EARLY CHILDHOOD CARE AND EDUCATION POLICY IMPLEMENTATION ANALYSIS: THE CASE OF ABICHU GNEA WOREDA

Abstract

The purpose of this study was to analyze the ECCE policy implementation in Abichu Gnea Woreda. The research approach was a mixed-method, with exploratory sequential design. Ten Pre-primary schools were selected through stratified sampling technique. Quantitative and qualitative data were collected from pre-primary education teachers (N=21), school principals (N=10), school supervisors (N=10), parents (N=10), WEO (N=1), REB (N=1), and MoE (N=1) using questionnaire and interview. The qualitative data obtained through the interview, observations, and document reviews were analyzed using a cross-case analysis technique. The quantitative data obtained through the questionnaire were analyzed using the Kruskal Wallis statistical test. Finally, the result was compared with the ECCE policy guideline to ascertain whether the policy is implemented accordingly. The finding of the study showed that the ECCE policy was only on the document. In the majority of the pre-primary schools, basic facilities were not adequate, pre-primary schools were not physically safe, there were not enough out and indoor space, learning, and play materials were inadequate, majority of teachers were below certificate level. The lack of budget, lack of co-operation with stakeholders, inadequate availability of materials and facilities, inadequate skilled human power and lack of parental involvement impeded proper implementation of ECCE. At last, it is concluded that, though some progress has been made, there are very huge challenges that impede the implementation of the ECCE policy. Finally, it is recommended that the government need to focus on rural areas, enough budgets should be allocated at all levels, the WEO, and REB need to facilitate training for all ECCE staff, and responsible stakeholders need to work in collaboration. Furthermore, the REB is recommended to establish a continuous professional development center equipped with full educational input in which teachers regularly share their experiences.