Integration of Child Protection into Early Childhood Development
|File Name:||Integration of Child Protection into Early Childhood Development.pdf|
|File Size:||6.59 MB|
|Last Updated Date:||05-28-2020|
Despite Tanzania�s very significant effort to increase the opportunities for children to access schooling, there is still a serious under enrollment of children with disabilities. The National enrolment Data from Basic Education Statistics in Tanzania (BEST 2007) indicates that Gross Enrollment Ratio by 2007 is over the MDG target (114%), and Net enrolment ratio is 97.3%. BUT still only 1% of children with disabilities are in school (BEST 2007), where are the others? What are the reasons behind this situation? What opportunities exist for them? And when will this problem come to an end?In answering these questions, HakiElimu commissioned this research study to investigate the above questions about learning conditions and accessibility to education for children with disabilities: challenges and opportunities at local level. This report therefore, documents the magnitude of the problem of under enrolment of children with disabilities, barriers that hinder children with disabilities to access education, and understanding and readiness of community to undertake inclusive education. The general picture shows that children with disabilities will continue to be under enrolled if there is not practical commitment to support them through purchasing school equipments suitable for them, designing and building classrooms that are friendly to them as well as enough fund or budget commitment for education of children with disabilities. Educational stakeholder�s comments and recommendations for improvement of opportunity to education for children with disabilities in this report can serve as a starting point.
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?
Tanzania is committed to providing basic education for all. In collaboration with various education stakeholders, the government seeks to ensure that all school-aged children attend and complete their primary education successfully. Among others the initiatives include implementation of fee free basic education, curriculum reforms, and teacher training. The implementation of curriculum fee free basic education, for example, has contributed to the massive increase of school-age children enrollment.