Browsing by Author "Mghasse, Ngikundael Enos"

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    Issues in provision of pre-primary education in Tanzania: a situation analysis of selected government pre-primary schools in Arusha region
    (The University of Dodoma, 2014) Mghasse, Ngikundael Enos
    This study focused on exploring issues in provision of pre-primary education in Tanzania. The specific objectives of the study were to assess the current practices in the provision of pre-primary education in Tanzania, investigate the challenges that encounter provision of pre-primary education in Tanzania and then suggest appropriate strategies toward provision of pre-primary education in Tanzania. The study used both qualitative and quantitative paradigms in data collection and data analysis procedure. Data were collected through interviews, questionnaire, and documentary reviews from 53 participants. The findings of this study indicated that head teachers faced multiple challenges in managing pre-primary education including lack of instructional materials, chairs and desks. Others were high enrolment in some schools, low enrolment in some schools, absence of classrooms, shortage of qualified teachers and lack of funds. Based on the findings, it was concluded that the objectives of pre-primary education in Tanzania can only be achieved if the Education and Training Policy (ETP) is consistently and effectively implemented from national level to school level. The study recommended that the formulation and implementation of ETP by the government and education stakeholders need to be linked with the economic policies to make the ETP more realistic. The Government should collaborate with educational stakeholders to implement the planned education strategies including cost sharing, availability of qualified pre-primary teachers and availability of teaching and learning facilities.
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    Practices and challenges in the provision of pre-primary education in Tanzania
    (Bahir Dar University, 2016) Mghasse, Ngikundael Enos; William, Francis
    This study focused on exploring issues in the provision of pre-primary education in Monduli district in Arusha region-Tanzania. The specific objectives were to assess the current practices in the provision of pre-primary education in Tanzania, to investigate the challenges that encountered the provision of pre-primary education and then suggest appropriate strategies for the provision of pre-primary education in Tanzania. The study used both qualitative and quantitative approaches in data collection and analysis. Data were collected from the participants through interviews, questionnaire and documentary review. The findings from the study showed that Head Teachers faced multiple challenges in managing pre-primary education, including a shortage of classrooms, shortage of qualified teachers and lack of teaching and learning materials. This study concludes that only a few schools in Monduli district provided pre-primary education due to some challenges including inadequate classrooms, inadequate teaching and learning materials, absence of qualified teachers, long distance from schools to home and readiness of parents to enrol students. Based on the findings, it is recommended that policy planners should clarify the importance of preparations for pre-primary schooling. The government should furnish pre-primary classes with relevant facilities including books, tables, chairs teaching and learning materials, and qualified teachers.