Abstract
This article seeks to evaluate one of the components of the “Promoting early childhood development” project introduced to improve the qualification and Early Childhood Development (ECD) knowledge of preschool teachers in Uzbekistan. The Theory of Change (ToC) framework and SWOT analysis are adopted to evaluate the intervention. The ToC comments on the design of the intervention which complements the exploration of strengths, weaknesses, opportunities, and threats of the project. The article findings are presented upon these frameworks and arguments are justified with evidence from research papers. The intervention attempts to address the issue connected with the poor qualification of preschool teachers in Uzbekistan and brings them into a new level of development with the help of an updated in-service curriculum that is used to conduct a series of training. The critical analysis of the intervention explores an array of benefits of the intervention which brings positive change to the preschool teachers’ pedagogical competencies as well as improves their understanding of ECD. Along with it, the demerits of the intervention are identified, and it requires immediate mitigation. The article finishes by recapping the main points followed by the author’s recommendation to resolve the shortage of preschool teachers in Uzbekistan.
Author Information
Munis Khusanova, University College London, United Kingdom
Paper Information
Conference: PCE2023
Stream: Educational policy
This paper is part of the PCE2023 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Khusanova M. (2023) Addressing the Root Causes: An In-Depth Analysis of Uzbekistan’s Approach to Resolving the Issue of Underqualified Preschool Teachers ISSN: 2758-0962 The Paris Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2758-0962.2023.72
To link to this article: https://doi.org/10.22492/issn.2758-0962.2023.72
Comments
Powered by WP LinkPress