Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study

Social Sciences and Humanities Open

Debra Miller¹  Moikabi Matsoai²  Ntsoaki Mapetla³  Anna Burton⁴  Abbie Raikes⁴  Dorothy Mrema⁵  Dawn Davis⁶ 

[1] Corresponding author.;Mentoring, USA;Independent consultant, Dar es Salaam, Tanzania;Independent consultant, Maseru, Lesotho;;Integrated Methodology &University of Nebraska-Lincoln, USA;

关键词: Africa;    Pre-primary classroom quality;    Qualitative research;    Early childhood education;    Pre-primary education;    Measurement;   

DOI  :  

来源: DOAJ

【 摘 要 】

Recent global efforts around early childhood education (ECE) have led to increased investments and access, especially in low- and middle-income countries (UNESCO, 2019). As access grows, focus has shifted from enrollment to quality (Gove, 2017). This paper explores how ECE stakeholders in Tanzania and Lesotho define ECE quality. Findings show that stakeholders define quality in similar ways, highlighting the importance of trained teachers who implement specific teaching practices, strong partnerships with families and the community, critical infrastructure, and government support. However, review of the country contexts found that current conditions and support for these quality indicators were lacking.

【 授权许可】

Unknown