The Contribution of Urban Socio-spatial Planning for Urban Pre-school Infrastructure Challenges: in the Context of Rapid Urbanization in Addis Ababa

Abstract

This study assessed the role of urban socio-spatial planning for urban pre-school infrastructure space challenges. The study analysed policy, institutional and practice gaps in the context of rapidly urbanizing city of Addis Ababa, Ethiopia. A total of two private and two public pre-schools were selected from two sub cities/woredas in Addis Ababa as cases. Employing qualitative case study design, both primary and secondary sources were consulted. The primary data was collected from in-depth interview. 26 participants were selected using purposive sampling technique from urban planning and children education sectors, based on the study selection criteria. The secondary data was collected from policy documents of urban planning policies, proclamations and articles, pre-school education policies, ECCE and implementation reports, academic literatures and theoretical perspectives on child education as well as scholar findings on the analytical theme. The data analysis technique was discourse thematic data analysis approach. The study found that, lack of quality preschool practice in public and private contexts suffered lack of sufficient built school environment. The planning policy requirements for preschool environment and ECCE are not implementing rather remained as policy. Lack of institutional cooperation and accountability in both sectors made preschools dysfunctional. Lack of awareness of their roles exposed preschools to operate in poor quality environment. The study concluded that, preschools facilities need intervention from socio-spatial planning to create healthy environment for children. Learning environment brings lasting impact on children emotional, mental, psychological, academic and social capabilities. Thus, healthy infants’ early learning and development require adequate built environment.