A review of policy frameworks for advancing pedagogical competence of preschool teachers in Ethiopia

Abstract

This study aims to review the policy frameworks for enhancing the pedagogical competence of preschool teachers in Ethiopia spanning from 1994 to the present. Utilizing qualitative document analysis, the research examines nine key policy documents related to teacher competence development for early childhood care and education. Findings reveal that, while progress has been made in establishing ECCE policies, they often lack explicit targets, assessment criteria, and adequate focus on reforming preschool teacher education. Systemic barriers affecting teacher development remain insufficiently addressed. The study concludes that substantial policy revisions are necessary to improve competencies, emphasizing the importance of aligning pre-service training with ongoing professional development. Recommendations include the establishment of clear benchmarks for assessing teacher competencies and mechanisms for continuous evaluation and improvement to ensure quality education for all children.

Keywords

• policy, pre-school education, teacher education, pedagogy, competence standards, twenty-first century skills