Factors Affecting Provision of Early Childhood Education in Pastoralist Community in Monduli District, Tanzania

Abstract

The provision of Early Childhood Education (ECE) in pastoralist community faces many challenges and poses questions over its quality and whether ECE objectives are met to children of this community. Those challenges cause majority of the school going age children not to access Early Childhood Education, and this impairs their education foundation and adulthood life. The study sought to explore factors affecting provision of early childhood education in pastoralist community in Monduli District, Tanzania. Descriptive survey research design using a sample of 88 respondents (parents, ECCE teacher and stakeholders) was used. Data collected using questionnaires and interviews schedules were analysed descriptively. The major findings were that, first, economic status of parents impairs their ability to assist children in receiving quality education. Second, socio-cultural factors affect children attendance to ECE classes hence children in pastoralist community are engaged in various social-cultural practices instead of going to schools. Third, most of ECE teachers in pastoralist community are not qualified; hence impact on effective teaching and learning strategies. The study therefore recommends that government should formulate an organ to monitor activities and quality of ECE provision in pastoralist community including coordinating training to ECE teachers and make follow up on the ECE curriculum implementation in the area. Provision of in-service training to teachers should be of mandatory because it equips teachers with teaching and learning strategies.