Browsing by Author "Haji, Musa Mnasi"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    The role of pre-primary education in school readiness preparation for formal school learning in Tanzania
    (University of Dar es salaam, 2010) Haji, Musa Mnasi
    This study examines the role of pre-primary education in school readiness preparation for formal school learning in Tanzania. The study was conducted in Mtwara Rural District to assess how children were equipped with readiness skills for formal school learning. Specifically, the study sought to identify among other things the learning activities in which children were engaged to promote readiness skills, the role of teaching and learning facilities, and the role of teachers and the views of preschool stakeholders on the best ways to improve pre-primary education for school readiness preparation. The study adopted the Sheerness (1989) model which was useful in explaining pre-primary educational programmed in terms of its inputs, process and outcomes. The study was mainly qualitative where by data were collected through questionnaires, structured interviews, focus group discussions, checklist, documentary review; and observations from six sampled preschools. The findings revealed that children were not effectively engaged in all expected learning activities. As a result, they were partially prepared in language, writing, arithmetic, and play activities. They eventually ended up with little ability in manipulative, science, health and art skills that would also enable them cope with primary education easily. All the six schools visited had inadequate teaching and learning facilities whereby children were forced to use primary school classrooms and desks. All seven preschool teachers in all the six preschools were found to have Grade III 'A' qualification without training in pre-primary education. Preschool stake-holders held a general view that public pre-primary schools were ineffective in school readiness preparation for formal learning. The study concluded that the role of pre-primary education in school readiness preparation in Tanzania still faces some challenges among which is failure to effectively prepare children in readiness skills due to lack of trained teachers and shortage of teaching facilities. It was recommended that an extensive review of pre-primary curricular aspects and syllabus has to be done so as to make this educational level potential and realistic for school readiness preparation for formal school learning in Tanzania. This has to go hand in hand with improvement in teacher training and supply of adequate teaching facilities.