The Zero Grade Challenge
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The document summarizes a study conducted in Zimbabwe on the implementation of a 2005 government policy requiring primary schools to establish early childhood development (ECD) classes for 4-5 year olds. The policy aimed to promote equitable access to ECD programs. However, the study found several challenges in implementation due to lack of resources and teacher training. Plan International Zimbabwe addressed some challenges by constructing classrooms, providing furniture, sanitary facilities, learning materials, and training teachers. While access to ECD programs increased, the quality varied between schools and support is still needed to fully achieve the policy's goals.
The Zero Grade Challenge
- 1. The Zero Grade Challenge: Enabling Equitable Access to Early Childhood Development programmes in Zimbabwe By Mr. Manager Mhangami Plan International Zimbabwe
- 2. Presentation outline Introduction & Context Justification Methodology Findings Conclusions & Recommendations
- 3. Introduction & context 2005 -Gvt of Zimbabwe policy for primary schools to establish at least a class of ECD to be known as Zero Grade (later ECD A &B classes) Reasons include : The uncoordinated existence and operation of all types of ECD centers and programmes The need to give all children a fair start in schooling life
- 4. Introduction & context (cont) Previously ECD classes were housed outside schools with some being administratively attached to nearby primary schools The concept was widely welcome by parents as it would: ensure that their children would receive ‘real’ preparation as most parents still believe that the school is the only place where meaningful, guided development and grooming of children takes place.
- 5. Introduction and context (cont) Ensure that their children are already guaranteed a place for formal school when they reach six years, which is the minimum age for starting formal school minimize the inconveniences associated with high fees in private ECD centres Plan Zimbabwe supports schools to roll out and implement this policy directive in five out of the eight administrative provinces of the country.
- 6. Institutional arrangements Phase 1 would start with 4-5 year olds (ECD B)-2005-2010 Phase 2 would include children 3 years and below (ECD A) 2010-2014 Classes would be taught by qualified professionals zero grade children would have the same obligations, entitlements, responsibilities and status as any other child in that school
- 7. Justification The new policy directive was not accompanied with any capacity building or resource support to the schools. There was lack of adequate information regarding the modalities of implementing the directive and it was up to each school community to inteprete and implement the directive as they saw fit.
- 8. Objectives To establish the status of implementation of the 2005 policy directive on Early Childhood Education and Development and identify the challenges and share Plan international’s experiences in addressing these
- 9. Methodologies Observations Focus group discussions Key informant interviews Population: Heads of schools, ECD teachers, parents committees, education officers
- 10. Findings: challenges Lack of qualified teachers Lack of requisite administrative skills in heads of schools and education officers Shortage of classroom space Shortage of furniture Lack of appropriate curriculum materials Lack of playing and learning materials Lack of appropriate sanitary facilities
- 11. Findings: positive outcomes Promotion of access to ECD programs by all children (equity) Children acclimatize with the school environment at an early age Close linkage of ECD with primary education to enable a smooth transition.
- 12. Positives ECD pupils are automatically enrolled for first grade at the same school and children’s progression records are maintained Establishment of professional linkages between ECD teachers and those in the formal school system
- 13. extinction of the community based ECD centres that were providing a service to children of all ages Demoralization of the community ECD volunteers leading to abandonment of the 0-3 years ECD community program Negative/ unintended outcomes
- 14. Negative/ unintended outcomes The health and nutrition aspects which typified the community based ECD have been lost. There is now more emphasis on cognitive development at the expense of other spheres of the child’s development
- 15. Plan’s response Classroom construction
- 16. Plan’s response (cont) Furniture provision
- 17. Plan’s response (cont) Appropriate sanitary facilities
- 18. Plan’s response (cont) Provision of play & arts materials
- 19. Plan’s response (cont) Provision of outdoor play equipment
- 20. Plan’s response (cont) Training of ECD teachers
- 21. Conclusions The ECD policy directive has resulted in wide access to early childhood development programmes for children from all backgrounds The quality of ECD programs offered by schools still needs improvement, as the programs vary from school to school Support by NGOs and private sector players has helped alleviate some of the challenges encountered by schools in implementing this policy directive
- 22. Recommendations ECD programs should be planned and implemented in a holistic manner, addressing children’s rights with regards to health, education, protection and equality Governments need to allocate resources and capacity building support to accompany new policy directives Communities, donors and development organizations can also play a part in resource mobilization in support of ECD initiatives but theirs should be a complimentary role.
- 23. End Thank you