Summary - Bernard van Leer Foundation

SUMMARY
Strengthening the
Early Care &
Education
of Young Pastoralist
Children
Sepeko Ward,
Monduli District
May 2005
Monduli Pastoralist
Development Initiative
PO Box 176
Monduli
Ph: 0744-476035
sanareole@yahoo.com
Consultant:
AMANI ECCD
P.O. Box 11245
Dar es Salaam
Ph: 022-2150322,
Mobile: 0741-353792
amaniinfo@cats-net.com

Acknowledgments
Just as young children are intricately connected to their families and communities, and are
very dependent upon them in so many ways, efforts to support them must be equally interconnected.
This research represents the collaborative efforts of many and thereby, very rich
experiences for all involved.
We would like to thank:-
• The communities, who warmly welcomed us, and took the time to share the richness and
diversity of their cultural knowledge, beliefs, practices for caring for & educating their
young children;
• The children of Sepeko Ward who shared with us their thoughts, ideas, challenges,
aspirations – both verbally and through their play and drawings, which are a tribute to
their individuality, creativity, and innate potential;
• The Sepeko Ward Development Committee for its leadership and commitment to finding
lasting solutions to supporting the holistic care and early education of young children in
the Ward;
• The District Executive Director and officials of Monduli District Council and the Division
Officials, for their insights and support throughout the research and initial feedback
phase, and their public recognition that quality early care & education is the critical
foundation for children’s future success in school;
• Mr Oliver Mhaiki, Director of Primary Education, Ministry of Education & Culture, for
his advice and encouragement prior to our undertaking this research;
• MPDI staff, Erasto Ole Sanare, Mohammed Nkinde, Thomas Meiyan and Lightness for
their logistical support and good will throughout the research processes;
• The Research Team members - Erasto Ole Sanare, Mohammed Nkinde, Thomas Meiyan,
Lengai Edward Barnoti; AMANI ECCD - Lorna Fernandes, Elle Hughes, for great team
spirit and perseverance that once again proves that ‘together we can achieve so much’;
• AMANI office support staff, Peter Jackson & Andrew Nkunga for all their logistical,
back-up and support work, from the preparation of the research to the final reporting;
• The Bernard van Leer Foundation for making this research possible through financial
support to MPDI.
This child-focused community research has been a very enriching experience for us as early
childhood professionals. However, above all, we hope that the outcomes of this research will
inform collaborative action to improving the quality of Early Childhood Care & Education
for young pastoralist children in Sepeko Ward and ultimately, Monduli District.
Chanel Croker
Research Team Leader
AMANI ECCD
ii

Summary Report
Contents
1. Introduction 1
2. Early Childhood Care & Education in Pastoralist Communities 6
2.1 The Status of Infants & Young Children in Tanzania –
Implications for Pastoralist Communities
2.2 Policy Context in Tanzanian 7
2.3 National & Regional Experiences 9
3. Research Findings & Recommendations 10
3.1 Key Challenges
3.2 Challenges & Opportunities Identified 11
4 Recommendations 13
5 Conclusion 15
Renee, Age 7 years, Losimingori
iii

1. INTRODUCTION
Monduli Pastoralist Development Initiative (MPDI) and Sepeko Ward Development
Committee (SWDC), Monduli District, recognises that the quality of care and early
education of young pastoralist children, in family and community contexts, directly impacts
on their rate of survival, their cultural socialisation and informal education, and their
preparation for and success in formal school.
MPDI and SWDC have identified that a key strategy for improving pastoralist children’s
access to and success in formal school, is through improved child-care and community preschool
support. Therefore, MPDI contracted consultants (AMANI ECCD-Early Childhood
Care & Development, Dar es Salaam), to design and facilitate a research in the context of
pastoralist communities in Sepeko Ward, Monduli District Council, to inform MPDI and
SWDC’s planning for supporting the development of locally appropriate community daycare
and preschool programmes that are informed by the pastoralist community child-care
culture and practices, whilst at the same time successfully preparing young children for
entrance into primary school.
The Research Objectives included:-
1. Identify and analyse community child-care practices and any existing initiatives for
children 2 – 8 years of age, highlighting strengths to build on as well as any specific
needs, and make recommendations to inform the development of locally appropriate
community day-care and pre-school programmes.
2. Identify, analyse and make specific recommendations about the challenges and
opportunities related to pastoralist children’s transition to primary school in terms of the
family and community level of interest in formal education, their children’s readiness for
school, the school’s readiness for children.
3. From a literature review of national ECD policies and guidelines, and lessons learned
from other pastoralist community programmes in the region, identify key strengths,
lessons learned and opportunities to build on, that may inform the development of
locally appropriate community pre-school programmes in Sepeko Ward.
Whilst this Summary Report provides an overview, of the research context, findings &
recommendations for full details and all appendices referred to, see MPDI, (May, 2005)
Research Report: Strengthening Early Care & Education of Young Pastoralist Children.
1.1 Background to the Community Pre-schools in Sepeko Ward
Of the nine community preschool programmes visited during this research, two are located
within the communities close to the bomas, three are up to 4 kms range, three are between 5
– 10kms from bomas, with two are located at the primary schools. Those that attached to
primary schools, started in the early ‘90s, linked to community / church initiatives and later
led to the development of primary schools in that area. Other community pre-schools have
developed over the last two / three years, and some are just mobilising. Generally,
communities’ interests in developing their own community pre-schools include,
• as support women’s needs for a safe place to leave their children while they have to go
long distances and many hours to fetch water and firewood;
1

• to help children to learn to socialise outside of their family group;
• to support children learning Kiswahili and to prepare them for entering Std I Primary
School, as communities level of interesting in formal education is increasing;
• their hopes that their pre-school will develop into a primary school that is closer to their
community – given that the long distances to primary schools excludes both children’s &
communities active participation in these programmes.
Table 1 below, provides a summary of the community pre-schools visited.
Table 1:
Summary of Community Pre -Schools, Sepeko Ward, Monduli District
Links with
Primary
Links with
Health
Food
Provision
Water
&
Sanitation
Shelter
Resource
People
Number
Carers/
Teachers
Number
Children
Age Range
Children
Pre-school
Committee
Location
from b omas
Pre-school
Started
Community
1. Orkeswa 1990 At
primary :
1- 4 kms
Yes 6-8 39 No ne No None
(used by
Std 7)
2. Engi 2003 Up to 6
kms
Yes 5-10 37 1 Bibi Church
bldg
3. Eseriani
2 – 4 kms Yes 3 - 6 45 1 No Church
/Ardai 2002
bldg
No
6kms
No
7 kms
No
3-5kms
No No Not
active
No No Not
active
no no No
2/3 kms
4. Megwara 2004 At bomas Yes
5. Loosipa 2005 Up to 4
kms
6. Alkaria
2005 Up to
1km
3 –
7/8
Yes 3 –
7/8
42 1 Bibi Purpose
built
No
20kms
No Yes No
10kms
45 + 1 No None No No No No
Yes 3-7 45 1 No Under
tree a
7. Lepurko
Sokoni
2004 On
location
Yes 3- 6
/7
40 1 No Meeting
room
8. Lepurko 1992 At Yes 1 No Purpose
Nyanja
primary:
built
5 – 10kms
9. Mti Moja 2005 Two pre -schools in Planning Phase
No No No HT
visits
No No No No
No No No Not
active
1.2 Research Methodology
The field work for this research was conducted by a Research Team of seven, over a period of
three weeks, using through participatory approaches, guided by a set of data collection &
analysis tools developed specifically for this research and its context. The tools were
developed to collect information regarding
1. Background Information on the communities and Primary schools prior to field visits.
2. The knowledge & beliefs about young children’s growth and development and
current community pre-school arrangements.
3. Communities informal education; their interest in formal education; their children’s
readiness for school; and schools’ readiness for children.
A wide range of informants were consulted from nine communities, community pre-schools,
primary schools, clinics, Ward Development Committee & District Council. The languages of
the research included Kimaasai at the community level, Kiswahili with WDC & English with
District Council. Permission was requested and granted for the use of diverse
documentation approaches including photographs, video recording, audio recording.
2

2. EARLY CHILDHOOD CARE & EDUCATION (ECCE) IN PASTORALIST
COMMUNITIES
2.1 The Status of Infants & Young Children in Tanzania – Implications for
Pastoralist Communities
Poverty impacts on the lives of more than 50% of Tanzania’s population. Combined with a
number of socio-cultural factors, the capacity of many poor families to adequately care for
and nurture their children is increasingly limited. Whilst specific data is not readily available
from the Monduli District Council, a summary of national data indicates that:-
1. More infants and young children are struggling to survive than 10 years ago.
a. There has been an increase in infant and under-five mortality. In ‘…the year 2000,
1 in 6 children died before the age of five.’
b. Little improvement in malnutrition levels of infants and children, with data
suggesting that one in every three Tanzanian children is malnourished.’…1999
assessments of nutrition indicated that 44% of children under five years were stunted,
17% severely so. 5% of children under five are wasted, and 29% are underweight.’
(Tanzania Reproductive & Child Health Survey , 1999: 122)
2. The majority of young children are not thriving, and with very limited communitybased
child-care support, children are entering school already disadvantaged.
a. In reality, if the Primary Education Development Plan (2002 – 2006) is to have an
impact, ‘… it is not enough just to decree that all children should be sent to school at the
age of seven, unless there is also a concerted campaign to improve the nutritional status of
children from an early age.’ (UNICEF, 1995, The Girl Child in Tanzania)
b. There is a high demand, and urgent need for community-based child-care support
c. Only 3% of pre-school age children access such services
d. The number of HIV/AIDS affected young children is rapidly increasing, with no
concrete support readily available. UNICEF has indicated that ‘…of the
approximately 2 million orphans, 97 percent … are living with their extended families,
many of them in seriously deprived circumstances.’ (UNICEF, 2001, Situation Analysis of
Children in Tanzania.)
After discussion about such national data with Monduli District Council officials, they
indicated that given the hardship conditions that pastoralist communities are living in, it is
highly likely that the poor status of infants and young children nationally is also reflected in
the situation in Monduli District. Council officials recognise that that they do not have
readily accessible and reliable data on indicators of infants and children’s health & wellbeing
in the District, and that there is an urgent need for comprehensive data collection.
3

2.2 Early Child Care & Education (ECCE) Policy Context in Tanzania
a. ‘Education For All’ Goal No. 1: Early Childhood Care & Education
In April 2000, the government of Tanzania committed to the international agreement to
achieve the six ‘Education for All’ (EFA) goals, the first of which focuses on comprehensive
Early Childhood Care and Education (ECCE), for children 0 – 8 years. The essential
philosophy of EFA Goal No. 1 is that ‘Learning Begins at Birth’, and the foundations for
success in formal education are laid in the years BEFORE children enter school. Table 2
below, outlines Goal No. 1 which has been used as a guide by the consultants in designing
and carrying out this research, as well as framing the recommendations.
Table 2: Education for All, Goal No. 1 – ECCE, April 2000
Goal No. 1:
Expanding and improving comprehensive early childhood care and education,
especially for the most vulnerable and disadvantaged children.
All young children must be nurtured in safe and caring environments that allow them to become healthy, alert,
and secure and be able to learn.
Good quality early childhood care and education, both in families and in more structured programmes, have
a positive impact on the survival, growth, development and learning potential of children.
Early Childhood Care & Education Programmes should…
Who is responsible
‣ be comprehensive, focusing on all of the child's needs and
encompassing
• health
• nutrition and hygiene
• cognitive
• psycho-social development.
‣ be provided in the child's mother tongue
‣ help to identify and enrich the care and education of children
with special needs.
‣ be achieved though partnerships between
• governments,
• NGOs
• communities and
• families
‣ include activities
• centred on the child,
• focused on the family,
• based within the community
• supported by national, multi-sectoral policies and
adequate resources.
Governments across relevant ministries,
have the primary responsibility for
‣ formulating early childhood care
and education policies within the
context of national EFA plans,
‣ mobilizing political and popular
support, and
‣ promoting flexible, adaptable
programmes for young children
that are appropriate to their age
and not mere downward
extensions of formal school
systems.
‣ The education of parents and
other caregivers in better child
care, building on traditional
practices, and the systematic use
of early childhood indicators are
important elements in achieving
this goal.
1

. Towards Integrated Multi-sectoral ECCE Policies & Guidelines
For young children to develop well, all aspects of their physical, social, emotional,
intellectual and spiritual development must be supported simultaneously, from conception
to eight years of age. This was recognised by the government of Tanzania during the 1990s,
when the Ministry of Community Development, Gender & Children (MCDG&C), as the
sector responsible for coordinating all sectors related to children’s issues called for integrated
policies and approaches to supporting Early Childhood Development (ECD), highlighting
that ‘…no goal for children can be achieved by a single sector working on its own’, MCDG&C,1993
In the National Health Policy of 1990, the Ministry of Health had also indicated that ..
‘Health is a multi-sectoral responsibility for partners in education, agriculture, water and
sanitation community development etc.’
Whilst the successful coordination of the different ministries responsible for young children’s
issues, remains a challenge, sectoral policies and guidelines related to the needs and rights
of young children, are divided across four main sectors:-
1) Ministry of Community Development Gender & Children; 2) Ministry of Health
3) Ministry of Labour Youth Development & Sports – Social Welfare Department
4) Ministry of Education & Culture
supported by …Ministry of Water & Livestock & Ministry of Agriculture & Food Security
c. ECCE in National Strategy for Growth and Reduction of Poverty, NSGRP,
(MKUKUTA) 2005/06 to 2009/10
Significantly, 40% of the targets of Tanzania’s new National Strategy for Growth and
Reduction of Poverty, (NSGRP)- 2005/06 to 2009/10, are directly linked to improved Early
Childhood Care & Education support, including
a) Improved Health &Nutrition Status of Women & Children – Parenting Education & Support;
b) Increased access to clean, affordable & safe water, sanitation, decent shelter & a safe & sustainable
environment, thereby reduce vulnerability from environmental risks - Increased proportion of
Rural population with access to clean and safe water from 53% - 65% by 2009 within 30 min time
spent on collection
c) Increase in the number of young children prepared for school and schools prepared ready to care
for children.
° Expand the primary education system to develop quality pre-primary programmes that link
with existing early childhood provision – health, nutrition , parenting education etc.
° Promote community based day-care/pre-schools.
° Develop an inter-sectoral policy framework to guide early childhood development and promote
pre-school learning.
These targets provide a key foundation for the Recommendations proposed for
Strengthening Early Care & Education of Young Pastoralist Children in Sepeko Ward, &
Monduli District.
2

d. National & Regional Experiences – Lessons Learned
Young children’s early care and informal education in pastoralist communities has long been
supported solely within the context of family and community structures, by a strong tradition
of quality child-care knowledge, beliefs and practices. However in the context of changing
livelihoods, brought on by struggles for land, environmental hardships, drought, and a
weakened family economy, heavy burdens affect families’ ability to meet their basic needs.
These burdens are particularly felt by women, whose increasingly heavy work-loads means that
their capacity to care for and nurture their young children is rapidly declining. Therefore whilst
the highly effective informal education processes that have long sustained pastoralist
communities are declining, their interest in formal education is increasing.
Whilst a number of NGOs in Tanzania and the region are actively supporting pastoralist
communities’ improved access to education, with significant lessons to learn (Babati
Agricultural and Environment Education Project (BAEEP), Alternative Basic Education for
Karamajong (ABEK)-Uganda, KINNAPA, Kiteto District, Manyara Region; CCF - Samburu &
Maasailand, Kenya – see Research Report for full details) some specific challenges and possible
solutions have also been identified by government for improving formal education for
pastoralist communities, and these are outlined in Table 3: below.
Table 3: Government Identified Challenges & Solutions for Improving Formal Education for Pastoralists
CHALLENGES
Primary School programmes & approaches are not relevant to pastoralist children.
‘The curriculum does not respond to needs and aspirations of nomadic children…,
• it does not link with informal and indigenous education, which is more functional, and
• does not offer to the children the necessary life and survival skills within their immediate environment’
Mwegio, L. & Mlekwa, V.M, 2001:102
SUGGESTED SOLUTIONS
Monduli District Council (Monduli Council, 2003:14 ) have suggested …
• involvement of communities ‘….. in preparation of curricular … (based) .. on the socio-cultural background of the
community, ‘
• ‘..making teaching and learning methodologies more relevant to Maasai community,’
• adjusting timing of school terms fit with migration period, and
• establishing parent education, to lead to greater understanding between families, communities and teachers,’
MOEC, UNICEF, UNESCO Study on Education for Nomadic Communities in Tanzania suggests
• Develop a Core & Functional curriculum - researchers in a Tanzanian study in nomadic education to suggest
the development of a, ‘..that the curriculum be divided into a core curriculum (mathematics, languages and general
knowledge)… and a functional curriculum… that should provide skills education deeply rooted into the socio-economic
activities and lif estyles of the children… and both categories of the curriculum ( to be) taken seriously… should be equally
weighted and examined.’ (pg 103)
• Strengthen the concept of community schools - ‘… organise and coordinate school activities in such a way that
schools are operated as community schools which prepare children to meet the challenges and improve their lives, (pg. 102)
• Collaborative multi-sectoral approaches to improving educational outcomes for pastoralsit children
• ‘… a multi-sectoral programme needs to be established, consisting of projects in education, agriculture,
livestock, water development, natural resources, health, hunting, bee-keeping and community development’,
(pg. 101)
Mwegio, L. & Mlekwa, V.M, (2001) Education For Nomadic Communities in Ta nzania, Draft, A study commissioned
UNICEF/UNESCO in collaboration with Ministry of Education and Culture, Tanzania.
3

3. RESEARCH FINDINGS
3.1 Summary of Key Challenges
Table 4: Overview of Key Challenges Identified
The Early Care & Education of Young Pastoralist Children in Sepeko Ward
Summary of Key Challenges …
1. … In Families & Communities
1. Communities recognise that the quality of care & early education of their young children is generally
not good, due to a combination of factors. …….
1.1 Pastoralists’ livelihoods, family structures, and social and cultural contexts are rapidly changing, with
negative implications for young children’s development,
a. women increasingly heavy workloads means that they simply do not have the time to adequately
care for their children;
b. traditional child-care support structures are fading, and the child-care knowledge, beliefs and
practices of younger generations are limited
c. Informal Education at the family & community level is declining, and young children’s
opportunities for early learning & socialisation, are less.
1.2 Environmental hardships combined with poor access to water & limited food supply are resulting in
young children’s poor health & nutrition, thus hindering their growth, development and ability to
learn.
2. … In Health Care Services
2. Health services are inadequate, not accessible and not planning is not informed by reliable data
2.1 With dispensaries & clinics 7 - 20kms from communities these services are not accessed by mothers &
children on a regular basis.
2.2 There is an apparent lack of awareness of some clinic staff to the reality of children’s poor health and
well-being, & a lack of flexibility in how their services could be delivered.
2.3 A lack of reliable data on health & nutrition status of young children and mothers in the District, has
limited planning.
3. … In the Existing Community Pre-Schools & Primary Schools
3.1 Communities’ interest in formal education is increasing, and they are actively mobilising their own
community pre-schools to improve the quality of care & early education of their young children,
however with the many unresolved challenges of primary schools, they are not sure if the District
Council will assist them.
3.2 Location, facilities & provisions, are challenges for children’s & communities participation, shared by
both community Pre-schools & Primary Schools, but there are key lessons to be learned from preschools
based within communities.
3.3 Caregivers / Teachers for Community Pre-schools are mostly nominated by communities and they
share with Primary Teachers the urgent need for specific training in working with young children &
their communities
3.4 Whilst communities prefer that Kimaasai is the language of community pre-schools and is used in preschool
& primary school to teach Kiswahili – this is only possible where Maasai Teachers are involved.
3.5 Programme content, approaches & resources, of pre-schools and early years of primary schools are
limited to primary school syllabus & teacher-directed approaches, which do not reflect community
knowledge & beliefs about how children learn or what is important for them to learn
3.6 Links Between Community Pre-schools , Health Services & Primary Schools are minimal.
4

3.2 Summary of Key Challenges & Opportunities
The Early Care & Education of Young Pastoralist Children in Sepeko Ward –
Key Challenges & Opportunities Identified …
1. … In Families & Communities
2. … In Healthcare Services
3. … In the existing Community Pre-Schools & Primary Schools
CHALLENGES
2. Communities recognise that the quality of care
& early education of their young children is
generally not good, due to a combination of
factors. …….
2.1 Pastoralists’ livelihoods, family structures, and
social and cultural contexts are rapidly
changing, with negative implications for young
children’s development,
a. women increasingly heavy workloads means
that they simply do not have the time to
adequately care for their children;
b. traditional child-care support structures are
fading, and the child-care knowledge, beliefs
and practices of younger generations are
limited
c. Informal Education at the family &
community level is declining, and young
children’s opportunities for early learning &
socialisation, are less.
2.2 Environmental hardships combined with poor
access to water & limited food supply are
resulting in young children’s poor health &
nutrition, thus hindering their growth,
development and ability to learn.
1. … In Families & Communities
OPPORTUNITIES
Some communities are very clear about the attributes of a
good carer of young children, as someone who a) Is a gentle
person, b) has good character – not drunkard; c) doesn’t shout,
d) is not rude, e) observes children, f) explains things to
children; g) encourages children, h) plays with children , i)
allows children to experiment & experience things, j) has
children of their own. (See Appendix 9 Research Report ).
Build on elders rich existing knowledge, practices & beliefs of
caring for children, How Children Learn, & What Young
Children Should Learn
See Appendix 9: ‘Community Knowledge & Beliefs about the Care
and Education of the Young Children’
Grandmothers who still have the role of overseeing /
supporting the care of young children, and play a very active
role as key resource people in some community pre-school
centres, represent resource people other community preschool
development
Plans that are underway for improved water access in
Monduli District should include community pre-schools,
schools and clinics as access sites
District Agriculture official highlighted that Plans are
underway for a cross-sectoral approaches to addressing food
insecurity in the district. (TPRA & SNV, 2003)
At the time of this research,
women from some communities
were walking 20 kilometres to
collect water, leaving home at
4.00 a.m. and returning around
3.00 p.m.
‘We know how to care for
our children, but
we have no time!’
Women’s Group
5

With the community pre-school,
‘At least we have a place for the children
to play and be safe while we are looking
for water.’
Women’s Group
A Traditional Elder explains traditional informal education:
‘When a child starts to play a game with stones as cows, for example, mzee starts to
use this opportunity to start teaching him how
to take care of the cows. He sees the boy take
big stones and small ones, and so they talk
about cows (big stones) and their calves (small
stones). Mzee teaches them many things, like
how to keep the
cows, and where to
put the boma, and
the children practice
these ideas as they
play in the soil with
stones and sticks. He teaches them everything, even how to
take care of the livestock, and things like that it is very
important for the calf to have the first milk from its mother.
This is working because if you ask children to sing songs taught to them by
grandmothers, they can’.
Traditional Elder
6

CHALLENGES
2 Health services are inadequate, not accessible
and planning is not informed by reliable data
2.1 With dispensaries & clinics 7 - 20kms from
communities these services are not accessed by
mothers & children on a regular basis.
2.3 There is an apparent lack of awareness of some
clinic staff to the reality of children’s poor
health and well-being, & a lack of flexibility in
how their services could be delivered.
2.4 A lack of reliable data on health & nutrition
status of young children and mothers in the
District, has limited planning.
2. … In Healthcare Services
OPPORTUNITIES
Expand existing mobile Mother Child Health service to
include community pre-schools
Community pre-schools are an opportunity for clinic staff &
village health workers to
o meet with young children for check-ups on a regular basis
o develop and maintain strong relationships with the TBAs,
who are well respected in pastoralist communities, and
actively involved in some community pre-schools
District officials proposed that a Monduli District health &
nutrition study is a priority , & given that health is a crosssectoral
issue, all sectors should be involved from in the study
from the beginning (Water, Health, Agriculture, Education,
Community Development )
Community pre-schools located close to
bomas
• Have more children participating – both
girls & boys & some children with
disabilities
• Include a wider age –range of children
involved, from age of 2 years – 8 /9 years
• Meet women’s needs for day-care for
their young children
• Have more community involvement & a
stronger sense of ownership
• Recognise that they can be flexible with
programme hours (depending on
seasonal variations, women’s needs etc).
• Have participation of elders as resource
people
• Have a teacher nominated from within
the community
• Are an integral part of community
culture & events
‘We need training of our carers, those in
the programme as well as those at home.
We need to understand the roles of each in
bringing up our children. Mama is the
main teacher.’
Grandmother
‘If we had a choice we would like our children
to start school later, because its just too far
for 7 years olds.’
Female Pre-school Committee Member
‘If primary schools .(are) .. closer to the
bomas then communities can be more
involved in the school, and the school can
learn from the community.’
Male Community Member
Community Pre-school Centres are a key opportunity for the piloting of the Ministry of
Education & Culture’s idea of SATELLITE SCHOOLS, by extending the Centres to include
programmes for Std 1 & 2 children
• that are developed through collaboration between communities, schools & officials
• that ensure pastoralist children’s ongoing development in their informal education &
culture AS WELL AS their smooth transition to & success in primary school
7

The Early Care & Education of Young Pastoralist Children in Sepeko Ward –
Key Challenges & Opportunities Identified …
3 … In the Existing Community Pre-Schools & Primary Schools
3.1 Communities’ interest in formal education is increasing, and they are actively mobilising their own community
pre-schools to improve the quality of care & early education of their young children, however with the many
unresolved challenges of primary schools, they are not sure if the District Council will assist them.
Community Pre-schools & Primary Schools
OPPORTUNITIES
CHALLENGES
Government has emphasised the need for partnership
approaches to supporting community –based early
care & education , and pastoralist communities are
actively mobilising their own community -based preschools
for multiple purposes. However, they are not
sure to what extent the District Council will assist
them. As the Ministry of Education & Culture has
indicated,
° ‘The success of this (partnership) model of
development will depend on the willingness and
economic capacity for the communities
concerned’,
° ‘… there is an inherent risk in depending on the
efforts of communities alone. (MOEC, 2001, Basic
Education Master Plan, 2001 - 2005)
All community pre-schools have Management
Committees in place, but they have had no specific
training to assist their planning and ensure that the
pre-schools meet their specific needs.
Communities’ level interest in formal education is
increasing but the challenges are discouraging
° long distances to schools (for both children &
parents)
° lack of water & food at school
° content & approaches are not locally appropriate,
and communities fear that by their children going
school they will lose their cultural identity.
° A number of primary schools in Sepeko Ward are
struggling with low Std 7 pass rates
‘ … one of our primary schools was the last in the
country in 2004.We can’t let our children go on until
Std 7 and then just fail’
Village Chairperson
Communities ARE interested in formal education
‘Pastoralist families are interested in formal school because they can
see it is helping them, for example, some of our educated ones have
returned and are helping our communities.’
Traditional Leader
Communities in Sepeko Ward ARE actively mobilising their
own community pre-school centres, closer to home, for
multiple purposes of ..
• supporting women through providing day -care for their
children while they are involved in the their work ‘At
least we have a place for the children to play and be safe while
we are looking for water.’ Women’s Group
• ensuring young children’s quality day -care and ongoing
informal education
• being extended to include programmes for children up
to the age of 8 / 9 years, after which they are old enough
to walk the long distances to primary school;
• supporting their children’s preparation for success in
primary school.
• possibly a primary school being located where their preschool
is.
Primary Teachers indicted that children entering school
with pre-school experience are better prepared for school.
There is an opportunity to conduct a long term-study to track
those children with & without pre-school experience, to
monitor its impact on primary school success rates
The high success rate of Losimingori Primary School
provides an opportunity for further study in order to
document & share the lessons to be learned. – this school
has recorded an enrolment rate of almost 94% of children
within vicinity of the school, 99% Std 7 pass rate in 2004 – 23
of 24 Std 7 students. Eight of these were girls and all of them
have gone on to secondary school
8

3.2 Location, facilities & provisions, are challenges for children’s & communities participation, shared by both
community Pre-schools & Primary Schools, but there are key lessons to be learned from pre-schools based
within communities.
Community Pre-schools & Primary Schools
OPPORTUNITIES
CHALLENGES
The number, and age range of children participating in
Community Pre-school Centres is dependent on their
location
° Centres close to bomas – more children wider age-range:-
2 / 3 years – 8/9years;
° Centres further from bomas – less children narrower age
range:- 4/ 5 years – 8/9 years
The age range of children in Std 1 is between 7 and 10 years,
with distance being a key factor
‘If we had a choice we would like our children to start school
later, because its just too far for 7 years olds.’
Female Pre-school Committee Member
No Community Pre-school Centres have sanitation facilities
for young children or adults
Some primary schools are struggling with issues of
pastorlist children’s enrolment and regular attendance at
school due to a combination of issues - long distances to
school, no water of food provision at school, and the lack of
relevance of school programmes to pastoralist communities
etc.
All Community Pre-Schools & most Schools have little or
no water or food provision, which contributes to
• children’s poor health, sanitation & nutrition
• children’s limited ability to concentrate
• primary school children being expected
° to bring water from home (where there is also
shortage)
° to use school time to go & collect water for teachers
and school use after have already walked long
distances to school
Primary schools
° classroom facilities & school environments are
uninviting & not child-friendly
° teachers’ housing is inadequate
° appear to exclude children with disabilities – with
no alternative structures in place
Community Pre-school Programmes close to bomas
ARE attracting children on a regular basis including
a) both girls & boys, from age 2 /3 years - 7/8 years; b)
some children with disabilities
Community Pre-school Centres located close to bomas
• Have more children participating
• Include a wider age –range of children involved,
from age of 2 years
• Meet women’s needs for day -care for their young
children from 2 years +
• Have more community involvement & a stronger
sense of ownership
• Recognise that they can be flexible with
programme hours (depending on seasonal
variations, women’s needs etc).
• Have participation of elders as resource people
• Have a teacher nominated from within the
community
• Are constructed from locally available materials
in culturally appropriate ways
• Are an integral part of community culture &
events
‘If primary schools (are) .. closer to the bomas then
communities can be more involved in the school, and
the school can learn from the community.’
Male Community Member
Communities’ mobilization of their own Pre-school
Centres is a key opportunity for the piloting of the
Ministry of Education & Culture’s idea of
SATELLITE SCHOOLS , by extending the Centres to
include programmes for Std 1 & 2 children
• that are developed through collaboration between
communities, schools & officials
• that ensure pastoralist children’s ongoing
development in their informal education & culture
AS WELL AS their smooth transition to & success
in primary school
9

3.3 Caregivers / Teachers for Community Pre-schools are mostly nominated by communities and they share
with Primary Teachers the urgent need for specific training in working with young children & their
communities
Community Pre-schools & Primary Schools
OPPORTUNITIES
CHALLENGES
Community highlighted that they prefer that their
Community Pre-school teachers are Maasai, nominated
from their own communities, but no communities have
developed a clear selection criteria
• Of the 8 pre-schools visited, 4 have Maasai teachers
nominated by the community , 4 have ‘outside’
teachers.
Only two community pre-school programmes have
grandmothers / female elders actively involved as
resource people in the programmes, although all stated
that they would like this.
Caregivers / Teachers have immediate needs for training
in how to effectively work WITH young children &
communities
Payment of pre-school teachers is left to communities,
which is a significant threat to the sustainability of
programmes.
There is no agreement between government officials
and communities about
• the specific attributes of a ‘good’ primary school
teacher for working with pastoralist children and
communities’.
• Specific terms and conditions for teachers to ensure
they can work effectively in pastoralist communities
Whilst elders lamented that informal education
practices are ‘washing away’, they believe that
young children learn by …
• being around everyday activities &
encouraged to participate in them, by
adults and siblings;
• by being shown how to do things, and
having things explained to them, by
adults and siblings;
• by observing and imitating;
• by being encouraged to try & practice real
tasks
• by being allowed to make mistakes when
they are practising and learning new
things
• playing
• experimenting & experiencing things
• adults and siblings laughing with them
All communities visited emphasized that community preschool
teachers should be Maasai & nominated by the
community .
‘..we need to have Maasai teachers who know and understand
our culture and use Kimaasai’ Male Community Member
Communities have highlighted the need for community
pre-school teacher training with parenting education
programmes.
‘We need training of our carers, those in the programme as
well as those at home. We need to understand the roles of each
in bringing up our children. Mama is the main teacher.’
Grandmother
Some District Councils in Tanzania pay community
nominated Adult Education Facilitators a monthly
allowance. A similar system could be considered for
Community Pre-school Teachers by the Monduli District
Council
Some Head Teachers have specific suggestions about the
attributes of a good teacher for working with pastoralist
children:-
‘… as teachers we should * Show love, * Not be angry, * Be a
friend to them, * Use traditional language where possible, * Be
creative – ‘Creativity is the most important thing a teacher should
have, instead of just relying on what you are and what materials
you are given as a teacher’ Head Teachers
The Teacher Resource Centre & Teacher Training College
officials in Monduli are actively pursuing participatory
approaches teaching & learning in their pre-service
courses; recognize the need to develop a specific training
programme focused on the issues of children’ s transition
to school
‘What communities are identifying as
approaches to children’s learning is
similar to modern theories of
children’s learning and active
participation. ‘
Monduli, Teacher Training College Official
10

3.4 Whilst communities prefer that Kimaasai is the language of community pre-schools and is used in preschool
& primary school to teach Kiswahili – this is only possible where Maasai Teachers are involved.
Community Pre-schools & Primary Schools
OPPORTUNITIES
CHALLENGES
Communities prefer that the language of the pre-school
programmes is Kimaasai, with Swahili being introduced as
a second language, but
° they are uncertain how this can work in practice
° children’s mother tongue language development may be
limited due to declining quality of early care & education
‘Sometimes we get children coming school who do not know
things like colours and counting in Kimaasai, and they do not
know Kiswahili’
Head Teacher
With Kiswahili as the language of instruction at school
° there is an attitude that Kiswahili is taught to replace
Kimaasai, not to build on it;
° primary school teachers have no specific training or
resources for teaching Kiswahili as a second language to
young children.
Some primary teachers (Maasai & Non -Maasai)
recognize that children’s learning of Kiswahili as a
second language is made easier by building on their
existing knowledge & language.
‘If children can count in Kimaasai it will b e easier for them
to learn that in Kiswahili.’
Head Teacher
‘Because we have 3 Maasai teachers, we explain things in
Kimaasai, especially to the younger children, that helps
them learn things about the new school environment and
helps them earn Kiswahili.’
Head Teacher
‘Culture is an important foundation, for all
human beings.’
Female Elder
‘Children’s confidence is built within their
culture, without it they are lost in school.
Culture provides the foundation for formal
education.’
Maasai Teacher
‘By developing teaching & learning
resources based on Maasai culture, then
Maasai children will be proud of who they
are and proud to be learning Kiswahili at
the same time
Maasai Teacher
‘If you have formal education
but no culture, you are like
half a person.’
Male Elder
11

3.5 Programme content, approaches & resources, of pre-schools and early years of primary schools are limited
to primary school syllabus & teacher-directed approaches, which do not reflect community knowledge &
beliefs about how children learn or what is important for them to learn
Community Pre-schools & Primary Schools
OPPORTUNITIES
CHALLENGES
Community Pre-school programmes content,
approaches and resources are generally based on
Primary School syllabus & teacher-directed
approaches, BOTH of which do not reflect …
• … community culture, language, knowledge or
beliefs about how children learn or what is
important for them to learn.
‘There seems to be nothing in the school culture that
indicates any thinking about the visions the pastoralist
have for their children.. It looks like kids are just picked up
out of their community culture and dropped into the
school culture.’ Research Team Member
• … participatory approaches or child-friendly
methodology being advocated by the Monduli
TTC & Primary Education Development Plan 2002
– 2006
• … the use of existing local resources
‘We don’t know Kiswahili stories, and we’re not even
using Kimaasai stories.’ Maasai Teacher
• … programme flexibility & resources to meet the
diverse needs & interests of the wide age ranges
that are involved in programmes, e.g 2 – 8 / 8 years
in Pre-schools, 7 – 10 years in Std 1.
Teachers assume that pastoralist young children
starting school
• have limited existing knowledge
• are healthy and well nourished
• are familiar with school culture & norms
• are familiar with large groupings of children
(classes) and school teaching approaches
• are familiar with Kiswahili
• have support structures at home for supporting
formal education, e.g. light for doing homework;
time necessary and people to assist with
homework
Informal education in community contexts is
declining, which is also weakening children’s
foundation for success in formal education .
The Teacher Training Colleges is training pre-service
students in participatory approaches , but there is
‘…little or no in-service training opportunities for (inservice)
teachers.’ Head Teachers & Teachers
Some communities, teachers & offici als ….
° recognize the importance of children’s culture & informal
education in contributing to children’s later success in
school. ‘We need both informal and formal education together,
because if we do not keep our culture then we will not have the
confidence to be able to get involved in formal education.
Head
Teacher
° call for integrating informal and formal care & education
‘Children’s confidence is built within their culture, without it they
are lost in school. Culture provides the foundation for formal
education.’
Maasai
Teacher
° recognise the strengths of community knowledge about
how children best learn (see 1.1c above & Appendix 8
Research Report
‘What communities are identifying as approaches to children’s
learning is similar to modern theories of children’s learning and
active participation.
Teacher Training College
Official
° are ready & willing as resource people to work in
collaboration with technical support, to develop relevant
teaching & learning resources;
° call for technical resource people to support the
documentation of community cultural knowledge and the
development of locally appropriate teaching / learning
resources for communities, pre-schools & schools ‘The idea
of the community coming together with school teachers and
having things documented and made available, will be very
important for teaching children cultural issues at the same time
learning in formal school.’
Male Elder
° have identified the Pastoralist Radio, Orkonerei Radio
Service (ORS), as a key resource for community education
& information sharing
Teacher Resource Centre & Teacher Training College
recognise the need to develop a specific training for
supporting children’s transition to school. The Teacher
Resource Centre & the Folk Development College are
interested to be involved in the development & facilitation of
training for community pre-school and Std 1 & 2 teachers
Communities recognise that their informal education systems
are declining, but they also recognise that formal education
should not be a replacement of the informal, but an extension
of it. ‘The concept of going to school is important, but we have not
realized that a child must continue to learn (knowledge, skills, values,
attitudes etc) at home and in the community.’ Village
Executive Officer
12

3.6 Links Between Community Pre-schools, Health Services & Schools are Minimal
Community Pre-schools & Primary Schools
CHALLENGES
OPPORTUNITIES
There are currently no planned links between Community
Pre-Schools, Clinics, Schools, & Other Social Services
For example - Only one community pre-school visited
indicated that the clinic nurse visits the center, whilst the
clinics that they do not have data on young children
because they do not attend clinics regularly, mostly due to
distances
Primary School have no established links with
° the health services – so if children fall sick at school
they have to pay TSh1,000 to go to the nearest clinic;
community pre-schools
A good carer of young children is
someone who …
o is a gentle person,
o
o
o
o
o
o
has good character – not drunkard;
doesn’t shout,
is not rude,
observes children
explains things to children;
encourages children
The TBAs involved in some of the community preschool
programmes provide a key link
° for developing a system for monitoring children’s
health & nutrition through Community Preschool
Centres, in liaison with health care
providers
° for encouraging health care providers & mobile
clinics to link up with community pre-schools on
a regular basis
Ccommunity pre-school centres and the call for
linking informal and formal education systems,
provide cross-sectoral stakeholders with unique
opportunities to work in collaboration with
communities to ensure young pastoralist children’s
quality care & early education , through …
• Strengthening communities’ capacity to care
for & educate their children
• Strengthening governance, management of preschools
which will in turn prepare
communities for participating in primary
schools
• Finding local solutions to ensure their rights to
quality health care & water services
• Supporting community pre-school teacher
training, resources development & teachers
allowances
• Ensuring not only pastoralist children’s readiness
for school, and but ALSO school’s readiness for
young pastorlist children .
‘… (we need) to start discussing how can we best teach
our children. We will need to start with ourselves first,
and then work on the school’s readiness for children.’
Head Teacher
o
o
o
o
plays with children
allows children to experiment &
experience things
makes children feel secure
has children of their own
Women’s Groups
Alkaria & Megwara
13

4. RECOMMENDATIONS
1
Table 4: Recommendations
Design and facilitate a specific in-depth community research to document pastoralist child-rearing
knowledge, beliefs and practices, in order …
1.1 … To inform …
a) present & future generations of pastoralist communities – “..for preservation of culture and for
learning and teaching.” Traditional Leader
b) social service providers & other stakeholders
1.2 … To stimulate discussion, debate, negotiation & agreement between communities, service
providers and technical advisers, about strengths to build on, and issues that are negatively impacting
on pastoralist children’s growth and development from …
a) the documented community knowledge, beliefs & practices and
b) the knowledge and experiences of others
1.4 … To plan & mobilise shared commitments, between communities, cross-sectoral planners and
service providers, to the improved quality of early care & education of pastoralist young children,
through …
a) strengthening community pre-school centres as meeting points between communities &
service providers
b) strengthening primary schools readiness for ensuring pastoralist young children’s
improved access to & success in school
Prioritise Support for the Improved Quality of Early Childhood Care & Education (0 – 8 years) in
2.
District Planning across the sectors.
2.1 Lobby District Council to clarify the health & nutrition status of young children in Monduli District by
establishing a multi-sectoral team to design & facilitate a comprehensive quantitative & qualitative
research to inform planning of concrete strategies to ensure
a) improved family access to basic needs of safe water & sanitation, nutritious food, shelter
b) improved access to health care facilities, especially for women & children
2.2 Lobby District Council to include integrated approaches to supporting early care & education in
Village, Ward & District Development Plans in line with MKUKUTA strategies for parenting education
and support, and ensuring children’s readiness for school & schools readiness for children.
2.3 Facilitate discussion & debate between all stakeholders about finding solutions to pastoralist children’s
improved access to and success in formal education, including
a) Strengthening pastoralist communities ownership of schools
b) How to ensure the relevance of curriculum content, approaches & resources
c) The critical need for links between key sectors and service providers – health – nutritionwater-
agriculture – education
d) Expansion of Community Pre-school Centres to include programmes for Std 1 & 2 children
as Satellite Schools of neighbouring primary schools
2.4 Lobby for & support the review & development of the primary teacher training & in-service
programmes so that teachers have the confidence and support to
a) work with communities as partners in education to ensure children’s smooth transition to &
14

success in school
b) integrate community knowledge, beliefs and practices about how children learn and what is
important for them to learn
c) work with children’s existing knowledge & skills & enhance their creativity
d) use participatory, child-friendly methodology
e) teach children Kiswahili as a second language
f) develop high quality locally-made resources
3.
Strengthen and Support the Development of Community Pre-School Centres in such a way that …
3.1 … they are located close to bomas and therefore are
a) easily accessible for young children (2 – 8 years), including those with disabilities,
women, elders, other community resource people
b) an integral part of community life, informed, developed and monitored according to
community cultures and needs;
c) easily managed by strengthened community pre-school committees
3.2 … they support all aspects of young children’s development –physical, social, emotional, spiritual,
and intellectual development in the context of their families & communities, by ..
a) ensuring caregivers / teachers are nominated by communities, and are supported by
ongoing training programmes
b) ensuring key community resource people are involved in the programmes, as guides /
mentors for teachers & training programmes
c) ensuring ongoing parenting education programmes
d) ensuring programme language is Kimaasai, and introducing Kiswahili as a second
language
e) ensuring that programme facilities & resources reflect community culture and create
stimulating learning environments for children
3.3 … the programme content, approaches and resources are locally informed by the processes of …
a) documenting informal care & education knowledge, beliefs and practices in families and
communities
b) discussion and negotiation between stakeholders about how best to ensure pastoralist
young children’s quality care and early education so that it improves their well-being,
access to and success in school
3.4 … they become meeting points between communities & and social service providers supporting
early care & education, as well as community development, where …
a) community health workers, clinic staff, mobile clinics come to the centres to provide
regular check-ups and health services for children and mothers;
b) primary schools link with pre-schools through pre-school & school committees, for ongoing
activities to ensure children’s smooth transition to school
c) TBAs, community resource people, and service providers can offer parenting & community
education programmes
3.5 … they become examples of sustainable human settlements – using locally available materials that
reflect community culture efficient water storage & harvesting systems, nutritious food production
through gardens, child-friendly sanitation systems etc
15

5. CONCLUSION: ‘Wisdom of the Elders’
There is surely no better conclusion to this document than the ‘CALL TO ACTION’ by Mzee
Lembira Moikan , from Ardai.
‘We have realised that informal education is washing away because recent age-groups do not know
most of the pastoralist ways, and things like respect amongst our people are drastically changing. …
We wonder if it is possible to bring BOTH formal & informal education
together to develop a person who is confident in both’
Suggested Next Steps:
1. ‘We have discussed and
agreed that it is important to
bring formal and informal
education together to care for
and bring up our children.’
2. ‘There are resource people in
the community available now
for documenting our
knowledge, but with time,
changes occur and we may not
have old people for very long,
who know the details of
informal education. ….. Let us
then do it today and not wait
till tomorrow because we don’t know what will happen tomorrow and things are changing quickly.’
Words of Encouragement:
‘Something can only succeed if we cooperate.
I will be surprised to hear that you cannot do what you have
together agree,
while you are many, and enough to implement it.
Our role is to take immediate action!’
16