Parents’ and teachers’ participation in pre-primary school curriculum development in Tanzania: Opportunities and Challenges
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Date
2015-07-28
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St John's University of Tanzania
Abstract
Curriculum development is a shared responsibility among different education stakeholders which includes parents and teachers. This study, examined the state of parents’ and teachers’ participation in pre-primary school curriculum development in Tanzania focusing on opportunities and challenges. A cross sectional descriptive survey utilising a qualitative research approach and a sample of 30 participants (Parents=12; Teachers=12 and TIE Officers=6) purposively selected were involved to obtain data. The Social Cultural Theory guided the study and helped explain the findings. Data were collected through use of documentary review, semi structured interview and Focus Group Discussion (FGD). Interviews and Focus Group Discussions’ data were analysed using thematic analysis while secondary data were analysed using content analysis. Specific objectives of this study were; To assess the state of parents’ and teachers’ participation in pre-primary school curriculum development; Investigate the factors contributing to the current state of parents’ and teachers’ participation in pre-primary school curriculum development; Examine the opportunities for parents’ and teachers’ participation in preprimary school curriculum development and Identify the actual and/or potential challenges associated with parents’ and teachers’ participation in pre-primary school curriculum development. The study revealed that parents and teachers were hardly involved in preprimary school curriculum development because of different factors which includes; inhibitive education system, avoidance of expenses, limited time, poor communication between the government on one hand and parents and teachers on the other hand and misallocation of funds. Based on these findings, it was concluded that parents and teachers’ participation in pre-primary school curriculum development, was essential for relevancy of the curriculum in Tanzania, Ultimately, the ministry responsible for education should provide opportunities for parents and teachers to participate in pre-primary school curriculum development. It was finally recommended that parents and teachers should be well informed about their roles as key stakeholders in curriculum development for quality pre-primary education in Tanzania.