Monday , January 17 2022

Ethiopia does not include 95 per cent of pre-school children in Ethiopian New Somali Business


New UN report Children's Fund (UNICEF) reveals that 95.5 percent of pre-school children are Somali region of Ethiopia are banned, while only 14 per cent in Afar Region are registered.

Countries with the highest number of children not in pre-school education miss a vital opportunity to build human resources and are at risk of deep inequalities from the start, the report notes. In low income countries, only 1 in 5 young children have been enrolled in pre-school education.

“Pre-school education is fundamental to our children's success in primary and secondary education and beyond,” said Gillian Mellsop, UNICEF Representative in Ethiopia. “Yet too many children in Ethiopia have this opportunity. This increases the risk of repeating degrees or leaving school altogether and passing them on to the shadows of their more fortunate peers. ”

The report also showed continued huge variations across the different regions of Ethiopia. For example, the gross capital, Addis Ababa, and Tigray in North Wales have high gross enrollment rates of 93 per cent and 88 per cent respectively.

The report notes that the growth in pre-primary registration in some regions of Ethiopia was prompted by the National Policy Framework for Early Childhood Care and Education, which focused on ensuring a year of education t pre-school is widely available for children. Including those in Somali and Afar regions in Ethiopia, 175 million children missed global pre-school education, the report.

A World Ready to Learn: Prioritizing high quality childhood education – UNICEF's first global report on pre-school education – shows that children enrolled in a year of pre-school education are at least more likely to be able to do so. develop the essential skills they need to succeed. school, less likely to repeat degrees or leave school, so more able to contribute to peaceful and prosperous societies and economies in adulthood.

Children in pre-school education are more than twice as likely to be on track in early literacy and numeracy skills than children who miss out on early learning. In countries where there are more children attending pre-primary programs, many more children complete primary school and reach the smallest competencies in both reading and mathematics by the time they finish primary school.

A 2016 study by Young Lives, a collaborative research project led by a team from Oxford University, found that urban children in Ethiopia who attended pre-school education were 26 per cent more likely to complete secondary education at the appropriate age than before. -learning-schools.

Globally, the report notes that the wealth of households, the level of maternal education and geographical location are among the key determinants of pre-primary attendance. However, poverty is the single largest determinant. Across 64 countries, the poorest children are seven times less likely than children from the richest families to attend early childhood education programs.

Across countries with available data, children born to mothers who have completed secondary and higher education are almost five times more likely to attend an early childhood education program than children whose mothers have only completed primary education or without education. formal.

In 2017 an average of 6.6 per cent of domestic education budgets were set aside for pre-school education, with nearly 40 per cent of countries with data allocating less than 2 per cent of their education budgets to & # 39 this sub-sector.

This lack of global investment in pre-school education has a negative impact on the quality of services, including a significant lack of trained pre-school teachers. Together, middle and low income countries are home to more than 60 per cent of pre-world children, but almost 32 per cent of all pre-primary teachers. Ethiopia currently has only 23,000 pre-school teachers and needs almost half a million by 2030.

“If today's leaders want their workforce to be competitive in tomorrow's economy, they need to start by investing more in early childhood education,” said Ms Mellsop. “If we are to give our children the best chance of success in a global economy, our leaders must prioritize, and appropriate resources, pre-school education.” T

UNICEF encourages governments to make at least a year of high quality pre-school education generally and a normal part of every child's education, particularly the most vulnerable and excluded children. To achieve this, UNICEF encourages governments to commit at least 10 per cent of their national education budgets to increase early childhood education and teacher investment, quality standards, and fair expansion.

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