Quality Early Learning –Young Children Ready for School

We are proposing to address the problem of lack of access to quality early childhood care and education (ECCE) or preschool education for children in low-income families in xxx (area), Ethiopia. We are proposing to put in place effective mechanism to improve quality of preschool education through improving knowledge and skills of preschool workforces, job aids (child-friendly, cost effective play and teaching materials, and enhancing (caregivers’) involvement in proper nurturing of their young children. The preschool education will be inclusive- available and fordable to all children.  We intend to bring about positive impact on the emotional, moral, mental or cognitive skills development of 11,234 children.

Ethiopia has been challenged by very poor quality of education. There is striking evidence that about 80% of children in major regional states of Ethiopia were not reading at the expected oral reading fluency rate, and more than 25% of children were unable to read at all at the end of Grade 2 (Ethiopia Early Grade Reading Assessment report, 2010).  The report also shows that even in Grade 3, about 20% of children remained non-readers and it is also shocking that after 3 years of school, such large proportions of children remained completely illiterate in their mother tongue.  The National Learning Assessment (NLA) conducted in 2012 also indicated that only 25% of students in Grade 4 scored 50% or above in core subjects ( MoE,2015). One of the major causes of poor quality primary education is that majority of children (54%) in the country or about 6 million children 4-6 years of age have no access to quality preschool education. These children who are deprived of quality pre-school have difficulty adapting to formal schooling. Provision of learning opportunity that is available and affordable to all families and their children is not in place in the countries. 

We will serve 11,234 young children 3-6 years, both boys and girls to enable them get access to quality preschool education. We will closely work with their parents and preschool facilitators who will actively participate in providing care and education for the children.   The service will be available and affordable to all families and their children, regardless of their social and economic status, ethnicity or faith.

We are proposing to address the problem of lack of access to quality early childhood care and education (ECCE) or preschool education for children in low-income families in Akakim Addis Ababa, Ethiopia. These families have migrated from rural to urban to seek a daily laborer job. We are proposing to put in place effective mechanism to improve quality of preschool education through improving knowledge and skills of preschool workforces, job aids (child-friendly, cost effective play and teaching materials, and enhancing parenting (caregivers’) involvement in proper nurturing of their young children. The preschool education will be inclusive- available and fordable to all children.  We intend to bring about positive impact on the emotional, moral, mental or cognitive skills development of 11,234 children. The involvement of parents and community will enhance ownership for the future continuation of the project in the region.

The project has the especial nature of planning, implementing, monitoring and evaluating for knowledge sharing with the community of practice (CoP) members. The community of practice members composed of parents, community based organizations (CBOs), and local government education offices to ensure sustainability. On the other hand, the multi-stakeholders approach will create referral linkages to address the needs of the young children at all levels in the community to share locally available resources to enhance the learning and teaching process in the community.  

The solution will utilize locally available materials to prepare teaching aids and supplementary reading material. This will reduce costs and address more young children in the community. 

The indigenous knowledge, rich culture of the nation will be instrumental to address the problem. Moreover, culturally relevant stories will help to prepare the teaching and learning aids.

Currently we are serving over 20,000  children,  in one year 2500, in five years 125,000 children in five regions.

Our strategy is working in collaboration with stakeholders. This will help us to address more children in different region. Because the idea is replicated  in different region by local government and local communities to ensure the enrollment of many children and the impact will be observed in primary schools in the low-income communities in five regions. 

Ethiopia has been challenged by very poor quality of education. There is striking evidence that about 80% of children in major regional states of Ethiopia were not reading at the expected oral reading fluency rate, and more than 25% of children were unable to read at all at the end of Grade 2 (Ethiopia Early Grade Reading Assessment report, 2010).  The report also shows that even in Grade 3, about 20% of children remained non-readers and it is also shocking that after 3 years of school, such large proportions of children remained completely illiterate in their mother tongue.  The National Learning Assessment (NLA) conducted in 2012 also indicated that only 25% of students in Grade 4 scored 50% or above in core subjects ( 2015). Education Sector Development Program (ESDP V) (2015/16 - 2019/20). One of the major causes of poor quality primary education is that majority of children (54%) in the country or about 6 million children 4-6 years of age have no access to quality preschool education. These children who are deprived of quality pre-school have difficulty adapting to formal schooling. Provision of learning opportunity that is available and affordable to all families and their children is not in place in the countries. 

We will mobilize local community and business people to contribute to address many young children. The existing qualified teachers and

infrastructure will be an asset to support the new program. 

Our organization is collaborating with the Canadian based organization, Christian Children Fund of Canada (CCFC) and Canadian Feed the Children (CFTC). The are supporting our early childhood program in different regions.The experience we gained with our network partners helped us to be a practitioner in the field of early childhood program in Ethiopia. 

In this particular early childhood program, we engaged over 15 professional with extensive child development experiences for the last 15 years. Moreover, 25 volunteers and 3 contractors are involved.  

As a child focused organization, all team members have unique capabilities to understand child psychology, teaching skills and knowledge through different short time and college trainings. The qualified team members could be an asset to scale up and deliver the solution and solve the problem in different regions.    

I already mentioned the two child focus organizations ( CCFC and CFTC) who have ample experiences and their partnership with my organization (Emmanuel Development Association) could be worth mentioning. 

The multi-sectrial approach that we are collaborating with could contribute for the success of the project. For example, the business community contribution in terms of cash, the local community involvement to lead the program and the local government contribution both in infrastarcture and skilled men and women to be a business model of the project.  

The target community, parents, and the business community could be a sources of finance by contributing 50% of the project.

Ethiopia has been challenged by very poor quality of education. There is striking evidence that about 80% of children in major regional states of Ethiopia were not reading at the expected oral reading fluency rate, and more than 25% of children were unable to read at all at the end of Grade 2 (Ethiopia Early Grade Reading Assessment report, 2010).  The report also shows that even in Grade 3, about 20% of children remained non-readers and it is also shocking that after 3 years of school, such large proportions of children remained completely illiterate in their mother tongue.  The National Learning Assessment (NLA) conducted in 2012 also indicated that only 25% of students in Grade 4 scored 50% or above in core subjects (MoE 2015). Education Sector Development Program (ESDP V) (2015/16 - 2019/20). One of the major causes of poor quality primary education is that majority of children (54%) in the country or about 6 million children 4-6 years of age have no access to quality preschool education. These children who are deprived of quality pre-school have difficulty adapting to formal schooling. Provision of learning opportunity that is available and affordable to all families and their children is not in place in the countries. 

The Canadian Feed the Children (CFTC) and the Christian Found of Canada (CCFC).

We are proposing to address the problem of lack of access to quality early childhood care and education (ECCE) or preschool education for children in low-income families in xxx (area), Ethiopia. We are proposing to put in place effective mechanism to improve quality of preschool education through improving knowledge and skills of preschool workforces, job aids (child-friendly, cost effective play and teaching materials, and enhancing parenting (caregivers’) involvement in proper nurturing of their young children. The preschool education will be inclusive- available and fordable to all children.  We intend to bring about positive impact on the emotional, moral, mental or cognitive skills development of young children.