This analysis shows the impact of Mwanzo Mzuri on improving early childhood education outcomes, indicating a shift in perception and resource allocation.
Evidence suggests that teacher professional development programmes (TPDPs) can improve the quality of early childhood education (ECE) provision. This paper presents the findings of a study that explored how Mwanzo Mzuri (A Good Start) TPDP contributed to improving ECE in Tanzania. Data were generated through interviews and focus group discussions with 84 participants, including preschool teachers, head teachers and parents. The Mwanzo Mzuri initiative has successfully raised the status of ECE, shifting perceptions from viewing it as a peripheral activity to recognising its critical role in children's learning and development. This shift in perspective has been accompanied by realigned resource allocation, dedicated teaching staff and parents, enhanced school readiness and improved learning outcomes among children. This paper contributes to the existing knowledge on the design and implementation of effective teacher professional development programmes.
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Fussy et al. (2025) studied this question.
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