Educational stakeholders’ perceptions on the provision of pre-primary education in Zanzibar
| dc.contributor.author | Ali, Ali Chai | |
| dc.contributor.author | Mligo, Ignasia Renatus | |
| dc.contributor.author | Nsolezi, Florentina Shaghembe | |
| dc.date.accessioned | 2023-04-01T12:01:39Z | |
| dc.date.available | 2023-04-01T12:01:39Z | |
| dc.date.issued | 2022 | |
| dc.description | Full Text Article. Also available at: https://doi.org/10.46606/eajess2022v03i05.0215. | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.citation | Ali, A. C., Mligo, I. R., & Nsolezi, F. S. (2022). Educational stakeholders’ perceptions on the provision of pre-primary education in Zanzibar. East African Journal of Education and Social Sciences (EAJESS), 3(5), 18-24. https://doi.org/10.46606/eajess2022v03i05.0215 | en_US |
| dc.identifier.other | URL: https://doi.org/10.46606/eajess2022v03i05.0215 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12661/3668 | |
| dc.language.iso | en | en_US |
| dc.publisher | Gitoya Centre for Academic Research and Dissemination | en_US |
| dc.subject | Pre-primary education | en_US |
| dc.subject | Early childhood education | en_US |
| dc.subject | Head teacher | en_US |
| dc.subject | Quality assurance officer | en_US |
| dc.subject | Education stakeholders | en_US |
| dc.subject | Zanzibar | en_US |
| dc.title | Educational stakeholders’ perceptions on the provision of pre-primary education in Zanzibar | en_US |
| dc.type | Article | en_US |