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Pre-primary education in Tanzania: Observations from urban and rural classrooms
ARTICLE

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International Journal of Educational Development Volume 30, Number 3, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This study examined the relationship between pre-primary educational policy and actual practice in Tanzania. Policy relevant to pre-primary education was analyzed and 15 pre-primary lessons from two urban and two rural schools were videotaped. Although the national educational policy specifies the same standards for pre-primary education regardless of location, there were considerable differences across schools. Compared to urban classes, rural ones had considerably less space, larger group sizes, less favorable teacher/pupil ratios, fewer instructional resources and less qualified teachers. Teacher professional qualifications appeared to influence the quality of classroom interaction more than the physical setting and resources.

Citation

Mtahabwa, L. & Rao, N. (2010). Pre-primary education in Tanzania: Observations from urban and rural classrooms. International Journal of Educational Development, 30(3), 227-235. Elsevier Ltd. Retrieved June 27, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2009.10.002

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