Early Childhood Education for All: A Mixed-Methods Study of the Global Policy Agenda in Tanzania

Autor/inn/en	Baum, Donald R.; Hernandez, Jimmy E.; Orchard, Ariah
Titel	Early Childhood Education for All: A Mixed-Methods Study of the Global Policy Agenda in Tanzania
Quelle	In: Early Years: An International Journal of Research and Development, 39 (2019) 3, S.260-275 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baum, Donald R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2019.1572075
Schlagwörter	Foreign Countries; Early Childhood Education; Access to Education; Equal Education; Educational Policy; Social Differences; Educational Opportunities; Barriers; At Risk Students; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Sozialer Unterschied; Bildungsangebot; Bildungschance; Tansania
Abstract	This study considers the extent to which access to basic education and student learning outcomes have become more equalized or more disparate in Tanzania following the implementation of the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. To answer these questions, we apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents in Tanzania. Findings from our quantitative analysis suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. The implication is that, to date, the EFA agenda has only served to reproduce social inequalities in Tanzania, with the exception of increased opportunity for girls. These results align with CDA findings assessing the global and national policy discourse, which find educational inequalities to be prioritized in language but not adequately in final targets and strategies. Given the resiliency of such education inequalities, it would appear that policy capable of removing social barriers to educational opportunity requires more attention to specific at-risk student populations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01