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Title: The Current Situation Of Pre Primary Education In Government Schools At Administrative Towns Surrounding Addis Ababa
???metadata.dc.contributor.*???: TirussewTeferra (Professor)
Mamo, Kenea
Keywords: education program attached
Issue Date: Dec-2014
Publisher: Addis Ababa University
Abstract: This study was intended to analyze the current situation of the recently started pre primary education program attached to regular primary schools vis-à-vis the sphere of regionally stated Pre Primary Education Standard in some selected Pre Primary Schools of Sebeta administrative towns and its surroundings. To attain this objective data was collected from teachers, principals, parent and WEO experts. Qualitative research approach was adopted to conduct the study. Available sampling method is used to include all (6) teachers and (5) principals. Purposive sampling method is used to include 2 WEO experts. Random sampling method is used to selected (4) PPSs and (14) parents. Interview guide, observation checklist, and document analysis were used as instruments in data collection. Data was presented and analyzed qualitatively based on the major themes and sub themes. The study found out that the implementation of Pre Primary Education Program was weak since it was not aligned with Pre Primary Education Standard as intended. Because: teachers/personnel were both limited in number and not qualified to the required level; inadequate provisions & lack of financial support; too little parent-schools partnership, and insubstantial roles of administration bodies (WEO, PPSs). From the result of the study it can be concluded that the implementation of pre primary education as intended remains a slogan since the required conditions are not met. However, the expansion of pre primary schools by itself is a step forward for the equity and accessibility of children with low-income families & disadvantaged children. It was recommended that rethinking about this program since its movement has not yet gaining momentum- not yet received due attention & support it deserves. Hence, if not giving equal weight to its implementation, the intended quality education and a worthwhile experience in an early years setting might remain unworthy and it would be difficult to meet the regional goals & profiles set in the standard.
Appears in Collections:Thesis - Special Needs Education

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