Issues In Provision Of Pre-Primary Education In Tanzania: A Situation Analysis Of Selected Government Pre-Primary Schools In Arusha Region

ABSTRACT

This study focused on exploring issues in provision of pre-primary education in

Tanzania. The specific objectives of the study were to assess the current practices in

the provision of pre-primary education in Tanzania, investigate the challenges that

encounter provision of pre-primary education in Tanzania and then suggest

appropriate strategies toward provision of pre-primary education in Tanzania. The

study used both qualitative and quantitative paradigms in data collection and data

analysis procedure. Data were collected through interviews, questionnaire, and

documentary reviews from 53 participants.

The findings of this study indicated that head teachers faced multiple challenges in

managing pre-primary education including lack of instructional materials, chairs and

desks. Others were high enrolment in some schools, low enrolment in some schools,

absence of classrooms, shortage of qualified teachers and lack of funds.

Based on the findings, it was concluded that the objectives of pre-primary education

in Tanzania can only be achieved if the Education and Training Policy (ETP) is

consistently and effectively implemented from national level to school level.

The study recommended that the formulation and implementation of ETP by the

government and education stakeholders need to be linked with the economic policies

to make the ETP more realistic. The Government should collaborate with

educational stakeholders to implement the planned education strategies including

cost sharing, availability of qualified pre-primary teachers and availability of

teaching and learning facilities.

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