Educational infrastructure and resources for sustainable access to schooling and outcomes: the case of early literacy development in southern Tanzania

Following on the 1990 and 2000 World Conferences on Education for All, African governments increased their focus on access to schooling (but not necessarily on outcomes) by providing more facilities for increased enrollments. The learning outcomes that had been neglected led to a call to focus on more sustainable access – re-examining the quality of some of those facilities against the anticipated quality of educational outcomes. Studies in Southern and Eastern Africa, including the one under discussion here, indicate that the achievement of the Millennium Development Goals (MDGs) will not rely only on school-based factors but also on the careful analysis of wider socioeconomic and cultural factors. This paper, through the results of the case study component of the Early Literacy Development project in the Lindi Rural District of Southern Tanzania, discusses why literacy development has lagged behind in Sub- Saharan Africa. The focus of the study and of this paper is on the relationship between literacy practices, literacy events and early literacy development at home and school in low-resourced communities. The extent to which school infrastructure and ecology including buildings, teaching learning materials and teacher characteristics reinforced literacy practices and events at home and school is also highlighted as being of special interest

Educational infrastructure and resources for sustainable access to schooling and outcomes: the case of early literacy development in southern Tanzania

Following on the 1990 and 2000 World Conferences on Education for All, African governments increased their focus on access to schooling (but not necessarily on outcomes) by providing more facilities for increased enrollments. The learning outcomes that had been neglected led to a call to focus on more sustainable access – re-examining the quality of some of those facilities against the anticipated quality of educational outcomes. Studies in Southern and Eastern Africa, including the one under discussion here, indicate that the achievement of the Millennium Development Goals (MDGs) will not rely only on school-based factors but also on the careful analysis of wider socioeconomic and cultural factors. This paper, through the results of the case study component of the Early Literacy Development project in the Lindi Rural District of Southern Tanzania, discusses why literacy development has lagged behind in Sub- Saharan Africa. The focus of the study and of this paper is on the relationship between literacy practices, literacy events and early literacy development at home and school in low-resourced communities. The extent to which school infrastructure and ecology including buildings, teaching learning materials and teacher characteristics reinforced literacy practices and events at home and school is also highlighted as being of special interest

Accelerating Primary Education Tutors’ Acquisition of Gender-Responsive Pedagogies

The paper emphasises the value of gender-sensitive teaching strategies that address the often portrayal of gendered stereotypes in primary schools, including those used in textbooks. Professional development programmes are acknowledged for their crucial role in equipping tutors with the essential knowledge and abilities for successful gender-responsive education. This study explores the crucial role of tutor preparation in enhancing student teachers’ conceptions of gender roles. It employed a qualitative approach through focus group discussions, observations, group reflections, and analysis of reflective entries to provide an in-depth understanding of how gender-responsive training affects instructional strategies. The study unveils the need for college tutors to rethink their perspectives and beliefs about the integration of gender in their practices and embrace the importance of gender-responsive pedagogy. Identifying and understanding discriminatory practices against male and female student teachers and learners in primary schools is significant in enabling the tutors to design counter strategies that would make their practices gender-responsive. This includes addressing important topics such as cultural biases, ongoing education, and adaptability to add much to the conversation about fostering inclusive and equiTable learning environments. Strategies such as mentoring and coaching, structured reflective practice, collaborative teaching, and learning would accelerate learning outcomes of gender-responsive pedagogy

Deceptive cultural practices that sabotage HIV/AIDS education in Tanzania and Kenya

In spite of numerous HIV/AIDS‐prevention education efforts, the HIV infection rates in Sub‐Saharan Africa remain high. Exploring and understanding the reasons behind these infection rates is imperative in a bid to offer life skills and moral education that address the root causes of the pandemic. In a recent study concerning effective HIV/AIDS‐prevention education, conducted in Tanzania and Kenya among teacher trainees and their tutors, the notion of mila potofu (defined by educators as ‘deceptive’ cultural practices) emerged as a key reason for educators’ difficulties in teaching HIV/AIDS prevention education in schools and for high HIV infection rates. Since these cultural practices cause harm, and in many cases lead to death, they are of moral concern. This paper outlines some of these cultural practices identified by educators, including ‘wife inheritance’, ‘sexual cleansing’ and the taboo against certain foods, and discusses how these practices contribute towards HIV/AIDS vulnerability. It then offers recommendations for classroom‐based life skills and moral education following Jean Piaget’s theory of cognitive development in understanding how ‘assimilation’, ‘accommodation’ and ‘adaptation’ can help people discard mila potofuin a culturally sensitive manner

The realities of tutor pedagogical practices and adaptation of gender pedagogy: A comparison of implementation in selected teacher colleges in Tanzania, Kenya and Uganda

The study examined the strategies used by teacher educators in their teaching practices and gender integration in Kenya, Uganda and Tanzania. The nature of the engagement of educational leaders and administrators in supporting teaching, learning and mainstreaming gender issues in teaching was also examined. A total of 165 sampled respondents were reached. This included 81 government officials and educational leaders (18 government officials and 63 educational leaders) and 84 tutors. The study used a concurrent mixed-method approach where the combined qualitative and quantitative data collection methodologies were applied to answer the study questions. The study data were collected directly from the project participants through semi-structured interviews and survey questionnaires. 60% of pre-primary and primary tutors from Kenya demonstrated knowledge and skills in pedagogical practices compared to 13% from Tanzania and 20% from Uganda. The findings also revealed that most tutors do not think training and application of lifelong professional development strategies on key pedagogical aspects and content are essential for achieving a gender-responsive and inclusive training and support program. These key areas include support for gender-based violence victims, support for pregnant girls and mothers to continue education; gender-sensitive expectations towards girls’ and boys’ achievements; gender-sensitive expectations around girls’ and boys’ behavior, lesson demonstration, and lesson observation. The study recommends that there should be integration of gender issues in delivering training for the tutors of the colleges in East Africa. The training should focus on enhancing pedagogical practices and related educational leadership and management

Investigating the Management of COVID-19 Pandemic Risks in Primary Schools: A Case of Public Primary Schools in Lindi Region, Southern Tanzania

The spread of COVID-19 in the year 2020 put various nations at risk, especially in social, economic, and educational aspects. School closure was employed as one of the response measures against the spread of this virus. However, the measure imposed high social and educational risks with consequences of a massive drop academically. This study investigated the management of the COVID-19 pandemic risks in primary schools in the Lindi region in Tanzania intending to suggest the essence of having a risk management plan for indeterminate outbreaks and other uncertainties to avoid the recurrence of the risks. The study adopted a qualitative case study design which allowed an in-depth data collection through one-on-one interviews and observation methods. Thematic analysis was adopted to analyze the data for this inquiry. Findings revealed that the targeted schools were able to manage the COVID-19 pandemic risks even though the management was done locally due to the lack of risk management plans in the schools. Furthermore, it was discovered that there was no budget set to deal with the emerging risks. Headteachers from the investigated schools went as far as using part of their salaries to tackle the emerging risks as a result of school closure. Additionally, findings also revealed that during school closure teachers were unprepared on how to conduct the teaching and learning processes amongst the pupils through distance mode. Despite several endeavors to try to ensure pupils continue to learn in their homes, the strategies were not successful due to inadequate Information and Communication Technology (ICT) knowledge and skills among the teachers, parents, and pupils as well as insufficient supportive distance learning infrastructures such as ICT equipment and the internet. Consequently, proper implementation of distance teaching and learning during school closure was impaired due to the lack of risk management plans in schools. It is recommended that the risk management plan be developed to ensure that teaching and learning processes are never hampered by emergencies

Early years education and development: A need or luxury?

This chapter details the outcomes of a series of interventions on Early Years Education carried out with teachers and respective stakeholders in under-resourced communities in Kenya, Uganda and Tanzania. Several challenges such as parental and community involvement, school readiness, health factors and children’s rights have been pointed out as obstacles to recognition of the significance of Early Childhood Education and Development in the focus areas. The intervention studies revealed that support of all types, especially on improving and re-thinking parenting and school roles is crucial. Also investment in children\u27s early learning, alternatives for parents to finance children\u27s education as well as improving quality of education for children

Leading through collaboration for efficient school improvement: A critical perspective on the role of the principal

School improvement poses a lot of challenges especially where the educational system is governed by different stakeholders at various levels. The contributions of the various stakeholders; teachers, administrators, students and parents, are of significance for the success of the school but without structured collaboration among the key players in the system the school principal may end up holding onto all powers in the school to the dissatisfaction of the others. The school principal engages multi-faceted leadership qualities to draw from the abilities and skills of the stake holders and the section heads of a private school in Karachi, to lead the school. The result is a school with a prestigious reputation. The study highlights the qualities of leadership that support collaboration within a complex hierarchy of leadership for the successful school improvement. The structured collaboration, leads to the establishment of a community of leaders and learning communities for improved student learning outcomes. The information presented in the book could be of significance in developing and reviewing educational leadership and school improvement Professional Development Programmes

The role of the principal in enhancing efficient school improvement through collaboration: A critical perspective

Focusing on school leadership relations between the principal, teachers, students, parents, and other key elements of the school community, this study gives an examination of the potential of their active collaboration around instructional matters to enhance the quality of teaching and student performance. The analysis is grounded on the principal\u27s manipulation of the dynamics of collaboration through two conceptions of leadership transformational and shared instructional. The sample is the secondary section of a private school belonging to a wider cartel of schools under private management. The school is governed by a decentralised system where each section has a head teacher and other management and instructional leaders. All these sections are under one umbrella of the principal\u27s office. The principal in turn is assisted by an academic vice principal and an administrative vice principal. This leads to a rich hierarchy of authority whose management would be very difficult without employing the dynamics of collaboration. The study attributes the success of the school to the prestigious status as a result of the principal\u27s collaboration with the stakeholders involved, and it highlights certain qualities of leadership that support collaboration as well. Discussion of the limiting factors and critical aspects of leadership has also been done. This study depended on a qualitative case study design from which the various themes discussed emerged. These include how the various stakeholders perceive their roles, structures set for collaboration, results of collaboration, obstacles to collaboration and how the principal manipulates existing conditions in order to pave the way for school improvement. The conclusion reached is that there is no one particular leadership style that suits a school situation. An integrated style is advocated for depending on the culture of the school and the vision it is set to attain

The role of the principal in enhancing efficient school improvement through collaboration: A critical perspective

Focusing on school leadership relations between the principal, teachers, students, parents and other key elements of the school community, this study gives an examination of the potential of their active collaboration around quality of instructional matters to enhance the teaching and student performance. The analysis is grounded on the principal\u27s manipulation of the dynamics of collaboration through two conceptions of leadership- transformational shared instructional. The sample is the secondary section of a private school belonging to a wider cartel of schools under private management. The school is governed by a decentralized system where each section has a head teacher and other management and instructional leaders. All these sections are under one umbrella of the principal\u27s office. The principal in turn is assisted by an academic vice principal and an administrative vice principal. This leads to a rich hierarchy of authority whose management would be very difficult without employing the dynamics of collaboration. The study attributes the success of the school to the prestigious status as a result of the principal\u27s collaboration with the stakeholders involved, and it highlights certain qualities of leadership that support collaboration as well. Discussion of the factors limiting and critical aspects of leadership has also been done. This study depended on a qualitative case study design from which the various themes discussed emerged. These include how the various stakeholders perceive their roles, structures set for collaboration, results of collaboration, obstacles to collaboration and how the principal manipulates existing conditions in order to pave the way for school improvement. The conclusion reached is that there is no one particular leadership style that suits a school situation. An integrated style is advocated for depending on the culture of the school and the vision it is set to attai