The Implementation of Pre-Primary School Curriculum in Jimma Zone: Focus On Agaro Town

Abstract

The primary purpose of the present study was to investigate the implementation of the pre primary school curriculum in Agaro Town. A descriptive survey design was employed, involving participants from 10 pre-primary schools, including 30 teachers and 10 principals. Additionally, 30 Parent-Teacher Association (PTA) members and 4 education office experts participated in the study. Teachers and PTA members were selected using stratified sampling techniques, while principals and education office experts were also chosen using purposive or availability sampling techniques. Data were collected through questionnaires, interviews, observations, and document analysis. Quantitative data were analyzed using frequencies and percentages, while qualitative data were analyzed using narration, verbatim accounts, and summaries of respondents' statements. Curriculum implementation is about turning curriculum plans into actual educational experiences in the classroom, ensuring that students receive a quality education and achieve the intended learning outcomes. The findings indicated that the pre-primary school curriculum in the studied schools was not well implemented as specified in the syllabi of the level at the study site. There were indoor and outdoor spaces, materials, equipment supply, and organizational support deficiencies. In addition, there were acute shortages of professionally skilled teachers. Teachers lacked awareness of the new curriculum, parental support in children's education was inadequate, and there were insufficient curricular materials and a lack of government support in providing educational materials and human resources. It is recommended that schools be equipped with the necessary tools and resources. The implementation of the pre-primary school education curriculum should receive due attention from the government and concerned stakeholders to improve existing practices.