Browsing by Author "Lemma, Girma"

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    Practices and Challenges in Accessing Preschool Education in Tigra Y Regional State of Ethiopia: The Case of Mekelle Zone
    (Addis Ababa University, 2011-02) Gebreanenia, Zeray; Lemma, Girma
    The main purpose o[ the study was to investigate the current status and practice of preschool education in Mekelle. Moreover, it aimed at identifYing the major bOllle necks that hindered the promotion of preschool education and provide recommendations that could alleviate the problems. Mixed research designed was used in dealing with the research where the quantitative data gathered through questionnaire were triangulated with data gathered through in-depth interview with educational authorities in Tigray Education Bureau and Mekelle Zone Education office. To investigate the current status o[preschool education documents from the TREBIEMIS were used and gross enrollment rate and net enrollment rate calculated The results o[ the analysis showed that more than two third of the children in Mekelle did not have the opportunity to preschools in the city. Among the existing preschool institutions in the town 96.4% of them were owned by private investors, NGGs and religious organizations where they charge tuitionfees which are not ajjordable[or most o[the parents in city. It was also found that the zonal education office is taking alternative strategies called "O-class " in the premises of the formal primary schools to age six children ji-om the poor family to prepare them for the formal schooling. The main bottlenecks in promoting preschool education according to the result of the research were more of economic i.e. house hold poverty and family size., lack of awareness on the value of preschool education and child right, shortage of facilities, lack of coordination among the stakeholders, shortage of public investment contributed to the low participation rate of preschool education in Mekelle. To alleviate the problems and promote preschool education feasible suggestions are forwarded
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    Quality of Early Childhood Care and Education in Addis Ababa: Caregiver Child Interaction, Parental Perception and Social Competence of Children (Input-Process-Output Approach)
    (2014-02) Lemma, Girma; Teferra, Belay (PhD)
    The purpose of this research was to describe and explain the contexts that shaped the caring and educational roles of ECCE centers in transiting the preschool child to the wider culture of school life in Addis Ababa with emphasis to the analysis of quality of care giver-child interaction, parental perception of ECCE programs and relationships to outcome variable in the area of social development. The theoretical discourse that shaped the research was fusion of different theories that articulated the importance of care giver child interaction for the holistic development of preschool children in the developmental sciences. A twenty-six item standardized instrument was used to collect quantitative and qualitative data on the quality of caregiver child interaction in preschool care and education centers. The overall mean value computed for the seventy classrooms observed from the Care giver Interaction Scale was found to be 3.29. Forty-three percent of the classrooms observed were below this mean value indicating that care giver child interaction was below the expected level. A significant proportion of the generalized variance in the Care giver Interaction Scale score was accounted for by the interaction of class size and care givers experience. Findings demonstrated that quality of care giver child interaction varied with center type, time of observation, space, physical set up, and access to learning and stimulating materials. A significant proportion of the variance in children’s social competence score was accounted for by the interaction of center type by father’s educational level. Parental perception of the role of preschool centers and quality of relationship with the centers varied across center types, socio economic status of parents and provisions availed in the centers. Implications to improve quality of ECCE programs in the study site are forwarded