تور آنتالیا میز اداری آموزش وردپرس صندلی مدیریتی صندلی اداری تبلیغات کلیکی میز تلویزیون پاراگلایدر آگهی رایگان خرید اینترنتی وبلاگدهی گن لاغری ساخت اپلیکیشن

PRACTICES, OPPORTUNITIES AND CHALLENGES OF ECCE PROGRAM IN SELECTED AMHARA REGION COLLEGES OF TEACHER EDUCATION (CTEs)

Gonne Muluken Ayalew, Asres Getachew Walelign

Abstract


PRACTICES, OPPORTUNITIES AND CHALLENGES OF ECCE PROGRAM IN SELECTED AMHARA REGION COLLEGES OF
TEACHER EDUCATION (CTEs)
Mr. Muluken Ayalew Gonne, Principal Investigator (PI) & Lecturer, Debre Tabor University, Faculty of Social Science, Early Childhood and Education Department.
E-mail: ayalewmuluken89@gmail.com Mobile Number: +251-918801149

Mr. Getachew Walelign Asres, Co-Principal Investigator (Co-PI) & Lecturer,
Debre Tabor University, Faculty of Social Science, Early Childhood and Education Department. E-mail: getawalelign@gmail.com Mobile Number: +251-912848853
ABSTRACT
This study was aimed at exploring the current practices, opportunities and the major challenges of ECCE program in selected Amhara region colleges of teacher education (CTEs). To attain this, descriptive survey research design was employed. The participants of this study were teachers, deans of CTEs, ECCE program coordinators in Amhara regional education Bureau and 2nd year regular ECCE Diploma trainees of the selected colleges of teacher education. Descriptive and inferential statistics were used to analyze the data obtained from the questionnaire. It was then found out that teachers had positive attitude towards the ECCE teacher training program for they believe that working with children ought to be given topmost priority. The findings of this study revealed that the ECCE teacher training program in CTEs was not implemented in accordance with the planned curriculum despite opportunities for access to curricular materials and policy documents. Factors that affect effective implementation were identified. Continuous follow up and monitoring by the AREB for the program to be successful is recommended.
Key terms: Perception, Practices, Opportunities, Challenges, Early Childhood Care and Education (ECCE)

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ISSN : 2251-1571