Early Childhood Care And Education Policy Implementation Analysis: The Case Of Debre Tabor City

Abstract

The study set out to examine how ECCE policy was being implemented in Debre Tabor City.Utilizing an exploratory sequential design, the study methodology was mixedmethods.Using a stratified sampling procedure, ten pre-primary schools were chosen. Using questionnaires and interviews, data were gathered from preprimary education teachers (N = 21), school principals (N = 10), school supervisors (N = 10), parents (N = 10), WEO (N = 1), REB (N = 1), and MoE (N = 1) in both quantitative and qualitative formats.A crosscase analysis method was used to examine the qualitative information gathered from the interview, observations, and document reviews.The statistical test known as the Kruskal Wallis was utilized to assess the quantitative data that was collected via the questionnaire.Ultimately, the outcome was compared to the ECCE policy guideline in order to determine if the policy is being applied appropriatelyAccording to the study's findings, the ECCE policy was limited to the document.Basic amenities were mostly lacking in preprimary schools; these institutions were also not physically secure, had insufficient outdoor and indoor space, poor quality learning and play resources, and a large percentage of their teachers lacked a qualification. Inadequate funding, a lack of collaboration with stakeholders, a shortage of resources and facilities, a shortage of highly qualified labor, and a lack of parental involvement all hindered the effective implementation of ECCE.Ultimately, it is determined that even with the advancements made thus far, the ECCE policy's execution is beset by enormous obstacles. Lastly, it is suggested that the government concentrate on rural areas, allot sufficient funds at all levels, facilitate training for all ECCE staff through the WEO and REB, and encourage responsible stakeholders to collaborate.It is also advised that the REB set up a center for ongoing professional development with complete educational support where teachers can routinely discuss their experiences.