Development and Psychometric Validation of the Early Childhood Education Policy Implementation Assessment Tool (ECE-PIAT): Evidence from Somaliland Public Preschools

Effective education policies depend not only on sound design but also on strong implementation capacity. However, policy implementation processes are rarely measured systematically, particularly in fragile and resource-constrained education systems. This study developed and psychometrically validated the Early Childhood Education Policy Implementation Assessment Tool (ECE-PIAT), a diagnostic instrument designed to assess the latent drivers of policy implementation at the institutional and leadership levels. A cross-sectional validation study was conducted with 129 educators drawn from public preschools. The instrument comprised items measuring institutional capacity, leadership commitment, and policy implementation processes. Confirmatory factor analysis was applied using a robust maximum likelihood estimator. Internal consistency was assessed using Cronbach’s alpha and McDonald’s omega. Convergent validity was examined through composite reliability and average variance extracted. Results supported a coherent multi-dimensional measurement structure. Standardized factor loadings were strong across most indicators, and reliability coefficients exceeded accepted thresholds for all subscales. Evidence of convergent validity was observed for each construct. Model fit indices indicated an acceptable fit given the complexity of the measurement model and the contextual constraints of the study setting. The findings demonstrate that key drivers of education policy implementation can be measured reliably using a theoretically grounded instrument. The ECE-PIAT provides evaluators and policymakers with a diagnostic tool to identify implementation strengths and constraints, supporting more targeted and evidence-informed decision-making in fragile education systems.