SILVER2023

Early Childhood Education Ethiopia

Leading with Children

Long Beach, CA   |  https://www.earlyeducationethiopia.org

Mission

To improve, advance, expand and prioritize early childhood care and education in Ethiopia by supporting existing schools, creating new programs, partnering with institutions and implementing a Pk-16 approach in the education system.

Ruling year info

2020

Founder and Chair

Dr. Hawani Negussie

Main address

2621 Senasac Ave

Long Beach, CA 90815 USA

Show more contact info

EIN

84-4243275

NTEE code info

Elementary, Secondary Ed (B20)

IRS filing requirement

This organization is required to file an IRS Form 990-N.

Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Problem: Currently, only 45% of preschool children in Ethiopia have access to an early childhood education program. Out of those, 7.7 million (4-7 years old) and 10 million (0-3 years old). 41.3% of preschool children fall in the severe category under the Global Hidden Hunger Index. 38.4% of children under 5 are stunted.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

https://www.earlyeducationethiopia.org/

Project Alpha,
Early Education Ethiopia is grounded in applied research to inform practice, policy, and advocacy. As such, the objective for Project Alpha is designed to engage in deep program study, gather data, apply and integrate it into practice. In this phase, we will undertake two programs, one located in rural and the other in urban areas.
During this phase, ECEE will gather data to improve existing services and implement interventions to improve quality and program outcomes.

Population(s) Served
Age groups
Family relationships
People of African descent

Where we work

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Childhood Education Ethiopia's believes investing in children’s early care and education in Ethiopia through a holistic approach, will not only help the birth-eight year's population become lifelong learners but will also close the socio-economic gap, raise literacy rates and produce citizens that will be empowered to invest collectively for the advancement of all people.
Early Childhood Education Ethiopia is founded on the principle that love, interaction, play and cultural influences shape the foundational domains of human development. By employing a constructivist curriculum model that promotes learning through exploration, a medium of instruction that celebrates the linguistic diversity of its pupils, application of developmentally appropriate practices including integration of traditional values and using differentiated instructions; it is the goal of this organization to meet the educational and developmental need of every child in Ethiopia through informed practice, policy, and advocacy.
We plan to build preschools, early learning programs throughout Ethiopia, closing the enrollment gap by 75% within the next 10 years.

We have established partnership agreements with various institutions and universities to support, work and create new pathways to support our organizational efforts.
We have a comprehensive plan to begin our work in rural Ethiopia where the need is the highest for children in the birth to 8 population. We will be implementing Project Beta where we will build a facility that will accommodate a large number of pre-primary age school children.
Further, we have liaised with local universities to do teacher training, create a supportive curriculum and provide ongoing guidance.


We have a comprehensive early education model with a PreK-16 (birth to college)approach supported through high-level experts from early education, counseling, child development, workforce development, social work, early intervention, higher education, curriculum specialist, therapists, inclusion specialists, pediatricians and much more. We know children and families in Ethiopia have several challenges mainly due to access, equity, and affordability. We want to mitigate these barriers by putting together a wide-ranging early learning program strategy that not only looks at the classroom where children arrive but considers the environment they come from including stressors such as lack of food, water, living conditions, and much more. We are practitioners, which means our approach is grounded in relevant, current, and evidence-based work.

Project Alpha:
As part of our phased-out projects, we are in the process of completing project alpha where the organization has undertaken a rural pre-primary program located in Bahir Dar, Ethiopia. Our project which consists of studying, revamping, and administering various types of interventions is near completion.
Conferences and Seminar:
Since its inception, Early Childhood Education Ethiopia has conducted four highly attended global seminars in collaboration with experts in the field of Early Childhood, Higher Education, the Ministry of Education Ethiopia, Faculty members, and parents to name a few.

Parent Engagement Training:
Further, ECEE held a country-wide parent engagement seminar, a first of its kind, with participation from five universities across Ethiopia. This training seminar, which attracted various stakeholders from institutions, pre-primary education, pediatricians, teachers, administrators, and other personnel, provided a basic and advanced understanding of why the first five years of life mattes and the critical role it plays in human development.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals

  • Which of the following feedback practices does your organization routinely carry out?

    We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We act on the feedback we receive

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback

Financials

Early Childhood Education Ethiopia
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Operations

The people, governance practices, and partners that make the organization tick.

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lock

Connect with nonprofit leaders

Subscribe

Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Early Childhood Education Ethiopia

Board of directors
as of 05/31/2023
SOURCE: Self-reported by organization
Board chair

Dr. Hawani Negussie

Early Childhood Education Ethiopia

Term: 2025 - 2020

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Not applicable
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 4/7/2023

Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.

Leadership

The organization's leader identifies as:

Race & ethnicity
Black/African American
Gender identity
Female
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

Transgender Identity

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 04/07/2023

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.