The Challenges of Pre-primary Education Organized in Primary Schools of Selected Districts of Jimma Zone

Abstract

The main purpose of the study was to investigate the challenges of preprimary education provided in the primary schools of selected districts of Jimma zone. In so doing, descriptive survey method was employed as an appropriate methodology. Teachers teaching preprimary classes, primary school directors, and pertinent experts from districts education offices, preprimary classrooms and outdoor play areas were used as a source to secure relevant data. Simple random, available and purposive samplings were employed. Questionnaire, observation and interview were the main tools of data collection. Both quantitative and qualitative data analysis techniques were employed. The findings revealed that implementing preprimary education curriculum in the primary schools, provisions of adequate classrooms and outdoor spaces, materials and equipment supply and organization, acute shortages of professionally skilled and competent teachers, and promoting effective partnerships with parents were the main challenges of preprimary education organized in all primary schools of the studied districts. In conclusion, preprimary education organized in primary schools in the studied districts had been a neglected branch of education. It had never been considered as an integral part of formal education. And, not yet received due attention and support it deserves. Among the study’s recommendations, the provision of curricular materials, teachers’ awareness raising, organization of classroom and outdoor spaces, materials and equipment, assignment of qualified teachers, in-service training for teachers and strengthen the linkage between parents and preprimary schools could be mentioned.