Project Description

CDE Overview

We use partnership as a vehicle for sustainable education improvement in East Africa.

To do this, we partner with communities to build their capacity to identify, fund, manage, and maintain their own education projects to address immediate needs. At the end of this process, we provide a grant to bring their vision to life. Then, we support them in developing the best ways to continue mobilizing local resources for future projects. Finally, we connect them to a cooperative of local schools and relevant government agencies to continue organizing their resources and advocating for their futures after we leave.

Districts and villages are chosen through careful research on the areas with the most need in the sector of education. Throughout this process, we apply a robust evaluation system to measure the impact of this partnership model on education and social engagement outcomes at the community level.

CDE Process

  1. Identify regions, then districts, villages, and schools, with the worst education outcomes in the country. To do this, we use an array of education indicators such as exam results, student and teacher attendance, teacher training levels, student-to-classroom ratios, student-to-teacher ratios, etc. 
  2. Meet immediate needs through community-driven grants to improve primary education. To do this, our trained facilitators build local capacity to think independently and creatively about the education system, identify goals, raise capital, implement project(s), and plan for the future through a unique social engagement and project management training. Once a community completes this training and implements a successful project, they become CDE Certified, which notifies government and other NGOs that they are willing and able to direct and manage future development projects. See more about our training curriculum here.
  3. Provide structure for continued community action through local resource mobilization. This can mean ongoing community organizing, a school-based business, local savings groups, etc. depending on the specific community.
  4. Encourage future planning at the regional level. This means connecting schools to a regional CDE Cooperative where they can mobilize resources and advocate for the future of education in their communities. The CDE Cooperative will hold conferences at which school ambassadors and sector experts share best practices and innovative ideas.
  5. Produce robust statistical analysis of the impact of communitydriven education. To do this, outcomes in CDE schools are compared to those in similar schools that were not involved in the program. Analyses will include data on changes to education as well as changes in local community engagement, number and quality of community-driven development projects, advocacy in coordination with external partners, etc.

CDE Projects

Waringa – Current CDE Community

Waringa Primary School, located in Suba North Constituency of Homa Bay County in Kenya, has 309 students with just two complete classrooms and six incomplete classrooms. Additionally, the rusted and dilapidated iron sheets that make up the school’s preschool classrooms pose a severe hazard to its youngest students. Through several meetings, the community identified classroom improvement as their primary goal for bolstering student attendance. Global Partners and the Waringa community will renovate four classrooms and construct a new 3-in-1 preschool classroom to aid the Waringa Primary School.


Waondo – Current CDE Community

With 187 students and just three complete classrooms, the Waondo Primary School has suffered from low student attendance rates. To meet this need, community members decided to renovate five classrooms which will include re-roofing, ring beam strengthening, raising the roofs up, adding doors and windows, and constructing new floors. Waondo Primary School will also gain access to clean water by establishing a connection to a nearby pipeline.


Endeshi – Current CDE Community

The primary school in Endeshi, Tanzania has 665 students and five teachers – that’s a 133:1 student to teacher ratio. Due to the teacher shortage, teachers often prioritize students who are scheduled to take the national exam (in Standards 4 and 7), while other students are asked to fetch water or do other menial tasks. The Endeshi community elected to build another teacher’s house to bring the number of teachers living on campus up from two to five, so the on-campus teachers can work more regularly and provide after-hours support to students, thus improving the learning potential for students and encouraging student attendance. The new housing may also create an impetus for the District Education Office to assign additional teachers to the school.


Sagara – Current CDE Community

Sagara Primary School, with a population of 523 enrolled students, currently has housing for four of its eight teachers. After much deliberation between renovating classrooms and building a teacher’s house, the community chose to build another teacher’s house. The additional house will enable three more teachers to live on campus and will allow them to attend work more regularly and assist students after hours, thus improving the learning environment for students and encouraging their attendance.


Minyenye – Current CDE Community

Minyenye Primary School has seven classrooms that were built in 1973 and are showing their age. There are 772 students enrolled at the school, so each classroom would have to accommodate an average of 110 students each if teachers didn’t break classes into shifts. Additionally, with ten teachers, there are currently more teachers than classroom space. The community identified classrooms as their greatest need so that both teachers and students can use the new space to reach their full potential.


Sokoine – Current CDE Community

Sokoine Primary School has six teachers and four classrooms serving 345 students in seven distinct grades. The community has selected classrooms as their most pressing need because student time is currently used ineffectively due to lack of space. With more classrooms, teachers will not need to teach in shifts, and mixed grades will be divided, leading to fewer children per class.


Laghonida – Completed CDE Community

Laghonida Primary School has 623 students and nine teachers, and its pass rate is 40%. During meetings facilitated by Global Partners in 2018, the community identified latrines as the school’s greatest need. The Laghanida community and Global Partners has since constructed new latrines for boys, girls, and teachers as well as handwashing facilities.


Mughunga – Completed CDE Community

Mughunga Primary School is the home of 525 students and six teachers, and has a pass rate of 38.5%. Over the course of 2018, the community met with GPFD facilitators to discuss and assess the needs of the school, and ultimately ranked the shortage of classrooms as the most pressing need. Since then, the Mughunga community, in partnership with GPFD, has constructed two new classrooms and renovated existing classrooms.


Mwamba – Future CDE Community

The primary school in the Mwamba community has only three teachers for more than 700 students. Their pit latrines are full, and their nursery classroom is structurally unsound. Though there are many issues that are obvious to the visitor, it is the local people who will know what project(s) will make the greatest difference in the academic achievement of their students. The pass rate at Mwamba is 49%.


Nduamughanga – Future CDE Community

Nduamughanga and Mwamba are future CDE communities because they are currently the control schools in the impact evaluation of the CDE program in Singida. They will participate in the program after the evaluation is complete. Last year, the 548 students at the school had the lowest pass rate of the four schools at only 26%.   The school currently has no water infrastructure available to its students and staff except for a leaking rainwater harvest tank.