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Table 4: Summary of the Key ECD Related Government Sectors in TanzaniaECD Policies & Guidelines Responsibilities & Initiatives Key Challenges1. Ministry of Community Development, Gender & Children – MCDG&CCommunity DevelopmentPolicy, June 1996. (revisedpolicy yet to be released)Women and GenderDevelopment Policy, 2000.Child Development Policy,October 1996 (revised 2000)• Draft Child DevelopmentPolicy ImplementationFramework 2000,• Child defined as 0 – 18years.Co-ordinating Role through theDirectorate of Children (formed July2003), of all the sectors related tochildren’s issues through the ChildDevelopment Policy, in relation to1. the implementation of the CRC inTanzania.2. integrated issues of child survival,protection and development in thecontext of women affairs, genderissues and integrated communitydevelopment.3. Tanzania’s ‘National Programme ofAction (NPA) to Achieve the Goalsfor Tanzanian Children’ 19911. ‘No goals for children can beachieved by a single sectorworking on its own.’National Programme ForAction for Children ,19932. Strategies for co -ordinatingECD related sectors are yet tobe realized;3. Limited institutional capacityin ECD;2. Ministry of Health - MoHThe National Health Policy(1990)• Young child - conception- 5 years in context offamily health;• Reproductive and ChildHealth Section of theDirectorate of PreventiveServices.• Food & Nutrition Policy(1992)a. A number of key interventionsunder the Reproductive andChild Health Section (RCHS) ofDirectorate of PreventativeServices include:-• Safe Motherhood Initiative• Extended Programme onImmunization (EPI);• Integrated Management ofChildhood Illness (IMCI),through improved familyand community practicesfocusing on Physical andpsycho-social growth &development; Diseaseprevention; Care seeking &compliance; Homemanagement of a sick child.b. School Health Programmes –healthpromotion at school &community levelc. Tanzania Food and NutritionCentre,d. Malaria Control Programme.e. Tanzania Commission for AIDS &National AIDS ControlProgramme.1. Policy highlights that ‘Health is amulti-sectoral responsibility forpartners in education,agricultures, water and sanitation,community development etc.’ 30National Health Policy(1990)2. Available services are still limited;3. Quality of services are generallypoor;4. Cost-sharing excludesdisadvantaged and mostvulnerable5. Children & women’s poorsurvival rates and health statusare directly linked to the lack ofbasic amenities, in particular cleanwater and adequate sanitation,fuel and a safe, clean, place to live.6. ‘… it is not enough just to decreethat all children should be sent toschool at the age of seven, unlessthere is a concerted campaign toimprove the nutritional status ofchildren from an early age’.(UNICEF, 1999, Children in Needof Special Protection Measures)12
ECD Policies & Guidelines Responsibilities & Initiatives Key Challenges3. Ministry of Labour, Youth Development & Sports – MLYD&S– Department of Social WelfareDay Care Centres for YoungChildren 2 – 6 years.i. Day Care Centres Act,1981 & Day Care CentresRegulations 1982.Children 0 – 6 years of age, indifficult circumstances and inneed of special protection,i. The Children’s HomeRegulations, 1968ii. Adoption Ordinanceiii. Draft National PolicyGuidelines for the Careand Support for Childrenin Need of SpecialProtection.iv. Draft Policy re HIV AIDSOrphans, 2000a. Supervision of Training of Day CareAttendants Provision of trainingguidelines for regulating governmentand civil society training initiatives.b. Guidelines, registration of servicesand supervision of programmes forchildren, ages 0 – 6 years of age, indifficult circumstances and in need ofspecial protection, includingorphans, children with disabilities,abused children, street children,children affected by natural disasters,children in single parent households,and children of adolescent mothers.1. The Department of Social Welfareis under-resourced;2. There are very few Social Welfareofficers across districts;3. The conflict between MOEC’s(1995) pre-primary policy for 5 – 6year olds and the Day Care Act(1981) is causing confusion at alllevels;4. There is a high demand for daycare support for children between2– 6 years because of the mutualbenefit such services provide bothwomen and children. However,services are mostly urban and foruser fees.4. Ministry of Education & Culture - MOECEducation & Training Policy(ETP, 1995)- Education SectorDevelopmentProgramme (ESDP,2000)- Basic Education MasterPlan (BEMP, 2001)- Primary EducationDevelopment Plan(PEDP, 2002 – 2006)Promote pre-school education 0-6years.Formalize pre-primary education for5-6 year olds, and integrate it into theformal school system. 31Guarantee access to pre-primary andprimary education and adult literacy toall citizens as a basic right. 32Pre-primary curriculum guidelines –TIE 2000.Pre-primary teacher educationcurricula – not yet achieved;Pre-Primary Teacher DeploymentPre-Primary Teacher TrainingFacilitating partnership approaches topre-primary with families,communities & NGOs ‘…with specificsupport for disadvantaged groups’(ETP, 1995)1. Only 3%of pre-school age childrenon the mainland access such services(BEMP, 2000);2. There has been no governmentresourcing of pre-primary to date;PEDP excludes pre-primary;3. There is no pre-primary teachertraining curriculum (TIE, 2002)4. Pre-primary teacher training is adhoc & there is a clear lack of trainedpre-primary teachers (TIE, 2002)5. There has been no specific preprimaryteacher deployment to date,therefore where they exist they areoften teaching primary classes aswell.;6. There are guidelines for partnershipapproaches; fee paying privatesector dominates serve provision.7. There is no specific support fordisadvantaged groups; the negativeeffect of cost-sharing approaches hasbeen transferred from primary topre-primary / preschool.13
Page 2 and 3: AcknowledgmentsJust as young childr
Page 4 and 5: GlossaryABEK Alternative Basic Educ
Page 6: Therefore, MPDI has recognised that
Page 9 and 10: Care was taken in the planning phas
Page 11 and 12: 3. EARLY CHILDHOOD CARE & EDUCATION
Page 13 and 14: vi.there has been increase in mater
Page 15: 3.2.2 Towards Integrated Multi-sect
Page 20 and 21: education, a MOEC, UNICEF, UNESCO S
Page 23 and 24: KINNAPA, Kiteto District, Manyara R
Page 25 and 26: 4. RESEARCH FINDINGS4.1 Challenges
Page 27 and 28: Table 8: Challenges & Opportunities
Page 29 and 30: 1.1 …continued … Pastoralists
Page 31 and 32: The Early Care & Education of Young
Page 33 and 34: 3.2 Location, facilities & provisio
Page 35: 3.3 Caregivers / Teachers for Commu
Page 38 and 39: 3.5 …. continued …. Programme c
Page 40 and 41: 5. RECOMMENDATIONSWhilst the challe
Page 42 and 43: 6. CONCLUSIONMPDI commissioned this
Page 44 and 45: BIBLIOGRAPHYAMANI ECCD. (August 200
Page 46 and 47: - (2004) Assessment of the Situatio
Page 48 and 49: 1.0 BackgroundMonduli Pastoralist D
Page 50 and 51: 5. TerminologyFor the purposes of t
Page 52 and 53: Annex AMonduli Pastoralist Developm
Page 54 and 55: Engi (Losimingori B)Community presc
Page 56 and 57: Appendix 3Education For All (EFA)Go
Page 58 and 59: Sepeko Ward, Monduli DistrictAdmini
Page 61 and 62: Research Tool:Background Informatio
Page 63 and 64: Research Tool for Objective 1Append
Page 65 and 66: Research Tools for Objective 2Appen
Page 67 and 68:
CSchools’ readiness for pastorali
Page 69 and 70:
Knowledge & Beliefs About How Their
Page 71 and 72:
Appendix 11District Level Consultat
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Report - Bernard van Leer Foundation

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