Adult and Lifelong Learning

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Browsing Adult and Lifelong Learning by Author "Admas Fantahun"

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    Child Care Service Provisions of Children in Government Preschools of Debre Markos Town
    (Addis Ababa University , 2021-06) Sewnet Shambel; Admas Fantahun
    The main objective of this research was to explore the situation of child care service provisions in government preschools of Debre Markos town. To achieve this objective, a descriptive research design with qualitative approach was employed. Data collection instruments used in this study were observation, key informant interviews, and focus group discussions. Participants of the study were 10 principals, 10 preschool facilitators, 1 preschool education expert, 20 parents, and 2 health extension workers from Debre Markos town health center who support the preschools. The data were analyzed using the thematic analysis technique. The findings of the study revealed that the child care service provisions of preschools seem to be inadequate. The outside environment of preschools was also not favorable. Positively there was a little bit start of collaboration efforts in preschools with parents and government to facilitate a better physical environment and to fulfill child care service facilities. The overall result indicated that preschools have problems to fulfill child care service facilities. The majority of preschool teachers in government preschool settings had no special training in providing child care services; there was no any care giver in the preschools, majority of government preschool settings had poor indoor and outdoor care services and facilities, all of the preschools had no standardized and separated dining and sleeping rooms, poor health, nutrition, hygiene and sanitation service provision, no follow-up and controlling system, etc. There was no special attention and sufficient budget allocation for preschools from the concerned bodies. Better coordination and strong commitments of stakeholders are highly required to standardize the existing poor status of preschools' child care service provision. In addition, technical supports and close follow-up systems are required from the Debre Markos town education office and the East Gojjam Zone Education department both to improve the existing status of facilities and care services.
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    Factors Influencing the Implementation of Learning through Play in Preprimary School Classrooms and its Contribution to Children’s Learning in Gog Woreda of Gambella, Regional State
    (Addis Ababa University , 2021-08) Kwot Okunyi; Admas Fantahun
    The purpose of this research was to investigate factors influencing the implementation of learning through play in preprimary school classroom and its contribution to children’s learning in Pinyudo town of Gog Woreda in Gambella, Ethiopia. Qualitative design was employed. Three governmental preprimary schools were selected through purposive sampling technique. And all teachers who taught in preprimary school classrooms were also selected purposively as the participants of this study. Data collection tools were interviews, Focus Group discussion and observations. To analyze the data, thematic analysis method was employed and the major themes emerged were: Activity for enjoyment, Physical and Social Activities, Recreational with less purpose and Teacher’s uncertainty and Preprimary classroom accessibility and Quality. The findings revealed that majority of teachers have less knowledge of teaching in ECCE center. The findings also showed that absence of teachers training in ECCE and lack of enough and relevant play materials for children added to lack of time allocation to classroom play activities were the prominent factors impeding the implementation of learning through play and its contribution to children’s learning. In order to improve the current challenges and practices of learning through play in preprimary school classrooms. The following measures need to be carried out in the studied area in Gog Woreda of Gambella in Anywaa Zone: qualified teachers in ECCE have key role in supporting early childhood learning. Therefore, to conceptualize and integrate learning through play in preprimary school classrooms, preprimary school teachers need appropriate training and qualifications. Like professionals in any field, early childhood educators develop their skills through training.