Pupils’ Learning Experiences in Early Childhood government Pre-Schools Using the Tanzania Institute of Education Curriculum: Focus on Kisarawe District

Nakijwa P Mlimahadala, Kalafunja Osaki


Early Childhood Education is becoming a greater factor in determining future learning behavior among students, yet there are various curricula in use and with varying effectiveness. The TIE curriculum is the most popular in Tanzania and it is unknown as to how effective it is in preparing learners for future learning and developing key soft skills. This study investigated pupils’ learning experience in early childhood education in schools using the Tanzania Institute of Education Curriculum [TIE] focus in the Kisarawe district. The objectives were; i) to assess the appropriateness of the teaching and learning environment of early childhood education; ii) to assess the actual learning practices of children in early childhood education in Kisarawe iii) to determine teacher’s competencies in the provision of early childhood education and iv) to examine the parents, community, and government support towards the delivery of early childhood education. The study was predominantly qualitative and employed a case study research design. Respondents were drawn from four public primary schools. It involved 4 head teachers, 8 teachers, 8 parents, 6 members of the school committee, and 4 classes with 340 pupils. The study employed purposive and snowball sampling techniques to select respondents. Interview guides, observation checklists, and documentary reviews were the instruments used to collect data. Findings indicated that the learning experience gained by pupils who use the Tanzania Institute of Education curriculum in early childhood education is low compared to what is expected and directed in the Tanzania Institute of Education curriculum. The schools in the sample had poor indoor and outdoor learning environments, and teachers were mostly uncertified and had little experience and competencies. There was low and poor support from parents and communities, and the local government who owned the schools contributed little to strengthen the learning experience and competence gained by pupils. The study recommends that education stakeholders effectively play their roles to enable the Tanzania Institute of Education curriculum to be implemented with greater success.

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DOI: https://doi.org/10.22158/wjeh.v5n1p39


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