Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
356373 | International Journal of Educational Development | 2010 | 9 Pages |
Abstract
This study examined the relationship between pre-primary educational policy and actual practice in Tanzania. Policy relevant to pre-primary education was analyzed and 15 pre-primary lessons from two urban and two rural schools were videotaped. Although the national educational policy specifies the same standards for pre-primary education regardless of location, there were considerable differences across schools. Compared to urban classes, rural ones had considerably less space, larger group sizes, less favorable teacher/pupil ratios, fewer instructional resources and less qualified teachers. Teacher professional qualifications appeared to influence the quality of classroom interaction more than the physical setting and resources.
Related Topics
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Development
Authors
Lyabwene Mtahabwa, Nirmala Rao,