Integration of Child Protection into Early Childhood Development
|File Name:||Integration of Child Protection into Early Childhood Development.pdf|
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|Last Updated Date:||05-28-2020|
For the past two decades, parents, the Government, the private sector and civil society organisations have been complaining over the decline in the quality of education in Tanzania. ere are two criteria that are used to measure the quality of education. Firstly, scholars analyse student pass rates on basic skills such as literacy, and numeracy (addition and subtraction). Secondly, scholars also analyse the students’ ability to secure employment and use the knowledge they got from school to cope with exiting challenges. It is these theories that guide many individuals’ expectations when they enroll their children in school. However, what underlies the provision of quality education is the quality of the curriculum as well as the quality of means, strategies and methdologies to implement the curriculum. If the curriculum is poor, the quality of education being provided shall also be poor. Even the teachers who implement the curriculum will nd it hard to translate it into the reality on the ground so as to live up to the expectations of the people. It was the desire to understand the state of the curriculum in Tanzania and its relation to provision of quality education that drove HakiElimu to undertake a major research on the relationship between the quality of the curriculum and provision of quality education in 2010.
It is obvious that the development of any society depends much on education. Education empowers people, providing them with strong analytical and problem solving skills. These skills are used to overcome challenges that a given society faces. Quality education outcomes are dependant upon quality teachers who are the main actors in the teaching and learning process.
Tanzania has made major efforts to improve the education system through the Primary Education Development Plan (PEDP) and Secondary Education Development Plan (SEDP). However, even though more classrooms have been built and enrolment numbers have increased significantly, many citizens assert that the quality of education children are receiving is poor and that children are not learning essential skills they will need to find work, thrive in their communities and contribute to national development. While PEDP and SEDP include a commitment to improving educational quality, efforts thus far have largely been directed at increasing quantitative inputs. The question of educational QUALITY now needs to come front and centre. What does ―quality education‖ mean? How do we recognize that a child has received a high-quality education? To what extent are children actually developing essential skills in schools?
Hii ni ripoti ya utafiti uliyofanyika na HakiElimu na Mpango wa Utafiti ya Elimu na Demokrasia ya Chuo Kikuu cha Dar es Salaam kuhusu upatikanaji wa habari Tanzania.