Authors:Stephanie Zuilkowski, Patience Sowa, Wendi Ralaingita Pages: 1 - 28 Abstract: Pre-service teacher education (PSTE) has largely been excluded from investments in foundational literacy and numeracy in low- and middle-income countries (LMICs). This approach has consequences for sustainability due to the central role of PSTE in supporting lasting educational change. In this literature review, we examine key challenges facing PSTE in LMICs and draw on the evidence to suggest areas for teacher educators and stakeholders to focus attention—including curriculum revisions to make PSTE more applied and relevant, enhanced focus on the practicum, and high-quality professional development for teacher educators—to promote alignment of content and pedagogy with evidence-based practices. PubDate: 2023-10-06 Issue No:Vol. 10, No. 3 (2023)
Authors:Ignasia Mligo Pages: 29 - 45 Abstract: The aim of this study was to assess the effectiveness of the provision of under-five childcare services taking experiences from marginalized and vulnerable communities in Tanzania. This interpretive study employs phenomenology design to investigate the views of stakeholders based on childcare services. The focus was to determine the childcare interest, needs and requirements of caregivers living in vulnerable and marginalized communities in Tanzania and across the world. This study was grounded by parenting and child-rearing theory which emphasizes in caring for young children from the early stages. The findings indicated that the situation of children and childcare services amongst marginalized and vulnerable communities was not satisfactory. Several NGOs and Networks have been supporting childcare services with minimal support from the government. The Government and the responsible ministries and departments are responsible for reducing the vulnerability of children and their families through accessible, comprehensive, and integrated quality childcare services. This study recommends that to improve the current situation and attain the quality provision of childcare services the government policy planners in collaboration with childcare service providers and practitioners need to establish a strong commitment to the provision of quality childcare services and programs in marginalized and vulnerable communities. PubDate: 2023-10-06 Issue No:Vol. 10, No. 3 (2023)
Authors:Carla Paredes, Adrienne Barnes-Story, Stephanie Zuilkowski, Bodunrin Akinrinmade Pages: 46 - 63 Abstract: In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading Assessments (EGRA) and pupil surveys collected by the NEI Plus program. Overall, NFLC-mainstreamed pupils read at the same low levels as their peers who have received formal schooling, despite having had disruptions to their education. Given this evidence, policymakers should consider maintaining the NFLCs to jumpstart OOSC into school. PubDate: 2023-10-06 Issue No:Vol. 10, No. 3 (2023)
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