‘Let’s Grow Together’: Understanding the Current Provision of Early Childhood Development and Education for Children with Disabilities in Rural Malawi through Community-based Participatory Research

Abstract

Focussing on the experiences and perceptions of parents and volunteer caregivers of children with disabilities, this paper reports on a study that explored the provision of early childhood development and inclusive education for children with disabilities in rural Malawi. Drawing on a community-based participatory research (CBPR) design, ten local community researchers and two Malawian researchers collaborated to interview forty caregivers and parents of children with disabilities attending ten Community Based Care Centres (CBCCS) in Southern Malawi. Findings are reported through four key themes: experiences of disability, inclusion, learning and developmental progress; factors influencing nonenrolment and absenteeism; barriers to learning and progress; and accountability and support channels. Five key components were highlighted: 1) relevance of peer interactions for learning outcomes and wellbeing; 2) the importance of the CBCC as (a model for) a safe space against discrimination; 3) relevance of quality education and pre-school teacher training; 4) necessity of material support to decrease absenteeism; 5) the need for greater community and state support for children with disabilities. The implications of the study's findings are discussed, including the importance and relevance of considering the perspectives of community based actors in program and policy design.

Measuring the impact of a training intervention for early childhood centre staff on child development outcomes: Findings from a cluster randomized control field trial in rural Malawi

“…Staff training is provided through a small number of government-recognized organizations, for example, Association of Early Childhood Development Malawi (AECDM); however, they are dependent on funding from international donors that can be sporadic and insufficient for the needs. This was confirmed in previously published data from an initial component of this study, where CBCC caregivers emphasized the importance of receiving additional competency training and skill development, particularly in teaching children with disabilities (Greenwood et al, 2020;Soni et al, 2020).…”

A Bibliometric Study of Issues in Educational Policy

“…International governmental organizations have also been examined for their influence on national adult learning and education systems. Research has also focused on the challenges and opportunities for young children with disabilities in rural communities, particularly in accessing early childhood development services [36,37]. However, there are still issues that have not been extensively researched, or solutions suggested for them, such as the impact of emerging technologies on education policies and the intersection of environmental sustainability and education policies.…”