“Evidence to Action”

We are using evaluation and research methods to study key issues facing the education sector, primary schools, and pre-primary teachers and classrooms across Tanzania.


Enrollment and Attendance

Insufficient resources and policy guidance on the optimal age for pre-primary education contribute to high enrollment, overcrowded classrooms, and inadequate learning environments. 



Teacher Work force

A teaching shortage and an untrained or under-qualified teaching force remains an impediment to quality implementation in pre-primary classrooms.



Learning Outcomes

Even with modest improvements in recent years, students’ early grade reading and math outcomes remain poor and below government targets.  



Cost Effectiveness

 Quality pre-primary education requires adequate funding for staffing, classroom environments, and learning materials.


Voices from the Field

We want to understand key issues facing pre-primary classrooms in Tanzania so, in addition to quantitative data, we have conducted extensive qualitative interviews and focus groups to document the perspectives of Tanzanians in their own voices.

In 2017, we conducted more than 150 qualitative interviews with teachers and paraprofessionals, head teachers, school management committees, and parents. We selected respondents from intervention and comparison schools in both Kilimanjaro and Mwanza. We also interviewed respondents who participated in the Fursa Kwa Watoto intervention pilot.
Here we share their words while we continue to analyze this data.

We observed the changing policy context in Tanzania, then, informed by respondents voices and following additional quantitative data collection, we began conducting a second round of interviews and focus group discussions among these stakeholders in October 2018. Our findings are the foundation for policy and programmatic recommendations.