Early childhood education in Africa: Between overambitious global objectives, the need to reflect local interests, and educational choices

Abstract

The African continent represents the part of the world where early childhood care and education (ECCE) preceding primary schooling is the least developed. It is therefore essential to propose an analysis of the prospects for the development of early childhood education in the coming years. This article deals in the first instance with the international infatuation for pre-primary education based on both scientific evidence and also international agendas. It then explores the possibilities of putting forward a coherent African response to global demands concerning early childhood education and promoting the inclusion of local cultural content in designing pre-primary educational structures. Finally, the article suggests some principles that might guide international cooperation activities affecting the early childhood sector.

Reconceptualizing Early Childhood Care and Education Provisioning: Towards Empowered Communities

“…It also improves academic performance and keeps things from happening again. Therefore, for young children to develop, play, learn, and grow, a variety of stakeholders, including families, communities, non-governmental organisations (NGOs), and government departments must work together to support and nurture young children's development to become well-rounded citizens through meaningful early learning programmes (Akkari, 2022;Sarocho, 2021). Countries need to invest in ECCE and ensure that a designed curriculum is implemented as planned and support is rendered to ECCE professionals to become responsive to the needs of children from diverse communities.…”

“…In addition, Guidelines for ECCE stakeholders are provided by the South African National Curriculum Framework for Children from 0 -4 years (Department of Social Development, 2015). The ECCE curriculum encourages teachers to assist children by concentrating on their interests and developmental activities through play-based approaches (Akkari, 2022;UNESCO, 2021). Despite some efforts made, there is evidence that not much has been done in other countries to ensure that young children are provided with meaningful early learning programmes (UNESCO, 2021).…”

“…Such learning environments need to be safe, clean, and hygienic for young children not contract communicable diseases while at the ECD centre. Thus, inadequate space and overcrowding, dilapidated classroom buildings, inadequate hygienic amenities, and restricted access to pure water as mentioned by Akkari (2022) compromise the provisioning of ECCE.…”