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

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dc.contributor.authorEjuu, Godfrey
dc.contributor.authorApolot, Josephine Matha
dc.date.accessioned2023-09-29T17:59:03Z
dc.date.available2023-09-29T17:59:03Z
dc.date.issued2022
dc.description.abstractWhile 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.en_US
dc.identifier.citationEjuu, G., Apolot, J. M., & Serpell, R. (2022). Early childhood education quality indicators: Exploring the landscape of an African community perspective. Global Studies of Childhood, 12(2), 170-180. DOI: 10.1177/2043610619832898en_US
dc.identifier.other10.1177/2043610619832898
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/9292
dc.language.isoenen_US
dc.publisherGlobal Studies of Childhooden_US
dc.subjectCultureen_US
dc.subjectEarly childhood educationen_US
dc.subjectQuality indicatorsen_US
dc.titleEarly childhood education quality indicators: Exploring the landscape of an African community perspectiveen_US
dc.typeArticleen_US
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