2.3 The education policy framework in Zimbabwe
2.3.1 Zimbabwean Policy stipulations on ECD
be that African countries are still developing so they have other primacies that attract government attention and wealth.
This study was conducted among SDC-governed schools; the discussion throughout this thesis centres on non-governmental schools. Given the fact that ECD classes are forming an integral part of the primary school system, SDCs are expected to establish and run ECD schools in conjunction with the primary schools. This means that the SDCs are expected to play a crucial role in developing and promoting the ECD programme in their schools, thus mandated to run the ECD programme.
2.3.1.2 Commission of Inquiry into Education and Training (CIET) 1999
Early childhood used to cater mainly for white children before independence, and soon after independence the government of Zimbabwe did not change anything in this regard till the 1990s. Many children did not have access to early childhood education, since private pre- school fees were so overpriced that most parents could not manage to pay for their children (Dyanda, Makoni & Mudukuti, 2006). In the light of this background, only the rich could send their 4-5 year olds to privately owned pre-schools.
In 1999 the President of Zimbabwe, Mr Robert G. Mugabe set the Nziramasanga Commission of Inquiry into Education and Training (CIET) (Nziramasanga, 1999). The Commission was mandated to identify specific areas in the education system requiring reform, of which ECD was one crucial areas which needed quick attention (Van der Gaag, 2012). Through extensive consultations with various stakeholders into the status of ECD in Zimbabwe, the Commission intended to democratise pre-school education, calling for strategies to ensure better access to ECD education by all. Thus, the Commission recommended that every child should have access to ECD for at least one year prior to Grade One. This shifted the responsibility for running pre-school from privately owned institutions to the ministry of education, sport, arts and culture. This led to a formally regulated programme intended to meet international standards (UNESCO, 2005). This informed the genesis of ECD integration into the primary schools in 2006, as a result executing much inclusivity to ECD education for the rich/poor, urban/rural. This resulted in a nine-year inclusive basic education programme that is accessible to all (Morrison, 2008). Hence, from these recommendations, the ministry of education, sport, arts and culture derived the intentions of the ECD policy which are explained below.
2.3.1.3 Statutory Instrument (12 of 2005)
The concept of ECD-A and ECD-B classes was necessitated by the need to avail pre-school education to all children in Zimbabwe as recommended by the 1999 Presidential Commission of Inquiry into Education and Training (as discussed above). Taking up these recommendations the ministry of education issued a Statutory Instrument (12 of 2005), which intended to provide guidelines on the integration of ECD classes to existing primary schools.
In this respect, this instrument (12 of 2005) directed all primary schools to attach ECD-A (3-4 year olds) and ECD-B (4-5 year olds) classes in public primary schools starting in 2006. The 4-5 year olds are the group of children to proceed to grade one the following year and the 3-4 year olds constitute the ECD-A class proceeding to B class the following year.
In respect of this circular, the SDCs are expected to play a crucial role in developing and promoting the ECD programme at their schools as per Statutory Instrument 87 of 1992 stipulated above. SDCs are to decide on fees and levies, construct and furnish ECD classrooms, and to run the ECD programmes in their schools. The SDCs are expected to construct age appropriate toilets for these children, ensure playground equipment (outdoor play centres) are made from smooth logs (matanda) and to provide furniture or mats for children to sit on (Statutory Instrument, 12 of 2005).
In a professional perspective, the District Education Officers (DEOs), district ECD trainers and the school heads are expected to provide essential professional advice on how to best deliver ECD services in all primary schools (Statutory Instrument, 12 of 2005). These officials are informed by this instrument to guard against formal teaching, but children are expected to learn through play-way methods, thus signifying the importance of play centres (Statutory Instrument, 12 of 2005; Alexander, 2008; MoWCA Bangladesh, 2010; Chikutuma
& Mapolisa, 2013). In its preamble the policy circular clarifies, „children are also expected to develop a sense of self-worth, identity and enthusiasm…benefiting from the head start provided before formal learning‟ (Statutory Instrument, 12 of 2005, p. 1). This has to do with the involvement of learners in what they learn; child-centred learning that accommodates children‟s interests (Alexander, 2008; Bush, 2010; Haigh, 2011; Steyn, 2014). This propounds that ECD-A and ECD-B classes must be exposed to play-way learning methods offering them wide ranges of child and teacher-initiated experiences that help them to become their best physically, socially, intellectually, emotionally and health.
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).