Download to read offline
ECCE_Quality_research Report_Presentation.pptx
- 1. Research Report Presentation Assessingthe Quality of Early Childhood Care and Education The Case of Mattu University Community School Presented by: Netsanet Bekele, Meron Sahile, Mershaye Cheru • Advisor: Chimdessa (MA) • Date: May 2025
- 2. Introduction • Early ChildhoodCare and Education (ECCE) is foundational for lifelong learning. • This study emphasizes its importance in shaping holistic child development during critical years.
- 3. Problem Statement • DespiteECCE’s global recognition, Ethiopia still faces challenges in quality delivery. • Issues such as unqualified staff, inadequate resources, and limited parental involvement persist.
- 4. Motivation • Improving ECCEensures equitable access to early learning and better societal outcomes • Mattu University Community School serves as a case to explore practical ECCE challenges.
- 5. General Objective • Toevaluate the overall quality of ECCE at Mattu University Community School and propose actionable insights for improvement.
- 6. Specific Objectives • Thisstudy aims to: 1. Examine the curriculum and teaching quality. 2. Assess learning resources and infrastructure. 3. Analyze the role of parents and community in ECCE.
- 7. Research Questions • Thestudy addresses: 1. Is the curriculum aligned with global and local needs? 2. Are the facilities and materials sufficient? 3. How engaged are parents and the community?
- 8. Significance of theStudy • The research contributes to policy, teacher training, and parental engagement improvements. • It also provides insights for ECCE enhancement across similar settings.
- 9. Scope and Delimitations •The study is confined to Mattu University Community School, focusing solely on ECCE level. • It reflects the context-specific findings, not generalizable to the entire country.
- 10. Theoretical Framework • Thestudy uses Piaget’s cognitive theory, Vygotsky’s social learning, and Erikson’s emotional development model. • Together, they inform a holistic ECCE approach.
- 11. Methodology Overview • Amixed-methods approach blends quantitative data from surveys and qualitative insights from interviews and observations. • This ensures a balanced understanding.
- 12. Data Collection Tools •Tools included: • Questionnaires for teachers and parents • Semi-structured interviews • Classroom observation checklists.
- 13. Sampling & StudyArea • The research was conducted at Mattu University Community School using purposive sampling. • Key participants included teachers, parents, and administrators.
- 14. Data Analysis Techniques •Quantitative data was analyzed using SPSS, while qualitative responses were thematically coded. • Findings from both methods were triangulated.
- 15. Key Findings –Demographics • Most teachers held diplomas or degrees. Parents were predominantly aged 30–40, representing actively involved caregivers.
- 16. Key Findings –Curriculum & Teaching • Curriculum aligns with standards and child-centered methods are prevalent. • However, lesson planning quality varies among teachers.
- 17. Key Findings –Resources & Infrastructure • Books and classroom space are mostly sufficient. • Play equipment, a key to child development, is notably lacking.
- 18. Key Findings –Parental Involvement • While many parents attend meetings and help with homework, 20% show low involvement, revealing a need for stronger community outreach.
- 19. Conclusion • The schooloffers a good ECCE foundation, but targeted improvements in planning, resources, and parent engagement can enhance its effectiveness.
- 20. Recommendations • Provide lessonplanning training • Acquire more play materials • Encourage parent participation • Monitor ECCE quality regularly.
- 21.