Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Mligo, Ignasia

doi:10.1080/03004430.2016.1275102

Cited by 7 publications

(7 citation statements)

References 115 publications

(606 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The situation of ECEC in many African countries is one of the developments due to various reasons. The level of training of staff is poor and many staffs have no training [1,29]. Access is limited.…”

Section: The Situation Of Ecec In African Countriesmentioning

confidence: 99%

“…Preschool education does not have its own budget. Instead the funds are allocated to primary school unit hoping that if any extra could support preschool education, however, in reality even the amount allocated for primary schools is not enough to handle primary education matters [6,36]. Preschool education is therefore funded through parents and community donations organised by local committees.…”

Section: The Provision Of Funds From the Government To Preschoolsmentioning

confidence: 99%

“…Early marriage is also critiqued by [50] in Kenya, who found that some small girls get married at or before adolescence and begin bearing children as soon as they can. Furthermore, findings from the study conducted by [6] observed that due to poverty, the priority for education was for boys and not a girl child, girls having to remain at home waiting to get married even at a young age. This finding is supported by [51] who found that maternal wage rates and costs of ECEC centres affect children's enrolment in various settings; an increase in mothers' wages raises school participation of boys, but lowers that of girls, indicating that girls might substitute for mothers in housework and caring for small children [26].…”

Section: Socio-economic Status Of Parentsmentioning

confidence: 99%

“…However, in Tanzanian context, parents and community at large have negative attitude in regard to early investment, they perceive investing in early years like a waste of money [6,7]. In this regard, their complains include the notion that young children who have access to the ECEC centre just go there to take porridge, sing songs and play and their parents pay for these.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Enhancing Young Children’s Access to Early Childhood Education and Care in Tanzania

Mligo

2018

Contemporary Perspective on Child Psychology and Education

Self Cite

View full text Add to dashboard Cite

This chapter draws on the current situation of limited access of young children to early childhood education and care (ECEC) settings in Tanzania. It offers information and evidence on early childhood education and care (ECEC) from an international perspective to those who are, directly or indirectly, involved with young children and their families. Basically, early childhood education and care in Tanzania is still unsatisfactory. Many children have no access to early childhood settings for various reasons including: lack of parents' awareness on the importance of early investment in education, lack of support from the government, low socioeconomic status of parents, gender discrimination, and traditional norms and cultural values. To improve the situation, there is need for a forging of partnership between the government, parents, and the community. Government policy-makers have to set clear policies regarding how quality early childhood education and care can be equitably funded and conducted throughout the country.

show abstract

Section: The Situation Of Ecec In African Countriesmentioning

confidence: 99%

Section: The Provision Of Funds From the Government To Preschoolsmentioning

confidence: 99%

Section: Socio-economic Status Of Parentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Enhancing Young Children’s Access to Early Childhood Education and Care in Tanzania

Mligo

2018

Contemporary Perspective on Child Psychology and Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Soon after independence, pre-primary school education in Tanzania expand country wide (Kweka, Binagi and Kainamula, 2000;Mbise, 1996;Mtahabwa, 2007;Mligo, 2015). Tanzania adopted an open door policy where various stakeholders were invited to establish PPE centers including private sectors, religious organizations and communities (Mtahabwa, 2007).…”

Section: Introductionmentioning

confidence: 99%

Challenges Experienced by Teachers in Implementing the Pre-Primary Education in Zanzibar

Ali

Nsolezi

2022

EAJESS

View full text Add to dashboard Cite

This study examined challenges experienced by teachers while implementing PPE in Zanzibar. The study employed qualitative methodology and a case study design. A total number of 18 respondents participated in the study where by nine were pre-primary school teachers, six were pre-primary school head teachers and three were quality assurance officers from the Ministry of Education. Data was collected by using a focus group discussion, semi structured interviews and documents. The study concluded that inadequate teaching and learning materials, low parental involvement, in-adequate training, shortage of qualified teachers, low parental economic status, shortage of play grounds, learners’ disciplinary and behavioral issues and overcrowded classrooms were key challenges encountered by teachers in the implementation of the PPE curriculum. The study recommends that government authorities that oversee PPE in Zanzibar should provide in-service training opportunities for teachers to be well prepared to handle the PPE more effectively. Relevant authorities should ensure construction of more classrooms to match with the enrollment ratios. Furthermore, there is a need to sensitize parents to get involved in their children’s school affairs for better outcomes to be realized.

show abstract

Spatial Skills Among Young Children in Morogoro, Tanzania: Examining the Effectiveness of a School-Based Intervention

Borzekowski

Chale

Cole

2022

IJEC

View full text Add to dashboard Cite

Impediments to effective enactment of early childhood education curriculum and pedagogy in Tanzania: issues and experiences of teachers in urban and rural pre-schools

Cited by 7 publications

References 115 publications

Enhancing Young Children’s Access to Early Childhood Education and Care in Tanzania

Enhancing Young Children’s Access to Early Childhood Education and Care in Tanzania

Challenges Experienced by Teachers in Implementing the Pre-Primary Education in Zanzibar

Spatial Skills Among Young Children in Morogoro, Tanzania: Examining the Effectiveness of a School-Based Intervention

Contact Info

Product

Resources

About