Pre-Primary Education in Tanzania: Observations from Urban and Rural Classrooms

Autor/inn/en	Mtahabwa, Lyabwene; Rao, Nirmala
Titel	Pre-Primary Education in Tanzania: Observations from Urban and Rural Classrooms
Quelle	In: International Journal of Educational Development, 30 (2010) 3, S.227-235 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2009.10.002
Schlagwörter	Rural Schools; Teacher Qualifications; Interaction; Foreign Countries; Educational Policy; Preschool Education; Urban Schools; Classroom Environment; Educational Practices; Rural Urban Differences; Disadvantaged Schools; Developing Nations; Observation; Video Technology; Tanzania + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrqualifikation; Interaktion; Ausland; Politics of education; Bildungspolitik; Pre-school education; Vorschulerziehung; Urban area; Urban areas; Stadtregion; Stadt; Klassenklima; Unterrichtsklima; Bildungspraxis; Stadt-Land-Beziehung; Developing country; Developing countries; Entwicklungsland; Beobachtung; Tansania
Abstract	This study examined the relationship between pre-primary educational policy and actual practice in Tanzania. Policy relevant to pre-primary education was analyzed and 15 pre-primary lessons from two urban and two rural schools were videotaped. Although the national educational policy specifies the same standards for pre-primary education regardless of location, there were considerable differences across schools. Compared to urban classes, rural ones had considerably less space, larger group sizes, less favorable teacher/pupil ratios, fewer instructional resources and less qualified teachers. Teacher professional qualifications appeared to influence the quality of classroom interaction more than the physical setting and resources. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10