services estimated to
equivalent to US$300,000 and above shall be published in UNDB online and the World Bank’s external website and at
least one newspaper of national circulation in the borrower’s country or in the official gazette or on a widely used website
or electronic portal with free national and international access.
75. The new Procurement Act has been reviewed by the World Bank and found to be satisfactory to a large extent.
In accordance with paragraph 5.4 of the Procurement Regulations, the following shall be observed: (a) the request for
bids/request for proposals document shall require that bidders/proposers submitting bids/proposals present a signed
acceptance at the time of bidding, to be incorporated in any resulting contracts, confirming application of, and
compliance with, the World Bank’s Anti-Corruption Guidelines, including without limitation to the World Bank’s right to
sanction and the World Bank’s inspection and audit rights and (b) rights for the World Bank to review the borrower’s
procurement documentation and activities.
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76. Procurement implementation arrangements. Procurement activities for the IPF component will be streamlined
in the Government system whereby PMUs of the MoEST, PO-RALG, NECTA and TIE will manage procurement functions.
Each IA will have its own procurement plan and activities to implement under the project and separate platform in STEP.
77. A procurement capacity assessment for IPF component of MoEST, PO-RALG, NECTA and TIE was carried out in
September 2021. The assessment included a review of the organizational structure, functions, staff skills and experience,
and adequacy for implementation of the project. The MoEST and the PO-RALG are familiar with the World Bank’s
fiduciary requirements through the implementation of other World Bank-financed projects. NECTA and TIE have no prior
experience with IPF policies. The assessment revealed several issues summarized in Table 10 below.
78. The overall procurement risk for IPF component was assessed to be ‘Substantial’. The residual risk after
implementation of the mitigation measures is ‘Moderate’. Mitigation measures are proposed in Table 10 below.
Table 9: Procurement Risks and Mitigation Measures
Risk Mitigation Measure Timeframe Responsibility

PMU staff have inadequate Provide training in World Bank procurement Throughout
experience in managing procedures and processes and contract implementation
procurement of complex works, management.
MoEST, PO-RALG,
goods, and consulting works; in
NECTA and TIE
accordance with World Bank
procurement regulations and
procedures, including use of STEP
Inefficiencies in processing, Ensure procurements are processed as per the Throughout
approving, and managing timelines in the procurement plans, including implementation
MoEST, PO-RALG,
procurement activities timely, Tender Board approvals, preparation
NECTA and TIE
of ToRs and specifications by user and
technical departments
Staff have inadequate knowledge Conduct training tailored toward addressing Throughout
and skills/experience in contract weaknesses in contract management for PMU implementation MoEST, PO-RALG,
management staff and technical departments of the NECTA and TIE
Ministry.
Inadequate records keeping Establish a sound filling and records Throughout MoEST, PO-RALG,
system and storage space. management system. implementation NECTA and TIE
79. Procurement oversight and monitoring arrangements. The World Bank exercises its procurement oversight
through a risk-based approach comprising prior and post reviews as appropriate. The World Bank sets mandatory
thresholds for prior review based on the procurement risk rating of the project. The requirement for a prior or post
review shall be specified in the PP. The World Bank will carry out post reviews of procurement activities undertaken by
the borrower to determine whether they comply with the requirements of the Legal Agreement. The World Bank may
also use the services of the PPRA for carrying out post reviews for the project.
80. Since the assessed procurement risk rating is ‘Substantial’, IAs shall seek the World Bank’s prior review for
contracts of value equivalent to the thresholds, as detailed in Table 10 below.
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Table 10: Thresholds for procurement approaches and methods
Thresholds for Procurement Approaches and Methods (US$ millions)–Goods, Works, and Non-Consulting Services
Category Prior Review Open International Open National Request for Quotation
(US$ millions) (Rafiq)
Works ≥ 10 ≥ 15.0 < 15 ≤ 0.2
Goods, IT, and non- ≥2 ≥5 <5 ≤ 0.1
consulting services
Thresholds for Procurement Approaches and Methods (US$, millions) – Consulting Services
Category Prior Review Short List of National Consultants
(US$, millions) Consulting Services Engineering and Construction
Supervision
Consultants (Firms) ≥1 ≤ 0.3 ≤ 0.3
Individual Consultants ≥ 0.3 n.a. n.a.
81. Frequency of procurement supervision. In addition to the prior review supervision to be carried out by the World
Bank offices, the capacity assessment of the IAs recommends one supervision mission every six months to visit the field
to carry out post review of procurement actions.
82. Training and workshops. The IPF component will finance training and workshops, if required, based on an annual
training plan and budget, which shall be submitted to the World Bank for its prior review and approval. The annual
training plan will identify, among other things, (a) the training envisaged; (b) the justification for the training; (c) the
personnel to be trained, including staff in regional offices; (d) the duration for such training; and (e) the estimated cost
of the training. At the time of the actual training, the request shall be submitted to the World Bank for review and
approval. Upon completion of the training, the trainees shall be required to prepare and submit a report on the training
received.
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ANNEX 5. ENVIRONMENTAL AND SOCIAL SYSTEMS ASSESSMENT SUMMARY
1. An Environmental and Social Systems Assessment (ESSA) was conducted to review the capacity of existing
Tanzania national and local Government systems to plan and implement effective measures of environmental and
social risk and impact management for the BOOST Program. The ESSA prepared for BOOST was consulted and its findings
validated by various stakeholders, prior to disclosure.
2. The ESSA concludes that Tanzania has established a comprehensive set of Environmental and Social
management systems to address the Environment, Health and Safety, as well as Social concerns related to the BOOST
Program. Such systems are principally consistent with the six core principles of the World Bank’s Policy on Program-for-
Results Financing to effectively manage Program risks and promote sustainable development.
3. However, the ESSA identifies the following inadequacies and gaps in the country’s environmental and social
system: including (1) inadequate supervision/monitoring and enforcement of environmental risks mitigation measures
at regional levels, (2) few human and financial resources within the regions and supporting institutions (National
Environment Management Council, National Construction Council, Occupational Safety and Health Agency, etc.)
responsible for managing environmental, health, and safety risks, (3) inadequate attention to coordinated social risks by
officers at the regional levels such as Community Development, Labor and Gender Officers, (4) lack of specific legislation
or policy in place in Tanzania related to under-served communities and (5) inadequate annual environment and social
performance verification audit procedures for minimum conditions related to environmental and social safeguards.
4. Environmental and Social Risks. The proposed activities under the Program are likely to have substantial
Environmental and Social risks and impacts. First of all, the civil works under Result Area 1 might have potential
environmental impacts such as (1) waste generated at construction sites which can pollute land and water bodies
(cement mixing areas, metal, wood and paint residues, diesel, and other residues); open pits from the borrow pits/quarry
can cause accidents; (2) cutting of trees to use as building material; (3), noise and dust emissions (4) road accidents;
amongst others. Furthermore, there could be Occupational Health and Safety challenges since most of the areas are very
remote and not easily accessible and hence lack of proper monitoring and supervision of the construction sites (OSH),
and lack of record keeping (accidents, injuries, emergencies). The proposed construction of classrooms may result in
potential social impacts that will need to be mitigated. The construction of extra classrooms might require additional
land in both urban and rural areas thus resulting in loss of land and assets which may have impacts on households. Land
acquisition for the construction of social infrastructure is frequently through land donation to minimize the costs
associated with compensation. Displacement of households from their land has the potential to result in loss of
livelihoods needed to maintain household incomes.
5. There are risks of GBV and Sexual exploitation and abuse (SEA) to the young children both boys and girls. For
girls, GBV may result in pregnancy and associated exclusion from the regular education track at a young age. The
construction activities will give access to school compounds for Program workers/local contractors thus potential for risks
of GBV and Sexual exploitation and abuse (SEA) to the young children both boys and girls. There is also a risk of GBV both
while travelling to school and within schools, especially in the absence of adequate knowledge of sexual and reproductive
health. The presence of construction workers may also increase SEA and Sexual Harassment risks for women and girls in
the community. While gender laws, regulations and systems are in place to address incidences of GBV, children face
several challenges in reporting GBV. The risk of teenage pregnancies in upper primary school although real is much lower
than in secondary schools as age group for preprimary and primary education is lower.
6. The GoT is also implementing a National Plan of Action for Violence Against Women and Children (NPA-VAWC)
that includes safe schools and life skills as well as safe environment to ensure the safety of primary and secondary
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students. For example, the multisector GBV national referral/response network known as One Stop Center and national
Child Helpline #116 – a toll-free service, is available across all networks in Tanzania mainland and Zanzibar. The program
also provides training for law enforcement agents and the judiciary to develop GBV specific services. Furthermore, there
are existing Government and donor-supported programs that support the boys and girls who drop-out to continue
education or training such as the Integrated Program for Out of School Youths (IPOSA), Folk Development Colleges (FDC),
and Vocational Training Centers (VTC) as alternatives to secondary schools and Complementary Basic Education in
Tanzania (COBET). COBET is an alternative pathway for pupils to complete primary education through an accelerated
syllabus. Completion of COBET Phase 1 allows the child to re-enter into formal school in Standard 5 after passing the
Standard 4 National Assessment; completion of COBET Phase 2 allows the child to obtain their Primary School Leaving
Examination Certificate and transition to Form 1 of lower secondary.
7. The BOOST program includes heightened measures to reduce the risk of GBV and SEA, and the risks of exclusion.
The BOOST program will implement a PSSP to improve system responsiveness and reduce violence in schools. The PSSP
will train head teachers and teachers on the code of conduct to ensure heightened awareness on how to keep children
safe and use positive discipline; strengthen grievance redress mechanisms to ensure students and stakeholders trust the
system; and build the capacity of guidance and counselling teachers to ensure actions to end GBV are recognized in the
WSDP. The schools implementing the PSSP will be trained on how to reduce violence how to respond to victims and
perpetrators. The ESSA has also assessed the GBV risks and describe in the action plan mitigation measures that include
strengthening of GRM to be able to capture GBV/SEA/SH cases, training of counsellors to be able to handle these cases,
as well as management of contractors through the school construction bidding documents and contracts including signing
of code of conducts and community awareness. The IPF component of the program will provide continuous training of
relevant administrators on safeguards and GBV issues, and further support the TIE to develop a sexual and reproductive
health curriculum module. The program through PAP and inclusion strategy will ensure that children from marginalized
vulnerable communities and from vulnerable groups including children with disabilities will not only enroll but also
complete school. Such measures include awareness raising for enrollment of children with disabilities and special needs
(autism etc.), safe school environment, and pathways for children who drop out of school.
8. The IPF component will finance program management and TA as well as short- and long-term capacity
development within the Government implementing agencies and LGAs. The risk in this component is also substantial
due to the large number of LGAs to be covered in the capacity building, the different understanding of safeguards issues
in schools and LGAs, and the fact that the mechanism of training is yet to be determined. There is a risk that project-
related PPE, such as facemasks used in meetings, capacity-building events, conferences, and exercises during COVID-19
pandemic, could be inappropriately disposed of in the local environment. All PPE should be disposed of as solid waste
through designated bins as part of the solid waste collection systems to avoid blocking storm water drains, polluting
water bodies, and inadvertently spreading diseases. The use of computers and ICT equipment may indirectly lead to an
increase in the e-waste stream in the long run. This presents risks/impacts linked to the generation of electronic wastes.
Hence e-waste management planning will be necessary. Moreover, the operation and maintenance of vehicles to be
purchased may lead to generation of liquid wastes including oils from vehicle maintenance and leakages, which are likely
to pollute water bodies, air, and land if not properly managed. The capacity building on safeguards need to integrate
non-discrimination of PWDs, vulnerable groups from marginalized communities, and sexual and gender minorities into
the training to mitigate the risks identified from the PforR components. Further, TA will include a comprehensive study
of the schooling barriers for the vulnerable groups and marginalized communities in Tanzania. To enhance the mitigation
of GBV /SEA/SH-related risks, the strengthening of project GRM will be undertaken at all levels as well as implementation
of all measures identified in PAP in ESSA for the PforR component.
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9. Three instruments have been prepared to manage the environmental and social risks under the IPF component:
(1) Stakeholder Engagement Plan (SEP); (2) Labor Management Plan (LMP); and (3) Environmental and Social
Commitment Plan (ESCP). All the instruments have been consulted, finalized, and disclosed.
10. Environmental and social management: The IPF component under BOOST will comply with the ESSs (ESS 1 -
ESS1055) with exception of ESS9 which is not considered relevant. All TA and capacity-building activities shall be
undertaken in line with the requirements of ESSs and in a manner acceptable to the World Bank. On the Borrower’s side,
key national regulatory requirements for E&S that will be applicable to the program activities will also be observed to
ensure that potential mitigation measures are adequately covered. All participants in the operation from the school level
to the national level will be responsible for the application and compliance with the ESF and ESSs.
11. Borrower’s institutional capacity for safeguard policies: Awareness and institutional capacity of MOEST/PO-
RALG have recently improved through the preparation of an IPF SEQUIP in which environmental and social risk
management assessments were prepared under the ESF. A team has been established to respond to environmental and
social issues at the MOEST level. However, the team needs to be strengthened if it will be working on the BOOST and
other projects in implementation. Therefore, in the PAP there is a requirement to assign two E&S personnel at Ministry
level to be responsible for the BOOST program. These will be assisted at LGA level by the Environment Management
Officer and Social Welfare/Community Development Officer as appropriate to manage environmental and social risks at
the school level where the program will be implemented.
12. Detailed Safeguards Action Plan is included in this Annex 5 of the PAD and repeated in the overall Program
Action Plan in Annex 6.
13. Communities and individuals who believe that they are adversely affected as a result of a Bank supported PforR
operation, as defined by the applicable policy and procedures, may submit complaints to the existing program
grievance redress mechanism or the World Bank’s Grievance Redress Service (GRS), as explained in the Section C:
Environment and Social.
Table 12: Environmental and Social Risk Management Action Plan
Issue/Risk Description Action Timeframe Responsible Party Instrument

Weak and poorly Develop POM (EPforR II) that will Before MOEST, PO-RALG POM
coordinated include a chapter with: effectiveness
Environmental and Social ❖ full description of
Management Systems at environmental and social
National and Regional management processes and
levels procedures for proposed
investment projects
(screening, appraisal,
assessments, mitigation
55ESS 1 – Assessment and Management of Environmental and Social Risks and Impacts, ESS 2 – Labor and Working Conditions,
ESS 3 – Resource Efficiency and Pollution Prevention and Management, ESS 4 – Community Health and Safety, ESS 5 – Land
Acquisition, Restrictions on Land use and Involuntary Resettlement, ESS 6 – Biodiversity Conservation and Sustainable
Management of Living Natural Resources, ESS 7 – Indigenous Peoples/ Sub-Saharan African Historically Underserved Traditional
Local Communities, ESS 8 – Cultural Heritage, ESS 9 – Financial Intermediaries, ESS 10 - Stakeholder Engagement and Information
Disclosure.
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measures, monitoring, and

supervision etc.)
❖ Ensure Program guidance Continuous MOEST. PO-RALG Relevant Program
notes, guidelines, and manuals including
technical standards on sub- School Construction
project activities include Manual, School
Environmental and Social Management Manual,
management issues. This will and LGA Education
Good Governance
ensure quality of works and
Manuel will include E&S
compliance to ESS.
management
❖ Coordinate and review Continuous NEMC, LPIT, Bi-annual Progress
mechanisms for monitored by PO- reports
Environmental and Social RALG and MOEST
management systems
❖ Develop safeguards Continuous NPIT, LPIT and ESMS and
reporting structures for the World Bank Bi-annual Reports
program
❖ Prepare Bi-Annual Reports
for BOOST which will include
E&S management issues
from school level.
Inadequate Include in DLI and Key Result Continuous MOEST and PO- Minimum Conditions
implementation of areas, Minimum Conditions RALG (MCs) for construction
Environmental and Social (MC)/Performance Standards (DLI 1)/ Performance
management system (PS) system (especially DLIs 1, 2, Standards for Good
and 8): Governance criteria
❖ Preparation - Requirement (DLI 8) and Primary Safe
for inclusion of program’s School Program (DLI 2)
ESMS processes/ procedures
in investment project
preparations (minimum
conditions and key result
areas on investment project
preparation)
❖ Performance - Requirement
for application of ESMS
processes/ procedures in
implementation of
investments. (Performance
standard on complete
investment projects).
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The World Bank
❖ BOOST sub-projects and NPIT Before NPIT POM that includes Bi –

reporting requirements to effectiveness annual reports on ESMS
include reporting on ESMS (POM)
performance
Non-compliance of ❖ Prepare School Construction Before NPIT, LPIT, NEMC, School Construction
Contractors to Program E & Manual and capacity building commencemen OSHA, LGAs Manual prepared.
S requirements of LGAs to ensure contractors t of sub-
(community based or other) projects,
are compliant. continuous
thereafter
❖ The Manual will include
requirements of ESHS for
bidding documents/ plans.
The Manual will provide
guidelines for forming the
School Construction and
ensure it is inclusive (by
gender, disability, other)
Insufficient staffing, ❖ Assign qualified and By effectiveness MoEST/PO-RALG POM (ESMS section and
knowledge, and skills for experienced staff to (recruitment or TORs)
managing Environmental coordinate Environmental secondment),
and Social issues and Social management at continuous Covenant
MoEST/PO-RALG – NPIT (I thereafter
Environment + Social with
GBV expertise)
❖ Define role and

responsibilities of the
Environment and Social
safeguards specialists in POM
and in the Environmental and
Social Manual
❖ Assign qualified and Before MoEST/PO-RALG POM (ESMS section and
experienced staff to commencemen ToRs)
Environmental and Social t of sub- World Bank/
management at LPIT (LGAs projects, MoEST/ PO-RALG
level) continuous
thereafter
❖ Train technical staff at the Before MoEST, PO-RALG, To be covered in IPF

National and Regional and commencemen OSHA, and NEMC, Technical Assistance
LGAs levels in Environmental t of sub- LGAs component
and Social management projects,
systems. continuous
thereafter
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The World Bank
❖ Conduct Seminars and short

courses to equip teachers
with E&S issues
Lack of project specific ❖ Strengthen Grievance Year 1 MoEST, PO-RALG All DLIs
grievance redress Redress Mechanism at the and LGAs
mechanisms for project Project level (by using the Before
existing national GRM commencemen
system) to be able to capture t of the
project related grievances at subprojects
sub-project at school and
LGA levels.
❖ Strengthen GRM at Project
level to be able to capture
GBV/SEA and Sexual
Harassment
Risks of GBV/SEA/Sexual ❖ Implement PSSP as indicated MoEST, PO-RALG All DLIs
Harassment due to sub in DLI 2, including school and LGAs
projects related activities guidance counsellors
❖ Build capacity of LPIT/GAs to
identify and mitigate
GBV/SEA and risks. LPIT to
train the School committees
and to enable them to
address any incidences of
GBV, SEA or child abuse.
❖ Strengthen GRM to enable it
to capture GBV/SEA/HS risks
❖ Conduct awareness
programs for reproductive
health education, GBV/SEA
among the school going
teenagers
Lack of Information ❖ Implement Stakeholders’ Continuous MOEST, PO-RALG DLIs
Disclosure, Stakeholders consultations for subprojects LGAs
Consultations at the community and school Use
level Government
❖ Disclose all project website to
documents as required inform
Program
❖ Ensure project website
activities
receive comments, and
continuously
complaints related to the
project
Exclusion and limited ❖ Prepare communications Before MoEST, PO-RALG DLIs

engagement of Plan commencemen
stakeholders in all aspects t of sub-
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The World Bank
of the project ❖ Prepare proper mapping and projects,

database of the stakeholders continuous
thereafter
Inclusion of all children in Inclusion of children with Before MoEST, PO-RALG, DLIs
safe and quality education disabilities and gender-sensitive commencemen LGAs
(including children with pedagogy i.e., CPD modules for t of sub-
special needs and special needs and gender- projects,
disability, children who sensitive) continuous
drop-out, and children Awareness raising for enrollment thereafter
from marginalized of children with disabilities and
vulnerable communities special needs (autism etc.)
Awareness raising and safe
access to education pathways for
child who has dropped from
school.
Low participation of ❖ Identify activities that will be Construction Department of Program manuals
women and disabled in specifically earmarked for and post Social welfare and include frameworks to
Program activities women (e.g., less capital construction Labor; NPIT and implement awareness
opportunities) stage LGAs Interventions
❖ Enhance recruitment and
retention of women and
other disadvantaged
minority in the construction
activities in the project
▪ Lack of proper ❖ Develop an Impact Tracking Planning NPIT (social welfare POM that includes an
Monitoring and Table to follow up specialist) Environment and Social
Evaluation of the environmental and social monitoring framework
implementation impacts; as well as tracking
of E&S the project implementation
progress and achievements
of the project activities (e.g.,
awareness programs on
HIV/COVID 19, Gender and
GBV/SEA, reproductive
health
❖ Conduct midterm and end
term evaluation to assess
changes brought by
programs implemented
under BOOST
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The World Bank
ANNEX 6. PROGRAM ACTION PLAN
Action
Description Source DLI# Responsibility Timing Completion Measurement
Carry out program Fiduciary MoEST and PO-RALG Recurrent Yearly Report to be shared with the
procurement Systems Bank
compliance and
value for money
audit by the
Independent
Agency - PPRA
annually using the
terms of reference
agreed by the Bank
BOOST POM Environmental MoEST and PO-RALG Other Before The POM to include: full
prepared to explain and Social effectivenes description of E&S
the Environment Systems s (POM) management procedures &
and Social Risk Fiduciary, reporting structures/
(E&S) Management requirements, risks, mitigation,
and Fiduciary roles, responsibilities,
requirements coordination, and procedures
The NPIT will Environmental NPIT Recurrent Continuous ESMS & Annual Report for all
prepare an and Social activities & sub-projects. NPIT
effective M&E Systems & LPCT reporting requirements
system and to include reporting on ESMS
produce Annual performance. Will include
Report for BOOST developing Impact Tracking
which will include Table to follow up on ESS
E&S management impact & track project
for activities and implementation/ achievement.
sub-projects.
Qualified and Environmental MoEST and PO-RALG Other By Staff in place & POM (program
experienced staff and Social (NPIT) effectivenes management & ESMS sections
assigned to Systems s & ToRs) & includes definition of
coordinate (recruitmen role & responsibilities of the
Environmental and t or ESS safeguards specialists in
Social management secondment POM and the ESRS Manual.
at MoEST/PO-RALG ), Conduct seminars for teachers.
(1 Environment + 1 continuous This is a covenant in FA.
Social with GBV thereafter
expertise) (national
level)
Assign qualified Environmental LPIT Other Prior to This will be described in the
and experienced and Social commencin POM (ESMS section and ToRs),
staff to Systems g activities and part of LPIT
Environmental and in the
Social management respective
at LGAs (part of LGA,
LPIT) continuous
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The World Bank
thereafter
Prepare School Environmental MoEST, PO-RALG (NPIT Other 10 months School Construction Manual
Construction and Social &LPIT), NEMC, OSHAA after prepared. The Manual will
Manual and Systems effectivenes include requirements of ESHS
capacity building of s, for bidding documents/ plans.
LGAs (LPIT) to continuous The Manual will provide
ensure contractors thereafter guidelines for forming the
(community based School Construction & ensure
or other) are the committee is inclusive (by
compliant gender, disability)
Train technical staff Environmental NPIT and LPIT Other Six months The Government will prepare a
at the National and and Social after training plan, and the trainings
Regional and LGAs Systems effectivenes will be covered and reported in
levels in s, IPF Technical Assistance
Environmental and continuous component
Social management thereafter
systems.
Ensure equal Environmental DLI 5 MoEST, TIE and PO- Other Roll-out Equal opportunity will be
opportunity and and Social RALG with CPD ensured through the roll-out of
inclusion of Systems (DLI 5 and CPD modules on gender-
children with 6) sensitive pedagogy and special
disabilities, girls needs. Monitored through the
and boys roll-out of DLI 5 and 6.
Monitored regularly and
reported in the Annual Reports.
Strengthen Environmental MoEST, PO-RALG (NPIT Other 3 months Monitored regularly and
Grievance Redress and Social and LPIT) after reported in the Annual Reports.
Mechanism to be Systems effectivenes
able to capture s and
The strengthened GRM will be
project-related continuous
captured in the manuals and
grievances at sub- thereafter
guidelines prepared under DLI 8
project at school
(good education governance)
and LGA levels, and
and DLI 2 (safe schools).
also to capture
GBV/SEA and
Sexual Harassment
To assist with PPRA Fiduciary PO-RALG, LPIT with Other Within 6 Simplified documents are
prepare simplified Systems PPRA collaboration months of prepared and disseminated in
documents which Program the lower LGA levels.
will enable lower implementa
level LGAs to carry tion
out procurement
function
effectively.
Reduce GBV/SEA Environmental DLI 2 MoEST, PO-RALG and Recurrent Yearly Measured through DLI 2.
risk by effective and Social LGAs (NPIT and LPIT) Monitored regularly and
implementation of Systems reported in the Annual Reports
Safe school
program as
indicated in DLI 2,
including school
guidance
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The World Bank
counsellors
Reduce GBV/SEA Environmental MoEST, PO-RALG and Recurrent Yearly Measured and monitored
risk by building and Social LGAs (NPIT and LPIT) through DLIs (2 and 8).
capacity of LGAs to Systems Monitored regularly and
identify and reported in the Annual Reports.
mitigate GBV/SEA
and risks. LGAs to
Training requirements reflected
train the School
in the Training Plan prepared 6
committees and to
months after effectiveness.
enable them to
address any
incidences of GBV,
SEA or child abuse.
Strengthen Environmental MoEST, PO-RALG and Recurrent Continuous Use and monitor government
information and and Social LGAs (NPIT and LPIT) website to inform Program
disclosure to Systems activities continuously. LPCT
stakeholders: (i) and NPIT to report on this in
disclose all project the annual reports.
documents, (ii)
implement
Stakeholders’
consultations for
subprojects at the
community and
school level, & (iii)
websites receive
comments,
complaints related
to project
Prepare Environmental MoEST, PO-RALG Other 3 months Finalization and approval of

communications and Social (NPIT) after project communications plan, and
plan. Systems effectivenes mapping and database of
s, education stakeholders.
continuous
thereafter
Recruit/appoint Fiduciary PORALG and LGAs Other Within 6 Qualified and experienced staff
qualified and Systems months of recruited/deployed to fill the
experienced staff Program gaps.
to fill the gaps in implementa
the PMs and tion
Internal Audit Units
at the LGAs
Ensure that Fiduciary MoEST and PO-RALG Recurrent Semi- List of contracts awarded to be
persons or firms Systems (NPIT and LPIT) Annually submitted to the Bank every six
debarred or month clearly indicating
suspended by the eligiblity check was done before
Bank are not awarding the contracts.
awarded a contract
under the Program
during the
debarment or
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The World Bank
suspension period.
Procurement audit
includes
requirement for
the eligibility
verification on a
random basis.
Conduct tailor Fiduciary MoEST and PORALG Recurrent Yearly Training reports submitted to
made training Systems (NPIT and LPIT) the Bank every year.
courses specifically
to address
weakness in these
areas to Tender
Board, NPIT, User
Departments and
Internal Audit
Units. Liaise with
PPRA to conduct
tailor made
courses.
Conduct training Fiduciary PORALG and LGAs Recurrent Yearly Training reports submitted to
tailor made Systems the Bank every year.
trainings on
procurement
procedures,
records keeping
and contract
management
especially in
construction for
the primary school
levels and
communities. Liaise
with PPRA to
conduct such
trainings.
Awareness raising Environmental MoEST, PO-RALG and Recurrent Continuous Included in the
and inclusion of all and Social LGAs (NPIT and LPIT) Communications Plan
children, includes: Systems (prepared 3 months after
awareness raising effectiveness), and reported on
for enrollment of the Annual report.
children with
disabilities, special
needs (autism etc.),
education
pathways for child
who has dropped
from school, &
vulnerable &
marginalized
communities
Strengthen LGA Environmental PO-RALG, NPIT and Recurrent Yearly Monitored through DLI 8 (good
and school financial and Social LPIT education governance manual)
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The World Bank
management Systems
capacity through
compliance to the
good education
governance criteria
and enhanced
school-based
management
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The World Bank
ANNEX 7. IMPLEMENTATION SUPPORT PLAN
1. The strategy for implementation support has been developed based on the Program design and risk profile.
The objective of the implementation support is to provide the client with flexible and efficient guidance and support to
achieve the PDO and to mitigate risks. The approach has a strong focus on transparent and regular communication with
all actors involved in the project (such as the MoEST, PO-RALG, TIE, NECTA, and LGAs) through agreed governance
arrangement for the Project.
2. Implementation support will cover technical, fiduciary, social, environmental and safeguards issues. It will
comprise: (1) twice a year implementation support missions, one of which will overlap with the annual education sector
performance review jointly with other development partners; (2) regular technical meetings and field visits by the World
Bank between formal implementation support missions; and (3) fiduciary and safeguards review meetings as needed.
Implementation support will be conducted jointly with the Government and other EPforR II development partners when
feasible.
Table 11: Implementation Support Plan
Time Focus Skills Needed Resource Estimate Partner Role
Technical knowledge and

experience in teacher training,
Task Team Leaders (TTLs): 10
Technical Review and education technology,
Staff Weeks (SWs); other
Support governance, curriculum and
specialists and consultants
assessment, planning, and
capacity building Joint
implementation
Institutional support with
Task/project/team management, TTLs: 10 SWs
arrangements and project complementary
First twelve operations, planning, and Project Assistant: 10 SWs
supervision coordination skills
months coordination
and team leadership
Technical knowledge and FM specialist: 6 SWs
FM/Procurement Training
experience in FM and Procurement specialist: 6
and Supervision
procurement SWs
Technical knowledge and Environmental Specialist: 3

Environment and Social experience in environment and SWs
Monitoring and Reporting social risk assessment and impact Social Safeguards Specialist:
management 3 SWs
Technical knowledge and
experience in teacher training,
Task Team Leaders (TTLs): 10
Technical education technology,
Staff Weeks (SWs); other
12-48 Reviews/Support governance, curriculum and
specialists and consultants
months assessment, planning, and
capacity building
Institutional Task/project/team management, TTLs: 10 SWs
arrangements and project operations, planning, and Project Assistant: 5 SWs
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The World Bank
supervision coordination coordination

and team leadership
M&E arrangements Technical knowledge and
M&E Specialist: 5 SWs
review experience in M&E
Technical knowledge and Environmental safeguards: 3

Environmental and Social experience in environmental and SWs annually
monitoring and reporting social risk assessment and impact Social Safeguards: 3 SWs
management annually N/A
FM monitoring and Technical knowledge and

FM specialist: 4 SWs
reporting experience in FM
Procurement Technical knowledge and Procurement specialist: 4
management experience in procurement SWs
Table 12: Task Team Skills Mix Requirement for Implementation Support
Skill needed Number of Staff Weeks Number of Trips

Per Fiscal Year
Program Management (Task Team Leader 20 Field trip as needed
(TTL) and Co TTL)
Teacher training, education technology, 9 Field trip as needed
Operational Officer 9 Field trip as needed
M&E Specialist 5 Field trip as needed
Economist 4 Field trip as needed
FM Specialist 6 Field trip as needed
Procurement Specialist 6 Field trip as needed
Environment Specialist 3 Field trip as needed
Social Safeguard Specialist 3 Field trip as needed
Administrative Support 10 Field trip as needed
WASH Specialist 4 Field trip as needed
Governance Specialist 6 Field trip as needed
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ANNEX 8. INVESTMENT PROJECT FINANCING COMPONENT
1. The IPF component of BOOST (US$20m) will finance Program management, technical assistance, as well as
short and long-term capacity development within the Government technical and implementing agencies including
LGAs. The IPF activities follow World Bank procurement and financial management as well as the World Bank’s
Environment and Social Framework (ESF). The IPF component has the following three subcomponents:
• Subcomponent 1: Project Management, Policy Development, Monitoring & Evaluation, and DLIs/DLRs
Verification (US$10 million). This sub-component will finance the operational costs associated with
coordination, implementation, technical assistance and capacity building, monitoring, and evaluation of
Program activities at the national (MoEST, PO-RALG and MoFP), Regional, and LGA levels. This includes
consultancies, travel, workshops, and purchase of vehicles and office equipment. It will also finance technical
assistance needed to help achieve all DLRs, conduct beneficiary surveys and evaluations on Program
interventions including but not limited to an in-depth study on the schooling needs and barriers for the
marginalized and vulnerable communities, and a beneficiary survey of the PSSP before the midterm review.
Finally, it will finance the independent verification of DLIs not covered by the FCDO IVA. MoEST and PO-RALG
will be jointly responsible for this sub-component.
• Subcomponent 2: Capacity Building in Curriculum, Learning Assessment and Teacher Management (US$5
million). This sub-component will finance short and long-term capacity building of Tanzania Institute of
Education and its management and subject experts on curriculum and syllabus development and instructional
design, development of teaching learning materials including digitized ones, curriculum implementation,
research, and evaluation. Cross-cutting areas of curriculum including environmental training and social risk
management, as well as sexual and reproductive education, PWD, and education for vulnerable and
marginalized groups (VMG) will also be included. It will also finance activities to strengthen capacity of NECTA
on Learning Assessments. There will be short and long-term training, updating of item banks, as well as
upgrading of e-marking system. Twinning arrangement with internationally renowned institutes of education
will be procured to provide long term partnership to TIE and NECTA. Finally, it will support the Teacher Service
Commission to develop teacher policies and career ladder that will strengthen the quality of the teaching
profession by linking the career ladder with CPD and teacher appraisal, and at the same time incentivize
hardship postings. MoEST and PO-RALG will be responsible for this sub-component.
• Subcomponent 3: LGA Education, Leadership and Management Capacity in Program Delivery (US$5 million).
This sub-component will strengthen the LGA education leadership and management capacity through training
the Ward Education Officers (WEOs), School Quality Assurance (SQAs), DEOs, RAS, and REOs, and school
headteachers and deputy headteachers. Approximately 17,000 will receive training under this sub-component.
This is different from the PforR DLI8 which incentivizes LGAs to achieve a set of minimum good governance
indicators defined in Box 3. It will support capacity building programs designed to address the gaps identified
from a needs’ assessment. The training programs will therefore be adapted based on the outcome of the needs’
assessment but will include strengthening in: (1) better understanding of the legal and policy framework; (2)
adherence to code of conduct concerning the rights of all children; and (3) abolishing all forms of prejudice and
violence including GBV against children, PWD, vulnerable and marginalized groups (VMG), and pregnant girls.
FCDO will focus on nine regions and select LGAs while BOOST IPF could focus on the other regions and LGAs.
PO-RALG will be responsible for this sub-component; and ADEM will be the lead facilitator of the trainings, with
additional training providers procured through national competitive bidding from the eligible universities,
Page 134 of 134

The World Bank
Teacher Training Colleges, as well as qualified NGOs, CSOs, and private sector. This sub-component will also
support the purchase of office equipment, vehicles, and any material relevant to support effective
implementation and oversight of the program at LGA level.
2. The main implementing agencies for the IPF component include MoEST and PO-RALG. Correspondingly, two
IPF designated accounts (DAs) will be set up one for MoEST and another for PO-RALG. The TIE, NECTA, Teacher Service
Commission (TSC), and ADEM are the technical agencies that will implement and benefit from the IPF subcomponents
2 and 3. It is important for the management and content of the IPF to be complementary to the parallel technical
assistance being supported by FCDO and others.
3. Annual work plan and procurement plan are required of all implementing units and will be consolidated by
national NPIT to be reviewed by TC or its sub committees and approved by PSC and cleared by World Bank via no
objection. An initial procurement plan for the first 18 months has been developed and approved and will be updated
continuously during implementation. When relevant, technical assistance and capacity building will be packaged into
reasonable contracts and bids be invited via national competitive bidding so that universities, CSOs, NGOs, and private
sector that meet the eligibility criteria will be able to compete and deliver the service. The details of the IPF component
will also be included in a separate section of the Program Operations Manual (POM) to be developed prior to
effectiveness.
Table 13: BOOST IPF subcomponent Detailed Description
Component Activities and Implementing Agencies Outputs Outcomes

1.1 Establish the national joint MoEST/PO-RALG NPIT, with key
functions of coordination, finance, procurement,
safeguards, gender, monitoring, and evaluation. TIE, NPIT established
Capacity improved
NECTA, TSC and ADEM will have project focal persons that
report to national NPIT.
1.2 Establish one LGA Program Implementation Unit (LPIT) in
each of the participating LGAs. DEOs will serve as EPforR
II/BOOST coordinators at LPITs with members from finance, 184 LPITs
1. Project Capacity improved
procurement, safeguards, social welfare and community established
Management, development departments, representatives of WEOs and
Policy headteachers.
Development,
Monitoring & 1.3 Conduct training on regular basis for project personnel on
Evaluation, and management, finance, procurement, safeguards, gender NPIT and LPIT staff
DLIs/DLRs Capacity improved
and GBV, PWD, VMG, monitoring and evaluation via trained
Verification workshops, study visits throughout implementation
(US$10 million)
1.4 Procure and provide technical assistance as needed to
Consultancies
support achievement of all DLRs in the Program in a timely DLRs achieved
procured
and quality manner
1.5 Commission a study to survey the schooling needs and
Study completed
barriers of the marginalized and vulnerable communities in Policy issue discussed
and disseminated
mainland Tanzania
1.6 Carry out an assessment of the PSSP including a beneficiary Study completed Policy issue discussed
survey and disseminated and PSSP updated
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The World Bank
1.6 Procure Independent Verification Agent IVA in place DLRs verified

2.1 Update TIE Strategic Plan and develop partnership through Strategic Plan and
Twinning partner
twinning arrangement capacity
procured
strengthened
2.2 Short and long-term training of TIE subject experts in
curriculum and instructional design, education technology,
Short and long-
2 2. Capacity in math science and English as well as crosscutting areas of Capacity improved
term training
Building in environmental training and social risk management, as well
Curriculum, as sexual and reproductive education, GBV, PWD and VMG
Learning 2.3 Develop and maintain Learning Management System CPD operationalized
Assessment LMS operational
and quality improved
and Teacher
Management NECTA capacity
(US$5 million) 2.4 Strengthening capacity of NECTA on Learning Assessments. strengthened;
Learning assessment
There will be trainings, updating of item banks, and assessment
improved
updating of the national assessment framework framework
updated
2.5 Technical assistance to Teacher Service Commission for
National teacher Teaching profession
development of teacher policies and updating of teacher
policy developed strengthened
code of conduct
3.1 Carry out need based training of LGA WEOs, SQA officers, 17,000 education
DEOs, and REOs, school headteachers and deputy officers,
3 LGA headteachers in education leadership, planning, headteachers, LGA and school
Education, management, safeguards, gender, monitoring, and and deputy capacity improved
Leadership and evaluation. This will be coordinated by the Agency for the headteachers are
Management Development of Education Management (ADEM). trained
Capacity in 17,000 education
3.2 specific training on the understanding of the legal
Program officers, LGA and school
framework and adherence to code of conduct concerning
Delivery (US$5 headteachers, capacity improved
the rights of all children and abolishing all forms of violence
million) and deputy on gender, GBV,
including gender-based violence against children, PWD,
headteachers are PWD, and VMG
VMG, and pregnant girls
trained
Page 134 of 134

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FOR OFFICIAL USE ONLY

INTERNATIONAL DEVELOPMENT ASSOCIATION

PROGRAM APPRAISAL DOCUMENT

IN THE AMOUNT OF SDR 353.3 MILLION

UNITED REPUBLIC OF TANZANIA

BOOST PRIMARY STUDENT LEARNING

November 24, 2021

Education Global Practice

(Exchange Rate Effective October 31, 2021)

Currency Unit = US Dollars (US$)

SDR 0.71 = US$1

Regional Vice President: Hafez M. H. Ghanem

ADEM Agency for the Development of Education Management

ESA Education Sector Analysis

IFMIS Integrated Financial Management System

TANePs Tanzania National E-Procurement System

Tanzania Boost Primary Student Learning

Does this operation have Environmental and Social Risk

Financing & Implementation Modalities

[ ] Multiphase Programmatic Approach (MPA) [ ] Fragile State(s)

[ ] Alternate Procurement Arrangements (APA) [ ] Responding to Natural or Man-made Disaster

[ ] Hands-on Enhanced Implementation Support (HEIS)

Expected Project Approval Date Expected Closing Date

Proposed Program Development Objective(s)

Borrower : United Republic of Tanzania

Implementing Agency : President's Office, Regional Administration and Local Government

Title: Permanent Secretary

Implementing Agency : Ministry of Education, Science and Technology

COST & FINANCING

Government program Cost 1,010.00

Financing (USD Millions)

International Development Association (IDA) 500.00

IDA Credit 500.00

Cofinancing - Other Sources (IFIs, Bilaterals, Foundations) 88.00

KOREA, Govt. of 2.00

SWEDEN: Swedish Intl. Dev. Cooperation Agency (SIDA) 86.00

IDA Resources (in US$, Millions)

Credit Amount Grant Amount Total Amount

Tanzania 500.00 0.00 500.00

Expected Disbursements (USD Millions)

Climate Change and Disaster Screening

SYSTEMATIC OPERATIONS RISK-RATING TOOL (SORT)

Risk Category Rating

Does the program require any waivers of Bank policies?

Legal Operational Policies

Projects in Disputed Areas OP 7.60 No

E & S Standards Relevance

Stakeholder Engagement and Information Disclosure Relevant

Labor and Working Conditions Relevant

Community Health and Safety Relevant

Biodiversity Conservation and Sustainable Management of Living Natural

Indigenous Peoples/Sub-Saharan African Historically Underserved Traditional

Financial Intermediaries Not Currently Relevant

Sections and Description

Sections and Description

Type Financing source Description

1 The United Republic of Tanzania is comprised of (mainland) Tanzania and Zanzibar.

B. Sectoral (or Multi-Sectoral) and Institutional Context

Figure 1: Gross Enrollment Ratio and Transition Rate to Lower Secondary