Early childhood development (ECD), in particular pre-primary education, lays the foundations for acquiring literacy and numeracy skills, and is universally recognized as being beneficial to the subsequent performance of children in basic education programmes. While the national enrollment for pre-primary schools in Tanzania has increased, vulnerable children are still much less likely to attend. Children living with disabilities make up less than 1 per cent of total enrollment, and those from poor families make up just 7.5 per cent (GoT 2016). The low numbers of pre-primary teachers are a key contributory factor to this problem, while inadequate child protection from abusive teachers and attacks en route to school are also concerns.

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