Tanzania : Early Childhood Development

This report presents an analysis of the Early Childhood Development (ECD) programs and policies that affect young children in Tanzania. This report is part of a series of reports prepared by the World Bank using the Systems Approach for Better Education Results (SABER)-ECD framework and includes analysis of early learning, health, nutrition and social and child protection policies and interventions in Tanzania, along with regional and international comparisons. Tanzania is home to 7.6 million children age 0-6. Child and infant mortality have declined significantly in the last decade. SABER-ECD collects, analyzes and disseminates comprehensive information on ECD policies around the world. In each participating country, multi-sectoral information is collected on ECD policies and programs through a desk review of available government documents, data and literature, and extensive interviews with a range of ECD stakeholders, including government officials, service providers, civil society, development partners and scholars. The SABER-ECD framework presents a holistic and integrated assessment of how the overall policy environment in a country affects young children's development. SABER-ECD identifies three core policy goals that countries should address to ensure optimal ECD outcomes: establishing an enabling environment, implementing widely and monitoring and assuring quality. Improving ECD requires an integrated approach to address all three goals.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2012-01
Subjects:	ABANDONED CHILDREN, AGED, ALLOCATION OF RESOURCES, ANTENATAL VISITS, BABY, BASIC EDUCATION, BASIC EDUCATION STATISTICS, BIRTH REGISTRATION, BREAST MILK, BREAST MILK SUBSTITUTES, BREASTFEEDING, CAREGIVERS, CHILD ABUSE, CHILD DEVELOPMENT, CHILD NUTRITION, CHILD PROTECTION, CHILD WELFARE, CHILDCARE, CHILDHOOD DEVELOPMENT PROGRAMME, CLASSROOM, CLASSROOMS, CLINICS, COGNITIVE DEVELOPMENT, COMMUNITY DEVELOPMENT, COMMUNITY HEALTH, CURRICULA, CURRICULUM, DEVELOPMENT POLICY, DISABILITY, DISADVANTAGED CHILDREN, DISEASES, DISSEMINATION, DOMESTIC VIOLENCE, DRUGS, EARLY CHILDHOOD, EARLY CHILDHOOD CARE, EARLY CHILDHOOD DEVELOPMENT, EARLY LEARNING, EARLY STIMULATION, ECCE, ECD, ECD POLICIES, ECD PROGRAMS, EDUCATION OUTCOMES, EDUCATION POLICIES, EDUCATION PROGRAMS, EDUCATION SECTOR, EDUCATION SERVICES, EDUCATION SYSTEMS, EFFECTIVE POLICIES, EMOTIONAL DEVELOPMENT, ENFORCEMENT MECHANISMS, ENROLLMENT FOR CHILDREN, ENROLLMENT LEVELS, ENROLLMENT RATE, ENROLLMENT RATES, ENROLLMENT RATES FOR GIRLS, EPIDEMIC, EQUITABLE ACCESS, EXAMS, FAMILIES, FAMILY INCOME, GENDER, GIRLS, GLOBAL HEALTH, GOVERNMENT AGENCIES, GOVERNMENT SUPPORT, GROSS ENROLLMENT, GROSS NATIONAL INCOME, GROWTH MONITORING, HEALTH INTERVENTIONS, HEALTH SECTOR, HEALTH SERVICES, HEALTH WORKERS, HIV, HOME VISITING, HOSPITALS, HYGIENE, ILLNESSES, IMMUNIZATIONS, IMPACT ON CHILDREN, INCLUSIVE EDUCATION, INFANT, INFANT FEEDING, INFANT MORTALITY, INFANTS, INFORMATION CAMPAIGNS, INFORMATION SYSTEM, INFORMATION SYSTEMS, INTEGRATED ASSESSMENT, INTERNATIONAL COMPARISONS, INTERVENTION, IODINE DEFICIENCY, IRON, LAWS, LEARNING OPPORTUNITIES, LEGAL STATUS, LEVEL OF DEVELOPMENT, LIFE CYCLE, LIVE BIRTHS, LOW BIRTH WEIGHT, MALARIA, MALNUTRITION, MARKETING, MATERNAL NUTRITION, MATERNITY LEAVE, MEDICAL SERVICES, MEDICAL TREATMENT, MINISTRY OF EDUCATION, MINISTRY OF HEALTH, MORTALITY, MOTHER, NATIONAL LAW, NATIONAL LAWS, NATIONAL LEVEL, NATIONAL LEVELS, NATIONAL POLICY, NET ENROLLMENT, NEWBORN, NEWBORN CARE, NEWBORNS, NUMBER OF CHILDREN, NUMBER OF PUPILS, NURSING, NUTRITION, NUTRITION EDUCATION, NUTRITION INTERVENTIONS, OBESITY, ORPHANS, PARENTAL LEAVE, PARENTING, PARENTING EDUCATION, PARITY, PATERNITY LEAVE, PATIENTS, PLAN OF ACTION, POLICY DEVELOPMENT, POLICY GOALS, POLICY LEVER, POLICY MAKERS, PRACTITIONERS, PREGNANCY, PREGNANT WOMEN, PRENATAL NUTRITION, PREPRIMARY EDUCATION, PREPRIMARY SCHOOL ENROLLMENT, PREPRIMARY SCHOOLS, PRESCHOOL ENROLLMENT, PRESCHOOLS, PRIMARY EDUCATION, PRIMARY EDUCATION DEVELOPMENT, PRIMARY SCHOOL, PRIMARY SCHOOL ENROLLMENT, PRIMARY SCHOOL SYSTEMS, PRIMARY SCHOOLS, PROGRESS, PROVISION OF SERVICES, PUBLIC INFORMATION, PUBLIC PREPRIMARY SCHOOLS, PUBLIC PRIMARY SCHOOLS, PURCHASING POWER, PURCHASING POWER PARITY, QUALIFIED TEACHERS, QUALITY ASSURANCE, QUALITY CONTROL, QUALITY OF EDUCATION, QUALITY STANDARDS, REFERRAL SYSTEM, REFUGEE, REFUGEE POPULATIONS, REFUGEES, REGISTRATION OF CHILDREN, RESOURCE CONSTRAINTS, RIGHTS OF CHILDREN, RURAL AREAS, RURAL POPULATION, RURAL POPULATIONS, SANITATION, SANITATION FACILITIES, SCHOOL ENTRY, SCHOOL LEVEL, SCHOOL SUPPLIES, SCHOOLING, SECONDARY SCHOOL, SECONDARY SCHOOLS, SECTORAL POLICIES, SEGMENTS OF SOCIETY, SERVICE DELIVERY, SERVICE PROVIDERS, SERVICE PROVISION, SERVICE QUALITY, SEXUAL VIOLENCE, SKILLED ATTENDANT, SKILLED ATTENDANTS, SOCIAL DEVELOPMENT, SOCIAL SECTOR, SOCIAL SECTORS, SOCIAL WELFARE, SOCIOECONOMIC STATUS, SPECIAL NEEDS, STATE SCHOOLS, TEACHER, TEACHER RATIO, TEACHER TRAINING, TEACHERS, TEACHING, TERTIARY EDUCATION, TRAINING CENTERS, TRAINING OPPORTUNITIES, TRAINING PROGRAMS, UNIVERSAL COVERAGE, URBAN AREAS, URBAN POPULATION, USER FEES, VACCINES, VIOLENCE, VITAMIN A, VITAMIN A DEFICIENCY, VITAMIN A SUPPLEMENTATION, VOCATIONAL TRAINING, VULNERABLE CHILDREN, VULNERABLE FAMILIES, WORKERS, WORKFORCE, YOUNG CHILDREN, YOUNG PEOPLE, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/18078785/tanzania-early-childhood-development https://hdl.handle.net/10986/17641
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