The study assesses pre-primary children to gather preliminary evidence on learning and development and explore whether Fursa kwa Watoto (FkW) leads to improved student outcomes among pre-primary students.

Presentation from CIES on Tanzanian pre-primary teachers, using MELQO data.

Assessment on current policies, curricula, standards, and monitoring and evaluation systems for pre-primary education in Tanzania to inform the MELQO process. The Measuring Early Learning Quality and Outcomes (MELQO) initiative aims to improve early childhood education worldwide through measurement of children’s development and learning and the quality of learning environments. Led by UNESCO, UNICEF, the World Bank, and the Center for Universal Education at the Brookings Institution, MELQO comprises an international consortium of individuals and institutions working to improve outcomes for young children by making early learning assessment more accessible around the world. MELQO’s measurement modules pro- pose a core set of items with relevance across coun- tries, with the goal of devising items that are glob- ally comparable but locally adaptable.

Report on the quality of pre-primary education environments in both Mainland Tanzania and Zanzibar, as found through the national MELQO study conducted in early 2017, and how this may inform sector improvement.

Study examines the development and learning of Tanzanian children starting school and psychometric properties of MELQO tools.

Results from Four MELQO Pilot Countries: Evidence of Within-Country Validity and Cross-Country Comparison of Child Development data.