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Early Childhood Education Leadership In Tanzania: A Missing Link For Quality Good Start In Basic Education, Fortidas Bakuza

Institute for Educational Development, East Africa

Early Childhood is a foundational period in the life of every child that is very important in the growth and development of each human being. In most literature, policy documents and program interventions, Early Childhood covers the period between conceptions to eight years. It is during this period in the human life cycle that young children acquire knowledge of themselves, people around them and the environments in which they live. Early Childhood as a foundation period for future development is demanding specialized leadership training opportunities, so that those in decision making positions do not only view Early Childhood Education as …

Does Leadership Exist In Early Childhood Education In Tanzania?, Fortidas Bakuza

Institute for Educational Development, East Africa

Early Childhood Education (ECE) is the part of basic education that lays the foundation to the other levels of education. It is an area that requires leadership specialization based on the importance of this level and the age of children served and the current literature suggest that the nature and context of ECE makes it unique and worthy of independent examination and support mechanisms for quality improvement. This paper presents findings from a larger study conducted in Tanzania, East Africa to assess the differences between stated and implemented policies in Early Childhood Education leadership and it identifies issues such as …

Overview Of Early Childhood Education In China, India, Ethiopia, And Tanzania., Judit Szente, X. Christine Wang, Belete Mebratu, Fortidas Bakuza

Institute for Educational Development, East Africa

This paper introduces the status of early childhood education in China, India, Ethiopia, and Tanzania over the past 25 years while sharing crucial new policies targeting early childhood (EC) education and EC teacher education. The paper targets four main areas such as :

1) opportunities for quality pre- and in-service training of EC teachers;

2) distribution/availability of quality EC teachers;

3) perceived status of EC teachers; and

4) financial support for EC education in each country.

Conclusions and recommendations for the Post-2015 area are also provided.