Policy and Practice of Preschool Education in Oromia Regional State: The Case of Borena Zone Kindergartens
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Date
2011-05
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Addis Ababa University
Abstract
The quality of experiences in the early years, impacts on the quality oj
later life. The initial life experiences may enhance or retard future
development. By providing essential skills and exp eriences, preschool
education, lays a firm foundation for children to develop fully in all aspects
as competent and responsible citizens. As a res ult, the issue was so
considered in education and Training Policy of Ethiopia to address the
needs of preschool children. In Oromia, the policy has been adopted and
serves as cornerstone to guide basic issues that preschool education
should address in the region. The main objective of this stLldy was,
therefore, to analyze the policy and practice of preschool education il1
Oromia Regional State by taking the case of Borena Zone to suggest some
possible means and ways for further improvement. To conduct the study,
descriptive survey method was employed. Eleven Kindergartens were
selected on the basis of sponsorships using stratified sampling.
Accordingly, the data sources were kindergarten teachers, directors,
classrooms, and outdoor play areas. Besides, pertinent experts Jrom zone,
town administration, Woreda education offices, and parents were also
used as data sources on purposive basis. Fu rt. her, relevant regional and
national education policy documents were used as cornerstone references
of information. Questionnaire, observation, interview, Focus Group
Dissection (FGD) & Document analysis were used as instruments in data
collection. Quantitative data were analyzed using percentage and
descriptive s tatements coupled with the summQlY of qualitative data. The
study found out that the objectives of the curriculum lack focus to address
the development of the children, the relevance of the contents to meet th.e
growing needs of children was found to be low, essential indoor and out
door equipment and materials and instructional materials were
inadequate, scarce of assistant teachers and lack of in-service training,
low of parent participation in kindergartens activities and very limited and
insignificant supportive services oj government to kindergartens.
Conclusively, the status of preschool education was no implemental and
found as pointed out in the national policy and regional standards. Hence,
updating the w rriculum supplying essential equipment and materials
providing in-service training, s trengthening the bOlld between parents and
kindagw-tens, rendering necessQly supportive services, and folloi.u up by
pertinent bodies to improve the status oj preschool eciucation in.
kindergartens were suggested. Purther investigation in other setting was
also recommended.
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Keywords
Policy and Practice of Preschool Education