Download or read book Pre Primary Educational Policy and Practice in Tanzania written by Lyabwene Mtahabwa and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Pre-primary Educational Policy and Practice in Tanzania: Observations From Urban and Rural Pre-primary Schools" by Lyabwene, Mtahabwa, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled "Pre-primary Educational Policy and Practice in Tanzania: Observations from Urban and Rural Pre-primary Schools" Submitted by MTAHABWA Lyabwene for the degree of Doctor of Philosophy at the University of Hong Kong in December 2007 This study examined the relationship between pre-primary educational policy and practice in two urban and two rural pre-primary schools in Tanzania. Data collection and interpretation were guided by Socio-cultural Theory (Vygotsky, 1978). Participants were teachers (n =5) in the four pre-primary schools and their pupils; Heads of the pre-primary schools (n = 4); policy- makers (n = 3) and parents (n = 14). A multi-method data collection strategy, which included observations, documentary analysis and interviews was deployed. Each pre-primary class was observed over a period of two weeks and about 6 hours of videotaped observations were subject to systematic analysis. Teachers were interviewed after lessons conducted to discern the meanings behind specific practices. Following a historical perspective, policy and teacher preparation curricula over the past 10 years were analysed to determine the macro policy context behind teacher practices. Other documents that were reviewed included lesson plans, children's progress forms, school inspectors' reports and vregulatory guidelines for pre-primary classes. Policy-makers provided information about the macro-policy context while other participants provided information on the micro-policy context. The teachers stated how they interpreted policy and how it influenced their practices. The Heads provided information on its impact on their pre-primary schools and the efforts they made to improve teaching and learning. Parents were interviewed to discern what they considered "a good pre-primary school-age child" and the actions they took to socialise such a child. Observational data were coded using a system developed for the study. Information garnered from the documentary analysis and interviews were subject to a content analysis. These data were used to draw conclusions about perceptions of policy while observations provided authentic data about the relationship between policy and practice. Results indicated that (i) while aspects of the policy were laudable, it lacked specificity, failed to reflect socio-cultural realities and that it was not accompanied by a Plan of Action or implementation plan; (ii) The same policy was applicable for urban and rural areas but there were vast differences in practice between urban and rural pre-primary schools. Structural factors such as teacher/pupil ratio, group size, resources, available space and syllabi availability were much less favourable in the rural schools; (iii) Cultural beliefs were reflected in teachers' lessons where communication was predominantly teacher dominated; and (iv) Teacher qualification was the main factor differentiating classroom practices and was critical in determining the quality of classroom interactions. Teachers who had undergone training in pre-primary education tended to use more appropriate pedagogical behaviours than those without training, regardless of context. Findings have led to the development of a model specifying the relationship between pre- primary policy and practice in the Tanzanian context. Implications of the results for different facets of policy for

Download or read book Pre primary Educational Policy and Practice in Tanzania written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education in Tanzania in the Era of Globalisation written by L.P. Lugalla and published by African Books Collective. This book was released on 2019-03-29 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in Tanzania in the Era of Globalisation Challenges and Opportunities is a product of papers presented at a National Education Conference held in Dodoma, Tanzania in November 2016 and organised by the Aga Khan University-Institute for Educational Development, East Africa (AKU-IED-EA). At present, Tanzanias development direction is guided by Vision 2025, which aims to achieve a high quality livelihood for its people be attainment of Vision 2025 will depend largely on rapid socio-economic development based on several social and economic pillars including, most importantly, education. Clearly, for Tanzania, the scope and quality of education remains the single most important prerequisite to the attainment of Vision 2025 and the 17 Sustainable Development Goals (SDGs). The individual chapters in this publication, and their collective thrust, discuss the challenges in the education system in good faith and in the spirit of cooperation and collaboration guided by the belief that it is not the responsibility of the Government alone to see how these can be addressed. AKU IED EA has identd this as the responsibility of all well-meaning corporate bodies and citizens, and initiated thst conference of its type as its contribution to thore conference, as well as the publication, has to be seen as a model of good practice for universities in terms of sharing knowledge, experience, and practice with other stakeholders who are not in the academy, and more so, with politicians as well as government policy planners. The various authors of Education in Tanzania in the Era of Globalisation Challenges and Opportunities discuss issues within the context of the Tanzanian political economy against thects of globalization and seek to initiate a new kind of debate that is long overdue; a debate aimed at charting out appropriate strategies whose objective is to improve the quality of education in Tanzania so that it becomes a useful vehicle in enhancing processes of social change, transformation and development.

Download or read book Teacher Quality written by Jennifer King Rice and published by . This book was released on 2003 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.

Download or read book Contemporary Issues in Early Childhood written by Children's Issues Coalition and published by Ian Randle Publishers. This book was released on 2003 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Caribbean Childhoods: From Research to Action is an annual publication produced by the Children s Issues Coalition at the University of the West Indies, Mona. The series seeks to provide an avenue for the dissemination of research and experiences on children s health, development, behaviour and education, and to provide a forum for the discussion of these issues.

Download or read book Overview MELQO written by UNESCO and published by UNESCO Publishing. This book was released on 2017-08-14 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Measuring Early Learning Quality and Outcomes (MELQO) initiative began in 2014 as part of the global emphasis on early childhood development (ECD). Led by UNESCO, the World Bank, the Center for Universal Education at the Brookings Institution and UNICEF, the initiative aims to promote feasible, accurate and useful measurement of childrenâs development and learning at the start of primary school, and of the quality of their pre-primary learning environments. Items are designed for children between the ages of 4 and 6 years. Following the premise that many existing tools include similar items, the leading organizationsâ core team worked with a consortium of experts, non-governmental organizations (NGOs) and multilaterals to build upon current measurement tools to create a common set of items organized into modules for measuring: 1) early childhood development and learning, and 2) the quality of pre-primary learning environments. The MELQO core team and experts also collaborated to outline a process for context-specific adaptation of the measurement modules resulting from lessons learned from field-testing in several countries in 2015 and 2016. The modules are designed to be implemented at scale, with an emphasis on feasibility for low- and middle-income countries (LMICs). A key question addressed by MELQO was the balance between a global tool suitable for use everywhere, and local priorities and goals for childrenâs development. [Introduction, ed]

Download or read book Leadership in Early Education in Times of Change written by Johanna Heikka and published by Verlag Barbara Budrich. This book was released on 2019-07-29 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: The collection brings together the latest work of researchers from Australia, Africa, Asia, and Europe focusing on early childhood leadership matters. It covers different aspects of leadership in early education: professional education and development, identity and leadership strategies as well as governance and leadership under different frame conditions.

Download or read book Education Policy in Developing Countries written by Paul Glewwe and published by University of Chicago Press. This book was released on 2013-12-17 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost any economist will agree that education plays a key role in determining a country’s economic growth and standard of living, but what we know about education policy in developing countries is remarkably incomplete and scattered over decades and across publications. Education Policy in Developing Countries rights this wrong, taking stock of twenty years of research to assess what we actually know—and what we still need to learn—about effective education policy in the places that need it the most. Surveying many aspects of education—from administrative structures to the availability of health care to parent and student incentives—the contributors synthesize an impressive diversity of data, paying special attention to the gross imbalances in educational achievement that still exist between developed and developing countries. They draw out clear implications for governmental policy at a variety of levels, conscious of economic realities such as budget constraints, and point to crucial areas where future research is needed. Offering a wealth of insights into one of the best investments a nation can make, Education Policy in Developing Countries is an essential contribution to this most urgent field.

Download or read book Early Childhood Policies and Systems in Eight Countries written by Tony Bertram and published by Springer. This book was released on 2016-07-29 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides an overview of policy strategies on early childhood education settings (from birth to primary schooling) in eight countries. Data were collected using a policy questionnaire addressed to and completed by the National Research Coordinator(s) (NRC) of Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The countries that participated provide interesting illustrations of early childhood education policy in action in a range of diverse contexts. Analysis of the systemic and structural results of ECE policy at national and, where necessary, subnational levels, enables transnational comparisons in policy and systems. Key policy changes, both underway and planned, are documented. These data reveal key findings in each of the five policy areas as covered in the questionnaire and this report: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes. In particular, the study aims to provide meaningful information for countries, states and jurisdictions across the world in relation to early childhood education, mapping the systems, structures and user pathways in place, along with the perceptions of stakeholders about the system, its functioning and impact. This comprehensive assessment of the wider policy contexts and settings for early childhood education includes teacher/practitioner qualifications, pedagogy approaches, and opportunities for professional development. Such information will enable countries to review their early childhood education systems in an international context.

Download or read book Education in Tanzania in the Era of Globalisation written by Lugalla, Joe L.P. and published by Mkuki na Nyota Publishers. This book was released on 2019-03-31 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education in Tanzania in the Era of Globalisation Challenges and Opportunities is a product of papers presented at a National Education Conference held in Dodoma, Tanzania in November 2016 and organised by the Aga Khan University-Institute for Educational Development, East Africa (AKU-IED-EA). At present, Tanzania’s development direction is guided by Vision 2025, which aims to achieve a high quality livelihood for its people be attainment of Vision 2025 will depend largely on rapid socio-economic development based on several social and economic pillars including, most importantly, education. Clearly, for Tanzania, the scope and quality of education remains the single most important prerequisite to the attainment of Vision 2025 and the 17 Sustainable Development Goals (SDGs). The individual chapters in this publication, and their collective thrust, discuss the challenges in the education system in good faith and in the spirit of cooperation and collaboration guided by the belief that it is not the responsibility of the Government alone to see how these can be addressed. AKU IED EA has identd this as the responsibility of all well-meaning corporate bodies and citizens, and initiated thst conference of its type as its contribution to thore conference, as well as the publication, has to be seen as a model of good practice for universities in terms of sharing knowledge, experience, and practice with other stakeholders who are not in the academy, and more so, with politicians as well as government policy planners. The various authors of Education in Tanzania in the Era of Globalisation Challenges and Opportunities discuss issues within the context of the Tanzanian political economy against the effects of globalization and seek to initiate a new kind of debate that is long overdue; a debate aimed at charting out appropriate strategies whose objective is to improve the quality of education in Tanzania so that it becomes a useful vehicle in enhancing processes of social change, transformation and development.

Download or read book EBOOK TEACHING THROUGH PLAY written by Neville Bennett and published by McGraw-Hill Education (UK). This book was released on 1997-01-16 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is based on the findings of a research project into Reception Teachers' Theories of Play funded by the Economic & Social Research Council. There is strong ideological and theoretical support for a play-based curriculum in the early years. But evidence suggests that teachers find this difficult to translate into practice. The educational potential of play is not realized. This study focuses on nine reception class teachers, ranging from novices to experts, in order to discover their theories of play and how these relate to classroom practice. The data reveal new insights into how they strive to incorporate play into the curriculum in contrasting ways and the constraints they encounter in this process. There is a need to improve the quality of teaching and learning through play. Teaching Through Play makes a valuable contribution to this process.

Download or read book History and Development of Education in Tanzania written by Philemon Andrew K. Mushi and published by African Books Collective. This book was released on 2009 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: In History and Development of Education in Tanzania, Prof. Philemon A.K. Mushi, examines the historical development of education in Tanzania, from the pre-colonial to post-independence periods, delineating the economic and social context which shaped and helped to define the origins of various education reforms in formal and non-formal education and their developments in Tanzania beyond 1990. The book has attempted to uncover the underlying context with which the various education reforms were conceived and originated. At the same time, analysis of the current provision of education has been made to determine the challenges facing education provision in the country.

Download or read book Differences Between Stated and Implemented Policies in Early Childhood Education Leadership written by Fortidas Rwehumbiza Bakuza and published by . This book was released on 2014 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: AbstractThe purpose of this study was to investigate the differences between the stated and implemented policies in Early Childhood Education (ECE) leadership in Tanzania. A qualitative case study was conducted in Tanzania at national level, local government authorities (district level) and primary school level in two districts of Temeke in Dar es Salaam and Bagamoyo in Pwani (Coast). The study was guided by four main research questions that were intended to find out how the policies enacted at the national level were implemented at local level, the professional background of those implementing the policies in ECE, supporting structures that were in place to support ECE leadership and the last question was looking at the perceived barriers in ECE leadership in Tanzania. Through the case study approach, key government documents on education were reviewed to determine the increase or decrease in students' enrollment, teacher training, curriculum development and resource allocations.^Interviews were conducted with national level officials, district education officials, primary school head teachers and classroom teachers. The total of 37 participants participated in this study; 9 people at national level, 4 people at the district level and 24 for teachers - six head teachers and 18 classroom teachers. The findings from the review of government documents revealed that although ECE was part of the formal education system; the enrollment of students in ECE classes was fluctuating indicating a decrease rather than an increase. The findings indicated that ECE was not included in the education annual budgets for the data that were available from 2003/04 to 2012/2013. Also findings indicated that there was a shortage of trained ECE teachers and that the current ratio of 1:114 was well above the approved teacher student ratio of 1:25. There was no report during this study that could indicate how the government was implementing the Teacher Development Management (TDMs) to meet the increased demand of qualified teachers. The findings from interviews confirmed the gaps that were found in the review of government documents in ECE. While the ETP 1995 was being implemented, it was found that the policy did not have a clear plan of implementation and there were many gaps between policy and practice because the policy was not accessible and was not well disseminated. Findings indicate that education activities in Tanzania are implemented through directives and guidelines from the national level and the policy is not known to many people even at the national level. The findings also revealed that ECE activities did not have government funding; a situation that was described as impeding the implementation of all planned activities in ECE. Findings also indicate that the few successful examples, such as document production dissemination, regular workshops and seminars were supported by donor agencies outside the government budget. However, donor agencies covered few districts and even within each district only a few schools were supported. Two challenges were observed: donor funds were at small scale, therefore creating inequalities even within the same district, and the donor funds are not sustainable. This study revealed that people who were in leadership positions did not have the prior ECE leadership training or they had short courses such as seminars and workshops. These findings were in line with findings in the literature review where ECE leadership training was viewed as an international problem. Findings in the literature review indicated that the field of ECE was dominated by women. This was also true in this study because out of 37 participants in this study only 9 participants were men and 28 participants were women. However, all 9 men were in leadership positions which also confirm with findings from a literature review that indicate leadership positions to be dominated by men. Findings from this study indicate that primary school teachers were working in poor environments with limited support. Curriculum was reported to change frequently without teacher training on curriculum implementations. The increase in the number of subjects at lower levels increased the pressure on teachers, but also the teachers could no longer spend enough time teaching the 3Rs [Reading, Writing and Arithmetic]. The overcrowded classrooms with limited teaching and learning materials increased the workload on teachers and lack of incentives reduced teacher morale. In order to help children succeed, all teachers suggested that subjects should be reduced in ECE, grade one and grade two in order to give enough time to teachers to teach the 3Rs. There were at least three limitations this study. The first limitation was the size of the sample for the study. Only 37 people were interviewed and this may limit our ability to generalize the findings. The second limitation was lack of research funding that could have allowed more time to reach out to more participants and more time in the field. Third, the study was conducted in only two districts; Temeke and Bagamoyo, in Tanzania. The two districts presented the most positive image of ECE because of donor support. The situation may be worse in rural districts which do not have donor support. Future research should take this study to scale in order to compare districts that do not have donor support and those with donor support in the implementation of ECE activities. Therefore, the three main findings from this study are lack of funding to ECE activities, lack or limited opportunities for ECE leadership training especially for head teachers who are supposed to provide pedagogical leadership and support to teachers and parents and the poor government communication which tends to be bureaucratic and one direction. In order to improve the implementation of education policy in ECE the government should ensure that there is in place a strategy that defines lines of communication from the national level to the school level and vice versa. The government should provide people in leadership positions with specialized training in the implementation of ECE policy. The government should increase the education budget and ECE allocation should be explicit, provide ECE leadership training and support to the head teachers to enable them to manage ECE classes for the quality of ECE; improve teaching and learning environments and the teachers' concern about the number of subjects should be taken seriously and involve higher learning institutions in policy development and implementation.

Download or read book Africa s Future Africa s Challenge written by Marito H. Garcia and published by World Bank Publications. This book was released on 2008-01-18 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood, from birth through school entry, was largely invisible worldwide as a policy concern for much of the twentieth century. Children, in the eyes of most countries, were 'appendages' of their parents or simply embedded in the larger family structure. The child did not emerge as a separate social entity until school age (typically six or seven). 'Africa's Future, Africa's Challenge: Early Childhood Care and Development in Sub-Saharan Africa' focuses on the 130 million children south of the Sahel in this 0-6 age group. This book, the first of its kind, presents a balanced collection of articles written by African and non-African authors ranging from field practitioners to academicians and from members of government organizations to those of nongovernmental and local organizations. 'Africa's Future, Africa's Challenge' compiles the latest data and viewpoints on the state of Sub-Saharan Africa's children. Topics covered include the rationale for investing in young children, policy trends in early childhood development (ECD), historical perspectives of ECD in Sub-Saharan Africa including indigenous approaches, new threats from HIV/AIDS, and the importance of fathers in children's lives. The book also addresses policy development and ECD implementation issues; presents the ECD programming experience in several countries, highlighting best practices and challenges; and evaluates the impact of ECD programs in a number of countries.

Download or read book EBOOK Leadership in Early Childhood written by Jillian Rodd and published by McGraw-Hill Education (UK). This book was released on 2013-01-16 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leadership in Early Childhood is a practical resource for early childhood practitioners who want to understand how to create successful childcare and early education settings. Leadership in the early years has moved on in the way it is organised, and this fourth edition has been fully revised and updated to reflect the changes affecting leaders in early childhood. This rapid change in the field over the past few years includes moves to professionalise the workforce generally, and this edition recognizes the implications of these developments and revisits some of the concepts and messages. Praised for its excellent overview of early years leadership, accessible writing style and clear links between theory and practice, the fourth edition also includes: Thorough discussion of the leader’s role in moving towards leading/best practice. Reconceptualised coverage of team building to consider working collaboratively as a team at service level, multi disciplinary teams and integrated service provision through multi agency working. A chapter which considers the essential characteristics of leadership in terms of personal qualities, skills and timing related to effective leadership.

Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Download or read book Educational Policy and the Politics of Change written by Miriam Henry and published by Routledge. This book was released on 2013-01-11 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Governments around the world are trying to come to terms with new technologies, new social movements and a changing global economy. As a result, educational policy finds itself at the centre of a major political struggle between those who see it only for its instrumental outcomes and those who see its potential for human emancipation. This book is a successor to the best-selling Understanding Schooling (1988). It provides a readable account of how educational policies are developed by the state in response to broader social, cultural, economic and political changes which are taking place. It examines the way in which schools live and work with these changes, and the policies which result from them. The book examines policy making at each level, from perspectives both inside and outside the state bureaucracy. It has a particular focus on social justice. Both undergraduate and postgraduate students will find that this book enables them to understand the reasoning behind the changes they are expected to implement. It will help to prepare them to confront an uncertain educational world, whilst still retaining their enthusiasm for education.