The study focused on challenges and gaps faced by children during the transition period from early childhood development (ECD) to primary education and possible solutions to them. It adopted the qualitative methodological approach through the use of Focus Group Discussions with councillors, education officials, child care workers, chiefs, parents and teachers. Document analysis provided an additional layer of transition practices in the Zimbabwean Ministry of Primary and Secondary Education through the analysis of various circulars, ECD syllabus and the Early Reading Initiative Modules for ECD A and B. Data analysis was done according to emerging themes and descriptive statistics. The study covered two districts of Zimbabwe, namely, Goromonzi and Marondera. Participants were purposively sampled on the basis of characteristics relevant to transitioning of children from early childhood to formal education. Participants included councillors, education officials, child care workers, chiefs, parents and teachers. A total of fifteen schools from each district were randomly selected. Findings from the study showed that participants were not aware of the policy on transition and as such are likely not to follow the demands of the policy when teaching children. It was also very clear from the responses that the participants are aware of the importance of the transitioning period to the child. Lack of qualified teachers and expertise were cited as a challenge by participants. The study also found out that lack of resources (material) is another challenge which affects successful transitions. Participants also cited anxiety and withdrawal, difficulty in working independently and following instructions, difficulty with behaviour regulation (such as the ability to delay gratification) and reluctance or refusal to attend school as challenges. Distance travelled by children posed problems for children. Lack of commitment by some parents in the transition process was also found by the study to be a challenge. Findings also revealed that a number of stakeholders are important for effective transitioning of children which include teachers, parents, community, government through its different ministries, health workers and non-governmental organisations.
Through the indigenisation programme, the government of Zimbabwe embarked on fast track land reform which to some extent had both positive and negative impacts. The aim of the programme was to empower the local Zimbabweans economically and to improve on food security. On the other hand, this initiative had negative implications to the environment. The research explored how the new farming communities endeavoured to protect the environment through their agricultural, social and cultural practises in trying to improve their sustainable livelihoods. The survey research design was adopted with questionnaires and interviews being the main data gathering tools. Simple random sampling technique was used to select a sample of 120 respondents for answering the questionnaire and also for interviewing. Data was then analysed, tabulated and inferences made about it. The research found out that the fast track land reform programme has caused environmental degradation as shown by deforestation, gullies and siltation of rivers in Eastdale A1 model farm. Poverty was highlighted as the major cause of environmental degradation in farms. In addition, bad farming practices and exploitation of natural resources as a way of surviving also impacted negatively on the environment. Although there are laws governing environmental protection, the implementation of such laws is not that effective as there is lack of consultation and participation of the local communities. The study recommends effective implementation of environmental laws in the areas where new farmers were settled. Local communities need to take active roles in matters concerning environmental protection through the introduction of freehold land tenure system in fast tracked land reform areas.
The study sought to assess the quality of service delivery for the Early Childhood Development B (ECD B) programme in Zimbabwe. The study covered all the ten provinces of Zimbabwe and adopted both qualitative and quantitative approaches. The qualitative approach was largely used to elicit views on quality provision of ECD B in Zimbabwe through the use of Focus Group Discussions, interviews, document analysis and observations. Questionnaires were used to solicit information from key informants such as head teachers, teachers-in-charge and teachers.The population from which the sample was drawn included all primary schools, Education officials at district, provincial and head office levels as well as registered ECD B centres in Zimbabwe. Random, convenience and purposive sampling procedures were used to select the study sample. The study used that it is a challenge to get qualified teachers to work in poor rural and otherwise difficult-toreach communities thus compromising the provision of quality ECD B in these areas. The teacher-pupil ratio at ECD B level in most parts of Zimbabwe is high, that is, it is way above the stipu-lated ratio of 1:20. A desk study of the Zimbabwean ECD curriculum indicates that it is effective and of good quality in that it is inclusive, play based and activities are developmentally appropriate. It is inclusive in that it welcomes learners in their diversity and can adapt to meet their learning needs which is one of the attributes of quality educa-tion.
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