ASSESSING THE QUALITY OF EARLY CHILD HOOD CARE AND EDUCATION: THE CASE OF SELECTED PRIVATELY OWNED KINDERGARTEN SCHOOLS IN MEKELLE CITY

Abstract

The main purpose of this study was to assess the quality of early child hood care and education in Mekelle city. To conduct the study, descriptive survey method was employed in order to achieve the purpose of the study.Among the 7 K/ketema’s of Mekelle City which have Kg Schools, 4 sample weredas’, 50 Kg Schools and 125 Kg main teachers were selected using a Systematic Simple random sampling method (lottery method). Moreover, purposive sampling method was used to select 100 Kg PTSA, 50 Kg 3 Classes, 50 Kg School Coordinators, and relevant 1 Regional, 1 Zonal and 4 Wereda level education office experts were selected and used as a source of data for this study. Four types of data gathering (questionnaire, structured and semi-structured interview, observation checklists, and document analysis) were employed. Pilot test was conducted in 15 Kg main teachers and the reliability of the questionnaire was computed using Cronbach’s alpha. Accordingly, the pilot test result was 0.77. Based on this result, five items were modified. In addition, the research is mixed method. So quantitative data was analyzed using descriptive statistics (percentage), and SPSS version 27 in table form and the qualitative data was transcribed and analyzed in words by summarizing the suggesstions of the interviewees or directly quoting of their ideas whenever necessary to supplement quantitative data. The fndings showed that the status of quality teaching – learning practices of Kg faced different challenges such as only focusing in some methods of teaching and learning practices, classroom organization, and assessment techniques, instructional resources are inadequate, There is lack of awareness for Children emotional development, most of the time teachers use ergonomics materials rather than from locally prepared teaching aids .Inadequate space of outdoor play ground and significant outdoor and indoor equipment and materials which can be for classroom instruction and outdoor play. Secondly, care practices are not based on the guidelines. The unavailability of separate feeding room, clean and adequate dining rooms, neatness and adequacy of latrine and Hand wash tapes, conduciveness of nap space to resting, Unstandardized first aid kits and insufficient Hand washing facilities. Thirdly, quality challenges of ECCE the current Kg, an ECCE related official documents, the great majority of the Kg Schools had no ECCE materials such as ECCE policy, Curriculum Guide, Syllabus, and teacher's guide to refer it. There is no delivery of Short training by the regional government. Inadequate space of outdoor play ground so as to run the learning process. Furthermore, there is no supervision and follow up from the MoE, RBE, Zone, WEOs to the privately owned Kgs. Conclusively, the status of quality teaching-learnig practices, care practices and core quality challenges still unsolved. Teachers only focusing in some methods of teaching and learning process; Classroom organization, assessment techniques, and instructional resources in the classrooms. Most of the time main teachers use ergonomics materials rather than from locally prepared and natural teaching aids. There is lack of awareness for Children emotional development. Therefore, children’s learning activities should rely on Social, cognitive, mental, physical, emotional and educational, Kgs significant and diversified teaching-learning methods, improving learning environment of Kg, adequacy of age appropriate and equipped indoor and outdoor equipment and materials and their organizations, upgrading health, nutrition, personal care and routine care practices, supply availability of Curriculum materials, and develop clear quality control guidelines and packages for Kg education Were among the major recommendations.