The ability of countries to meet the needs of young children is affected heavily by a persistent challenge confronting the early childhood education and development (ECED) efforts: coordination. Because ECED cuts across so many different sectors, policies and programs are overseen by several different ministries, implemented by a range of governmental and non-governmental actors, and enacted in a wide variety of contexts. As a result, coordination of ECED systems is challenging. The splintered nature of the ECED field calls for special attention to how diverse actors work together to accomplish goals, manage problems, and coordinate ECED policies and programs. Such coordination would capitalize on shared knowledge and experience, increase efficiency by eliminating duplication of efforts, and utilize skills from a broad range of ECED stakeholders to provide better developmental support for children and their families, ultimately improving outcomes for all young children.This study looks at a mid-level coordinating actor, ECNetwork, within the Tanzanian early childhood education and development system in order to understand the complicated work of coordination within a complex system. Because coordination at the mid-level has been reported as a common area of weakness in many ECED systems around the world, understanding coordination at this level is particularly important. My research was guided by two research questions: How does ECNetwork use their position as MLCA to coordinate the Tanzanian ECED system? and, What roles, competencies, or skills does ECNetwork utilize to increase the coordination of the Tanzanian ECED system?I adopted a case study design (Stake, 1995) comprised of observations, interviews, and document analysis. Observations took place at the office of my focal organization, ECNetwork, as well as at events and meetings ECNetwork personnel attended during my time in the field. I conducted 31 formal interviews with ECNetwork administrators and ECED system stakeholders they interacted with. I analyzed national and international policy documents, meeting reports, organizational documents, and program reports in order to understand the context ECNetwork works to coordinate and the written representations of activities they host and participate in.There are two analysis chapters in this dissertation. The first utilizes Williams' (2011) framework for boundary spanning entities in order to describe and conceptualize the roles and competencies involved in the coordination work that ECNetwork performs as a MLCA. The second, adds to the understanding of how ECNetwork coordinates the current ECED system by exploring how it engages in advocacy as a way to influence the shape of the system.In the present global ECED context where attention is directed towards addressing issues holistically and through integration of policies, programs, and services it is critical that we understand what coordination and integration entails from an on the ground perspective. This dissertation attempts to uncover the dynamic capacities that MLCAs need to develop in order to increase the coordination of a country's ECED system. My study of ECNetwork documents the organization's work over seven weeks and details how their coordination work formed networks and relationships, developed lines of communication, created common understanding, influenced policies and programs, and integrated efforts of all ECED system stakeholders towards improved outcomes for their country's youngest citizens.
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