USAID Jifunze Uelewe
updates
IDYDC Signs Grant Agreement for USAID Afya Yangu Project Implementation in Iringa
The Iringa Development of Youth, Disabled, and Children Care (IDYDC) has taken a major step forward in its commitment to improving community health by signing
The Contribution of PTP (Parent-Teacher Partnership)
The Contribution of PTP (Parent-Teacher Partnership) in Creating a Safe and Inclusive Environment for Children in School – At Mbigili Primary School, located in the
USAID Jifunze Uelewe
Project Objective: To increase community engagement in creating a safe and inclusive learning environment for students
The Iringa Development of Youth, Disabled, and Children Care (IDYDC) is implementing a one-year Fixed Amount Award (FAA) through USAID’s Jifunze Uelewe Activity Grants Under Contract. The aim of this award is to support Outcome 3 of the Jifunze Uelewe project, which focuses on enhancing community engagement to create safer and more inclusive educational environments.
The project targets 58,896 students (29,130 girls and 29,776 boys) across 773 schools in 9 Local Government Authorities (LGAs) spread between the Iringa and Morogoro regions. These regions include:
– In Iringa: Iringa Municipal Council, Iringa District Council, Kilolo District Council, Mafinga Town Council, and Mufindi District Council.
– In Morogoro: Ifakara Town Council, Mlimba District Council, Malinyi District Council, and Ulanga District Council.
The initiative also aims to directly impact 773 communities, helping them take an active role in ensuring that schools are environments where all children can thrive, especially those from marginalized groups, such as children with disabilities.
Key Activities
1. Planning and Introductory Meetings
IDYDC has held a series of high-level planning meetings with the Jifunze Uelewe regional teams and the Regional Administrative Secretary (RAS) in both Iringa and Morogoro. These meetings were essential for aligning the project objectives with regional and district-level goals, ensuring that all stakeholders were on the same page.
At the local level, Ward Education Officers (WEOs) and other officials from the Local Government Authorities (LGAs) were involved in introductory sessions to raise awareness about the project and its intended impact on the schools and communities. These meetings helped establish collaboration between the local government and community leaders, setting a strong foundation for the project’s success.
2. Distribution of Self-Learning Modules (SLMs)
To equip community leaders with the tools they need, IDYDC printed and distributed Self-Learning Modules (SLMs) to 1,546 Community Education Mobilizers (CEMs) across 773 communities. These modules provide guidance on how communities can mobilize to improve educational outcomes for their children.
The distribution of SLMs ensures that CEMs are well-prepared to lead discussions and take action in their local schools, fostering a sense of ownership and responsibility for improving the learning environment.
3. Capacity Building for Community Education Mobilizers & Parent-teacher-partnership(CEMs & PTPs)
A key component of the project was training the CEMs to enhance their capacity in community mobilization. The training focused on the Community Education Mobilization and Action Planning (CEMAP) process. Through this process, CEMs learned how to develop actionable plans to address the specific needs of their communities and schools.
The training covered important topics such as:
– Understanding existing school structures and the roles of different stakeholders.
– Emphasizing the importance of safety and inclusion in schools.
– Developing community action plans that involve the community in addressing challenges faced by schools.
Impact and Community Involvement
The project is making significant strides in empowering local communities to take charge of their schools and ensure that they are safe and welcoming for all students. By training CEMs and working closely with local governments, the project encourages community-led solutions that address specific educational challenges.
Through this initiative, IDYDC is ensuring that schools become inclusive spaces, where children from all backgrounds—especially girls and those with disabilities—are given equal opportunities to succeed. The involvement of parents, teachers, and local leaders is fostering a collective sense of responsibility, ensuring the sustainability of the project beyond its initial phase.