Early Childhood Education in Tanzania: Views and Beliefs of Stakeholders on Its Status and Development

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Early childhood education in Tanzania 22

Early childhood education in Tanzania: Views and beliefs of stakeholders on its status and development

Laurent Gabriel Ndijuye University of Dodoma (Tanzania)

Ignasia Renatus Mligo University of Dodoma (Tanzania)

Maregesi A. Manyonyi Machumu Dar es Salaam University College of Education (Tanzania)

Abstract Globally, there is consensus among education stakeholders that early childhood education sets a foundation for children’s development, learning, and future life achievements. While global perceptions of early childhood care and education (ECCE) have been broadly explored in other parts of the world, little is known about ECCE in Tanzania even though it is ideally a compulsory part of formal basic education for every child before joining grade one. This study investigated the status of early childhood education (ECE) in Tanzania by critically analyzing the views and beliefs of stakeholders on its status and development. The study recruited two policy makers, 14 ECE college principals, 34 preprimary college tutors, and three ECE academics using a homogeneous sampling technique. Employing a phenomenological research design, the study used questionnaires, semi-structured interviews, focus group discussions (FGD) and documentary analyses in collecting the required data. Findings revealed that while in the policy and curriculum documents ECE holds equal status with other levels of education, it holds extremely low status among education stakeholders, resulting in ill-prepared preservice ECE teachers and limited parent-school engagement. To improve the quality of ECE in Tanzania, stakeholders suggested improvements in the quality and quantity of preservice teachers, including detachment of preprimary classes from primary schools and establishment of an integrated ECCE policy, guidelines, and practices to be completed by an ECCE joint taskforce. Further, in-service training for ECE college tutors and principals is critically important, as is concentration of limited resources in few selected teachers’ colleges.

Keywords early childhood care and education, Tanzania, preprimary education, ECE stakeholders’ views, status of ECCE in Tanzania

1.0 Background of the study and its among the countries in sub-Saharan Africa Context (SSA) in which the quality of ECE is very low due to under resourcing and inadequate In recent years, quality early childhood infrastructure (Garcia, et al., 2008; Nsamenang, education (ECE) has been receiving 2008; Young & Mustard, 2008). A report by unprecedented attention globally (UNESCO, UNICEF (2010) documented that children in 2007; UNICEF, 2010). In sub-Saharan Africa, Tanzania lack access to education and public and Tanzania in particular, the quality of ECE health services, including vaccinations, clean has been arguably low (Ndijuye & Rao, 2018; water, and sanitation. UNICEF plays a critical UNESCO, 2007; UNICEF, 2010). Tanzania is

______Global Education Review is a publication of The School of Education at Mercy College, New York. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Citation: Ndijuye, Laurent Gabriel, Mligo, Ignasia Renatus, & Machumu, Maregesi A. Manyonyi. (2020). Early childhood education in Tanzania: Views and beliefs of stakeholders on its status and development. Global Education Review, 7 (3), 22-39. Early childhood education in Tanzania 23

role in helping Tanzania move towards a vision for disadvantaged groups living in poor and of quality and equity education at all levels. This inaccessible areas. is particularly important given the many Early childhood education in Tanzania is challenges that children face in schools. UNICEF’s support involves building provided by public schools and private centers partnerships and encouraging greater national and is coordinated by two ministries. While the investment in ECE, and improving the standards care and education of children aged 0-4 is under of preprimary education (PPE) by training the department of Social Welfare of the Ministry of Health, Community Development Gender, teachers and other educational stakeholders Elderly and Children (MoHCDEC), the care and (UNICEF, 2010). In this paper, the terms early education of children aged 5 to 6 years is under childhood education, preschool, and preprimary education (PPE) are used interchangeably. the Ministry of Education, Science and Technology (MoEST). The Education and Early childhood education is considered Training Policy of 1995 directed each primary to be imperative for the child as it is the first step school to have an attached preprimary class. towards entering the world of knowledge (Black, However, a study conducted by Kweka, et et al., 2016;UNESCO, 2003). The main purpose al.,2000) reported that most ECE centers were of ECE is to prepare children mentally, not registered and not attached to primary physically, and socio-emotionally for formal schools. Attaching ECE centers to primary schooling and to prevent poor performance and schools is important because it may facilitate the early dropout (Hyson, 2003; Mligo, 2018; smooth transition of children to primary schools Smith, 2012; Sylva, et al., 2003). Children’s as they experience similar environments and the participation in good quality ECE has long-term same teachers (in some areas the Grade one (Heckman, 2008; Sylva et al., 2003). Research teacher also teaches an ECE class in Tanzania). suggests that ECE is a key for the development Available empirical evidence indicates of young children before they enter primary that in Tanzania, ECE has not yet been given the school (Kaul, 2002; Young, 2002). Children who importance it deserves (Mtahabwa, 2010; have attended ECE tend to learn more rapidly Ndijuye & Rao, 2018). The government and through an organized curriculum, teaching and other educational stakeholders have lowly learning materials, and interaction with fellow children. prioritized ECE physical infrastructures and teaching and learning materials (Mtahabwa, Early childhood education has strong 2010; Zuze & Reddy, 2016), leading to bearing on attendance and participation of unqualified teachers and supervisory staff young children once they enter primary school. (Mligo, 2015; Mtahabwa, 2007). The authors It also helps older children, particularly girls, also note that there is a serious shortage of well- with school attendance, which frees them from trained teachers. As a result, the majority of ECE the responsibility of sibling care. Research teachers adopt didactic teaching styles that give literature indicates that ECE helps children too much emphasis to literacy and numeracy become more self-determining, confident, and it skills and less emphasis to learning through play promotes their all-around development (Mligo, and discovery. International and local literature 2018; Mtahabwa, 2007) . It is apparent from the have shown that children in ECE need to be aforementioned literature that more emphasis is taught by the most qualified teachers (Kweka et needed to improve the quality of ECE, especially al., 2000; Mitchell, et al., 2008). They need the

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best trained teachers who are competent and 1.1. The Formalization of Preprimary specially trained in ECE because it is at this level Education in Tanzania of education that the foundation of learning for The United Republic of Tanzania (URT, all subsequent levels is developed. To ensure the quality of preprimary schools, it is imperative to 2012) follows the 1(2)-6-4-2-3+ formal have well qualified and trained teachers. educational model, which includes one (or two) years of PPE, 10 years of compulsory primary Tanzania is blessed with a variety of and lower secondary education, two years of natural resources that include areas of land, upper/high secondary education, and three or mountains, forests, national parks/wildlife, more years of tertiary education. The system rivers, lakes, coastal zones, fisheries, minerals, evolved from the inherited 4-4-4-4+ colonial coal, and natural gas (Tanzania Human education system. With Tanzania’s rapid Development Report (THDR), 2014). Some of economic growth and social changes as well as the natural resources, such as fisheries and technological advancements throughout the minerals, are being commercially exploited, world, it became obvious in the early 2000s that which contributes significantly to the country’s Tanzania’s existing education policy was not economic growth (THDR, 2014). Despite the bringing the desired results. The Education and rich resources, Tanzania is still a poor country Training Policy (ETP) (Ministry of Education with unsustainable harvesting of natural and Culture, 1995) aimed to increase access to resources and many parents fail to enroll their education without compromising the quality children for preprimary education. thereof, and focus on issues related to Subsequently, only a small proportion of inclusiveness, class size, improved teacher children actually enrolled at PPE level do attend training, and attrition issues (Ministry of school regularly. Most children from poor Education and Vocational Training [MoEVT], households cannot afford private preprimary 2014).As such, educational practitioners started schools which provide adequate teaching and to argue for changing the education policy to learning resources and more qualified teachers. meet new demands. Although twenty-five years have passed since The government of Tanzania PPE was officially recognized as part of the acknowledged preprimary education for children formal education system, its quality is still very ages 5 and 6 years under Tanzania’s ETP in 1995 low. Preprimary classes are taught by teachers that lack specialized training in ECE. Parents (Ministry of Education and Culture, 1995), and and the community at large still lack placed it under the direction of the Ministry of understanding of PPE and its importance Education. However, it was formalized and (Mligo, 2017; Mtahabwa, 2009). For instance, made compulsory and free in the 2014 Education and Training Policy (MoEVT, 2014). they do not perceive it as a program that one can The recognition of preprimary education was a pursue in a teacher college that leads to a career response to the international policy statements in teaching at the preprimary level. In Tanzania which emphasized the rights of education for all people have developed a notion that PPE is children. The government of Tanzania agreed to simply a class in a primary school that doesn’t need serious attention. provide ECE in partnerships with parents, community, and nongovernmental organizations (Ministry of Education and Culture, 1995). Apart from obligations to international policy Early childhood education in Tanzania 25

statements, changes in social and economic about the current status of preprimary education situations also raised society’s interest in in Tanzania. The paper explored views and preschool education for their children before beliefs of various educational stakeholders based compulsory schooling (Ndijuye, 2017). on PPE development, status, and benefits of early investment. Furthermore, the paper 1.2 Structure of the Education System in explored changes in relation to societal Tanzania expectations, educational philosophies, and subsequent pedagogy and their impact on the Tanzania, as a former British protectorate, inherited an education system very beliefs and practices of preschool teachers and similar to the English education system (Sifuna, the training of preprimary teachers. The paper 2007). The formal education system is concludes with suggestions for areas for future hierarchical; it is composed of preprimary research in ECE and suitable initial teacher education, primary, secondary, and tertiary preparation in Tanzania. The current research is education (Ministry of Education and Culture, therefore worthwhile, timely, and needed, particularly to explore the current status of 1995). The only formalized system for children preprimary education in Tanzania. The line of before school age is the preprimary education discussion focused on three priority areas as system for the 5- and 6-year-olds, which was indicated in the study objectives below. formalized in 1995 under the ETP, although in classrooms there are often children who are 4 1.3. Objectives of the study years old. As a result, preprimary education was Specifically, the current study intends integrated within primary schools and included to: in the country’s formal education structure. 1) Examine views of stakeholders on the

Whereas the initial education structure status of PPE in Tanzania, comprised four levels (i.e., 7–4–2–3+), the new 2) Explore the actual current status of pre- structure became five (i.e., 2–7–4–2–3+), primary education in Tanzania, 3) To explore alternative strategies to consisting of two years of preprimary education improve the status of PPE in Tanzania. (ages 4-5/6), seven years of primary education

(ages 7-13), four years of Ordinary Certificate of 2. Research Methods Secondary Level Education (CLSE) (ages 14-17), 2.1 Participants two years of Advanced Certificate of Secondary 2.1.1 Sampling technique and sample Level Education (ACLSE) (ages 18 and19), and selection three and above years of tertiary or higher Given the special needs and education (Ministry of Education and Culture, circumstances of ECE in Tanzania, participants 1995). After two years of preschool education, children attend compulsory primary school of the current study were selected during the education, which they complete at the age 13, Teachers Education Support Project (TESP) thereafter they proceed with other higher levels. workshop which brought together preprimary However, the ETP of 2014 came up with another teacher educators, college principals, ECE new structure (i.e., 1(2)-6-4-2-3+). academics, and policy makers. These participants were selected using homogeneous With this in mind, the intention of this sampling technique to obtain insights and study was to gain knowledge and understanding

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understanding of the current status, beliefs, and college tutors. Policy makers and ECE academics perceived future of ECE in Tanzania. were individually interviewed. College principals The sample of 53 individuals were engaged in FGD. Predominantly qualitative participating in the TESP project was methods were used to reduce the risk of purposively recruited for this study. It consisted misinterpretation by informants. The techniques of two policy makers, three ECE academics, 14 provided a chance to explain the purpose of the ECE teachers’ college principals, and 34 study and clarify queries raised during the preprimary college tutors from all over course of discussion (Creswell, 2009). Also, Tanzania. Given the objectives of the current these techniques facilitated rapport and study, the selected sample size was large enough cooperation between the authors and the to allow triangulation of data sources or informants. This was essential in enabling informants (Onwuegbuzie & Leech, 2007) and informants to reveal their views in their own data collection methods (Patton, 2002), leading words (Creswell, 2009; Patton, 2002). The to saturation of analyzed data (Creswell, 2012). process involved face-to-face conversations However, given the existing sociocultural and where information was noted down in the field political diversities in Tanzania, the selected notebook complimented by a tape recorder. The sample size was not large enough to allow responses were later compared with responses of generalization of findings across the country. other groups in the study. For this study, the targeted documents 2.2. Study area and context were existing preprimary education policy briefs and curriculum documents. The authors decided In 2019, there were 1,429,169 to use this method because these documents preprimary pupils enrolled in Tanzania, out of could be secured quickly and easily, and covered an eligible pool of 1,535,000 preprimary a wider geographical area and longer reference children. Among those enrolled, 63 percent were periods without much cost (Creswell, 2009; in urban areas, while the rest were living in rural Punch, 2005). Further, the selected policy or suburban centers. In the same year, there documents and briefs were selected based on the were 8,354 qualified teachers, making the several criteria. Specifically, the documents (a) teacher-pupil ratio 1:124 compared to a 1:25 were government-issued and released for official international standard ratio (Ministry of or academic use, (b) addressed preprimary Education, Science and Technology (MEST), education or issues related to this level, and (c) 2017). However, most qualified teachers contained information that highlighted the preferred to reside and work in urban areas, current status of ECE in general and preprimary resulting in unmanageable teacher-child ratios education in particular. in rural preprimary schools (Ndijuye & Tandika, 2.4. Ethical considerations 2019). Ethical issues were addressed by 2.3. Data collection tools requesting permission from the TESP project This study triangulated semi-structured consultant to include in the study and interview interviews, semi-structured survey teachers’ college principals and tutors. Consent questionnaires, focus group discussions (FGD), to participate in the study was obtained. Further, and documentary analyses in collecting the pseudonyms were assigned to each participant required data. Due to its flexibility and time- in order to conceal identity and ensure the efficiency, semi-structured survey confidentiality of collected data. questionnaires were used with preprimary Early childhood education in Tanzania 27

2.5. Data analyses three researchers using NVivo 10 software, Data were subjected to interpretational thereafter using a coding comparison query in analyses by implementing a systematic set of NVivo to establish the Kappa Coefficient and procedures to code and classify qualitative data inter-rater agreement. The Kappa Coefficient to ensure that important constructs, themes, and was 0.76 while the percentage agreement was patterns emerged. Specifically, the raw data 93.45. This indicates that there was substantial obtained from semi-structured interviews and agreement between the three coders (Viera & FGDs were coded to obtain relevant texts, Garrett, 2005). Grounded theory was used as a repeating ideas, themes, theoretical constructs, lens for framing this study, analyzing data, research concerns, and theoretical narratives. It interpreting findings, and drawing conclusions. was from repeating ideas that themes and Grounded theory (Saldaña, 2011) is a method for subthemes were developed. Themes were accurately analyzing qualitative data in order to organized into abstract ideas or theoretical understand human processes and construct constructs and later developed into theoretical theory “from the ground up” (p.15). In this narratives which were used to bridge between article, grounded theory builds a critical stance the concern of the author and participants’ to the shift from teacher-centered to child- subjective experiences using their own words. centered learning. It works towards achieving a Further, qualitative data were descriptively central category that theoretically represents analyzed to respond to some parts of the what the study is about. This article therefore research question and concerns. offers an original and grounded analysis of how In analyzing documents, two issues participating ECE tutors understood their guided the development of the themes: (a) how implementation of the preschool curriculum. information was presented, and (b) the status of the policy brief/resolution/bylaw/decision. In 3.0. Findings order to maximize objectivity, communicability, 3.1. Informants’ preliminary information transparency, and coherence, techniques were deployed (Auerbach & Silverstein, 2003). Figure 1 Specifically, the authors triangulated data Informants’ Distribution by Gender sources, data collection instruments, and bracketed all of their previous understandings, beliefs and assumptions during data analyses (Onwuegbuzie et al,, 2012). Further, the data analyses processes were jointly completed with the three authors.

2.6. Inter-rater reliabilities

The three authors with doctorate (PhD) degrees in Early Childhood Education jointly collected and analyzed data. The first author coded the field notes to categorize patterns and constructs of differences in the participants’ views. To ensure inter-rater reliability of the Source: Field Data, (2019) coding, the qualitative information was coded by

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Informants’ education levels ranged childhood education, child from Bachelors (60 percent) to Doctorate development, and how to build degrees (04 percent). It is important to note that parent-school partnership [Tutor/ more than half (56 percent) of college tutors and Interview/2019]. all college principals were not trained as ECE In this study, informants were also professionals. They held other education degrees asked about the strategies they used to equip such as Bachelor of Education and Bachelor of preservice teachers with skills on how to provide Educational Psychology. Collective job information to parents about parenting (e.g., experience ranged from 5 to 28 years. However, how to engage, talk to, or play with children; a huge segment of informants (62 percent) had nutrition or health; or how to manage child less than 10 years of job experience. In other behavior). About 40 percent of tutors revealed words, ECE profession in Tanzania is relatively that they taught the skills in the classroom just young and new. as they taught other skills. While 25 percent of the tutors reported the use of hands-on 3.2. Current Status of Early childhood experiences to facilitate these skills, a staggering Education in Tanzania 35 percent of college tutors reported that they This section focused on the overall did not equip preservice teachers with such skills status of preprimary education in Tanzania. It at all nor provide them the opportunity to focused on the type of compensation that school receive hands-on experiences. teachers and college tutors received for any extra College tutors and principals were asked workload they completed; it also focuses on how how they support preservice teachers’ efforts the existing ECE documents and colleges with community members (not parents in the equipped preservice teachers with skills in the neighborhood or village) whom they encourage following areas: parenting and community to participate in making decisions about the engagement, professional development, and preprimary program and whom they also language and curriculum. The findings revealed encourage to assume an overall greater level of that all (100 percent) of the informants in this involvement. The findings revealed that about study did not receive payment for extra 20 percent of them encouraged preservice workload nor were they provided with meals teachers to facilitate community engagement. during school hours or transport to the college. The focus of the engagement was on how work In terms of the skills that preservice teachers with parents will occur (36 percent), and the developed during their initial teacher training, budget of the program and how it is spent (64 tutors revealed that they equipped student- percent). None of the participants reported a teachers with skills on how to effectively focus on the quality of preprimary teachers or facilitate parental engagement in children’s what is taught in and out of the classroom. development and learning. One tutor revealed On professional development the following: experiences, ECE college tutors revealed that in At our college we ensure that preservice teachers are provided with the past 12 months, only 36 percent of them had information on how to facilitate and once attended in-service training on child build close parental engagements development; forty percent of them had been by getting them to organize and once or twice observed in their classroom participate in community meetings teaching as part of supervision, monitoring, with specific agenda about early Early childhood education in Tanzania 29

and/or training. Interestingly, about 90 percent preprimary classes attached to nearby of college tutors revealed to have been twice public and private primary schools in visited by quality assurers or other relevant Tanzania (MEST, 2019). In the same authorities. And about 75 percent of them year, there were 1,429,169 pupils revealed that the feedback received ranged enrolled in those schools (MEST, 2019). between somewhat useful to quite useful. There were 12,333 preprimary teachers, out of whom, 3567 (28.9%) were trained On language and curriculum, the focus and qualified preprimary teachers with was on language of instruction (LoI), proportion teaching certificates. of time to teach LoI, areas for curriculum The 2014 Education and improvements, and disciplinary issues. Findings Training Policy (ETP) established revealed that while the LoI in public preprimary compulsory free basic education from schools in Tanzania is Kiswahili, college tutors preprimary to lower secondary level. For and principals are aware of barriers associated the first time in the history of education with using Kiswahili as a LoI in rural preprimary in Tanzania, preprimary education was schools. They reported that they equip made free and compulsory. This move preservice teachers with code-switching and may potentially enable pupils from code-mixing skills. While the existing marginalized and disadvantaged preprimary curriculum in Tanzania dictates that backgrounds to access educational skills, languages and emerging early literacy should be knowledge, and attitudes that may taught for at least one third of a typical school enable them to build a foundation to day, 30 percent of informants revealed to spend break the vicious, intergenerational less than quarter teaching Kiswahili—the official cycle of poverty. LoI in Tanzania. The remaining 70 percent Furthermore, the analysis of reported to spend between a quarter to half of Teacher Education Curriculum and the allocated time. Further, most of the Tutor’s Guide indicated weaknesses in informants (62 percent) suggested between two the observed documents. Curriculum and four areas for curriculum improvements. documents were too formal and detailed These areas include play (22 percent), music (16 with many subject learning activities. percent), language (15 percent), and science (09 The wording of the curriculum and the percent). tutors’ guide documents promote a 3.3. Views of Stakeholders on the Status structured learning, based around the of Pre-primary Education in Tanzania subjects found in primary school. On this research question, three Hence, it is probable that the intended subthemes were developed: (i) Reflections from Teacher Education Curriculum was not the policy and curriculum documents, (ii) views properly attained in the field because of the college principals and tutors, and (iii) prospective preprimary teachers seemed views of the ECE policy-makers and academics. to be taught in the same ways as primary school teachers. (i) Reflections from the policy and The findings from college tutors curriculum documents indicated that there was a mismatch Analyses of documents between the Teacher Education indicated that in 2019 there were 17,771 curriculum and what was taught to

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prospective preprimary teachers. Tutors years ago, that few college tutors were selected used only the tutor’s guide to teach to join a short in-service teacher training in student teachers. And it was revealed preprimary education. that the guide was too congested with College tutors shared the same views. many activities that did not detail a good However, they differed on the question of plan on how to implement them. For preprimary teacher quality vis-à-vis curriculum. example, one tutor shared her views as They revealed that while the existing 2016 follows: preprimary curriculum seem to be of high The problem is that the teacher quality and focuses on holistic children’s education curriculum does not development, the quality of teachers to match with the tutor’s guide. What implement the said curriculum is considered to we teach prospective pre-primary be low. One of the tutors reported that: teachers is different from what is in Most of the pre-service teacher the curriculum, We asked our trainees are not the best cream of principle what we can do he said the our high school graduates. curriculum developers Normally, the best of the high acknowledged the mismatch and school graduate go to university to the curriculum is under review to do various degree programs not suit the need, so it confuses us and even education. Majority of those we do not understand it. It was admitted for education degree good to have curriculum expert to specialize in various programs apart orient us on how to go through, so I from ECE on the belief that and my fellow tutors we use only a bachelor of education in ECE is for tutors’ guide which is also too less intelligent female teachers detailed and structured [College [Tutor/Interview/2019]. Tutor /Interview, 2019]

It was reported that the Teacher (iii) Views of the ECE policy Education Curriculum document was not makers and academics available at the colleges and when tutors Though they acknowledged that demanded it, the curriculum developers preprimary education in Tanzania is relatively repeatedly noted that it was under review. new and young, the interviewed policy-makers

believed that it is on track. They cited the ETP (ii)Views of the college principals and which formalized preprimary education as part tutors of basic education. The policy made it free and In this subtheme, it was revealed that compulsory hence broadening access, and with though there were some gradual improvements, time, improve quality of services accrued to the status of preprimary education in Tanzania young children. One of them revealed the remains relatively low. For example, preprimary following: school teachers were selected without Compared to other neighboring appropriate professional training in early countries in our region, per-primary childhood education during their initial education in Tanzania is not only on preservice training. Even colleges preparing track, but also moving very fast. teachers for preprimary schools lacked Enrollment at this level has specialized training in ECE. College principals dramatically increased. The number revealed that it was just recently, less than eight of pre-service teachers admitted in Early childhood education in Tanzania 31

various teachers colleges and 3.4 Suggested strategies to improve the universities has quadrupled since status of preprimary education in 2016, and we already have a Tanzania curriculum in place. In the On this theme, informants aired the meantime, we are working to following views: (i) improving preprimary prepare an integrated early teacher quality; (ii) detaching preprimary class childhood education policy which will focus on holistic child from primary schools in terms of administration development in Tanzania [Policy and budget; (iii) employment of qualified Maker/ Interview/ 2019]. preprimary teachers (iv) need for integrated While there was some consensus early childhood education policy. between the interviewed ECE academics and About 86 percent of college principals policy makers in Tanzania, the academics believed that compared to privately-owned revealed that broadening access at the expense colleges, in public colleges; preprimary school of quality preprimary services would teachers are not prepared to the required level of disadvantage the children and bright future of quality. They cited the example of a privately- Tanzania. They were quick to point out that owned Montessori College in Mtwara region quantitative improvement would ultimately lead which has adequate teaching and learning to improvement of quality. Further, interviewed facilities and faculty members who demonstrate academics reported limited empirical evidence appropriate use of effective teaching methods to to support policy and program decisions and develop required competences. It was revealed practices. This was attributed to the limited that while private colleges have abundant number of world-class ECE experts and teaching and learning materials and facilities, professionals at various levels within and public colleges face acute shortages of such outside the education system in Tanzania. One amenities. As such, college principals were academic capture the above sentiment in the under impression that preprimary education is statement below: not prioritized in the country. One of them Unlike other levels of basic reported the following: education, pre-primary education is As stakeholders of public education, a level of education which requires I think we need to improve pre- systematic and well documented primary teacher quality by empirical evidences to improve establishing good and systematic practices and make sound and procedure for preparing pre- effective policy decisions. Very primary education teachers. This unfortunately, in Tanzania we don’t can be successfully done by building have such a solid research base. As special colleges designed for such, to improve quantity and preparing pre-primary school quality at pre-primary level is an teachers only [College Principal uphill task which requires a lot of 1/ FGD/ 2019]. human and financial investment Another college principal said [Academician/Interview/2019]. the following:

My recommendation is that we

should earmark or set apart certain colleges that will be solely responsible for preparation of pre-

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primary education teachers. This among preprimary education will not only reduce costs associated stakeholders. One of them said the with tutor transfers, but also may following: help address the problem of tutor- pre-primary class is likened to a student ratio as tutors with garden. It is different from other specialized training in pre-primary classes. The pre-primary classroom education will no longer be should be the best classroom in a transferred and concentrated in few school served with all necessary selected colleges[College Principal teaching and learning facilities. 2/ FGD/2019]. Perhaps, I need to hear from you Currently, the available few tutors with experts from universities. Can we specialized training in preprimary education are find an exemplary pre-primary classroom at your universities transferred periodically because schools that where graduates can learn what a offer preprimary education are unevenly located typical classroom for pre-primary in the widely scattered teachers’ colleges all over school children ought to be? the country. [College Principal 4/FGD/2019] About 72 percent of college principals and 84 percent of college tutors suggested Most of the college principals (80 strategies to improve preprimary education in percent) and all of the policy makers (100 Tanzania, one of which was to detach percent) revealed that since 2015, when preprimary classes from their nearby primary preprimary education was formalized in schools. College principals considered the Tanzania, the government has not employed any association to be too demeaning to preprimary trained preprimary teachers. As a result, the education. One of them expanded on this issue: upper-grade teachers are selected and sent for this ‘big brother-young brother’ short in-service training to teach at this level. thing should come to an end. Pre- One policy-maker said the following: primary schools should be the mainly problem that exists is independent with their own school when it comes to employment pre- principals and teachers. Such a preprimary school teachers. Until primary schools should not depend today, in the streets we have an on primary school for anything such estimated number of more than as own budget and infrastructures 5000 teachers recently graduated [College Principal 3 with diplomas and bachelor degrees /FGD/2019]. in pre-primary education, but have not been employed. So, it is like we Further, college principals plan one thing, and implement a believed that there is a need for teachers’ different thing [Policy colleges and universities to establish a Maker/Interview/2019]. typical preprimary classroom to serve as an exemplary class for preservice One of the most interesting findings of student teachers, in-service teachers. this study was that there is consensus among and parents with limited or no participants for the need of an Integrated Early understanding of preprimary education. Childhood Education Policy. The formulation of This will not only improve classroom this policy should be as inclusive and bottom-up practices, but also raise awareness as possible. Various ministries and stakeholders Early childhood education in Tanzania 33

working in the interests of young children (0 to 7 specialized training to teach pre-primary years) should be involved in the formulation and education contradicts the existing research implementation of this policy. One of the college evidence which shows that teacher experience tutors put it very well as follows: and professional knowledge are associated with the truth is that the existing better classroom practices and improved education and training policy is students’ academic learning outcomes very general regarding the pre- (Burroughs et al., 2019). primary education. There is no In terms of stakeholders’ beliefs about specific provision in the policy that the future status of ECE, the findings revealed stipulates how pre-primary mixed feelings. While all policy makers were education should be provided. For example, in terms of teacher very optimistic about the future of ECE and cited qualifications, the policy stipulates the 2014 ETP as opening the door for the qualifications of primary school development of ECE in Tanzania, most teachers but deadly silent for pre- academics were anxious about the future status primary teachers. In the current of ECE and cited the lack of ECE policy and the policy, there is a deafening silence government’s low priority on ECE as sources of about the educational needs of their pessimism about its future. Indeed, the children aged between 0-4 years. In lack of ECE policy raises serious questions other words, the current policy does regarding quality improvement at this level of not effectively serve the interests of our children [Tutor/ education. This is supported by available Interview/2019] research evidence. The Office of Child Development (OCD],2017), for example, states 4.0. Discussion that quality teaching is almost always the 4.1. Stakeholders’ views and beliefs on centerpiece of policy initiative aimed at making the on the status of ECE in Tanzania sure that preschool children are ready to learn ; The first objective of this study explored it also aims to improve the experiences they education stakeholders’ views and beliefs on the encounter in early grades. status of ECE in Tanzania. The findings revealed that the all participants viewed ECE as having 4.2. The current actual status of ECE in low status compared to other levels of education Tanzania in Tanzania and compared to the status of ECE The second objective of this study in other countries. Their views and beliefs could sought to establish the current status of ECE in be explained by the fact that the importance and Tanzania. The findings have revealed that the benefits of ECE education in Tanzania are yet to majority of tutors who train ECE teachers lack be understood by the majority of policy makers specialized training in ECE. This suggests that and community members. It is for this reason student teachers are not adequately trained to that teachers of preprimary classes in Tanzania develop the knowledge, skills, and attitudes are not selected on the basis of their specialized necessary for working with children in ECE training in ECE. Likewise, the ECE education programs. Literature indicates that at the ECE subsector in Tanzania is perceived to be a field of level, teacher qualification has a great influence academic failures with teachers that missed on children’s learning (Williston, et al.,, 2005). qualification to teach classes at other levels of This is supported by Blank (2010) who reports education. Deploying teachers without that ECE is a unique level of education that

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requires special preparation for teachers. While findings of the current study Similarly, Williston et al.,(2005) note that ECE indicated bias against play and active teacher education has a positive impact on engagement in ECE in Tanzania, the efficacy of teachers and teaching. This suggests that unless these methods are well documented in the teacher preparation colleges are able to equip literature elsewhere in the world (Jing & Li, student teachers with the necessary 2015; Namie 2011; O’gorman & Ailwood, 2012). competencies, ECE programs will not prepare In Tanzania, though the existing curriculum children who are ready for primary school, or insists that play be an important part of ECE enable them to develop skills for their later teaching and learning, it is not used in the learning and development. classrooms due to parental beliefs and While the majority of educators in expectations (Ndijuye, 2020) and lack of clear teachers’ colleges lack specialized training in curriculum guidelines related to play in ECE. ECE, professional development programs would have enabled educators to improve their content 4.3. Alternative strategies to improve the and pedagogical knowledge in ECE. However, status of pre-primary education in the findings of this study revealed that educators Tanzania in teachers’ colleges have limited opportunities The third objective of this study sought for in-service training. One implication of this to identify alternative strategies that can be used finding is the need for to develop in-service to improve the status of ECE in Tanzania. The training programs for school teachers and results of this study have revealed various college tutors to enable them update their strategies. First the findings have indicated that content and pedagogical knowledge. improving the quality of the ECE workforce The findings have also indicated that the could improve the status of ECE in Tanzania. quality of ECE in terms of infrastructure is very This finding is consonant with the findings of the poor compared to other levels. The findings study by Rice, (2003) who asserts that initial have, for example, shown that children in public teacher education and professional development ECE centers and preprimary schools have are essential aspects which contribute to learned in low-quality classrooms with improving pedagogical quality, which is inadequate teaching and learning materials. Low eventually associated with better child learning quality infrastructure in ECE in largely and development outcomes. This finding holds attributed to low priority on ECE. Although the implications for employment of highly qualified government provides capitation grants to ECE tutors in colleges, ECE centers, and schools, little or no funds at all are dedicated to preprimary schools. improving the quality of ECE. Research already The results of this study have also shows that the care and education provided in indicated that detaching the management and these types of low-quality centers and budget aspects of preprimary education from classrooms do not lay a foundation for children’s primary school can help improve ECE provision. later learning and development (Saracho & Detachment of preprimary from primary school Spodek, 2006). Sylva et al., (2003) cautions that is not a new phenomenon globally (Jing & LI, unqualified early childhood teachers cannot 2015), or in the sub-Saharan region specifically provide children with intellectual skills and (Matafwali & Nunsaka, 2011). This necessitates support their social, emotional, and behavioral that relevant authorities in Tanzania develop a development. separate ECE policy that could offer clear Early childhood education in Tanzania 35

guidelines on how ECE could be conducted, importance of ECCE on children’s development and specifying the need for teacher education learning. This will raise the status of ECCE as a curriculum development and teacher critical cornerstone for future academic and life preparation. successes. Also, public understanding and acceptance of ECCE will encourage the best and brightest of our 5.0 Conclusion and recommendations male and female students to join the ECCE teaching Tanzania has four main education levels of force. This will erase the biased assumption that the preprimary, primary, secondary, and tertiary. The Bachelor of Education in ECCE is for less intelligent foundation of all the levels of education is female teachers. preprimary. As such, future educational and life It is clearly indicated throughout this paper achievements solely depend on what happens at the that in Tanzania ECE has not received the attention preprimary foundation level. Given its economic and and priority that it has achieved, at least in the early stimulation significance, substantial investment literature, globally. As a subsector of education, it is at this level of education is crucial. To make a wise underfunded, and the probable source of and productive investment in ECCE, broad underfunding is its connection to primary involvement of various educational and child schools. Because preprimary education fulfills the development stakeholders is key to success. critical roles of establishing a foundation for learning While this study focused on the views of and fostering early stimulation, Tanzania may need policy makers, academics, ECE college principals, to consider separating preprimary from primary level and tutors, it did not include views and beliefs of education. parents, members of non-government organizations, And the study recommends in-service and local government authorities. Further, it did not training for ECE college tutors and principals as often focus on the quality of ECCE services rendered to as possible to equip them with the most recent and children across urbanicities, family socioeconomic cutting-edge ECCE knowledge and skills. This will status, and social groups. Given that Tanzania is a assist them in preparing pre- and in-service ECCE diverse country encompassing different geographic teachers. Given that Tanzania is a huge and diverse regions, ethnic, and social groups, there is a need to country, this study recommends that instead of understand these dimensions to clearly understand scattering ECCE resources across the existing the status of ECCE in the country. teachers’ colleges, there should be two or three This study recommends formation of a joint colleges established specifically to train high-quality commission that involves the participation of several ECCE teachers. As such, the available few college stakeholders, including officials from the ministries tutors trained in ECCE should be concentrated in for education, community development, justice, local specific selected colleges to maximize use of available government, and international and national human and fiscal resources for the betterment of nongovernmental organizations; it should also Tanzania’s young children. include, researchers, teachers, and parents tasked to review the existing ECCE policies, guidelines, and practices. The commission should be tasked to References develop a more inclusive and comprehensive ECCE Auerbach, C. F., & Silverstein, L. B. policy and guidelines which will set a foundation for (2003). Qualitative data: An introduction to better classroom and home practices. coding and analysis. New York: New York Equally important, this study recommends University Press. deliberate efforts to sensitize the masses on the

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About the Authors Laurent Gabriel Ndijuye (Ph.D.) is a lecturer, researcher, and independent consultant at the University of Dodoma in Tanzania. His areas of research interests include early childhood education and pedagogy, STEM in early childhood education, and social justice in education.

Ignasia Renatus Mligo (Ph.D.) is a lecturer and a postgraduate coordinator at the Department of Educational Psychology and Curriculum Studies at the College of Education, University of Dodoma, in Tanzania. Her areas of research interests include early childhood education and child psychology.

Dr. Maregesi Manyonyi Machumu is a lecturer at Dar es Salaam University College of Education, a constituent college of the University of Dar es Salaam in Tanzania. His areas of research interests include child development, and early childhood education and policy.