Risk factors affecting the implementation of early childhood education in Lunte district in Zambia

Abstract

The purpose of this paper was to discuss the risk factors affecting the implementation of early childhood Education (ECE) in selected primary schools in Lunte district of Northern province in Zambia. The study used descriptive survey design to collect data. The research instruments used were interview guides, a literacy test administered to pupils and document analysis. The researchers used purposive sampling to select the schools and the respondents. The research was conducted in five primary school sites that also catered for pre-school education. A sample of 24 respondents comprising three [3] head teachers, three [3] deputy heads, three [3] senior teachers, ten primary school teachers teaching at lower primary section (Grades 1-4), five pre-school teachers (2 trained and 3 untrained) were picked by virtue of having taught at the lower primary section (Grades 1-4) and were therefore deemed to have relevant knowledge concerning ECE. The findings were analyzed by qualitative approach. The main findings were that various factors hindered the effective implementation of ECE; these included lack of infrastructure and teaching and learning materials, long distances to ECE centres, poor qualifications of early childhood teachers, and inadequacy of ECE teachers. The authors concluded that current policies and practices still lacked the necessary resolve and action by stakeholders especially government, to effectively implement ECE. They recommended that in order to facilitate service delivery in ECE for the personal development of children at a tender age, government should prioritise ECE through increased funding, establishment of appropriate structures and training of ECE teachers and school managers.