Early childhood care and education in Ethiopia
A quest for quality
Bibliographic Data
| ID | 12724669 |
|---|---|
| Authors | Boitumelo M Diale (0000-0002-2007-4416, University of Johannesburg), Abatihun Alehegn Sewagegn (0000-0003-0147-5190, University of Johannesburg, corresponding author) |
| Year | 2021 |
| Volume | 19 |
| Issue | 4 |
| Pages | 516-529 |
| Publication date | 2021-05-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-718X • E-ISSN: 1741-2927 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476718x211002559 |
| OpenAlex | W3172903216 |
| Language | EN |
| Citations received | 10 |
| References cited | 10 |
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
Christian ministry · Curriculum · Developmental psychology · Early childhood · Early childhood education · Economic growth · Economics · General partnership · Hygiene · Medical education · Ministry of Foreign Affairs · Pedagogy · Political science · Politics · Quality (philosophy · Sociology · Work (physics · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Poverty, Education, and Child Welfare · Psychology · Public Administration
Shaping future preschool teachers in Ethiopia
Early childhood education and the pursuit of SDG 4 in Ethiopia
Adaptation and validation of a questionnaire on teacher-student interaction in Ethiopian primary schools
Parental Engagement in Early Childhood Education
Across domains
Education Crisis in Ethiopia
Reimagining the preschool classroom with dual-centred didactics
The Role of Urban Planning for Sustainable Preschool Education Environment
Professional development in early childhood education in Ethiopia
Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP)
| Citations per year | 2.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |