Preschool Curriculum Implementation in Ethiopia: The Case of Selected Woredas Preschools

Autor/inn/en	Addisu, Kumsa Megersa; Wudu, Melese Tarekegne
Titel	Preschool Curriculum Implementation in Ethiopia: The Case of Selected Woredas Preschools
Quelle	In: Cypriot Journal of Educational Sciences, 14 (2019) 2, S.178-189 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Preschool Curriculum; Curriculum Implementation; Kindergarten; Teacher Attitudes; Principals; Administrator Attitudes; Teaching Methods; Course Descriptions; Instructional Materials; Recordkeeping; Educational Policy; Teaching Guides; Foreign Countries; Validity; Reliability; Educational Objectives; Ethiopia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Leistungsnachweis; Politics of education; Bildungspolitik; Lehrerhandbuch; Ausland; Gültigkeit; Reliabilität; Educational objective; Bildungsziel; Erziehungsziel; Äthiopien
Abstract	The purpose of this study was to investigate the practice of preschool curriculum implementation in selected woredas of South West Shoa Zone. For this study, descriptive survey research design was used. Data were gathered from 49 O-Class, 9 kindergartens, 192 teachers, 58 principals, 12 cluster supervisors and 4 woreda education experts. The findings of the study revealed that the objectives of the curriculum were unable to address all domains of children's development, the contents lack relevance to prepare children for life and learning ahead. In addition, appropriate instructional methods, materials, assessment and record keeping systems that guarantee the proper implementation of the curriculum were not employed. On the other hand, the major factors that can affect the implementation of preschool education in schools are generally related to lack of textbooks, teachers' guides, syllabuses, policy documents and manuals, and lack of uniformity on the implementation of the program. (As Provided).
Anmerkungen	SciencePark Research, Organization & Counseling. P.O. Box 22912, Nicosa 1525, Cyprus. e-mail: editor.cjes@gmail.com; Web site: www.cjes.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01