Educational Stakeholders Perceptions on the Provision of Pre-Primary Education in Zanzibar

This study explored educational stakeholder’s perceptions on the provision of PPE in Zanzibar, using the case study design. The target population was pre-primary school teachers, pre-primary school head teachers, quality assurance officers from the Ministry of Education and parents. A total number of 20 participants participated in the study: 6 pre-primary school teachers, 3 pre-primary school head teachers, 5 quality assurance officers from the Ministry of Education and 6 parents. The study employed the semi structured interviews which were conducted to PPE teachers, head teachers and quality assurance officers and Focus group discussions with teachers. The study established that PPE plays important roles to young children as it enables them to lay their educational foundation for future development, improving self-confidence and providing strong base for lifelong learning and cognitive, physical and social development. However, the quality between one PPE school to another differ in terms of teachers qualification, resources and facilities, school management and learning environment. The study recommends that professional development training for pre-primary school teachers be conducted and maintained. Such trainings should be handled by PPE experts. This would improve the knowledge, skills and performance of teachers on pedagogical skills to ensure the supportive teaching in PPE for better learning of children. Finally, Quality Assurance Officers should constantly monitor the quality of pre-primary education in order to ensure that schools meet the required standards for better teaching and learning in PPE

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

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

“Respect is an Investment”: Community Perceptions of Social and Emotional Competencies in Early Childhood from Mtwara, Tanzania

Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In the current study, we conducted focus groups and individual interviews with teachers, parents and students in 4 randomly selected rural primary schools from Mtwara region in Tanzania, 3 of which had recently begun participation in a pre-primary education program. The aim was to understand the social and emotional competencies in early childhood that participants viewed as important for school and for life in general. Compared to existing frameworks of social and emotional competencies, participants placed more emphasis on aspects of social responsibility, for example respect, obedience and being an attentive listener. Individual competencies such as curiosity, self-direction and self-belief were valued more by teachers than parents and seen as most important for success at school. In general, most social and emotional competencies – even individual competencies - were discussed in terms of social relationships. Findings have implications for how cultural values are taken into account in assessment, curriculum design and parent and community engagement around pre-school education

“Respect is an Investment”: Community Perceptions of Social and Emotional Competencies in Early Childhood from Mtwara, Tanzania

Education programs in Africa increasingly aim to develop and measure social and emotional competencies. However, assessments are typically adapted from those developed in other continents and are not derived from local perspectives. In the current study, we conducted focus groups and individual interviews with teachers, parents and students in 4 randomly selected rural primary schools from Mtwara region in Tanzania, 3 of which had recently begun participation in a pre-primary education program. The aim was to understand the social and emotional competencies in early childhood that participants viewed as important for school and for life in general. Compared to existing frameworks of social and emotional competencies, participants placed more emphasis on aspects of social responsibility, for example respect, obedience and being an attentive listener. Individual competencies such as curiosity, self-direction and self-belief were valued more by teachers than parents and seen as most important for success at school. In general, most social and emotional competencies – even individual competencies - were discussed in terms of social relationships. Findings have implications for how cultural values are taken into account in assessment, curriculum design and parent and community engagement around pre-school education