The quality of pre-school education in Tanzania: a comparison of the government and Montessori training / teaching systems.

dc.contributor.authorMwinuka, Clarence Joseph Safari
dc.date.accessioned2019-11-16T13:28:52Z
dc.date.accessioned2020-01-08T09:14:52Z
dc.date.available2019-11-16T13:28:52Z
dc.date.available2020-01-08T09:14:52Z
dc.date.issued2001
dc.descriptionAvailable in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1140.25.T34M94)en_US
dc.description.abstractThis study compared pre-school education being offered through the government and private pre-school teacher training colleges and the attached demonstration pre-schools. The aim of this study was to examine some of the key factors considered to enhance the provision of quality of pre-school education. Two pre-school Teacher Training Colleges and two demonstration schools in Dar es Salaam and Dodoma regions participated in the study. There was a total of 33 respondents comprising educational officials and parents' representatives. The data was collected through documentary reviews, interviews, questionnaires, checklists and observations. Quantitative and qualitative data were analysed through appropriate techniques. The main findings indicated that: (i) The Ministry of Education and Culture's objectives for pre-school teacher training curriculum were not broadly articulated. In contrast the "guidelines" for the Montessori centre were closely interlinked.(ii) The MOEC's syllabus content were inappropriate for Pre-school Education while the content of the Montessori syllabus was adequate and appropriate. (iii) Pre-school tutors at Mpwapwa TTC and the key officers at MOEC were not trained in Pre-school Education. What they know has been acquired through seminars and workshops while tutors at Montessori Institutions were fully trained; (iv)The MOEC's pre-school training institutions were poorly equipped while the Montessori Institutions were properly equipped with facilities and materials; (v)The study indicated that there was no linkage between the pre-school teacher training curriculum prepared by MOEC and the pre-school curriculum prepared by the Institute of Education. On the other hand the Montessori guidelines and the curriculum used in the demonstration practicing pre-schools were found to be closely interlinked. Thus from these findings it is quite clear that the provision of quality PE in MOEC's Institutions cannot to be successful until qualified Pre-school teacher trainers, adequate facilities and teaching materials are assured. On the basis of the findings, it was concluded that the MOEC should redesign a comprehensive curriculum with well-articulated objectives and specialized content which broadly emphasize on guiding children how to learn.en_US
dc.identifier.citationMwinuka, C. J. S. (2001). The quality of pre-school education in Tanzania: a comparison of the government and Montessori training / teaching systems. Master dissertation, University of Dar es Salaam.en_US
dc.identifier.urihttp://localhost:8080/xmlui/handle/123456789/4431
dc.language.isoenen_US
dc.publisherUniversity of Dar es Salaamen_US
dc.subjectPre-school educationen_US
dc.subjectQuality educationen_US
dc.subjectComparisonen_US
dc.subjectGovernmenten_US
dc.subjectMontessoryen_US
dc.subjectTanzaniaen_US
dc.titleThe quality of pre-school education in Tanzania: a comparison of the government and Montessori training / teaching systems.en_US
dc.typeThesisen_US
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