The Implementation and Challenge of the Policy Set for Early Childhood Care and Education in Addis Ababa
| dc.contributor.advisor | Baraki, Zenebe (PhD) | |
| dc.contributor.author | Redi, Fedlu | |
| dc.date.accessioned | 2019-03-15T06:05:34Z | |
| dc.date.accessioned | 2023-11-05T08:55:17Z | |
| dc.date.available | 2019-03-15T06:05:34Z | |
| dc.date.available | 2023-11-05T08:55:17Z | |
| dc.date.issued | 2018-06 | |
| dc.description.abstract | The purpose of the study was to assess the implementation and challenge of the Policy Set for Early Childhood Care and Education in Addis Ababa. The research approach was a mixed design. The specific type of the design was concurrent method. Regarding preschool policy data were gathered from national ECCE documents. Concerning implementation data were collected from 147 main and assistant teachers, 11 principals, 20 Education officials and 27 parents. Five sub cities and 11 kindergartens were selected using cluster and stratified sampling technique, respectively. To make the study cohesive, only Woredas administering the selected Kindergartens were systematically included. Participants of the interview (Principal, Parents and Education officials) were selected using purposive sampling. Participants of questionnaire (main and assistant teachers) were selected using available sampling technique. Data collected from kindergarten were analyzed using integrated analysis technique. Data collected from Education offices was analyzed using descriptions and thematic analysis technique. Finally, the result was compared with data obtained from ECCE documents to check if the policy is implemented accordingly. The finding of the study showed that ECCE policy emphasized only on the access. In the majority of the centers facilities were not adequate and teaching process didn’t centralize Children with special needs, student text book was unavailable, majority of teachers were below diploma level, how PTA organized varies from KG to KG, Health and Nutrition of children was not given attention, the annual school program terminates in two terms, majority of the centers’ site was not suitable. On the other hand, no coordination among the three organizations (MoE, MoH and MoWA), integrated service was not delivered at grassroots level, there is no preschool experts in the sub Cities Education offices, all centers were under administration of elementary schools, in the main office of Education Bureau there was no ECCE department. At last it is concluded that, though significant progress has been achieved, there are still a continuing challenges that impede the implementation of the Preschool Education program. Finally, it is recommended that: Preschool Education policy needs to be revised, Education Bureau needs to facilitate training for all ECCE staffs. Revision of curriculum need to be carried out including reshuffling of the number of terms. In addition, attention needs to be given for local games (ground play). Sub cities need to have structure for ECCE experts at office level. It is also recommended to strengthen ECCE technical committee at all levels. Furthermore, Education Bureau is recommended to establish a continuous professional development center equipped with full educational input in which teachers regularly share their experience. Key words: ECCE, Preschool, Implementation, Policy, challenge, kindergarten | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/16788 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | ECCE | en_US |
| dc.subject | Preschool | en_US |
| dc.subject | Implementation | en_US |
| dc.subject | Policy | en_US |
| dc.subject | challenge | en_US |
| dc.subject | kindergarten | en_US |
| dc.title | The Implementation and Challenge of the Policy Set for Early Childhood Care and Education in Addis Ababa | en_US |
| dc.type | Thesis | en_US |