Abstract: The purpose of this study was to investigate the practices and challenges of

Preschool implementation in Southern, Nations’, Nationalities’ and People’s Region. Accordingly, the
study aimed in answering the following research questions; namely, the relevance of the curriculum;
competency and qualification of preschool teachers in the effective implementation of the program.
The study employed descriptive survey research design and methodology and gathered information from
primary and secondary sources using qualitative and quantitative approaches of data collection. At ultimate
stage, 57 preschools were selected from sampled zones using multi-stage cluster sampling. Accordingly,
117 preschool teachers and 57 principals were selected as elementary units of sampling. In addition,
concerned officials and experts from different education officials were included from targeted areas
purposively. The study used in-depth interviews, questionnaire, FGD, and field observation to collect data
from respondents and analyzed by descriptive and inferential statistical techniques. The result of the
study strongly indicated that relevance of curriculum, existence and qualification of preschool teachers
were poor. The study concluded that the problem of above mentioned factors contributed to low success
of program implementation. As recommendation, the concerned stakeholders (REB, ZEDs, Woreda WEO,
Schools, Communities, NGOS etc.) should work hard in collaboration and integration for the success of the
program implementation.
Keywords: Cluster, Child-to-Child Program, ECCE, Facilitator, Preschool, "O" Class