Early Childhood Care and Education in Ethiopia: A Quest for Quality

Autor/inn/en	Diale, Boitumelo M.; Sewagegn, Abatihun A.
Titel	Early Childhood Care and Education in Ethiopia: A Quest for Quality
Quelle	In: Journal of Early Childhood Research, 19 (2021) 4, S.516-529 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sewagegn, Abatihun A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X211002559
Schlagwörter	Foreign Countries; Educational Quality; Barriers; Teacher Education; Child Caregivers; Training; Developmentally Appropriate Practices; Teaching Skills; Teaching Conditions; Educational Resources; Supervision; Program Evaluation; Parent Participation; Community Involvement; Leadership; Teacher Student Ratio; Hygiene; Health; Preschool Education; Early Childhood Education; Kindergarten; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Lehrerausbildung; Lehrerbildung; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Ausbildung; Entwicklungsbezogene Bildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrbedingungen; Unterrichtsbedingungen; Bildungsmittel; Programme evaluation; Programmevaluation; Elternmitwirkung; Führung; Führungsposition; Lehrer-Schüler-Relation; Gesundheit; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Äthiopien
Abstract	Early childhood care and education (ECCE) has a crucial contribution to the future life of children, and overall quality of learning and development of a country. Even though there are no well-established international criteria to evaluate the quality of ECCE programmes because of the variability in nations' economies, workforces, political regimes and cultures, there are some common standards. Therefore, the purpose of this review article is to assess the status of ECCE in Ethiopia and its contribution to quality education. This review is based on a document analysis from different sources (i.e. policy documents, books, journals, theses and dissertations). The study focuses on identifying common quality indicators/dimensions for ECCE and the challenges that Ethiopian ECCE faces in terms of these dimensions. Indicating that the practice of ECCE in Ethiopia is faced with diverse challenges. Some of the challenges are lack of proper training for teachers and caregivers; use of developmentally inappropriate curriculum; lack of pedagogical skill; unfavourable working conditions; inadequate resources; lack of continuous supervision and programme evaluation; inactive parental and community participation; ineffective school organisation and leadership; imbalanced staff-child ratios; and improper healthcare and hygiene. Therefore, the Ministry of Education (MoE) in partnership with the Ministry of Health (MoH), the Ministry of Women's Affairs (MoWA), the community and other concerned bodies should work together to improve the practice of ECCE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01