The Urban Socio-spatial Planning Policy Impact on Early Learning Infrastructure Development: in the context of selected public and private preschools in Addis Ababa

Abstract

Preschool is early learning environment built for infants to experience healthy childhood growth, education and development. Lack of quality learning environment deteriorates children’s right to decent, safe and nurturing environment. This study assessed the urban socio-spatial planning policy impact on early learning infrastructure development: in the context of selected public and private preschools in Addis Ababa, Ethiopia. Two private and two public pre-schools were selected from two sub cities/woredas as case study. Employing qualitative case study design, both primary and secondary sources were consulted. 26 participants were selected for an in-depth interview, using purposive sampling technique from urban planning and children education sectors, based on selection criteria. After an in-depth assessment of the secondary data was organized to answer the research questions, the primary data was used to refine the secondary data. The secondary data was collected from policy documents. Discourse thematic data analysis approach was employed for data analysis. The study found that, gaps in the former and the current urban planning policies induced preschools facilities problems. Lack of institutional accountability made preschools environment quality deteriorate from time to time and widened the gap between private and public preschools. From 2014 -2016 E.C the number of students and schools in private increased compared to public. However, the school environment quality in both sectors is in a critical condition, except exclusive private preschools. These conditions compromised healthy early learning environment; sustaining lasting impact on children preschool life. Thus, urban planning has to address early learning environment problems and respond to children’ preschool rights