Article Sidebar

Accepted
Nov 1, 2022
Published
Nov 1, 2022
Download
PDF
Statistic
Read Counter : 466 Download : 422

Main Article Content

Abstract

Early childhood education is a critical period of rapid, cognitive and psychosocial development of a child.  The quality of education received by a child at this important age determines to a large extent the level of his or her physical, cognitive and social development. In Zanzibar, pre-primary school education (PPE) is an aspect of two years compulsory basic education provided to children attained four to five years of age. The intention is to increase the access of children to basic education in the Islands. This paper explores educational stakeholder’s perceptions on the provision of PPE in Zanzibar. The study employed qualitative methodology and a case study design where only PPE level among other levels of education was involved. A total number of 22 participants participated in the study where by 07 were pre-primary school teachers, 04 were pre-primary school head teachers, 05 were quality assurance officer from the Ministry of Education and 06 were parents. Data was generated by using focus group discussion, semi structured interviews as well as documentary review.   The results of the study revealed varied educational stakeholders perceptions on pre-primary education which influenced by educational qualification of the participants, awareness, involvement, cost incurred, experience and expectations in PPE. The study concludes that success in PPE is a result of parental involvement and partnership with teachers. That is to argue that interactions between parents and teachers as well the introduction of teaching/learning resources and facilities in PPE schools are unavoidable for better provision of PPE.

Keywords

Pre-primary education (PPE) pre-primary school teachers pre-primary school head teachers/mistresses quality assurance officer (QAO) educational stakeholder’s perceptions

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the International Journal of Educational Administration, Management, and Leadership (IJEAMaL), the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) agree to the following terms:

  • Authors retain copyright and grant the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Author Biography

Ali Chai Ali , University of Dodoma – Tanzania

College of Education

How to Cite
Ali , A. C., Mligo , I. R., & Nsolezi, F. S. (2022). Pre-Primary Education Provision in Zanzibar: : Educational Stakeholders Perceptions on the Provision of Pre-Primary Education. International Journal of Educational Administration, Management, and Leadership, 3(2), 67-82. https://doi.org/10.51629/ijeamal.v3i2.95

References

  1. Alison, L. and Laura, M. (2010). Pre-service Primary Teachers Perceptions of Early Childhood Philosophy and Pedagogy, Australian Journal of Teacher Education, 35(1), 24-41.
  2. Angela, B. (2016). Five reasons. Why Parents Are Not Participating. Journal of Education and Practice, 36(6), 467-473. http://doi.org/10.1007/s10463-009-0310-7.
  3. Annonciata, A. and Nadege, M. (2020). Parents Perceptions towards the Importance of Preschool Education in Rwanda, American Journal of Education Research 8(5), 242-250: DOI. 10. 12691.
  4. Asamoah, M. D. (2016) Influence of Parental Income and Educational Attainment on Children’s Years of Schooling, Journal of education and Practice, SE75002 Uppsla, Sweden.
  5. Beach, K. (2016). The Psychology of Narrative Thought, How the Stories we Tell Ourselves Shape Our lives, Journal of Education and Research, 15(1), 257-286. http://doi.org/10.17705/1cais.03412.
  6. Bi, X. (2018) Parenting Styles and Parent-Adolescent Relationships: The Mediating Roles of Behavioral Autonomy and Parental Authority, Front. Psychol, doi. 10. 3389/fpsyg/20.18.02187.
  7. Catherine, G. and Mathias, W. M (2018) Teaching and Learning Materials, Teacher Pupils Ratio and its Influence on Pupils Performance in Social Studies, Journal of International Researchers, 2(7), 67-75.
  8. Chen, A,. and Guo, S. L. (2021) The Spread of Montessori Education in Mainland China, Journal of Montessori Research and Education, 3(1), pp. 1-8. DOI: 10.10993/jmre.17.
  9. Choi, J. (2017). Why I’m not involved: Parental Involvement from a Parents Perspectives, Phi Delta Kappan 99(30, 6-49.
  10. Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications Inc.
  11. Daniel, F. A., Derrick, K. N., Margaret, M. L., Ebenezer, A. B. and Sophia, A. M. (2013) Early Childhood Education in Ghana: Perceptions of Stakeholders in the Western Region in Ghana, Journal of Education and Practice, 4(9), 2-13.
  12. Durisic, M. (2017). Parental Involvement as an Important Factor for Successful Education, Center for Educational Policy Studies, 7(3), 137-153.
  13. Durisic, M. and Mila, B. (2017) Parental Involvement as an Important Factor for Successful Education. C. E. P. S. Journal of education and Practice, 7(3), 2232-2647. http://doi.org/10.26529/cepsj.291
  14. Epstein, J. L. and Saunders, M.G. (2002). Family, School and Community Partnerships, Handbook of parenting, Vol.5, Practical issues in parenting, pp. 407-437.
  15. Fauziya, Q. & Sarika, M. (2017). Pre-school education. Imparted at early childhood education centers. Cited from http//www.doi.org/ 10.1080/09737189.2009.11885.
  16. Friedrich, H. and Kevin, M. (2019). Family Spending on Education: a new guidebook on measurement, Institute of Statistics, UNESCO.
  17. Herrington, B. G. (2014). Parental Perceptions of Early Childhood Education Programming for Children with and without Disabilities. University of Southern Mississipi.
  18. Katherine, S. (2019). Parents concerned about cost of school, Journal of Education and Practice, Wales, UK.
  19. Li, J. (2004) Parental expectations of Chinese immigrants. A folk theory about children school achievement. Race Ethnicity and Education, 7(2), 168-183.
  20. Melhuish, E., and Qi, X. (2016) early childhood education in China: History, current trends and challenges in early years, Journal of International Research and Development. DOI:10.1080/09575146.2016.1236780.
  21. Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis, (1st Edition). San Fransisco, CA: Jossey-Bass.
  22. Mgasse, N. E., and William, F. (2016). Practices and challenges in the provision of pre-primary education in Tanzania, African Research Review, 10(1), 1-16.
  23. Mligo, I.R. (2018). Enhancing Young Children’s Access to Early Childhood Education and Care in Tanzania. Contemporary Perspective on Child Psychology and Education, Senay Centtikaya, Intech Open, DOI: 10.5772/ intechopen. 7265.
  24. MoEVTZ. (2006). Zanzibar education policy. Revolutionary Government of Zanzibar.
  25. MoEVTZ. (2020) Ministry of Education 2020/2021 budget speech. Revolutionary Government of Zanzibar.
  26. Mtahabwa, L. (2007). Pre-primary educational policy and practice in Tanzania: Observations from urban and rural pre-primary schools. Hong Kong Institute of Education. Hong Kong University Press.
  27. Ndijuye, L. G., Mligo, I. R. and Machumu, M. A. M. (2020). Early Childhood Education in Tanzania. Views and Beliefs of Stakeholders on its Status and Development, Global Education review, 7(3), 22-39.
  28. Nma, A., Olugbenga, O., Osita,O. and Oluwafeni, L. (2014). Implementation of Early Childhood Education: Case Study in Nigeria, Universal Journal of Educational Research, 2(2): 119-125, DOI: 10. 13189/ujer. 2014.020203.
  29. Nsamenang, A. B. (2008). Understanding ECD in Africa: The force of local and global motives. In M. Garcia, A. Pence & J. L. Evans (Eds.), Africa's future, Africa's challenge: Early childhood care and development in Sub-Saharan Africa (135-146). Washington, DC: World Bank.
  30. Samuel, H. (2018). Watoto Kwanza: Improving Access to and quality of early childhood education in Zanzibar, Final evaluation, Commissioned by Dubai cares.
  31. Savacool, J. L. (2011). Barriers to Parental Involvement in the Pre-kindergarten Clssroom, Journal of Education and Practice, 6(4), 1-32.
  32. Smetana, J. G. (2017). Parenting styles, dimensions and beliefs, Journal of Education, 15(1). 19-25, doi.10: 1016/j.copsyc.2017.02.012.
  33. Thornton. B., Habitch, A, Mussa, A. and Koba. P. (2019). Revision of the Zanzibar pre-primary and primary education curriculum framework: Needs assessment draft report. Zanzibar.
  34. Tugrul, Z. (2021). Early Childhood Education for Stronger Future, Journal of Education and Practice, UNHCR, 2021.
  35. Yoka, B. (2015) Education: The most powerful investment in our future, UNICEF/ AFGA 2013-0001/ Frautan.: Routledge Falmer.
  36. Zhou, X. (2015). Early Childhood Education Policy Development in China. International Journal of Child Care and Education Policy. 5(1), 29-39