This study examined the mediating roles of home learning environments and SES on early learning attainments of naturalised refugees in Tanzania using concurrent embedded mixed design. Data were collected by EGRA and EGMA, questionnaire and interviews. The sample were 400 grade one and grade two children (aged 70-86 months), 120 parents, eight…

This study examined parents and teachers' strategies to develop conflict resolution skills among naturalized refugee pre-primary children in Tanzania. A total of 8 school principals, 18 teachers, and 15 parents -- by then serving in the Parent-School Association -- were selected on the virtue of their positions. Findings revealed that pre-primary…

This study explored the role of parental involvements in children's acquisition of Kiswahili pre-reading skills in Tanzania. Specifically, it compared rural public high performing schools and low performing schools. Stratified random sampling and purposive sampling were used to obtain 350 participants. Data were collected through…

In Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler's model of parental involvement as a theoretical framework.…

This study compares school readiness and family experiences of children of naturalized refugees with the learning and experiences of a rural majority population group and urban majority population group in Tanzania. A total of 150 pre-primary children (50 in each group) were selected and completed a modified version of the School Readiness…

This study investigated the role of home learning environments and family socioeconomic status in children's learning in Tanzania. A total of 303 participants from the naturalized refugees, rural, and urban majority groups were recruited. Data were collected using parents' questionnaires, interviews, Bracken's Basic Concept Scale--Receptive, Early…

During the COVID-19 pandemic, the vulnerable refugee populations of the world need more support than ever before. As refugees (both children and adults) struggle to make sense of this pandemic with very few to no resources, iACT, an international nonprofit organization that provides humanitarian action to aid, empower, and extend hope to those…

Following on the 1990 and 2000 World Conferences on Education for All, African governments increased their focus on access to schooling (but not necessarily on outcomes) by providing more facilities for increased enrolments. The learning outcomes that had been neglected led to a call to focus on more sustainable access--re-examining the quality of…

In developing countries, the role of the home environment in children's development of literacy skills is largely unknown. This study examines the relationship in a sample of 75 grade two children from rural eastern Tanzania. It also discusses the role of house building material and domestic facilities, in addition to parents' education and…