Exploring the implementation of Tanzania pre-primary curriculum of 2016: a case study of Nachingwea district, Tanzania

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Fortidas Bakuza

Second Supervisor/Advisor

Veronica Sarungi


Institute for Educational Development, East Africa


Implementation of the 2016 pre-primary curriculum in Tanzania started in February 2017 preceded by orientation of teachers about the changes of the curriculum. The orientation was conducted by the Ministry of Education Science and Technology (MoEST) under the Tanzania Institute of Education (TIE). This qualitative case study explored the implementation of the new pre-primary curriculum in schools which implement SESEA project in Nachingwea District, in order to document the effectiveness of the trainings in equipping teachers with skills related to the implementation of the curriculum, challenges that still exist and the needed support for further improvement of Early Childhood Education in Nachingwea and Tanzania at large. The research sample was selected randomly which involved four primary schools out of seven schools which implement SESEA project. Data collection procedures applied were semi structured interviews, observations and document reviews. Data analysis procedures involved transcription of interviews, coding and development of themes followed by organization of data and finally the writing process. The study found out that there is a good progress in implementation of the new pre-primary curriculum in schools under the SESEA project in terms of classroom teaching and learning, preparing and using teaching materials and community involvement in the support of the pre-primary teachers. Through community involvement the four schools were able to repair pre-primary classes and one school started to build a toilet for pre-primary children. The study discovered challenges such as small number of teachers whereby pre-primary teachers are also assigned to teach primary school classes. Other challenges were overcrowded classrooms, lack of indoor and outdoor play facilities for children, shortage of books, lack of special classes and unfriendly toilets for pre-primary children.

This document is available in the relevant AKU library