Assessing the implementation of early childhood care and education in Preprimary Schools of Boter Tollay Woreda, Jimma, Ethiopia

Abstract

The general objective of this study was to assess the implementation of ECCE in preprimary schools of Boter Tollay Woreda by means of the CIPO model. The study employed a concurrent mixed-method research design. Participants of this study were 88 teachers, 12 principals, 12 PTA leaders, 2 supervisors, and 2 experts of Boter Tollay Woreda Education Office. To select the participants, simple random, and purposive techniques were applied. Data collection instruments were questionnaires, interviews, and observation. The qualitative data were analyzed thematically, whereas the quantitative data were analyzed with the statistical method of data analysis using mean, Standard deviation, percentage, and cross-tabulation. The results of the study showed that the implementation of the ECCE program was low or not in line with the standard set by the (MoE), the inadequacy of out and indoor materials, educational facilities were not adequate, and learning and play materials were inadequate. Shortage of budget, lack of monitoring (in terms of supervision and support), lack of parents regular child’s’ progress, lack of participation from parents, communities, and all responsible bodies, poor school environment especially government school, the inadequacy of trained teachers and lack of parental involvement hindered proper implementation of early childhood care and education. The study has also identified challenges like lack of attention towards the implementation of early childhood care and education programs, and poor awareness from the side of the community can be mentioned. Finally, it is recommended that all responsible bodies should properly monitor, and support the implementation of the program