The purpose of this study was to examine the factors influencing low enrolment in formal pre-primary education in Tanzania, focusing on Arusha city. The study aimed to identify social, cultural, economic, and institutional reasons that lead many children to begin standard one without attending pre-primary education. A qualitative research design was employed using a phenomenological approach to explore the lived experiences of parents, pre-primary teachers, head teachers and ward education officers. Participants were selected purposively, and data were collected through in-depth interviews and focus group discussions. Data were analyzed thematically to identify key patterns and factors affecting enrolment. The findings revealed that enrolment in formal pre-primary education is affected by limited parental awareness, long distance from home to school, overcrowded classrooms, inadequate facilities, teacher shortages in public schools, weak enforcement of pre-primary education policy, and children’s involvement in household and pastoral duties. These challenges reduce participation in early learning and lead many children to start primary school without foundational literacy, numeracy, and social skills. The study concluded that improving access and quality of pre-primary education requires both policy enforcement and community engagement. It is recommended that the government expand pre-primary centres, improve school infrastructure, strengthen awareness campaigns, increase teacher recruitment, and reinforce policy implementation to ensure that children enroll before joining standard one.
Keywords: Challenges, Education Policy, Factors, Pre-Primary Education, enrolment
