Abstract
This paper reports the findings of a study on the evaluation of the quality of education in Tanzania, conducted amidst worries that the quality of education has slumped as learning in pre-primary class is different from that of other education levels. In determining the quality of pre-primary education, a qualitative descriptive design was employed, involving pre-primary school teachers, parents, primary school supervisors, curriculum developers and educational policy-makers who were purposively selected. The study found that self- and external evaluations were means through which the evaluation of the quality was conducted. It further determined teacher-related criteria, the learning environment, and learners’ activities as key aspects to focus during the evaluation by supervisors to determine the quality of pre-primary school education. The study recommends the development of appropriate evaluation guidelines to ensure the quality of education and learning outcomes for early learners in Tanzania.
Recommended Citation
Tandika, Pambas Basil Dr
(2015)
"Interrogating Views on the Evaluation of the Quality of Pre-primary Education in Tanzania: A Stakeholders’ Perspective,"
Journal of Humanities and Social Sciences: Vol. 4
:
No.
1
, Article 2.
Available at: https://doi.org/10.56279/jhss.v4.i1.1