Practices, Challenges and Opportunities of Early Childhood Care and Education Program Implementation in Bahir Dar City Administration

Abstract

The major purpose of this research was assessing practices, challenges and opportunities of ECCE program implementation in selected private and government preschools in Bahir Dar city administration. To achieve this purpose, descriptive survey design was employed. From a total of 83 pre-primary schools, 16 schools were selected as a sample of the study using simple random technique. Data was collected from Pre-school teachers/facilitators (62), principals (6) and pre-primary education experts of AREB (1) through questionnaire, interview, observation and document analysis. The quantitative data obtained from questionnaires were analyzed using descriptive (percentage and frequency) and inferential statistics (one sample t-test, independent sample t-test). On the other hand, the qualitative data obtained through interview, open-ended questionnaires, observation and document analysis were analyzed qualitatively in narrative form and used to supplement and/or triangulate the responses given and the results obtain through questionnaires. Accordingly, the results of the study has revealed  that the awareness status of both governmental and non-governmental kindergarten teachers/ facilitators on the newly developed Amhara Regional State ECCE strategies and guidelines was found low. The status of physical learning environment governmental schools were found at low level where as non-governmental preschools was found at high level. Moreover, the status on the use of child-centered methods of teaching and assessment practices for children in both governmental and non-governmental preschools was found at high level. Furthermore, the status of parents’ involvement on their children education the governmental preschools were found at low level where as non-governmental preschools was found at high level. Statistical significant difference was not observed between governmental and nongovernmental preschools in awareness level of ECCE guidelines and the application of child-centered teaching methods but statistical significant difference was found in on conduciveness of physical learning environment, use of assessment practices and parents involvement. Lack of early childhood education professionals, low stakeholders participation and support, lack of standard curriculum and lack of adequate budget and monitoring system of the program were the challenges identified in the study. To this end, the recommendation are refreshment trainings, workshops, and seminars on the issue of ECCE need be prepared jointly by all relevant stakeholders so that everyone can get awareness and take the responsibility under common understanding. Continuous in service trainings should be provided for preschool teachers who are already in the service so that the quality of their teaching would be improved and provide continuous training and quality improvement efforts to all preschool teachers and program.

Keywords: Practices, Challenges and Opportunities

DOI: 10.7176/JEP/10-1-03