Equip 200students with computer skills in Tanzania

In February 2025, TEDI conducted a comprehensive monitoring and evaluation of four computer labs in Hai, Moshi, Simanjiro, and Zanzibar, assessing infrastructure quality, usage frequency, and digital skill development among students. Out of 46 computers across the sites, 87% were fully functional, while the remaining faced minor issues. Two labs featured operational Rachel servers for offline learning, and students reported regular use of the labs for programming, typing, and ICT lessons, with 65% accessing them multiple times per week.

Survey responses from over 200 students revealed that 72% rated their experience as “Good” or “Excellent,” highlighting the labs’ strong role in promoting digital inclusion. However, 68% of students identified insufficient computers and 54% cited poor internet connectivity as major barriers. Additionally, 44% of students reported challenges in understanding complex ICT topics such as coding and internet safety, signaling a need for targeted digital literacy support.

ICT clubs proved impactful, with more than 70% of students affirming improved skills through club sessions. Yet, only a few schools reported gender-balanced participation, indicating an opportunity for more inclusive programming. Based on student and teacher recommendations, key priorities include increasing the number of computers, expanding access to tablets or portable devices, improving internet and network infrastructure, and training more ICT teachers.

This evidence-backed approach not only strengthens the case for further investment in digital education infrastructure but also provides actionable insights for enhancing impact, equity, and sustainability in future programming.