Assessing the provision of Early Childhood Education in Government Primary Schools. A Case of selected schools in Kabompo District of North Western Zambia

Abstract

The study assessed the provision of Early Childhood Education in selected government primary schools of Kabompo District. A case study design was used involving a sample of 70 respondents selected from three Early Childhood Education Centres in Kabompo district, with geographic locations of urban, peri-urban and rural and remote primary schools. Data were collected using questionnaires, semi-structured interviews, focus group discussions, observation schedules and ECE class check-lists. Qualitative data were analysed thematically while quantitative data were analysed using Statistical Package for Social Sciences (SPSS) to generate graphs, charts and frequency tables. The study observed that there were several factors affecting the provision of ECE in government primary schools most of which were attributed to identified gaps between policy on Early Childhood Education provision and practice. Some schools did not have trained teachers in ECE centres but used volunteer primary school teachers. The study also found that ECE centres did not have appropriate infrastructure designed for children below the age of six. Most schools were under resourced with respect to teaching and learning materials including materials for play. For rural and remote schools, long distances between schools and villages resulted in minimal enrolment and rampant absenteeism. On the contrary, some urban ECE centres experienced high enrolment rates resulting in overcrowding in classrooms. The study recommended inter alia that the Ministry of Education should build appropriate infrastructure for ECE and procure the requisite materials including relevant equipment for play in ECE Centres.