The disparity between intention and reality: The pre-primary o-class context in three rural young lives communities in Ethiopia

Although the 1994 Education Policy highlighted the importance of kindergarten education, early childhood education was restricted to urban areas. The National Early Childhood Care and Education Policy Framework in 2010, led to greater emphasis and commitment which has improved access to pre-primary education especially in rural areas, notably through the provision of a one-year preparatory O-Class. However, inequalities and disparities in access persist. Based on data collected in three Young Lives communities this working paper reviews the recent local context of pre-primary education. This study found that community members and service providers are well aware of the benefits of pre-primary school. However, though access to pre-primary school has improved in recent years, there are still serious limitations especially regarding lack of teaching aids, suitable classroom infrastructure and play equipment and materials. In most of the schools in the study communities, there were shortages of trained facilitators, who were not motivated due to lack of attractive salaries and benefits. The paper therefore recommends promoting improvements regarding teaching aids, classrooms, play materials, and the skills and motivation of facilitators. Moreover, there is a need for better monitoring and evaluation so that local priorities and needs are identified and addressed.