Browsing by Author "Mligo, Ignasia Renatus"

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    Early childhood education in Tanzania: views and beliefs of stakeholders on its status and development
    (Mercy College, 2020) Ndijuye, Laurent Gabriel; Mligo, Ignasia Renatus; Machumu, Maregesi A. Manyonyi
    Globally, there is consensus among education stakeholders that early childhood education sets a foundation for children’s development, learning, and future life achievements. While global perceptions of early childhood care and education (ECCE) have been broadly explored in other parts of the world, little is known about ECCE in Tanzania even though it is ideally a compulsory part of formal basic education for every child before joining grade one. This study investigated the status of early childhood education (ECE) in Tanzania by critically analyzing the views and beliefs of stakeholders on its status and development. The study recruited two policy makers, 14 ECE college principals, 34 preprimary college tutors, and three ECE academics using a homogeneous sampling technique. Employing a phenomenological research design, the study used questionnaires, semi-structured interviews, focus group discussions (FGD) and documentary analyses in collecting the required data. Findings revealed that while in the policy and curriculum documents ECE holds equal status with other levels of education, it holds extremely low status among education stakeholders, resulting in ill-prepared preservice ECE teachers and limited parent-school engagement. To improve the quality of ECE in Tanzania, stakeholders suggested improvements in the quality and quantity of preservice teachers, including detachment of preprimary classes from primary schools and establishment of an integrated ECCE policy, guidelines, and practices to be completed by an ECCE joint taskforce. Further, in-service training for ECE college tutors and principals is critically important, as is concentration of limited resources in few selected teachers’ colleges.
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    Early childhood education practices in Zanzibar: parent’s involvement in the learning of their children in pre-primary education
    (International Peer Reviewed Journals and Books, 2022) Mligo, Ignasia Renatus; Nsolezi, Florentina Shaghembe; Ali, Ali Chai
    The purpose of this study was to explore parent’s involvement in the learning of their children in pre-primary education (PPE). Parent’s involvement has a wide sense in modern education trends, evolving parent’s lifelong participation in children’s school activities. In this regard, it would be difficult to cover the topic in this wide sense. Therefore, the study was more focused on exploring the ways that parent’s get involved in the learning of their children in PPE, identify the challenges for low parent’s involvement and suggest strategies to improve parent’s involvement in the learning of their children in PPE. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 24 participants were participated in the study where by 10 were parents and 14 were pre-primary school teachers. The study was guided by the Ecological System Theory. Data was generated by using semi structured interviews and focus group discussion guided by a series of open ended questions as well as documentary review. The study reveals that parents were involved in parenting, school meeting and in helping their children’s academic works. Shortage of time, parent’s illiteracy, poor school experience of parents and the lack of sensitive learning programs between school and home limited parents to get involved in the study of their children. Also, the study found that creating effective communication between school and home, developing guidelines for parental involvement as well as creating collaborating academic activities between school and home were the strategies to improve parent’s involvement in the study of their children in PPE. The study recommends that PPE schools should create conducive atmosphere for mutual contact between teachers and parents so as to enable parents to visit the school and contact with teachers regularly for their children’s learning progress. Also, policy makers should integrate PPE with parenting styles so as to raise awareness and equip parents with knowledge on the vital role of participating in the education of their children.
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    Early childhood investment for future economic growth and industrial development in Tanzania
    (IGI Global, 2021) Mligo, Ignasia Renatus
    Early childhood investment in young children 0-8 years is important. It offers a good start in life involving caring, nurturing, and safe environment to children who are the future hope of any society and nation. This chapter seeks to clarify the significance of investing quality early childhood education services for future industrial development and economic growth in Tanzania underpinned by economic growth perspectives. This chapter reports findings from an interpretive phenomenological design in three Teacher education and preschool settings in Tanzania with 10 tutors, 8 preschool teachers, and 8 parent participants. Data was generated using semi-structured interviews, focus group discussions, and documentary reviews. Findings indicated that parents and community from the areas studied lack knowledge of benefits of early investment in education. The study recommends the need for effective future practice directed at improving human development in early years in Tanzania. To achieve these aims, government policy planners need to locate favorable teaching and learning environments.
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    Educational stakeholders’ perceptions on the provision of pre-primary education in Zanzibar
    (Gitoya Centre for Academic Research and Dissemination, 2022) Ali, Ali Chai; Mligo, Ignasia Renatus; Nsolezi, Florentina Shaghembe
    This study explored educational stakeholder’s perceptions on the provision of PPE in Zanzibar, using the case study design. The target population was pre-primary school teachers, preprimary school head teachers, quality assurance officers from the Ministry of Education and parents. A total number of 20 participants participated in the study: 6 pre-primary school teachers, 3 pre-primary school head teachers, 5 quality assurance officers from the Ministry of Education and 6 parents. The study employed the semi structured interviews which were conducted to PPE teachers, head teachers and quality assurance officers and Focus group discussions with teachers. The study established that PPE plays important roles to young children as it enables them to lay their educational foundation for future development, improving self-confidence and providing strong base for lifelong learning and cognitive, physical and social development. However, the quality between one PPE school to another differ in terms of teachers qualification, resources and facilities, school management and learning environment. The study recommends that professional development training for pre-primary school teachers be conducted and maintained. Such trainings should be handled by PPE experts. This would improve the knowledge, skills and performance of teachers on pedagogical skills to ensure the supportive teaching in PPE for better learning of children. Finally, Quality Assurance Officers should constantly monitor the quality of pre-primary education in order to ensure that schools meet the required standards for better teaching and learning in PPE.
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    Teachers’ perceptions and concerns about the implementation of the 2005 preschool curriculum in Tanzania
    (Taylor & Francis, 2016) Mligo, Ignasia Renatus
    The aim of this study was to examine teachers’ perceptions and concerns about the implementation of the preschool curriculum developed over 10 years (2005–2015). This paper reports findings from an interpretive case study design in four preschool settings in Tanzania with 12 teachers and 8 parent participants. Data were generated using interviews and documentation. The research focus was on how teachers have implemented the 2005 preschool curriculum. The findings indicate that the implementation of the curriculum was problematic due to teachers’ lack of knowledge of a child-centred pedagogy. In addition there were no teachers qualified to work with young children, overcrowded classrooms, poor teaching and learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of early education, teachers need to develop their professional knowledge through in-service training. The government policy planners need to provide initial teacher education, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices