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    dc.contributor.authorBelay Teferra-
    dc.date.accessioned2022-04-14T11:33:21Z-
    dc.date.available2022-04-14T11:33:21Z-
    dc.date.issued2018-
    dc.identifier.urihttp://ecde.aau.edu.et/jspui/handle/123456789/550-
    dc.descriptionNGO-supported ECCE centers are recently launched as the third modalities of ECCE delivery in rural Ethiopia today; the other two being the recently introduced Zero-Classes that are attached to primary schools and the traditional early years education that are provided in religious centers. This study attempted to examine the situation of the NGO-initiated and supported centers, specifically focusing on two of the Save the Children’s centers in North Gondar (Selam Fire and Chig Wuha ECCE centers) and one more center at the outskirt of Addis Ababa (i.e.Klinto-Feche Center )that is supported by Plan International. In-depth interviews were held with young children, facilitators, guardians (i.e. parents and grandparents), and ECCE personnel to explore early child care and educational practices. It was learned that before the launching of these centers, children were left to the care and support of their parents and grandparents. Such care and support were based on knowledge and skills passed from one generation to another. These knowledge and skills used to emphasize social and moral values that gave weight to building character than knowledge, discharging obligations than rights, and promoting collective survival than individual life. Disciplining through physical punishment to ensure conformity and obedience to norms was common. Parents generally described their childhood as a time of little play, hard work, no formal education, little care from parents and an environment that was generally adult-centered. They were unable to share stories and games of childhood period and in the same way the children gave very small list of stories learned from guardians and the centers. Guardians most welcomed changes noted in child upbringing today and indicated that they are trying to care for and support their children along these changes; seemingly trying to give what they missed like, for example, education and better care. Typical days of the child were, from the guardians’ perspective, free from work-related activities while young children reported in different ways about a significant engagement in child work. ECCE indigenization was not seriously taken as a concern, let alone as an exercise; although it is one of the major problems in ECCE provision, particularly in terms of the accessibility concerns that prevail in Ethiopia. Parent/ community-center relationship has improved a lot today to an extent that many parents are involved in providing support to the ECCE centers particularly in the Save the Children centers; yet the local government is as yet not meaningfully involved reflecting the Government’s general stance in ECCE provision in the country so far. It was further noted that children from distant rural areas and children with special needs had little or no access to the centers. Despite these and related other concerns, it was learned that the mere presence of the ECCE establishments are making important impacts on the children, their parents, and the community at large. It was learnt that ensuring ECCE sustainability as in some of the Save the Children’s efforts is very much desired.en_US
    dc.description.abstractThis study attempted to examine the situation of the NGO-initiated and supported centersen_US
    dc.language.isoenen_US
    dc.subjectResearch Reporten_US
    dc.titleEarly Childhood Care and Education and the Role of Civic Societies in Ethiopiaen_US
    dc.typeWorking Paperen_US
    Appears in Collections:Research report/ journal article, book/ proceeding chapter,

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