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JICA Training Program for Early Childhood Care and Pre-School Education (Africa and Middle East)

18.12.2019 Update

From November 11 to December 6, 2019, Ochanomizu University conducted a training program on early childhood education for a group of ten administrators and educators from Cameroon, Egypt, Jordan, Liberia, Madagascar, and Sao Tome and Principe as part of a program commissioned by the Japan International Cooperation Agency (JICA).  The ten trainees take leadership in child support initiatives in their countries, as government officials, school inspectors, and teacher training school supervisors. This program was organized for the second year of our three-year plan (2018-2020).

In recognition of the importance of taking an integrated approach to early childhood care and education, the global community has been systematically providing assistance and support to promote early childhood education in developing countries. Unfortunately, however, these developing countries have a shortage of human resources specialized in early childhood care and education (ECCE).

To help develop human resources working at the policy-making level and address challenges such as access to ECCE, quality improvement in Africa and Middle East regions, the Year 2 program organized lectures, observation tours and workshops, with a focus on early childhood education, childcare, and parenting support. The topics included government policy and systems, day-care/nursery school curriculum and teaching methods, human resources development, evaluation and so on.

By means of a post-training questionnaire,  we assessed the trainees’ satisfaction with the program and their achievement of the leaning goals for six training units: (1) identifying and sorting out organizational problems, (2) concepts, components and trends in ECD (early childhood development), (3) insufficiencies in early childhood education and solutions for resolving any gaps, (4) appropriate day-care/nursery school curriculum according to development stage, teaching methods and teaching material, (5) teacher education and training system, and (6) evaluation of early childhood education. Their responses indicated a high level of achievement of learning goals in each area and a high degree of satisfaction with the program. On the final day of the program, they presented their own action plans. Once they are back home, the trainees are expected to put the training outcomes to practice according to their action plans.