Early Childhood Development and Education (ECDE) System Coherence in Ethiopia: A Critical Analysis

Abstract

Coherence in education refers to alignment among systems as well as a mindset and
collective approach that consciously addresses fragmentation among systems, agents
and responsibilities. Effective ECDE design and delivery then calls for coherence, within
and among its various systems and subsystems, towards children’s holistic learning and
development. This paper attempts to conduct systemic analysis of these coherences in the
ECDE system in Ethiopia employing a blend of four interrelated models: ‘the Whole
Child Approach’, ‘the Complexity Theory’, ‘the Coherence Making Model’, and ‘the
Program Implementation Fidelity Model’. The analysis unveils that the ECDE system in
Ethiopia seems incoherent for holistic learning and development. Children’s holistic
learning and development outcomes appear insufficient mainly because of policy,
implementation, and leadership incoherencies. The paper concludes with the need for a
system overhaul to address fragmentation and work toward greater coherence.