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Article

Open Access

Issues of Access, Equity, and Quality in Early Childhood Development Programmes in Zimbabwe

Author(s)

Rose M. Mugweni

Full-Text PDF Download XML 4414 Views

DOI:10.17265/2159-5526/2017.06.002

Affiliation(s)

Great Zimbabwe University, Zimbabwe

ABSTRACT

The paper sought to explore issues of access, equity, and quality in the early childhood development (ECD) sub-sector in Zimbabwe. The massive expansion of ECD services prompted the author to undertake the study. Data were collected using focus group discussions, individual interviews, document analysis, and observations. Information from literature, research reports, policies, and practices was also analyzed in order to establish the state of affairs in the provision of ECD. The data were analyzed using theme identification methods to solicit emerging issues. Generally, it was found that on issues of access, equity, and quality in ECD in Zimbabwe, there is a quality-quantity dilemma with qualitative progress less conspicuous than quantitative progress. The resultant specific challenges include: large teacher-child ratio; lack of parental involvement, lack of trained ECD specialists with expertise in using a play-based curriculum; and shortage of equipment, material resources, and age appropriate infrastructure. In most ECD settings, there were inadequate health and nutrition provisions. Water, sanitation and health (WASH) facilities were found to be insufficient in most centres. The study recommended that there is need for: equal access to quality early childhood education; provision of infrastructure, provision of ability and age appropriate resources; and health, sanitation, and nutrition services especially in rural settings. Overall, ECD programmes in Zimbabwe should strive to attain quality more than quantity services. The need to train more early childhood specialists who would drive the ECD sub-sector is emphasized.

KEYWORDS

Access, equity, quality, quantity, early childhood development

Cite this paper

Sociology Study, June 2017, Vol. 7, No. 6, 315-324

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