More differences than similarities : A multiple case study of preschool education and care in Uganda

• Main Author: Sundström, Lina
• Format: Others
• Language: English
• Published: Mälardalens högskola, Akademin för utbildning, kultur och kommunikation 2019
• Subjects: Preschool; quality; developing countries; special educational needs; Educational Sciences; Utbildningsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-44591

This study about preschool education and care in four preschools, in Uganda, used a mixed-methods approach and a multiple-case study design. It investigated the preschools’ qualities, the resources available, the organisation, characteristics in regard to children with special educational needs and the preschools’ strengths, challenges and improvement needs. Bronfenbrenner’s bioecological theory and the PPCT-model was used as theoretical framework in this study. The study was conducted at four preschools in Uganda, one in a high-income area, one in a low-income area, one in a special needs centre and one in a refugee camp. Data collection was conducted during 3-5 days at each preschool and included structured observations using the Early Childhood Environment Rating Scale®, Third Edition, open observations and interviews. The result depicted substantial differences among the preschools in all aspects investigated. The interviewed teacher in the high-income area considered they had the resources they needed, whilst the interviewed teachers in the refugee camp considered the limited resources being a challenge with 150 children in one class and no access to water during the time of observation. The education had an emphasis on teacher directed education in all preschools, where the teacher led the activities and chose the content. There was an uncertainty among the teachers about which child they should deem in need of special educational support. The support provided in the preschools varied, depending on the need the teachers perceived the children to have and the resources available. The overall quality in the preschool in the high-income area was found to be reasonably good in the ECERS-3 rating (score 4.40), but the rest of the preschools scored below minimum quality. Challenges to the preschools were limited resources, methods of caregiving and discipline, and educational practices based on teacher directed education.