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6. CONCLUSIONMPDI commissioned this research specifically to inform their planning as to how bestto support improved early care & education of pastoralist young children in SepekoWard. Whilst they had been supporting mobilisation of community pre-schoolprogrammes, they also identified that if these programmes are to be successful, fromthe point of view of children, families and communities as well as Ward/ Districtofficials, then they should• Strengthen the traditional community day-care arrangements for youngchildren, e.g being cared for by grandmothers, as well as• Strengthen community pre-school programmes, so that children are betterprepared for entering primary school.Clearly the findings of this research and the related recommendations, lay a concretefoundation for planning ways to ensure improved early care & education ofpastoralist young children in the Ward through collaborative efforts betweenfamilies, communities, local government, & service providers. Of particular interesthas been the fact that the research has identified that whilst communities identifiedthat they are very concerned about the decline in their informal care & education ofyoung children, due to a variety of reasons, schools and District officials alsoidentified that informal care & education is a vital foundation for children’s successin formal education . In many cases, community, schools and District informants donot yet realise that they share these common beliefs, and therefore these ideas are yetto be openly discussed and shared plans developed to address the challenges.Also of particular interest is the fact that most of the informants that researchers metwith have very clear ideas about the fact that in order for children to be prepared forsuccess in school, they require quality, health, nutrition, care, stimulation, and earlyeducation. Therefore, the challenge of finding solutions how these young children’sholistic development can be best supported, is clearly identified as a challenge for alland not communities, teachers, clinic staff or District officials on their own.There is surely no better conclusion to this document than the ‘CALL TO ACTION’ byMzee Lembira Moikan , from Ardai.“We have realised that informal education is washing away becauserecent age-groups do not know most of the pastoralist ways, andthings like respect amongst our people are drastically changing. …… We wonder if it is possible to bring BOTH formal & informaleducation together to develop a person who is confident in both?”38
Suggested Next Steps:1. ‘We have discussed andagreed that it isimportant to bring formaland informal educationtogether to care for andbring up our children.’2. ‘There are resourcepeople in the communityavailable now fordocumenting ourknowledge, but with time,changes occur and wemay not have old peoplefor very long, who know the details of informal education. ….. Let us then do it today and notwait till tomorrow because we don’t know what will happen tomorrow and things arechanging quickly .’Words of Encouragement‘Something can only succeed if we cooperate….I will be surprised to hear that you cannot do what you havetogether agreed,while you are many, and enough to implement it…Our role is to take immediate action.’39
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 and 16: 3.2.2 Towards Integrated Multi-sect
Page 17: ECD Policies & Guidelines Responsib
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 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

Report - Bernard van Leer Foundation

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