Early learning attainments of children of naturalized citizens of refugee backgrounds in the sub‐Saharan region: Evidence from Tanzania

Abstract

Research has consistently indicated that children of naturalized citizens from refugee backgrounds lag in most indicators of development. The disparities are more nuanced in contexts with limited educational resources, such as the sub‐Saharan region of Africa. However, that is not the case with children of naturalized citizens from refugee backgrounds of Burundian origin living in Tanzania. The early learning attainment of these children is comparable to children from more advantaged urban majority groups. In this article, I discuss the role of the home learning environment and families' socioeconomic status in children's development of early math and reading skills by linking global and local perspectives. Challenges facing children from this group in Tanzania include issues related to curriculum, cultural practices and parental beliefs, mastery of Kiswahili, and the quality of teachers in the early grades. In light of the evidence, I argue for improvements in learning experiences and recommend research to inform policy and improve practice.

Impediments in Teaching Kiswahili Phonemic Awareness and Alphabet Knowledge in Grade One in Tanzania

“…The author cited inadequate teaching and learning resources, inadequate community and school administration support, and overcrowded classrooms as some of the obstacles preventing teachers from developing reading skills among foundation phase pupils. In Ethiopia, Desta (2020) (Edward et al, 2022;Mramboa & Ligembe, 2022;Ndijuye, 2023). Scholars (see for example Anney et al, 2016;Mramboa & Ligembe, 2022;Tandika & Kumburu, 2018), have consistently established the challenges of teaching reading skills in general little is empirically known about the impediments of teaching Kiswahili phonemic awareness and alphabet knowledge.…”