An Assessing The Provision of Equity Policies In The Dimensions of Pre-Primary Education Program Implementation In West Wollega Zone

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The main purpose of this study was to study educational equity policy challenges related to where a child lives, socioeconomic background, between genders and the extent to which policy commitment affects the pre-primary education program implementation in West Wollega Zone. The study used a mixed method study mainly descriptive in nature with a quantitative largely and qualitative research approach. From the 252 school principal 175; from 53 cluster supervisors 46 and from 175 facilitators 142 were selected by using Simple random sampling. From the sample districts, 9 woreda and a team of zone pre-primary school experts were purposely selected. The study employed three information gathering tools: questionnaires, interviews and document analysis. The quantitative data were analyzed using Frequency, Percentage, means, and one way ANOVA. The qualitative data was analyzed using narrations to support the result obtained from quantitative analysis. The results revealed that countless children miss opportunities on early pre-primary education only because of geography and the income levels the enrolment rates for this level differ widely by location and wealth. The Policy attention as a sub-sector to pre-primary is much lower than primary and secondary levels; even providers seem the sub-sector is left for faith-based organizations, communities and private institutions. The study also revealed that the current education policy does not reach all children with free pre-primary education and poorer children are still the last to benefit. Hence, for this critical education level, the government urgently should give special attention by orienting policy makers and designing strong political commitment with allocation of sufficient finance for the program implementation to shrink inequalities begin early in pre-primary education-addressing equity issues in geographical location, socio-economic, and between gender. To reduce the learning gaps, pre-primary Education must be free of charge.



: Equity policy, opportunity gaps, gender, exclusion, geographical location, Socio-economic, Pre-primary