Investigating the government's efforts in widening access to pre-primary education opportunities in Singida rural district in Tanzania

The major purpose of this study was to make an investigation of the access to pre-primary education opportunities in relation to the implementation of the first goal of the Dakar framework for Action (2000) on pre-primary education. Specifically, the study had three specific objectives which were to investigate the perception of the education stakeholders on access to Pre-Primary Education (PPE) opportunities in Tanzania; to explore initiatives taken by the Government of Tanzania on the implementation of policies related to access to pre-primary education after the Dakar framework for action 2000; and to examine challenges facing the implementation of policies related to access to PPE in Tanzania. This study was conducted in Singida Rural District in three wards. The study employed qualitative research approach. The study had a total of 116 respondents. These were District Education Officer (DEO), District Academic Officer (DAO), District Education Inspectors (DEIs), Supply and Logistics Officer (SLO), Ward Education Coordinators (WECs), Head Teachers (HTs), Primary school teachers, Primary school pupils and parents' representatives. Respondents were obtained through the use of purposive sampling and stratified sampling strategies. Methods used to collect data were questionnaires, interviews, observation and documentary reviews. Data were analyzed by using content analysis and Miles and Hubberman 1994 framework for qualitative data analysis. Through three specific objectives findings indicated that, there was poor implementation of the first goal of Dakar framework for Action. Though pre-primary classes were introduced in every primary school, PPE in specific objective number one was found to be faced by negative perception in which people were insensitive and had little awareness on early childhood education. In specific objective number two, challenges were lack of teaching and learning resources, poor learning infrastructures, lack of trained teachers, lack of funds, lack of in-service training, shortage of classrooms, lack of desks, lack of toilets, long walking distance from home to school and hunger. In specific objective number three, PPE faced lack of proper initiatives taken by the government such as poor implementation of national education policy on early childhood education and poor provision of services to PPE which made its implementation and coordination very difficult. The conclusion made in the lights of the study findings is that, PPE was faced by negative perception of the society, many challenges which hindered its implementation due to lack of proper initiatives taken by government to facilitate the implementation of PPE. The study had proposed measures to be taken by various education stakeholders. These measures include funding PPE by the government, construction of classrooms, training of teachers and formulation of laws which should enforce people to respond positively on PPE. The study recommends the government to support effort made by private education stakeholders like NGOs so as to overcome challenges of the implementation of first Education For All (EFA) goal due to different challenges and lack of proper initiatives taken by the authority. Finally, the study recommends that people should be educated so that they inculcate positive perception on PPE.