Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study
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 a...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Elsevier
2021-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291121000498 |
| _version_ | 1818383813031493632 |
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| author | Dawn Davis Debra Miller Dorothy Mrema Moikabi Matsoai Ntsoaki Mapetla Abbie Raikes Anna Burton |
| author_facet | Dawn Davis Debra Miller Dorothy Mrema Moikabi Matsoai Ntsoaki Mapetla Abbie Raikes Anna Burton |
| author_sort | Dawn Davis |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-14T03:12:19Z |
| format | Article |
| id | doaj.art-acbc07eeb3784452875c4d68b84f8827 |
| institution | Directory Open Access Journal |
| issn | 2590-2911 |
| language | English |
| last_indexed | 2024-12-14T03:12:19Z |
| publishDate | 2021-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj.art-acbc07eeb3784452875c4d68b84f88272022-12-21T23:19:14ZengElsevierSocial Sciences and Humanities Open2590-29112021-01-0141100153Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case studyDawn Davis0Debra Miller1Dorothy Mrema2Moikabi Matsoai3Ntsoaki Mapetla4Abbie Raikes5Anna Burton6University of Nebraska-Lincoln, USA; Corresponding author.Integrated Methodology & Mentoring, USAIndependent consultant, Dar es Salaam, TanzaniaIndependent consultant, Maseru, LesothoIndependent consultant, Maseru, LesothoUniversity of Nebraska-Medical Center, USAUniversity of Nebraska-Lincoln, USARecent 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.http://www.sciencedirect.com/science/article/pii/S2590291121000498AfricaPre-primary classroom qualityQualitative researchEarly childhood educationPre-primary educationMeasurement |
| spellingShingle | Dawn Davis Debra Miller Dorothy Mrema Moikabi Matsoai Ntsoaki Mapetla Abbie Raikes Anna Burton Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study Social Sciences and Humanities Open Africa Pre-primary classroom quality Qualitative research Early childhood education Pre-primary education Measurement |
| title | Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study |
| title_full | Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study |
| title_fullStr | Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study |
| title_full_unstemmed | Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study |
| title_short | Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study |
| title_sort | understanding perceptions of quality among early childhood education stakeholders in tanzania and lesotho a multiple qualitative case study |
| topic | Africa Pre-primary classroom quality Qualitative research Early childhood education Pre-primary education Measurement |
| url | http://www.sciencedirect.com/science/article/pii/S2590291121000498 |
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