Educational Infrastructure and Resources for Sustainable Access to Schooling and Outcomes: The Case of Early Literacy Development in Southern Tanzania

Abstract

Following on the 1990 and 2000 World Conferences on Education for All, African governments increased their focus on access to schooling (but not necessarily on outcomes) by providing more facilities for increased enrolments. The learning outcomes that had been neglected led to a call to focus on more sustainable access-reexamining the quality of some of those facilities against the anticipated quality of educational outcomes. Studies in Southern and Eastern Africa, including the one under discussion here, indicate that the achievement of the Millennium Development Goals (MDGs) will not rely only on school-based factors but also on the careful analysis of wider socioeconomic and cultural factors. This paper, through the results of the case study component of the Early Literacy Development project in the Lindi Rural District of Southern Tanzania, discusses why literacy development has lagged behind in Sub-Saharan Africa. The focus of the study and of this paper is on the relationship between literacy practices, literacy events and early literacy development at The study was sponsored by the Canadian Department of Foreign Affairs and Trade Development (formerly CIDA)-Strengthening Education Systems in East Africa (SES-EA).

Literacy teaching in disadvantaged South African schools

“…Four classrooms lacked any materials on display, walls were empty and resources were non-existent. Similar portrayal of dark, colourless classrooms is noted in the Ngwaru and Oluga (2015) study in poor schools in Tanzania.…”

“…Research in Africa reinforces the view that children from low‐income families are at risk of learning outcome difficulties, particularly in literacy. The Ngwaru and Oluga (, p. 88) study in low‐resourced communities in Tanzania noted the extent to which school infrastructure and ecology including buildings, teaching learning materials and teacher characteristics reinforced literacy practices and events at home and school. Similarly, a Kenyan study by Piper et al () found that poverty, literacy skills and weak instructional methods combined to drastically limit the educational opportunities for poor children.…”

Implementation of Facilities and Infrastructure Management in Public Elementary Schools

“…Provision of school facilities is very important and the maintenance of facilities is a condition that is also important for improving the good academic environment. The learning process will be more effective and quality if supported by adequate facilities and infrastructure, one of which is in literacy activities (Ngwaru & Oluga, 2015). The learning process is a series of activities carried out by teachers and students by utilizing the facilities and infrastructure available to obtain optimal learning outcomes (Vivian, Nkong, George, & Mohamadou, 2016 role and is needed for the smooth learning process.…”

“…These facilities will affect the quality of education. Students will be better able to receive learning well if they can use physical facilities directly (Ngwaru & Oluga, 2015). This also has an impact on classroom conditions that are more enjoyable for students.…”

Influence of board of managements’ infrastructural development practices on students’ academic performance in public secondary schools

“…Most schools are characterized by ramshackle infrastructure. In addition, new programs and expanded intake have been suggested without matching development of the physical infrastructure (Ngwaru and Oluga, 2015). The available inadequate infrastructure, due to poor management, has continued to dilapidate.…”