Assessment of the Sustainability of Community-based Preprimary School Teaching Program on Education Empowerment to Children in Longido District, Tanzania

Abstract

The study assessed the Sustainability of the Community Based Preprimary School Teaching Program on Education Empowerment to Children in Longido District. Convergent design under the Mixed Methods Approach was used. Research instruments used in the study include an interview guide, questionnaires, and observation schedules. The target population was 146 participants. The study sample comprised 44 participants, namely: 28 teachers, 1 quality assurance Education officer, 3 Ward education officers, 1 programme Coordinator, 4 head teachers, and 8 parents. Data collected using questionnaires were coded and entered into the computer, using Statistical Package for Social Sciences (SPSS) version 23 to analyze the data. Validity of the evaluation instruments was conducted through content analysis to check grammar and language appropriateness of the items in questionnaires, interview guide, and observation schedule. The reliability of questionnaires for teachers was ensured by the Cronbach-alpha coefficient. The study found that the program will be sustained to a great extent through fundraising, the creation of income-generating projects, soliciting funds from donors, and involvement of the community in program development. The study concludes that the sustainability of the community-based preprimary school teaching program enhances, to a great extent, the empowerment of children in education. The study recommends that the government should support the program since it enhances the provision of quality education to Tanzanian children.