Pre-primary education is essential for building a strong foundation for the children's social, emotional, and general well-being (Gustafsson-Wright et al., 2016). As a result it became a topic of significant discussion and interest among governments worldwide in building effective systems that can deliver quality pre-primary education (UNICEF, 2020). Research has acknowledged the positive correlation between the receipt of quality services during pre-primary education and the demonstration of school readiness among children (Lewit & Baker, 2012). This readiness serves as a fundamental basis for their subsequent academic achievements. Therefore, the provision of quality services in pre-primary education plays a vital role in shaping a brighter future for children and society as a whole.
The growing recognition of the significance of providing quality services in pre-primary education is evident through the attention and emphasis given to this sector by international agencies and conventions. A notable example is the UN Convention on the Rights of the Child (CRC) established in 1989, which asserts the entitlement of all children to receive care and education. Additionally, the Sustainable Development Goals (SDGs) specifically highlight Target 4.2, which aims to ensure universal access to quality pre-primary education for all girls and boys by 2030 at least one year before children enter primary school (UN, 2015).
The expansion of pre-primary education and the provision of quality services have emerged as significant priorities in various countries. This focus has been motivated by a growing body of international evidence, which underscores the positive influence of quality services provision of pre-primary education on children's learning outcomes and future economic prospects, particularly among disadvantaged groups (Amogne, 2015; Black et al., 2016; Engle et al., 2011; Yoshikawa et al., 2013). Despite the recognition of these benefits, it is important to address the existing challenges, as approximately one-fifth of children in low-income countries, including Ethiopia, still lack access to quality services of pre-primary education (Richter et al., 2018; Zubairi ; Rose, 2017 & Kim, 2022). As a result, there is a pressing need for research that explores the various factors that influence the quality of service provision in pre-primary education.
To understand the alignment between the expansion of pre-primary education and the provision of quality services, it is particularly relevant to examine the situation in Ethiopia, especially within the Gambella Regional State, which is currently experiencing a rapid expansion of pre-primary education.
Numerous studies have examined the provision of pre-primary education in Ethiopia, revealing various challenges within the system. For example, Melaku & Haile (2019) conducted studies on public and private preschools in urban areas such as Jigjiga Town, Harar Town, and Dire-Dawa City, highlighting issues such as the use of non-local stories in the curriculum and limited awareness among parents, teachers, and directors about the benefits of pre-primary education. However, their research neglected to address the realities and challenges associated with the provision of quality services in pre-primary education in government rural areas. This research gap emphasizes the need for further inquiry that includes government rural areas and expands the scope beyond urban and private settings.
In the realm of pre-primary education in Ethiopia, Yizengaw & Tessega (2020) also, undertook a study that primarily examined the implementation of pre-primary education policy practices within Bahir Dar municipal administration. Their research shed light on various challenges concerning teacher qualifications, teaching methodologies, classroom organization, and parent-teacher interactions. It is worth noting, however, that their study predominantly focused on the private sector of pre-primary education, without specifically addressing the provision of quality services in rural areas.
A study conducted by Malese (2017) in Woldia Town, focusing on the practices and challenges associated with pre-primary education, particularly in private schools. Their research identified key challenges such as the lack of trained teachers for preschool-aged children, limited professional development opportunities for educators, a lack of curriculum-based books, low community interest in supporting preschool education, inaccessible physical environments for children with disabilities, and concerns about the cost and accessibility of educational materials. Inadequate standardized classroom spaces and insufficient budget allocations were also identified as significant obstacles in pre-primary schools. To address this research gap, further research is needed to understand the unique characteristics and challenges associated with providing quality pre-primary education in rural areas.
Furthermore, many studies have been conducted on various determinants of pre-primary school quality service provision in Ethiopia, albeit separately. These studies have shed light on specific aspects such as pre-primary school teachers' qualifications (Tsegai, 2015), learning resources and facilities (Haile and Mohammed, 2017), and parental participation (Belay, 2018). However, it is noteworthy that these research endeavors have predominantly focused on urban settings, particularly kindergarten education.
While these previous studies have shed light on specific aspects of pre-primary education in Ethiopia, such as teacher qualifications, learning resources, and parental participation, there remains a research gap, particularly in rural areas and government preprimary schools in the context of Gambella Regional State. Therefore, further inquiry is needed to comprehensively understand practices, and the provision of quality services in pre-primary education of Gambella Regional State.
In light of the existing research gap, the primary research question guiding this study is to examine the practices of pre-primary education and the status of quality service provision in the Gambella Regional State, Ethiopia.