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 September 28, 2023 from https://www.learntechlib.org/p/71720/.

Keywords

• Classroom Environment
• Developing Nations
• Disadvantaged Schools
• educational policy
• Educational Practices
• Foreign Countries
• interaction
• Observation
• Preschool Education
• Rural Schools
• Rural Urban Differences
• Tanzania
• Teacher Qualifications
• Urban Schools
• Video Technology