Our Services
What we do
We are engaged in gauging the national education sector
We are dedicated and focused on promoting the Tanzania national vision through gauging the national education sector. Our work is organised into four programme areas.
Assessment
We assess three major stakeholders on how they deal with education in Tanzania: the Government, the Private Sector and the Third Sector.
Intervention
Following assessment findings in the Government, Private or Third Sector, the organisation intervenes through a memorandum of understanding with stakeholders to perform capacity building or maintenance.
Accreditation
Institutions, departments or individuals judged through G-score, P-score and T-score are awarded different values, either monetary or in kind. The top prize is Platinum, followed by Gold, Silver and Bronze.
Policy Influence
We conduct research and surveys used to draw evidence-based opinions for policy promotion, amendment or change for the betterment of Tanzania's education sector.
Our assumptions
Why EGG-Tanzania exists
Each of our four programme areas answers a specific need identified in Tanzania's government, private and third-sector education institutions.
Assessment
There was a need for an alternative, professional and independent education assessment entity, particularly in assessing best education sector practices in areas of strategic and evidence-based plans, job designs and allocation of quality materials, operation systems and structures, and optimum financial and quality human resources in government, private and third sectors.
Intervention
There was a need and demand for an organisation to intervene in capacity building of formal and non-formal education institutions and individuals in primary, secondary, teacher training and adult education institutions in the government, private and third sector, particularly in areas of coaching, mentoring, training, maintenance and modelling.
Accreditation
There was a need and demand for an independent accreditation entity for awarding institutions and/or individuals in primary, secondary, teacher training and adult education in the government, private and third sector qualifying for standardised criteria assessed through G, P and T scores respectively.
Policy Influence
There was a need and demand for the organisation to influence a holistic view and approach of formal basic, secondary, teacher training and adult education systems in the country by influencing humanitarian services, entrepreneurship, volunteerism, citizenry, popular participation and community engagement.