Research Paper on Child Hood Education - Final 2
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ACKNOWLEDGEMENT
I acknowledge my gratitude to the host organization MERU District Council for giving
me permission to pursue my study at their organization. Special thanks should go to
District Education Officer, Mr A Mbasha for his valuable assistance throughout the
course of this study.
Likewise, my profound gratitude is extended to the course Coordinator, Dr. Charity
Waichungo, and the entire Faculty of Education at the Mount Meru University, Arusha,
for her talent full teaching and instructing. The tireless efforts, by the dean of students
Mr. Malima, for preparing a very useful introduction letter to the host organizations are
really appreciated.
Lastly, I thank God for his blessings throughout the period of my study.
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Contents
Acknowledgment …………………………………………………………………………i
List of tables …………………………………………………………………………… vii
CHAPTER ONE…………………………………………………………………………. 1
1.0 Introduction …….……………………………………………………………….. 1
1.1 Background information…..
……………………………………………... 1
1.2 Definitions
………………………………………………………………. 2
1.3 Childhood education program in Tanzania ......
………………………….. 3
CHAPTER TWO .......................................................................................................….... 4
2.0 THE POLICY OF CHILDHOOD EDUCATION IN TANZANIA …………….. 4
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2.1 Introduction …..
………………………………………………………….. 4
2.2 Goals and objectives of the National Childhood Education Policy
……... 4
2.3 Curriculum of Childhood Education in Tanzania .............
………………. 6
2.4 Training of Childhood Education Teachers in Tanzania
………………... 7
CHAPTER THREE.............................................................................................................8
3.0 CHILDHOOD EDUCATION IN MERU DISTRICT COUNCIL..........................8
3.1 Availability of Preschools Education in Meru District
council...................8
3.2 Number of Childhood Education units in Meru District
council ................8
3.3 Provision of Facilities and Educational
Materials.......................................8
3.4 Training of Childhood Teachers in Meru District
council ..........................8
3.5 Statistics of Children who have benefited from the Childhood
Education program in the last five
years ................................................................9
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3.6 Statistics of children who have benefitted from the Childhood
Education program in the last five
years...............................................................10
3.7 Parents’ assessment of the Childhood Education Program in
Meru ........10
3.8 Progress on 2010 UNESCO’s goals and objectives as related to
Childhood
Education..............................................................................................11
CHAPTER FOUR .............................................................................................................12
4.0 CONCLUSION AND RECOMENDATIONS .....................................................13
4.1 Conclusion ...............................................................................................
.13
4.2 Recommendations ...................................................................................
..13
LIST OF ABBRESSVISIONS .........................................................................................15
BIBLIOGRAPHY ............................................................................................................16
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LIST OF TABLES
Table 1: Number Pre – Primary schools in Meru District council from 2005 – 2009...... 9
Table 2: The number of Pupils selected to join standard I from 2005 – 2009 in Arumeru
district................................................................................................................................10
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CHAPTER ONE
1.0 Introduction
1.1 Background information
Giving birth is something in which mankind and animals are equal, but rearing the young
and especially educating them for many years is something that is a unique gift and
responsibility of men (Nyerere, 1967)
The provision of early childhood care and education in colonial Tanzania were started by
the religious organizations and minority racial groups (Self in Kweka et al., 1998). These
included bush schools, madrassats (Quran schools), nursery schools, kindergartens and
day care centers. These were however very few due to the weak position of those
organizations during the colonial times. The colonial government on its part introduced
early childhood care and education with the establishment of the Social Welfare Division
in 1946 which dealt with “problem” cases such as probation of young offenders, social
guidance and counseling of families and individuals, child welfare (day care, orphanages
etc), destitute care (aged and poor persons), and handicapped persons and children
(Omari in Kweka et al., 1999). The government did not provide early childhood
education for normal children below the minimum age of 7 years when they were
required to start formal schooling.
After independence in 1961, there was some pressure from a few parents for pre-school
education of their children. The reasons given for pre-school education were growth of
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towns and disruption of communal child rearing practices, working mothers,
development of modern technologies and the appearance of nuclear families. Later on the
development of Ujamaa villages after 1967 required that women should be freed to
participate fully in economic production in the new villages. The expansion of primary
education in the country also meant that the older children would not be at home taking
care of their young brothers or sisters. At the same time some parents looked at pre-
school education as a good preparation for formal schooling. This would enable them to
do better in the primary school and secure a place in a secondary school. However, there
was no single organization that could articulate the needs of the various groups and come
up with a comprehensive national programme for early child care and education. At the
same time it was not possible to throw the whole burden of early childhood education to
the government at a time when the government had not been able to provide universal
primary education.
1.2 Definition and Concept of childhood education in Tanzania
Early Childhood Education is a term that refers to educational programs and strategies
geared toward children from birth to the age of six. This time period is widely considered
the most vulnerable and crucial stage of a person's life
(www.k6educators.about.com/od/educationglossary/g/earlychildhoode.htm)
Early childhood education often focuses on guiding children to learn through play. The
term often refers to preschool or infant/child care programs.
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1.3 Childhood education programs in Tanzania
The responsibility of child rearing and early childhood education in Tanzania has in
many places remained in the hands of individual families and communities without a
proper and competent institution to provide for their continued needs of education and
development. In some cases religions organizations, the Government of Tanzania with
the support of donors, particularly UNICEF, private initiatives in the business perspective
and some Ujamaa villages have initiated various formal programmes for the care and
education of the children. These programmes are known by different names such as Day
Care Centers, Nursery Schools and Kindergartens although in most cases their activities
do not always match with those institutions (Kweka etal, 1998)
Government Indecision on Early Childhood Education continues to date as there is no
serious program on the part of the government that shows serious strategies/actions apart
from the shallow policy statement found on the education and Training Policy. The
initiatives on the early Childhood education so far observed are:
i. Government Primary schools have provision for Early Childhood Education.
ii. Religious Centers that is Christian nursery schools, Christian Sunday schools and
Muslims Madrasats.
iii. Social Welfare Centers such as orphanage centers
iv. Political Party’s wings such as CCW- UWT child centers
v. Organization Child care centers
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CHAPTER TWO
2.0 THE POLICY OF CHILD HOOD EDUCATION IN TANZANIA
2.1 Introduction
A good system of education in any country must be effective and in two fronts: on the
qualitative level, to ensure access to education and equity in the distribution and
allocation of resources to various segments of the society and on the qualitative level, to
ensure that the country produces the skills needed for rapid social and economic
development (MECT, 1995). The policy statement for the childhood education is
contained on the national Childhood education policy stating that “the Government shall
promote pre-school education for children aged 0-6 years. This education shall ensure
maintenance of our cultural values”.
2.2 Goals and objectives of the National Childhood Education Policy
The Goals and Objectives of the National Childhood Education Policy are contained in
the National Education and Training Policy as mentioned below:
The Specific goals is that “Infants and Young children (aged 0-6 yrs) are cared for and
receive initial education both at home and in the few existing day care centres,
kindergartens, nursery and other pre- schools located mostly at urban areas” The specific
objectives are:
i. Government shall issue rights of occupancy and land titles to both Government
and Non Government education and training institutions.
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ii. Education and Training Boards (ETB’s) shall be established for every region,
district, town, District council and city councils and shall be responsible for the
management of all levels of formal education and training in their areas of
jurisdiction.
iii. All education and training institutions shall have school or college
committees/boards.
iv. Boards and committees of education and training institutions shall be responsible
for management, development, planning, discipline and finance of institutions
under their jurisdiction.
v. All education managers at national, regional, districts and post- primary formal
education and training institutions shall have a university degree, professional
training in education and management
vi. To encourage and promote the overall personality development of the child, that
is his or her physical, mental, moral and social characteristics.
vii. To identify children with abnormal patterns of development or education
potentials and device special programmes for them.
viii. To mould the character of the child and enable him/her to acquire acceptable
norms of social conduct and behaviour.
ix. To help the child acquire, appreciate, respect and develop pride in the family, his
or her cultural background, moral values, customs and traditions, as well as
national ethic and identity.
x. To provide the child with opportunities to acquire and develop communication,
numerical and manipulative skills.
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xi. To prepare the child for primary school education.
2.3 Curriculum of Childhood Education in Tanzania
Tanzania Institute of education (TIE) is responsible for pre – primary education
curriculum design, development, dissemination, monitoring and evaluation. The
curriculum contains the following statements:
i. The teaching of Kiswahili, English and other foreign languages shall be promoted
in the whole education and training system.
ii. Kiswahili and English shall be compulsory subjects for all students from pre-
primary to Ordinary level secondary education. Training in communication skills
through English and Kiswahili shall permeate the whole education and training
system.
iii. Science and Technology shall be essential components of education and training
in the whole education and training system.
iv. The teaching of humanities shall be promoted in the whole education and training
system.
v. The teaching of civic and social studies shall be compulsory from pre-primary
schools to ordinary level secondary education and their components shall
permeate the whole education and training system.
vi. The curriculum at all levels of education and training shall emphasize and
promote the meager of theory and practice and the general applications of
knowledge.
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2.3 Training of Childhood Education Teachers in Tanzania
There is no clear policy on training of pre-primary education teachers. This has resulted
on having untrained, partially trained and trained teachers at pre –primary schools. Few
of the trained teachers have grades C, D or certificates, while the majority has three to six
months training in centers run by non – Governmental organizations.
Efficient delivery of this education will require qualified and competent teachers to
ensure quality. The supply of these teachers will be have to be matched appropriately
with the elements necessitated by liberalization and expansion measure of pre-primary
enrollments to this extent.
The Government is supposed to facilitate proper training and develop competent cadre of
teachers for pre primary schools.
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CHAPTER THREE
3.0 CHILDHOOD EDUCATION IN MERU DISTRICT COUNCIL
Geographcal over view ;meru is among seven districtsin Arusha region .Meru
region district covers the area of 1278.2sq km with a population of 225611 of
whom112807( 50.1%) are male while 112804 (49.9%) are female according to
census.
Administration
3.1 Availability of Preschools Education in Meru District council
This includes the whole plan of research that is research design, data collection, data
analysis and interpretation. Each item had been explored and planned as explained below.
3.2 Number of Childhood Education units in Meru District council
In year 2009, the Government Pre-primary schools comprised of a total of 12336 pupils
out of which 6162 are boys and 6174 are girls.
Non – Governmental Pre- Primary schools comprised a total number of 1498 pupils out
of which 755 pupils are boys and 740 are girls.
3.3 Provision of Facilities and Educational materials
A number of facilities are being offered by district council to Governmental and Non
Governmental pre-primary schools in facilitating provision of this important education.
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Construction of school buildings such as classrooms, recreational grounds, offices, staff
quarters, provisional of school furniture and funds for other charges related to schools
operation is being provided to Governmental Pre –primary schools.
3.4 Training of Childhood Education Teachers in Meru District council
Capacity building programmes such as teacher on job training, updates on curriculum etc
are being provided to both Governmental and Non Governmental teachers, but as stated
above lack of clear policy for pre-primary education is a big hindrance to the training of
pre-primary teachers.
3.5 Statistics of Pre-Primary schools at Arumeru district for the last five years
Table 1: Number Pre – Primary schools in Meru District council from 2005 - 2009
YEAR NO. OF PRE-PRIMARY
SCHOOLS
% INCREASE
2005 57 882006 60 95
2007 75 80
2008 103 73
2009 111 93
Source: Department of Education, Meru District Council (2010).
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3.6 Statistics of children who have benefitted from the Childhood Education
program in the last five years
Table 2: The number of Pupils selected to join standard I from 2005 – 2009 in Arumeru
district
YEAR NUMBER OF CHILDREN
REGISTERED
NUMBER OF STUDENTS
JOINED STD I
% OF
CHILDREN
JOINED STD I
BOYS GIRLS TOTAL BOYS GIRLS TOTAL
2005 6,271 6,195 12,466 6,021 5,948 11,696 96
2006 6,186 6,257 12,443 6,063 6,133 12,196 98
2007 5,807 5,763 11,570 5,693 5,650 11,343 98
2008 4,446 4,349 8,795 4,402 4,306 8,708 99
2009 9,920 6,914 13,834 6,851 6,845 13,696 99
GRAND
TOTAL
29,630 29,480 59,108 29,03
0
28,882 57,912 98
Source: Department of Education, Meru District Council (2010).
3.7 Parents’ assessment of the Childhood Education Program in Meru
Large proportion of parents are convinced that, pre-primary education crucial to prepare
children physically and mentally to start primary education. The kind of preparation at
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the pre – primary education (the quality of education offered) will play an important role
on the delivery, quality, effectiveness and efficient of subsequent education levels.
Parents do favour and support pre-primary education, examples of supports offered
includes school uniforms, tea and lunch for the children, educational materials, transport,
health services, construction of school buildings as well as furniture.
Parents are not happy with the efficiency of the current arrangement of having pre-
primary classes included in the primary education classes. It seemed that the same
teachers who taught primary education are the ones teaching pre-primary pupils aw well,
this is a problem since the training of pre – primary education is supposed to be different
with that of primary education.
Parents believes that issues related to the pre –primary education are not very well
captures and explained in the Education and training policy, there lacks as well
regulations for the same. This poses problems on the interpretation and implementation
of the pre-primary education in Meru district and Tanzania as a whole.
3.8 Progress on 2010 UNESCO’s goals and objectives as related to Childhood
Education.
The goals of Education for All (EFA) are centrally concerned with equality. If children
are excluded from access to education, they are denied their human rights and prevented
from developing their talents and interests in the most basic of ways.
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The World Education Forum held in Dakar, Senegal, in April 2000 adopted six major
goals for education, two of which also became Millennium Development Goals later in
the same year. The goals covered the attainment of Universal Primary Education (UPE)
and gender equality, improving literacy and educational quality, and increasing life-skills
and early childhood education programmes, and were to be achieved within 15 years.
However, the gender goal was judged to be particularly urgent – requiring the
achievement of parity in throughout education by 2015.
Specifically the goal on early childhood education programmes stated that, “Expanding
and improving comprehensive early childhood care and education, especially for the most
vulnerable and disadvantaged children”
The progress made as far as Tanzania and Meru district is concerned is not encouraging,
because the few reached are urban and the vulnerable and disadvantaged ones have not
been covered satisfactorily. Basically the main reasons for that are:
i. Early childhood education is perceived as education for the children of the rich,
this is caused by poor sensitization on its importance.
ii. The efforts by the Central and Local Government on Education for all (EFA) had
been much focused on the Universal Primary education, thus leaving behind the
early childhood education and care.
iii. There are no open and serious strategies on reaching children in general in the
perspective of early childhood care and education, this is primarily caused by lack
of comprehensive policy specifically on this category.
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iv. The costs associated with this education are very high, in some cases the annual
expenses on the private early childhood education schools are almost equal to
university expenses, and this again is a result of lack of regulations on this
education category.
CHAPTER FOUR
4.0 CONCLUSION AND RECOMENDATIONS
4.1 Conclusion
Education is a torch which can help to guide and illuminate children’s lives. It is the
acknowledged responsibility of all governments, including Tanzania to ensure that
everyone is given the chance to benefit from it in these ways, from early childhood. It is
also in the fundamental interests of society to see that this happens as progress with
economic and social development depends upon it.
Nevertheless, millions of children in Tanzania still fail to gain access to early childhood
education, and even larger numbers among those who do enroll leave prematurely in
kindergarten, primary schools, secondary schools etc, implying dropping out before the
skills of literacy and numeracy have been properly gained. A majority of such children
are girls. As discussed above, this is a result of lack of comprehensive policy on early
childhood education, lack of seriousness on implementation of the shallow policy
statements on the early childhood education on the Government side and little knowledge
of the parents on the importance of early childhood education.
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4.2 Reccomendations
Following the above conclution, it is reccomended that:
1. Comprehensive policy on early childhood education is prepared and properly
implemented.
2. Tanzania Government through Local Governments launch sensitization campains
to the society especially the rural ones on the importance of early childhood
education.
3. Local government enacts bylaws to regulate the conduct of private schools that
are running a bussiness of early childhood education especially on the teachers
education levels, school fees and curricullum.
4. The Government establish and /or facilitate establishment of Teacher’s training
colledges on early childhood education.
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LIST OF ABBREVIATIONS
MECT Ministry of Education and Culture in Tanzania
TIE Tanzania Institute of Education
UNESCO United Nations Educational, Scientific and Cultural
Organization
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BIBLIOGRAPHY
Binagi et al., (1998).The situation of early childhood education in Tanzania: Draft Report
Prepared for UNESCO in Dar es Salaam.
Department of Education of Meru District Council (2009). Annual District Progress
report . Arusha.
Ministry of Education and Culture (1955). Education and Training Policy.
Kingo et al., (2004). Paper on Promoting integrated early childhood development for
Deaf children in Morogoro, Tanzania.
Retrieved February14, 2010, from www.idcs.info
UNESCO Country programming document for the United Republic of Tanzania (2007).
First version.
Retrieved from
www.k6educators.about.com/od/educationglossary/g/earlychildhoode.htm