Project profile — Every Adolescent Girl Learns


UNICEF - United Nations Children's Fund (41122)
2022-03-11 - 2027-01-01
Global Affairs Canada
WGM Africa

Country / region 

• Tanzania (100.00%)


• Education policy and administrative management:
Education policy and administrative management (11110) (7.00%)
Education facilities and training (11120) (7.00%)
Teacher training (11130) (25.00%)
Educational research (11182) (3.00%)
• Primary education:
Primary education (11220) (11.00%)
Basic life skills for youth (11231) (15.00%)
• Education: Lower secondary education (11260) (9.00%)
• Secondary Education: Vocational training (11330) (10.00%)
• Water And Sanitation: Basic sanitation (14032) (6.00%)
• Government And Civil Society, General: Ending violence against women and girls (15180) (7.00%)

Policy marker 

• Gender equality (significant objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (not targeted)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Desertification (not targeted)
• Urban issues (not targeted)
• Children's issues (principal objective)
• Youth Issues (principal objective)
• Disaster Risk Reduction(DRR) (not targeted)
• Disability (significant objective)
• Indigenous Issues (not targeted)
• Nutrition (not targeted)
• ICT as a tool for development (significant objective)


This project seeks to enhance equal learning outcomes and equal employability for adolescent girls in Tanzania. To achieve this, the project will ensure: (1) improved competence of teachers and Alternative Learning Pathways (ALT) facilitators to deliver quality gender-responsive education and skills development; (2) adolescent girls (in and out of school) have increased knowledge and skills to make their voices heard in decision-making processes and issues that affect them; (3) parents, caregivers and communities have increased knowledge and skills to promote girls’ participation and access to learning and skills development opportunities and (4) Capacity of government stakeholders strengthened to plan, deliver and monitor equitable access to gender-responsive education and skills development services. Project activities include: (1) implementing a joint advocacy plan on quality, equity and efficiency in basic education, including prevention of corporal punishment, Gender-Based Violence, the inclusion of pregnant girls, early marriage; (2) developing or strengthening continuous professional development modules and materials to ensure holistic, gender-responsive and skills-focused content provision for teachers’ capacity building both in the Mainland and Zanzibar; (3) supporting the setup and roll-out of a school-based assessment for learning system to support teacher capacity to assess and respond to students’ learning gaps; and (4) establishing and registering empowerment clubs in all Alternative Learning Pathways centers providing opportunities for girls to acquire start-up capital from the district council. The project expects to reach about 354,346 adolescents (80% of whom are girls), who have or are at risk of dropping out of school or who have never attended school due to poverty, marginalization, crisis, teenage pregnancy and early marriages. It also targets 5,660 teachers (50% of whom are women) to improve their skills in delivering quality and gender-responsive education. Also, the project aims to reach 745 communities (670 communities with both primary and secondary schools, 75 communities with primary schools only) and 1,415 schools. The project also targets 120 Alternative Learning Pathways centers for skills development.

Expected results 

The expected outcome of this project is improved equitable access to skills development opportunities and gender-sensitive quality education for empowered adolescent girls.

Results achieved 

Results achieved as of March 2023 include: (1) over 300 students, all girls and 60 teachers participated in a dialogue on barriers to Science, technology, engineering, and mathematics learning to improve learning outcomes in science and mathematics; and (2) consulted 44 adolescent boys and girls during the development of the Education for Sustainable Development strategy – the strategy is a transformative approach to education that gives adolescent boys and girls information, ability, and moral principles required to build a sustainable future for all.

Budget and spending 

Original budget $5,000,000
Planned disbursement $5,000,000
Country percentages by sector
Type of finance Aid grant excluding debt reorganisation
Collaboration type Bilateral
Type of aid Contributions to specific-purpose programmes and funds managed by implementing partners
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