Practices and Challenges of Pre-primary Schools: A Comparative Study between Public and Private Schools

Abstract

Pre-primary education plays a critical role in promoting children's growth as compassionate individuals and ethically responsible members of society. To address this concern, the current study aimed to investigate the practices and challenges of both public and private pre-primary schools. This study employed a mixed-methods research approach with a convergent parallel design. The main sources of data for this study were teachers, school principals, and experts from the local education office. Six public and six private pre-primary schools were selected from three towns in different zones. A questionnaire was used to obtain the necessary information from 87 teachers, including 31 from public schools and 56 from private schools. In addition, six experts from the education office and twelve principals were interviewed. More information was gathered through observations of the classrooms and school grounds. The collected data were examined using narrative statements, descriptive statistics, and visual representations. The study's findings show that, despite the use of similar curriculum materials in public schools, there is no consistent use of curriculum materials between public and private pre-primary schools. Teachers in both public and private preschools lack the necessary education to effectively fulfil their responsibilities. In both types of schools, teacher-dominated instruction and continuous testing (not continuous assessment) were common practices. Insufficient indoor and outdoor teaching and recreational facilities were available in both types of schools, which is a significant issue in public schools. The study further revealed that there were unclear policies and curriculum frameworks, a lack of training for school leaders, inadequate textbooks, a shortage of teaching materials, and insufficient support from the government. Public schools have been observed to provide students with classroom supplies beyond the standard. In general, schools were found to not receive the necessary attention from either the government or the community. Thus, the Oromia Education Bureau is expected to play a leading role in designing the curriculum framework and coordinating with all stakeholders to strengthen pre-primary schools. Wallaga University can make a significant contribution by enhancing the skills and capabilities of teachers and leaders in these schools.