Early childhood education quality indicators: Exploring the landscape of an African community perspective

Abstract

While more effort is being geared toward implementation of quality early childhood education programs, there is still debate on what quality entails. While the education officers believe they are providing quality education, some communities who are the target beneficiaries see it as meaningless and keep away from it, affecting the “Education for All” slogan. If education has to be meaningful in a manner that addresses Sustainable Development Goals 4, quality must be addressed in the perspective of the beneficiaries. This study focuses on a local community perspective of quality indicators for early childhood education and provides advice for implementers.