Fee-free Basic Education Policy Implementation in Tanzania: A ‘Phenomenon’ Worth Rethinking

This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education

Pre-primary Education in Tanzania: Teachers’ Knowledge and Instructional Practices in Rural Areas

Recently, the Ministry of Education Science and Technology though Tanzania Institute of Education introduced a new Pre-Primary Education Curriculum and Syllabus. Consequently, pre-primary teachers were orientated towards implementing the newly-established curriculum. However, little is known on the pre-primary teachers’ knowledge and practices vis-à-vis-effectiveness in teaching. This study, therefore, sought to narrow this gap of knowledge by assessing the pre-primary teachers' knowledge and practices regarding the implementation of the curriculum. A descriptive survey design informed this study. A total of 19 rural pre-primary teachers working in six wards in Mwanza and Morogoro regions were recruited to participate in the study. Data were collected using a questionnaire with Likert scales and a classroom observation schedule. The findings reveal that overall, pre-primary teachers had little knowledge (M=2.12,SD=.58) regarding Early Childhood Education. On the other hand, however these teachers were knowledgeable on the importance of play to children (M=2.36, SD=.76) and understood the objectives of pre-primary education (M=2.47, SD=.79). Teachers’ instructional practices, however, were unsatisfactory (M=2.07, SD=.62). Statistically, however, their knowledge scores did not significantly correlate with their practice (r = .344, p>.05). On the whole, the pre-primary teachers’ instructional practices were unsatisfactory. This suggests a need for continued provision of in-service educational programmes to the teachers

The role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania

This study explored the role of parental involvements in children’s acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through questionnaire-based-interview, semi-structured interview, focus group discussion, and tests administration methods. An independent sample t-test and thematic analyses were employed. Results indicated that there was no statistically significant difference in involvements between parents from high performing schools (M= 33.39, SD = 9.79), and those from low performing schools (M= 31.74, SD = 9.93); t (152) = 1.040, p >.05 in learning activities. This implies that parental involvements in learning activities were less associated with children’s acquisition of Kiswahili pre-reading skills. Findings from interviews and FGDs revealed that parental involvements were hindered by lack of parents’ knowledge about pre-primary education, limited parental support, and effects of home learning environment. To maximize children’s pre-reading skills, the study recommends that parents should be informed about their involvement in learning activities

Enhancement of Amygdaloid Neuronal Dendritic Arborization by Fresh Leaf Juice of Centella asiatica (Linn) During Growth Spurt Period in Rats

Centella asiatica (CeA) is a creeping herb, growing in moist places in India and other Asian Countries. Ayurvedic system of medicine, an alternate system of medicine in India, uses leaves of CeA for memory enhancement. Here, we have investigated the role of CeA fresh leaf juice treatment during growth spurt period of rats on dendritic morphology of amygdaloid neurons, one of the regions concerned with learning and memory. The present study was conducted on neonatal rat pups. The rat pups (7-days-old) were fed with 2, 4 and 6 ml/kg body of fresh leaf juice of CeA for 2, 4 and 6 weeks. After the treatment period, the rats were killed, brains removed and amygdaloid neurons impregnated with Silver nitrate (Golgi staining). Amygdaloid neurons were traced using camera lucida and dendritic branching points (a measure of dendritic arborization) and intersections (a measure dendritic length) quantified. These data were compared with those of age-matched control rats. The results showed a significant increase in dendritic length (intersections) and dendritic branching points along the length of dendrites of the amygdaloid neurons of rats treated with 4 and 6 ml/kg body weight/day of CeA for longer periods of time (i.e. 4 and 6 weeks). We conclude that constituents/active principles present in CeA fresh leaf juice has neuronal dendritic growth stimulating property; hence it can be used for enhancing neuronal dendrites in stress and other neurodegenerative and memory disorders

Components of Teachers’ Pedagogical Content Knowledge Associated with Children’s Acquisition of Kiswahili Pre-reading Skills in Rural Tanzania

This study examined the components of teachers’ pedagogical content knowledge associated with children’s acquisition of Kiswahili pre-reading skills in high and low performing rural public schools, Tanzania. Stratified random sampling and purposive sampling were used to obtain 175 participants. Questionnaire, observation, semi-structured interview, documentary review, and tests were the methods employed for data collection. An independent sample t-test and thematic analyses were employed. Results indicated that teachers possessed moderate knowledge of Kiswahili pre-reading skills content but they had low pedagogical knowledge and knowledge of children’s thinking around Kiswahili pre-reading skills. Teachers limited pedagogical content knowledge was mainly associated with inadequate training in pre-primary education among others. Thus, teachers limited pedagogical content knowledge of Kiswahili pre-reading skills was associated with children’s low acquisition of Kiswahili pre-reading skills. To maximize children’s learning outcomes, acquisition of Kiswahili pre-reading skills in particular, comprehensive pre-service and in-service training should be guaranteed to obtain qualified teachers to teach in pre-primary schools. School quality assurance monitoring mechanisms should be strengthened and they should visit pre-primary classes and monitor Kiswahili pre-reading skills teaching process so as to improve children’s acquisition of the skills

Early Childhood Education Pedagogical Transformation in Tanzania: Innovations, Challenges and Prospects for Marginalised Children

Tanzania recognises that investing in early childhood education and care has the potential to offer immense opportunity for all children, regardless of social-economic background, to develop the cognitive, social and emotional skills needed for their development, well-being and success in later life. These capabilities are shaped by high-quality range of developmentally appropriate and contextually relevant pedagogical practices. This chapter tracks pedagogical transformations that have taken place over time, emerging innovative pedagogical approaches and their prospects in marginalised pre-primary education settings in Tanzania. The chapter aims to contribute to the on-going debate about what pedagogical practice works in various early childhood education settings. It is anticipated that the discussion might broaden our understanding of pedagogical practices from marginalised communities. The chapter is organised into six sections. The first section introduces the chapter. The second section presents an overview of the education structure and early childhood education in Tanzania. The third section tracks pedagogical transformations over a historical period. The fourth section presents the new development innovations that have been made in early childhood education in recent times. The fifth section highlights early childhood education pedagogical challenges. The last section reflects on pedagogical prospects for children in marginalised localities