The Current Practice of Pre- School Education in Some Selected Weredas of North Western Zone of Tigray
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Date
2010-06
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Addis Ababa University
Abstract
The purpose of this study was to assess the role of the regional government and the current
practices of pre-school education in three selected Wer edas of North-western Zone of Tigray
Region. To conduct the study, descriptive survey method was employed. To effect this, out of two
Zero-classes and 13 KGs in the three selected Weredas, two private KGs were selected by
purposive sampling technique due to the presence of large number teachers in Endaselassie
Wereda. Moreover, three Kindergartens were selected from Endaselassie Wereda using simple
random sampling technique (lottery method) of which two were private and one government
Kindergartens. Besides, out of the two Zero-classes, one Zero-class was included in the study
using 10llelY method from the mentioned Wereda. Furthermore, Two Kindergartens Ji"om
Sheraro Wereda and one KindergartenJi"om Medebay Zana Wereda were selected by available
sampling technique as sample pre-schools. AI/teachers including principals thirty-nine in the
sample pre-schools were used as subject of the study. In addition to this, 18 children's parents
(1Fh o h(1 "'? Im-q- scho o! age chjJdr en q,'?,"0!! ed /,'; pre-sc l:cc!) we r e se lected by acciden tal sa mp ling '
technique and 9 parents (who have pre-school age children but not enrolled in pre-school) were
selected by purposive sampling with the guidance of principals. One Regional and three Wereda
level Education office experts were selected on purposive basis. Four types of data gathering
instruments (questionnaire, interview, observation checklists, and document analysis) were
employed. Pilot test was conducted in ten pre-school teachers and the reliability of the
instrument (questionnaire) was computed using Cronbach's alpha. Accordingly, the pilot test
result was 0.77. Based on this result four items were modified. Finally, quantitative data were
analyzed using percentage and the qualitative data were presented in words to supplement the
data obtained through quantitative methods. Findings made clear that almost al/ the studiā¬d
pre-schools have adequate indoor and outdoor equipments as the standards set by Tigray
Education Bureau; most pre-schools (91.2%) have moderate conduciveness of classrooms for
teaching-learning processes; 82.6% of teachers have trained in pre-school teaching; the
involvement of parents in pre-school were moderate (55.9%). These all encourages the
practices of pre-school education. However, pre-school education was not practiced as stated in
the policy due to lack of separate school environment, poor sanit(JJY facilities of pre-schools;
poor organization of materials and equipments in classrooms; low opportunities of in-service
training of teachers (100%); scarce of assistant teachers as well as lack of training (67.8%);
less allention and support of re gional governments. Thus, the RBE, WEO, pre-school owners,
pre-school teachers and parents need to give high allention to enhance the practice of preschool
education in the thre selected Weredas o/North-Western Zone of Tigray.
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