Practice and challenges in the implementation of education policy at pre-primary school level in Tanzania: A case of Bariadi district council
| dc.contributor.author | Litinchi, A | |
| dc.date.accessioned | 2026-06-04T15:23:14Z | |
| dc.date.issued | 2018 | |
| dc.description | A dissertation submitted in the School of Public Administration and Management in partial fulfilment of the requirements for the Master of Research and Public Policy (MRPP) of Mzumbe University | |
| dc.description.abstract | This study is about practice and challenges in the implementation of education policy at pre-primary level done in Bariadi District in Simiyu, Tanzania. As many literatures realized that investment in early childhood education for children has promising future for the nation. Besides, few studies conducted in Tanzania show that provision of quality pre-primary education is not yet attained. The pre-primary level is encountered by number of setbacks, to mention few, there is shortage of qualified teachers for PPE, High pupils teachers ratio, few or absence of classes for pre-primary classes and teaching, learning and playing materials is a big challenge. With regard to that observation, this study seeks to find out why there is poor implementation of pre-primary education in Tanzania with special focus to Bariadi District Council. The study explore the stakeholders perception on education policy on improving quality of pre-primary education delivered at Bariadi District, to explore the existing situation in delivering of pre-primary education and examine the policy interventions available for improving pre-primary education. The study collected data from respondents by the use of interview, questionnaire and focus group Discussion for primary data and documentary review for secondary data. The findings of the study show that poor provision of pre-primary education is a result of lack of clear policy statement on how that level of education to be provided and be financed; lack of political commitment and coordination; failure to involve stakeholders such as parents and community in program aimed at improving pre-primary education. Basing on the study findings, it is time now for increasing work for improving pre-primary education through which can be used for financing building of pre-primary classes and equip them with necessary facilities such as desks, textbooks, teaching, learning and playing materials as well as employing qualified teacher specialised in pre-primary education teaching. | |
| dc.description.sponsorship | Private | |
| dc.identifier.citation | APA | |
| dc.identifier.uri | https://scholar.mzumbe.ac.tz/handle/123456789/2072 | |
| dc.language.iso | en | |
| dc.publisher | Mzumbe University | |
| dc.subject | Primary education | |
| dc.subject | Primary school education | |
| dc.subject | Education policy | |
| dc.title | Practice and challenges in the implementation of education policy at pre-primary school level in Tanzania: A case of Bariadi district council | |
| dc.type | Thesis |