Parental Demand, Choice and Access to Early Childhood Education in Tanzania

Autor/in	Mtahabwa, Lyabwene
Titel	Parental Demand, Choice and Access to Early Childhood Education in Tanzania
Quelle	In: Early Child Development and Care, 181 (2011) 1, S.89-102 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Early Childhood Education; Young Children; Urban Areas; Foreign Countries; Access to Education; Parents; Parent Role; School Choice; Educational Quality; Age Differences; Rural Urban Differences; Knowledge Level; Gender Differences; Public Schools; Private Schools; Elementary Education; Rural Areas; Tanzania + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Urban area; Stadtregion; Ausland; Access; Bildung; Zugang; Bildungszugang; Eltern; Parental role; Elternrolle; Choice of school; Schulwahl; Quality of education; Bildungsqualität; Age; Difference; Age difference; Altersunterschied; Stadt-Land-Beziehung; Wissensbasis; Geschlechterkonflikt; Public school; Öffentliche Schule; Private school; Privatschule; Elementarunterricht; Rural area; Ländlicher Raum; Tansania
Abstract	This study examined parental demand for early childhood education (ECE) in relation to choice and access to early childhood programmes in Tanzania. Extensive analyses of both Government and privately written documents over the past decade were used to determine parental demand, choice and access to ECE. The literature revealed that although parents in Tanzania have a high demand for ECE, they have limited choices for their children's education despite existence of the early childhood programmes. Despite problems associated with quality, access was found to be in favour of older children and those in urban areas. The article argues that unless parents have a wider range of choices informed by thorough knowledge about programme operations, the programmes attended by children will merely serve as "hostage camps". In the light of this, the article concludes that parents in Tanzania hardly find early childhood programmes suited to their expectations. Policy implications are drawn. (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10