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Early Childhood Development (ECD) and pre-primary education both lay the foundations for acquiring literacy and numeracy skills and are universally recognised as being beneficial to the subsequent performance of children in basic education programmes. In spite of an increase in the net enrolment ratio to 85.8% as recorded by the United Republic of Tanzania (2016) basic education statistics for pre-primary, primary and secondary basic education statistics, quality of pre-primary education is severely compromised by the shortage of qualified teachers. The low numbers of qualified early childhood development educators (ECD) and pre-primary teachers, who are key to the expansion of quality of pre-primary and ECD education in the country, is a key contributory factor to this problem.

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