Delivery of Early Childhood Education in Urban Areas of Tanzania: A Case of Ilala Municipality in Dar es Salaam

Abstract

The work reported here is a case study analysis on provision of early childhood education, its challenges and suggestions for improvement in Tanzania; basing on experience of Dar es Salaam. It was thought to be appropriate to conduct a study in institutionalized childcare settings like nursery and preprimary schools and groups; in order to assess the degree of child care provision in Tanzania. This study was therefore conducted with the overall objective to investigate the delivery system of early childhood education at all levels in urban areas, and develop suggestions for better harmonization and coordination of this important education sub-sector in Tanzania. The study was conducted in four wards: Kitunda, Ukonga, Kinyerezi, and Tabata in Ilala Municipality, in urban Dar es Salaam. Five registered schools offering preschool education in each of the four wards were selected, using both stratified and purposive sampling techniques; making a total of twenty schools. Schools were classified whether they are public, private faith-based or private non-faith based. Research issues pursued were: educational programmes, curriculum issues, cocurriculum aspects, parent and community participation, childcare aspects and expert opinion. Respondents were school heads/managers, ward education coordinators, Ilala District Education Officer, parents/guardians as well as selected education experts. Study results show that, apart from nursery classes at public primary schools, there is neither harmonized naming of pre-school programmes nor common age group brackets of same programmes among private schools. The study revealed that public schools contribution to pre-primary education is 55%, whereas private schools’ contribution is 45%. Public schools do not offer preschool education below pre-primary level. Religious organizations play a leading role in offering early childhood education in Dar es Salaam.  Privately owned preschool institutions are better organized, engage more trained teachers and offer over and above learning and child care activities than what is recommended in the National Pre-Primary Curriculum. Due to pathetic conditions in nursery classes at public schools, there must be a remarkable discrepancy between intended, given and received curricula in these classes. The study recommends that pre-primary education at all levels should be harmonized and coordinated by the ministry responsible for education with increased participation of all stakeholders. The current National Pre-Primary Curriculum should be revised to include necessary non-educational activities. In order to improve the situation in public schools, more involvement and participation of all stakeholders has to be encouraged and intensified.