The Role of Urban Planning for Sustainable Preschool Education Environment: In the Context of Rapid Urbanization in Addis Ababa

Abstract

This study analyzed the role of urban planning and urban pre-school education infrastructure planning for urban sustainable childhood care and education in the context of rapid urbanization. The study assessed 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. Employing a qualitative case study design, both primary and secondary sources were consulted. The primary data was collected using an in-depth interview. The secondary data was collected using desk review of policies and implementation reports as well as available theories and scholar findings on the analytical themes. The study found that, lack of quality preschool practice in public and private context surrounded with challenges related with lack of sufficient and adequate school environment. Following that, the policy requirements for preschool environment in urban planning and ECCE were not implemented rather remain as policy. Lack of institutional cooperation among children education and urban planning sectors sustained persistent challenges on preschool education built environment. Lack of awareness and policy of quality built environment for early childhood care and education in urban socio-spatial planning conditioned urban preschool practice to face consistent rapid urbanization induced challenges. Thus, preschool infrastructures both in public and private need policy and institutional intervention from urban planning and children education sectors. The study concluded that, lack of quality built environment for infant learning is inducing multidimensional consequences and contributing negatively to their holistic development, growth and early learning practice. Learning environment has lasting impact on children life span on their emotional, mental, psychological, academic, and social capabilities. Preschools services and facilities need the intervention of socio-spatial planning, and policy standards for planning and facilitating a healthy, safe, and nurturing environment for children. This protects infants learning environment from urbanization induced problems and its pressure on early childhood education infrastructure.