Understanding perceptions of quality among early childhood education stakeholders in Tanzania and Lesotho: A multiple qualitative case study

Authors

Dawn Davis, University of Nebraska - LincolnFollow
Debra Miller, Integrated Methodology and Mentoring
Dorothy Mrema
Moikabi Matsoai
Ntsoaki Mapetla
Abbie Raikes, University of Nebraska Medical CenterFollow
Anna Burton, University of Nebraska - LincolnFollow

Date of this Version

4-9-2021

Comments

CC-BY-NC-ND

Abstract

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.