Gender Equity in Pre-Primary Education in Tanzania (2006)

Overall Context in Pre-Primary   Education

Education Training Policy (1995) in Tanzania, recognises the relevance of pre-primary school education and considers that with the involvement and cooperation of parents, local communities and non-governmental agencies, possibilities abounds for the systematization and finally formalization of pre-primary education (MoEC: 2001). However, the success of this approach of development will depend on the willingness and economic capacity of the communities concerned. Education Training Policy requires the establishment of pre-primary schools units attached to all primary schools.          

Pre-Primary School Enrolment

Number of children enrolled in pre-primary school is increasing gradually each year. More parents have realized the relevance of sending their children to school. Most important is the fact that children who attend pre-primary school have an added advantage in faster coping with the primary school environment. Number of pre-schools in 2005, was 638’591 children with 11’148 teaching staff. Streams are observed to number at 21’607. Table 2.1 below, shows the total number of children enrolled in government and non-government pre- primary schools.

Table 2.1

Pre-Primary School Enrolment Data

(2005)

Total Enrolment	638’591
First Year	413’410
No. of Schools	-
No. of Streams	21’607
Teaching Staff	11’148

Source: BEST 2005

As Table 2.2 indicates, total number of children enrolled in the first year in government owned pre-schools in 2004, was higher for children under five years. Enrolment of 5 to 6 year old children in the second year was even higher. Total number of boys enrolled outruns total number of girls, except for under-5 year girls. Difference between under-5 year girls and boys enrolled, is in favour of girls. Difference between boys and girls, above 5 years of age is in favour of boys. Gender disparities are already beginning to take shape at level of education.  The implication for these differences is that more preference is given to boys in pre-school enrollment than girls. This may be due to gender biases and or financial constraints. Most parents lack awareness on the importance of sending girls to school at such a tender age.

Table 2.2

Enrollment in Government Pre-Primary Schools, 2004

Age	First Year			Second Year			Total
	Male	Female	Total	Male	Female	Total	Male	Female	Total
Under 5 Years	9’205	9’315	18’520	1’748	1’692	3’440	10’953	11’007	21’960
5 Years	93’985	88’845	182’830	10’496	12’995	23’491	104’481	101’840	206’321
6 Years	71’383	72’175	143’558	89’186	86’515	175’704	160’572	158’690	31’262
Total	174’573	170’335	344’908	101’433	101’202	202’635	276’006	271’537	547’543

Source: BEST 2004

Number of children enrolled in non-governmental pre-schools is low compared to those enrolled in government schools in all age groups. For instance, the total number of children registered under 5 years was 1’887 compare to 21’960 children government schools. Number of girls enrolled is smaller relative to number of boys in all age groups, and in both first and second year. In the first year, the total number of girls enrolled was 1913 compare to 2,193 boys enrolled; a difference of 280. The same trend is observed in the second year, where 1’692 boys are registered compared to 1’494 girls, a difference of 198. However, this trend does not exist indefinitely. In 2005, the number of girls registered in pre-primary schools increased and is at par with the number of boys, as indicated in Figure 2.3. If this trend persists then gender parity in pre-schools will be achieved.  

Table 2.3

Non-Government Pre-Primary School Enrolment, 2004

Age	First Year			Second Year			Total
	Male	Female	Total	Male	Female	Total	Male	Female	Total
Under 5 Years	854	772	1’626	178	83	261	1’032	855	1’887
5 Years	1’009	928	1’937	660	652	1’312	1’669	‘1580	3’249
6 Years	330	213	543	854	759	1’613	1’184	972	2’156
Total	2’193	1’913	4’106	1’692	1’494	3’186	3’885	3’407	7’292

Source: BEST 2004

Statistics shows that children between 5 and 6 who are registered in pre-school have increased from 310’933 in 2000 to 638’591 in 2005, or 105.4% [The number of children increased from 554’835 in 2004 to 638’591 in 2005 - an increase of 83’756, equal to 151.1%]. On girls’ enrolment in 2005, gender parity is observed as 50.1% of enrolled pupils were girls. More girls are registered in government schools [50.1%] compared to those in non-government Pre- schools [48.3%]. Figure 2.1 shows percentage of girls’ enrolment in government and non-government pre-primary schools.

Most of pre-school personnel have low quality training, particularly in participatory teaching methodologies. Pre-school teachers receive 2 years training, [e.g., those who undergo Montessori type of training at Lushoto, Msimbazi, and Mtwara districts] and in few other colleges. Trained Grade IIIA teachers receive orientation courses for 3 months. Pre-school teachers, particularly in private nursery schools, are generally untrained. The academic level of most pre-school teachers is secondary education ‘O level’ (EFA: 2000). Under qualified teachers in pre-primary school affects the performance of children enrolled. 

(Extracted from Report by Edward H. Mhina, titled "Gender Disparities in Primary and Secondary Education - Analysis Report" – April 2006)