Strategies for better provision and implementation of pre-primary education in Zanzibar, Tanzania

Ali Chai Ali; Ignasia Renatus Mligo; Laurent Gabriel Ndijuye; Ali Juma Hamad

doi:10.55056/ed.870

Authors

Ali Chai Ali Zanzibar Economic Brigade https://orcid.org/0000-0001-8897-9994
Ignasia Renatus Mligo The University of Dodoma https://orcid.org/0000-0003-0063-2043
Laurent Gabriel Ndijuye United Arab Emirates University https://orcid.org/0000-0001-7712-6814
Ali Juma Hamad The University of Dodoma https://orcid.org/0009-0002-7775-4655

DOI:

https://doi.org/10.55056/ed.870

Keywords:

pre-primary education, teacher quality, strategies for quality pre-primary education, parental involvements, pre-primary quality assurance

Abstract

This study explored the strategies for effective provision and implementation of pre-primary education (PPE) in Zanzibar, Tanzania, using the case study design. The target population was regional education and district educational officers, pre-primary school head teachers, pre-primary school teachers, quality assurance officers from the Ministry of Education, and parents and/or guardians. A total number of 32 participants were recruited, whereby 18 were pre-primary teachers, 6 were pre-primary head teachers, 4 were quality assurance officers from the Ministry of Education, and 04 were parents and/or guardians. The study employed semi-structured interviews, which were conducted with PPE head teachers, PPE teachers, quality assurance officers and focus group discussions with teachers. All data was analysed thematically. The study found several effective strategies for better provision and implementation of PPE in Zanzibar, such as teachers' professional development, broadened access to quality, improving the provision and distribution of teaching and learning materials, school inspections, parental involvement, employing qualified teachers and in-service training as well as the building of more classes. The study concludes that the Zanzibar government, under the Ministry of Education and Vocational Training, should consider effective strategies for better provision and implementation of PPE in order to achieve quality education and be competitive in the global economy. The study recommends that professional development (PD) training for PPE teachers should be conducted, maintained and handled by PPE experts. For further study, the study recommends the intervention needed for developing teaching and learning modern materials for PPE in Zanzibar. Also, the study suggests that another study is needed to enhance teachers' professional development in using modern materials for pre-primary schools in Zanzibar.

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