Stakeholders’ Construction on the Quality of Pre-primary Education in Tanzania

Abstract

This study explored the stakeholders' construction of quality of Pre-primary Education (PPE) based on the various dimensions of PPE in Tanzania with special attention being paid to policy as discourse. The study involved a total of 129 informants sampled differently. The study sampled parents through convenience sampling technique, while teachers and experts were sampled through maximum variation technique. The study used descriptive cross-sectional design underpinned by interpretive paradigm. It generated data through semi-structured interviews employed to primary school inspectors, public PPE teachers, curriculum developer and policymakers. Meanwhile, FGDs were conducted to parents on the quality of PPE. Furthermore, documentary analysis was conducted to determine the extent to which stakeholders' construction on the quality of PPE was reflected in the TETP of 1995 as well as other related curricular documents. The findings indicate that stakeholders viewed the quality of PPE in three perspectives: i) quality as expectations; ii) quality as process or practice; and iii) quality as programme structure. Overall, stakeholders viewed PPE as an important early childhood provision for the future school life and participation in all walks of life. Although PPE seemed to be important, the study findings suggest that, the quality of public PPE in Tanzania is poor. Specifically, stakeholders identified important indicators constituting the quality of PPE as: i) furnished and safe learning environment; ii) wellqualified, committed and loving teachers; iii) smaller class-size; iv) provision of nutrition services; and v) good relationship among teachers, the teacher and parents, and with the head teacher. The study concluded that physical visits by primary school supervisors and making PPE independent are essential for quick and close monitoring for solving problems hindering provision of quality services in PPE in Tanzania.

Parents’ Reasons for Sending Children to Pre-primary Schools: A Case of Kaskazini ‘A’ District Zanzibar

“…Children's ability to read and write was also found as the main outcome of a quality pre-primary education program by parents in the study conducted by Al-Shatti (2011) in Kuwait. Tandika (2015) emphasized that the mastery of literacy skills (reading, writing and counting) is crucial to children, because they increase their confidence and positive attitudes. Parents in Tandika's study stressed that they had enrolled their children in pre-primary education expecting that they would be equipped with the basic knowledge and skills for socialise with the school environment, acquire foundational knowledge and skills for smooth transition to primary school, and fulfil a prerequisite for enrolling children in primary schooling.…”

“…Parents have different reasons for sending their children to pre-primary schools ranging from social to academic skills. The reasons include acquisition of 3Rs (reading, writing and counting skills), language and independent skills, play, exploration, arts, socialization, cleanliness and respect (Gertler et al 2014;Tandika 2015;Al-Shatti 2011). Additionally, Şahin, Sak, and Şahin (2013) found that most parents expected pre-primary schools to support social skills' development of their children, express self effectively, develop self-confidence, establish effective communication and physical skills.…”

“…Parents are sending their children in pre-primary schools for different reasons. The reasons include children to have basic literacy skills (reading, writing and counting), language skills, exploration, arts and social behaviours (Tandika 2015;Weatherholt et al 2018). Children's success in basic education depends on their parents' understanding of pre-primary education, as those parents with high understanding are normally ready to enrol their children to school as well as engaging themselves in their children's education.…”