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Aligning Pre-primary Teacher Education Programmes to Policy and Curricula in Tanzania

Lyabwene Mtahabwa, PhD*


This article assesses the alignment between pre-primary teacher education programme on one hand, and policy and curricula on the other, through selective review of key documents related to early childhood teacher preparation in Tanzania.

Critical Discourse Analysis (CDA) guided the analysis of the pre-primary educational policy and other curricular materials for the purpose of establishing their synergy.

The findings showed that the pre-primary teacher preparation programme in Tanzania had weak policyvbacking, was insufficiently modelled to reflect the cherished education for self-reliance (ESR) philosophy, while indicating adequate synergy with other curricular materials.

The article concludes that unless the policy is well-linked to teacher preparation leading to a design of a specific teacher preparation model, the current teacher preparation programme will produce contextually less productive teachers. Implications for policy and curriculum are drawn.


early childhood, teacher preparation, models, Tanzania

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