Is free pre-primary education associated with increased primary school completion? A global study

Earle, Alison; Milovantseva, Natalia; Heymann, Jody

doi:10.1186/s40723-018-0054-1

Cited by 14 publications

(12 citation statements)

References 48 publications

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“…This significant increase is partly attributed to the enactment of the free education policy which was endorsed by the fifth-phase government through Circular Number 5 and 6 of 2015. The findings concur with those from a global study by Earle et al (2018) which found a relationship between the provision of free education and higher enrolment. Along with this, was the government's recognition of early childhood education as evident in the Education and Training Policy (2014) in which pre-primary education was formalised and made compulsory for children aged 5 years.…”

Section: Resultssupporting

confidence: 90%

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

Amani

2021

SN Soc Sci

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This article establishes the achievements and hurdles of accessing and participating in basic education in Tanzania, covering the period from 2010 to 2019. The basic education in Tanzania comprises pre-primary, primary and ordinary level secondary education. The article reviews and documents trends in access and students' dropout rates, number of teachers and qualified teaching staff ratio, as well as students' performance in national examinations. Information was generated through a critical review of secondary data from national education reports, national basic education statistics and the 2016-2021 Education Sector Development Plan. The findings reveal that in the last decade, access to primary education increased substantially. Primary education gross enrolment ratio (GER) exceeded 100% while on average, pre-primary GER was 59.8% and 47.2% in secondary education (Form 1-4). Despite this commendable achievement, the percentage of out-of-school age children in primary schools increased ten-fold from 4.6 in 2010 to 46.4% in 2019. Also, the findings show that more than 60% of both pre-primary and secondary school-age children were not enrolled to schools. Besides, the increased access to education has posed several quality challenges as evidenced by large class sizes, insufficient teaching staff and big numbers of school dropouts. In terms of learning outcomes, and despite the noted shortfalls, the findings indicate that the pass rate has increased for 30% both in primary and secondary education. In light of the findings, the study recommends that teachers should be recruited and deployed particularly to lower grades, the community should be engaged to address socio-cultural factors which affect students' participation and retention in school, and teacher training should teach multi-age teaching pedagogies to respond to the teaching challenges in mixedage classes in lower grades.

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Section: Resultssupporting

confidence: 90%

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

Amani

2021

SN Soc Sci

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“…The contributions of preschool to student outcomes have led many countries to expand this level of education (Earle et al, 2018;OECD, 2020). The dissemination of preschool education has become a global education goal to maximize students' high learning capacity during this period (OECD, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The clear impact of preschool education on educational outcomes has led to the global dissemination of preschool educational institutions and programs (Earle et al, 2018;OECD, 2020). Investments in preschool education have boosted globally, especially in the G20 countries.…”

Section: Introductionmentioning

confidence: 99%

The Relationship of Preschool Attendance with Academic Achievement and Socioeconomic Status in Turkey

Suna

Özer

2022

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Preschool education plays a critical role in mitigating the opportunity gap between children through providing basic skills in early childhood. Within this scope, the G20 countries have implemented diverse policies to increase preschool attendance in their respective contexts. Turkey took solid steps to expand preschool education after 2010, leading to a significant increase in schooling rates. However, studies show that attendance in preschool education is still strongly linked with students' socioeconomic status (SES) in Turkey. Thus, the present study aims to evaluate the relationship between preschool education attendance and students' academic achievement in Turkey, and to determine the role of SES within this relationship. PISA and TIMSS data were used to study this relationship across age levels. Differences between schooling rates were analyzed with the z-ratio test for independent groups, and the significance of the differences between group means was analyzed through MANCOVA. The findings showed that access to preschool education increased significantly over the years, but despite these improvements, preschool attendance continued to be linked with SES. Students in higher SES quartiles demonstrated both higher schooling rates and longer participation in preschool education. The findings consistently indicated significant differences in preschool attendance between SES groups. While there were significant relationships between preschool attendance and academic achievement, these relationships were strongest for students aged 10-11. The relationship between preschool attendance and literacy for 15-year-old students was also significant, but the strength of this relationship was relatively weak. Lastly, this study revealed that the strength of the relationship between preschool education attendance and academic achievement decreases when SES is controlled. The results emphasized the importance of the recent steps taken by Turkey's Ministry of National Education to increase access to preschool education.

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“…The adoption of the policy has brought tremendous changes in the education sector. Statistics show that under the influence of the free education policy, primary school net enrolment rates increased from 54% in 2000 to about 85% in 2015 (Earle et al, 2018). For example, a year after Malawi introduced free primary education in 1994, enrolment rates increased by 51%; in Burundi, which eliminated tuition fees in 2006, net primary school enrolment rose from 41% in 2000 to 94% in 2010 (Nishimura & Byamugisha, 2011).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Attitude on Implementing the Free Basic Education in Kiteto District Council, Tanzania

Chibali¹,

Mwami²

2022

East Afr. j. educ. stud.

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This paper sought to highlight teachers’ attitudes on implementing the Free Basic Education Policy in Kiteto District Council, Tanzania. Data were collected from 169 respondents by using questionnaires and interviews. Data analysis was done by descriptive statistics and content analysis. The findings showed that the teachers generally had positive attitudes towards the implementation of the free basic education policy. In their efforts to implement the policy, the teachers treated the students with passion, listening to students’ problems, encouraging students to participate in implementing the policy and motivating students to study hard to attain their goals. Teachers’ practices included their participation in school decision-making, communicating with parents to encourage them to side school in implementing the free education policy, preparing the learning environment for the implementation of the policy, monitoring, supervising, and distributing teaching/learning materials to students equitably, and supervising students’ academic progress. It was concluded that teachers’ attitude is very important in the implementation of any program or policy in the school. It is recommended to the government that all plans, programs, and policies that are related to education need consultation from the teachers so that they can be sustainable and effective.

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Is free pre-primary education associated with increased primary school completion? A global study

Cited by 14 publications

References 48 publications

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

Access to and participation in basic education in Tanzania: a decade of key achievements and challenges

The Relationship of Preschool Attendance with Academic Achievement and Socioeconomic Status in Turkey

Teachers’ Attitude on Implementing the Free Basic Education in Kiteto District Council, Tanzania

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