2.3 The education policy framework in Zimbabwe
2.3.2 The International Policy Context
On health, safety and nutrition the statutory instrument (12 of 2005) stipulates that primary schools should provide quality programmes aimed at ensuring that children grow up healthy, well-nourished and protected from harm. These classes are expected to operate on a teacher to pupil ratio of 1:20. Such classes are supposed to be manned by appropriately qualified teachers as they graduate from teachers‟ colleges and universities. Though the statutory instrument is not clear on who should employ para-professionals, it stipulates the engagement of para-professionals to teach the ECD children; meanwhile schools wait for ECD trained teachers from teachers‟ colleges and universities. Only those teachers with relevant ECD qualifications from colleges and universities of education are paid by the government on a full teacher salary scale. Therefore, para-professionals are to be employed by the SDCs.
Although the 1996a education act has a provision for grants to basic education, this statutory instrument (12 of 2005) does not warrant any grant provision to ECD children by the government. It is clear that whilst the government had good intentions to bring about change and transformation in ECD it has been unplanned, untimely and the support provided was not practical in its approach (Chikutuma & Mapolisa, 2013).
The heads of states of the 54 countries in the Sub-Saharan Africa believe that the continent‟s future rests in the well-being of the children (Aidoo, 2006). In this conference, countries committed themselves to provide their citizens with basic education as a fundamental human right and in particular, to promote early learning (Aidoo, 2006). They believe that investing in children has a direct correlation with the country‟s future which is peaceful, secured, stable and democratically geared for sustainable development (ADEA, 2006; Aidoo, 2006). This propounds that Africa‟s development originates from these young children, thus ECD is the integral point for economic, social, skilled manpower and progress (ADEA, 2006). Thus the vision of Africa‟s economic transformation is impinged in the investment directed to children‟s education in the continent (Aidoo, 2006). Hence, their educational policies form an integral part of their efforts for child development in an attempt to realise their rights.
Although all countries agreed to be duty bearers in investing in early learning in their countries, it was proven through many researches that in most African countries ECD programmes are funded by parents or sponsored by local and international organisations (UNICEF, 2005; UNESCO, 2005; Zimbabwe Statutory Instrument, 12 of 2005; Myers, 2006;
Aidoo, 2006; Kabiru & Njenga, 2009; Rose, 2010). All the aforementioned conventions made by the heads of states have one thing in common; they agreed to promote children‟s rights and the encouragement for partnerships between the school and the communities (UNICEF, 2005; Kaburi & Njenga, 2009). The international policy on child-friendly school, aims to establish harmonious collaborative partnerships between the school and the parents (UNICEF, 2009; Rose, 2010). UNICEF (2005) further illustrates those parents, local and international donors, business communities and local traditional leaders must be in the position to take part in management and funding of ECD education to support SDCs in their endeavour to create child-friendly schools. This promotion of community engagement in school business has a direct bearing on children‟s rights and welfare. Kabiru and Njenga (2009) in support says that, ECD as a new phenomenon requires collaboratives among various stakeholders like the parents, local communities, traditional leaders, government departments, churches, local and international donor communities to realise children‟s needs and meet their critical needs.
Most African countries have already put in place health programmes to care for newly born and young children from maternal diseases, and provide early primary health care
(immunisation against killer diseases) as a means to the goals of the Convention on the Rights of the Child (Aidoo, 2006; UNICEF, 2010). Most of these African countries are effecting the policy of Integrated Management of Childhood Illnesses (IMCI) which was developed by the World Health Organisation (WHO), UNICEF and UNDP in the 1990s (UNESCO, 2006; Aidoo, 2006). With the same information UNICEF (2006) and Aidoo (2006) confirm that several countries have adopted yet another strategy known as the Accelerated Child Survival and Development (ACSD) focused on administering new vaccines to children against diseases, such as vitamin A supplementation: (an immunisation against) yellow fever and Hepatitis B, diarrhoea, home-based treatment of fever, malaria, and maternal and neonatal health. It is noted that in most of these countries, positive results are being realised with improved immunisation analysis. They also put efforts in training health personnel as means to network and promote good health practices in schools, families and communities (WHO, 2003; UNICEF EAPRO, 2005). Though other African countries the continent over are promoting good healthcare practices especially at school level, the Zimbabwean policy directives are set but no practical support is given in this regard (Statutory Instrument, 12 of 2005; Elmore, 2006; Mugweni & Dakwa, 2013). To that end, countries internationally developed ECD policies that are guided by key commitments made by heads of states.
In summary, ECD policies are focused to give every child the best life foundation, which is reinforced by comprehensive and holistic teaching and learning methods that promote a total well-being and development of the child: intellectually, emotional, physical, socially and health. Aidoo (2006) affirms that ECD programmes are best incorporated with respect to child encouragement and stimulation, health and nutrition, social and intellectual development, education, water, sanitation and hygiene, protection from all sorts of abuse and violence. However, I must argue that Zimbabwe has developed such policies, but ECD is practically divorced from most of the above mentioned interventions to promote a total well- being and child development. These interventions can only be effective with the government taking full responsibility. Zimbabwe relegated ECD programmes to communities whose contribution is limited (Mugweni, 2011). This is disputed by Kyoung (2012) who affirms that the Convention on the Rights of the Child emphasise the need for schools to listen to ECD children and meet their needs. The following section gives an episode of the inputs that form a child-centred learning environment.