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State University  \nCuong Huy Nguyen  \nMichigan State University  \nJessica M. Landgraf  \nMichigan State University  \nGlobal attention to early childhood education (ECE) has led to an increased focus on ECE teacher training as a critical component of providing young children with access to high-quality ECE programs. In this paper, we ask how Tanzanian stakeholders at different levels of implementation experienced and responded to efforts to build capacity in pre-primary education (PPE) through the introduction of a new PPE diploma program. We examine how national and local stakeholders’responses to the policy were mediated by perceptions of early years teaching, economic realities, and the availability of human and material resources for PPE teacher training. We employ Weaver-Hightower’s (2008) ecological approach to policy analysis to make sense of how these environments and structures intersected with the enactment of the PPE diploma program. Drawing on data from the first year of a longitudinal study that employs qualitative methodology to understand the experiences of PPE diploma students, we demonstrate how perceptions about PPE teaching, economic realities and the availability of human and material resources facilitate and constrain program implementation in ways that have implications for its success.  \nIntroduction  \nEarly childhood education (ECE) has featured prominently in global and national development agendas in recent years as result of evidence that investment in young children leads to multiplier benefits for individuals and societies (Hayden & Lee, 2009; Neuman & Devercelli, 2012; Neuman, Josephson, & Chua, 2015; Soudée, 2009; Thomas & Thomas, 2009) . Benefits of participation in ECE programs range from improved educational achievement and attainment to increased workforce productivity (Barnett & Masse, 2007; Gormley & Phillips, 2005; Heckman, 2011; Rolnick & Grunewald, 2003; Schweinhart et al., 2005; Shaeffer, 2015). Now, for the first time, the global development agenda has included an explicit focus on young children (The Consultative Group on  \nEarly Childhood Care and Development, 2016) . Target 4.2 of Sustainable Development Goal 4 states,“By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”(United Nations, 2015, p. 21) . Tanzania, the focal country for this study, has been the site of considerable investment in ECE reform over the past decade (The World Bank, 2012). Most recently, the Tanzanian government has articulated a vision for making one year of pre-primary education compulsory and for expanding PPE access (The World Bank, 2016; United Republic of Tanzania, 2014) . As part of this effort, the Tanzanian government has introduced anew diploma training program for PPE teachers, with a goal of building capacity and addressing the current shortage of qualified PPE teachers (The World Bank, 2012) .  \nAs a site of ongoing investment in ECE and in which the government has demonstrated political will for ECE reform, Tanzania is an ideal context to understand how an initiative that has been set on a global stage intersects with local realities. In this paper, we ask: Asa global vision for ECE reform is enacted locally, how do stakeholders at different levels of implementation make sense of and respond to these efforts? How do environments and structures that intersect with the diploma program mediate its enactment and stakeholders’ experiences with the program? Although there is growing demand for PPE and evidence that PPE participation in Tanzania is on the rise (UNICEF, 2016), achieving national ECE goals requires a sustained effort to “recruit, retain, and support qualified personnel” (Neuman et al., 2015, p. 7) . As such, there is a critical need to identify the factors that ","cbCaioteE3fdB8JF","https://ap.wps.com/l/cbCaioteE3fdB8JF","pdf",656435,"English","# Introduction\n# Background: A Global Focus on ECE Teacher Training\n# Methodology and Theoretical Framework\n# Findings: Stakeholder Experiences and Program Implementation\n# Implications for Transforming the ECE Workforce","[{\"question\":\"What does the paper investigate about Tanzania’s PPE diploma program?\",\"answer\":\"It investigates how stakeholders at different implementation levels experienced and responded to capacity-building efforts introduced through a new PPE diploma program.\"},{\"question\":\"Which factors mediate stakeholders’ responses according to the study?\",\"answer\":\"Responses are mediated by perceptions of early years teaching, economic realities, and the availability of human and material resources for PPE teacher training.\"},{\"question\":\"What analytical approach does the paper use to interpret policy enactment?\",\"answer\":\"It employs Weaver-Hightower’s (2008) ecological approach to policy analysis to understand how environments and structures intersect with enactment of the PPE diploma program.\"}]","Global Vision, Local Reality - Transforming Pre-Primary Teacher Training in Tanzania | PDF",1792089459]