The Zero Grade Challenge

The Zero Grade Challenge: Enabling Equitable Access to Early Childhood Development programmes in Zimbabwe By Mr. Manager Mhangami Plan International Zimbabwe

Presentation outline
Introduction & Context
Justification
Methodology
Findings
Conclusions & Recommendations

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

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.

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.

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

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.

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

Methodologies
Observations
Focus group discussions
Key informant interviews
Population: Heads of schools, ECD teachers, parents committees, education officers

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

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.

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

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

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

Plan’s response Classroom construction

Plan’s response (cont) Furniture provision

Plan’s response (cont) Appropriate sanitary facilities

Plan’s response (cont) Provision of play & arts materials

Plan’s response (cont) Provision of outdoor play equipment

Plan’s response (cont) Training of ECD teachers

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

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.

End Thank you

The Zero Grade Challenge

by ROCARE / ERNWACA on Dec 18, 2009

Accessibility

Categories

Upload Details

Usage Rights

1 Embed 1

Statistics

The Zero Grade Challenge — Presentation Transcript