Early childhood care and education in Ethiopia: A quest for quality

2021 ◽  
pp. 1476718X2110025
Author(s):  
Boitumelo M Diale ◽  
Abatihun A Sewagegn
Keyword(s):  
Early Childhood ◽  
Ministry Of Education ◽  
Learning And Development ◽  
Early Childhood Care ◽  
Childhood Care ◽  
The Status ◽  
Proper Training ◽  
Theses And Dissertations ◽  
Different Sources

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.

scholarly journals Early childhood care and education in the cultural context of aotearoa (New Zealand)

2020 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Cultural Context ◽  
Ministry Of Education ◽  
Cultural Constructs ◽  
Narrative Assessment ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Te Whāriki

© 2018 Taylor and Francis. Early childhood care and education in Aotearoa (New Zealand) has been celebrated through the international interest in the innovative sociocultural curriculum, Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa (New Zealand Ministry of Education, 1996). This document is now 20 years old, and is at the time of writing being updated by the New Zealand Ministry of Education. 1 In this chapter, a brief overview of the historical and cultural contexts of early childhood care and education leads into a discussion of some key cultural constructs and values that are recognised in Te Whāriki; in particular, those of the Indigenous people, the Māori. Discussion of the narrative assessment models that were developed to support the implementation of Te Whāriki is followed by an outline of implications for teacher education. The chapter ends with some reflections on aspirations for the future of early childhood care and education in Aotearoa.

scholarly journals Social Inequality in Early Childhood Care and Education Provision in Nigeria: A Review of Literature

2019 ◽  
Vol 9 (3) ◽  
pp. 1
Author(s):  
Hannah Olubunmi Ajayi
Keyword(s):  
Early Childhood ◽  
Effective Means ◽  
National Policy ◽  
Educational Programme ◽  
Drop Out ◽  
Skill Levels ◽  
Early Childhood Care ◽  
Childhood Care ◽  
School Drop Out ◽  
The Status

Early childhood care and education (ECCE) programme has been identified as a strong tool to break the cycle ofpoverty and effective means to establish the basis for further learning, prevent school drop-out, increase equity ofoutcomes and overall skill levels; hence all nations of the world call for effective investment in ECCE. Nigeriaembraced the idea of ECCE and made it a national agenda by incorporating it into the national policy. The essence isto establish access and equality for children all over the country, irrespective of gender, ethnicity, socio-economictransfer. Looking at the trend or the status of the ECCE for some years, it is as if there are lapses in the provision ofearly childhood education in the country. The study therefore examined existing research in early childhoodeducation in Nigeria between 2013 and 2017 (which are pre and post Millennium Development Goals documents) tohighlight the indicators of enrolment in ECCE, sex, and personnel to determine whether there is equality orinequality in the provision and identify the areas of inequality if there be any. The findings showed that inequalitystill exists in the provision of the ECCE programme in Nigeria. The enrolment in the programme is still low ascompared to other educational levels. Employment of personnel into the programme is also very low to the numberat the primary level. There was no visible data on the educational programme as from 2017. It is recommended thatthe government should show more commitment to the educational level.

Bicultural Development: Innovation in Implementation of Te Whäriki

2002 ◽  
Vol 27 (2) ◽  
pp. 32-37 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
Teacher Educators ◽  
Early Childhood Teachers ◽  
Cultural Knowledge ◽  
Ministry Of Education ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Recent Innovation ◽  
Childhood Care ◽  
Te Whāriki

A recent innovation in early childhood care and education in Aotearoa/New Zealand has been the new curriculum, Te Whäriki (Ministry of Education, 1996), which has a strong bicultural emphasis. This means that early childhood educators and teacher educators are attempting to address the challenges posed by a document which requires them to move outside the mono cultural dominant paradigm. Most early childhood teachers and teacher educators are not speakers of the Maori language, and lack Maori cultural knowledge. This paper discusses some of the strategies identified in research which addresses these issues. The role of teacher education in preparing non-Maori students to deliver a bicultural curriculum, and ‘indicators’ of bicultural development in early childhood centres are also discussed.

scholarly journals Unveiling Malaysian parents’ perspectives on existing quality of early childhood care and education

2021 ◽  
Vol 49 (1) ◽  
pp. 318-328
Author(s):  
Dan Dan Tang ◽  
◽  
Mogana Dhamotharan ◽  
Mohd Nazri Abdul Rahman ◽  
◽  
...  
Keyword(s):  
Early Childhood ◽  
Teaching And Learning ◽  
National Policy ◽  
Legal Framework ◽  
Parent Communication ◽  
Deviation Analysis ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Group Interviews

Introduction. Early childhood care and education is majorly concerning around the world. Malaysian government has formulated childhood care and education national policy and legal framework to protect the rights of childhood. However, the Education Blueprint of Malaysia acknowledged that serious problems still remain with the quality of education and the investment in education is not as high as expected. The objective of the study is to investigate parents' perspectives of quality ECCE programs with regard to center characteristics of environment, teachers, principals, curriculum as well as parent's communication and involvement opportunities. Materials and methods. Study has selected mix method approach where parent perspectives of existing quality of early childhood care and education (ECCE) in the selected states of Malaysia been obtained. The 629 questionnaires samples were distributed among the parent 's having a child in a pre-school and 22 parents took part in the focus group interviews, designed to elicit their perspectives of ECCE programs with regard to center characteristics, environment, teachers, principals, and curriculum as well as parent involvement and communication opportunities Results. Demographically results shows 60.8% female and 39.2% male participants have contributed with 32% age 31-35 years old, about 38.1% Malay followed by 32.2% Chines and 18% Indian ethnicity races were part of this study. The standard deviation analysis indicated that Parents’s perceptive on Centre Characteristics is (M=4.039, SD= 0.796) Parents’ Views on Environment (M=3.582, SD=0.953); Parents’ Views on Teachers and Principals (M=4.197, SD=0.731) Parents’ Views on Curriculum ((M=3.735, SD=0.771) and Parents’ Views on Parent Communication and Involvement Opportunities (M=4.171, SD=0.630). The overall statistical analysis shows parents’ perceptive is satisfactory on the quality of ECCE programmes. Conclusion. Study has concluded that parents have found ECCE programmes much effective where children not only enjoy but their learning improves. Parents have appreciated the quality of hygiene level and facilities in pre-school are up to the mark and standard but further can be improved. Quality of curriculum should have multilingual instruction and play based teaching and learning is suggested by the parent’s to improve.

Enhancing the Quality of Early Childhood Care and Education Globally

2015 ◽  
Vol 91 (4) ◽  
pp. 235-237 ◽  
Author(s):  
Belinda J. Hardin ◽  
Dolores A. Stegelin ◽  
Luciano Cecconi
Keyword(s):  
Early Childhood ◽  
Early Childhood Care ◽  
Childhood Care

scholarly journals Validating the teaching, learning, and assessment quality of Malaysian ECCE instrument

2021 ◽  
Vol 10 (1) ◽  
pp. 135
Author(s):  
Hishamuddin Ahmad ◽  
Nordin Mamat ◽  
Mazlina Che Mustafa ◽  
Syahida Iryani Mohd Yusoff
Keyword(s):  
Early Childhood ◽  
Education Quality ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Teaching Learning ◽  
Polytomous Item Response ◽  
Rating Model ◽  
Variance Explained

<span>Several instruments that measure the teaching, learning, and assessment quality have been developed and published. However, a psychometrically sound instrument to measure teaching, learning, and assessment quality in early childhood care and education that suitable for the Malaysian context needs to be validated. Therefore, this study aimed to validate on teaching, learning, and assessment quality in early childhood care and education instrument, which contains 68 items. The sample comprised 3,498, selected by stratified random sampling from a population of all Malaysian kindergarten teachers. Data were analyzed based on the Polytomous Item Response Theory (IRT) using the Xcalibre software. Samejima's Graded Rating Model (SRGM) was found to be the fit model with the data. Unidimensionality assumption and local independence were tested using the exploratory factor analysis and were fulfilled. The instrument’s reliability was overall very good (α=0.966) and the construct validity was also fairly fulfilled with the value of 58.17% total variance explained. Therefore, this instrument is suggested to be used as fairly to measure the quality of Malaysian early childhood care and education among teachers so that appropriate follow-up actions can be implemented towards the betterment of early childhood education quality.</span>

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