Tapudzai Primary School

Founded in 1976, Tapudzai is a primary school located in the Zaka district of the Masvingo province in Zimbabwe. The school is in a rural community and is officially registered with the Zimbabwe Ministry of Education. An Early Childhood Development (ECD) programme at Tapudzai Primary School was established in 2006 in an effort to make early education accessible to the majority of young children. At first, the school had not built standard classrooms for ECD, so they had to allocate the classrooms already used by the main primary school grades, which were not user-friendly to ECD children. Establishment of the ECD programme was as a result of the Zimbabwe Ministry of Education, which incorporated a two-year ECD programme integrated into the mainstream primary schools as recommended by the Nziramasanga Commission Inquiry (1999). The purpose of incorporating the two-year ECD programme was to render assistance to the pre-formal education of all children in the country inclusively, whether rich or poor, urban or rural.

ECD programs aim to meet the holistic development of young children from infancy to primary school-age. ECD is considered to be a critical period for brain development of young children, as experiences and environments have a significant impact on their overall development. Available and adequate infrastructure, health, safety and good hygiene and nutrition are considered important aspects of delivering a quality ECD programme. Infrastructure is the physical facilities, materials and environments that support young children’s learning. Infrastructure plays a vital role in providing a safe, stimulating and conducive learning environment. This includes appropriate facilities such as classrooms, play areas, sanitation facilities and access to clean water. It also ensures equal access and inclusivity for all children, including those with disabilities. The infrastructure should allow accessibility, enabling children of all abilities to participate fully in ECD activities. For example, ramps, wide doors, assistive technologies and a spacious environment that allows young children to participate freely in ECD activities can  be incorporated to ensure inclusivity. Furthermore, infrastructure ensures the safety and health of young children. For example, well-ventilated classrooms reduce the risk of respiratory infections in children. Age-appropriate toilets, furniture and playing materials, as well as adequate sanitation facilities such as toilets and clean water play an important role in ensuring safety and health of young children (UNICEF, 2009).

Challenges in the ECD programme are similar in most African countries (Vargas-Baron, 2005). There are many challenges being faced by rural ECD schools, such as lack of appropriate infrastructure, insufficient funds, inefficiency of developmental labour, insufficient provision of developmental resources as well as poor repair and maintenance. Alinafe CBCC caregiver, Brandina Kamadzi, from Traditional Authority (T/A) Mlonyeni in Mchinji District states that most ECD buildings are made of grass and mud, which is not ideal. Also, the ECD programmes lack teaching materials, so they must rely on improvised ones.

Recent research done in Zimbabwe revealed challenges faced in remote rural ECD schools such as inadequate, inappropriate infrastructure, inadequate teaching and learning materials, poor sanitation facilities, lack of outdoor facilities, inadequate and unsuitable furniture for the ECD children (Bukaliya & Mubika, 2012). Mushoriwa and Muzembe (2011), and Tshabalala and Mapolisa (2013) confirm that most rural Zimbabwean primary schools are having ECD classes under the trees because of classroom shortages. It is very difficult for rural communities to afford building classrooms for the ECD children, especially when considering that the areas are poverty afflicted. It was also noted that the classrooms are congested. The research was done in the Chiredzi and Zaka districts respectively.It is against this background that researchers were motivated to study the state of ECD infrastructure in the Zaka district and its effect on the quality of ECD. Such research can raise awareness within the community and gain support from different stakeholders like parents, NGOs, local authorities, donors and policy makers. The research will also help to identify the specific infrastructure required to create an environment conducive to the learning and growth of young children. High-quality infrastructure also improves the learning outcomes of learners and their overall development. Communities can also mobilize themselves to help improve the ECD infrastructure through volunteering their time, skills, using local resources and expertise to maintain, build and renovate facilities. The community can also conduct a community needs assessment to identify challenges and specific needs faced with the ECD infrastructure and provide solutions for improvement.

Interview

                               Interviewee: Mr. Lovemore Dzoro (Headmaster)

Q: Could you introduce yourself and your main role within the organization?

I am Mr Lovemore Dzoro and I have 33 years of experience as a headmaster and am the holder of a Bachelors of Education (Honours) Degree (BED) in Administration, Planning and Policy Studies from the University of Zimbabwe. I run an outstanding school that received the 2015 Secretary’s Merit Award. As the school head, I’m responsible for the overall administration of the school, including utilization of resources, management of staff, and overseeing students welfare. I also provide guidance on teaching methods, assess students progress, monitor curriculum implementation and ensure efficient implementation of the national curriculum. Finally, l also work closely with various stakeholders such as the local communities, the Ministry of Primary and Secondary Education and parents.

Q: What is the main purpose of this organization?

The main purpose of this organization is to provide equal education to children in rural areas, regardless of their socio-economic background and secure the opportunity to receive basic education on a regular basis. We also focus on promoting the holistic development of students by creating a safe and stimulating environment that supports the overall growth and development of students.

Q: Can you briefly describe  ECD infrastructure currently available at the school, please?

Currently the ECD department infrastructure is comprised of a three-roomed classroom building, a traffic education and cultural heritage center and an ECD play center with swings, slides, soccer and netball fields.The school infrastructure is also equipped with child-sized furniture offered by parents and child-sized toilets which are still in good condition.

Q: What factors do you consider crucial for quality ECD infrastructure?

We consider factors such as a safe and secure environment, inclusive environment, adequate space and facilities, adequate and appropriate teaching and learning materials and resources, qualified staff, young child health and hygiene. A safe and stimulating environment with adequate space allows young children to explore and experiment in the environment freely, while also supporting their overall development. An inclusive environment fosters empathy, understanding and tolerance and mutual respect. Regardless of their different backgrounds and abilities children also feel valued, welcomed and supported when the environment is inclusive.

Q: How is the ECD infrastructure equipped to address the diverse needs of children in terms of social-cultural backgrounds?

The school is working hard to provide adequate infrastructure facilities such as classrooms and computer labs (since we have sixty functional computers at the school), along with resources showcasing diverse cultures and materials for hands-on learning experiences. We are also striving to create learning spaces that ensure inclusivity and respect the diverse cultures and backgrounds of children by displaying artwork, posters, books and teaching materials that reflect on the cultural diversity of children. For example, we have a heritage center or cultural village. The school engages the local community in the education process by inviting them to share their cultural knowledge and experiences. By providing adequate infrastructure facilities, students can have access to quality education and resources that promote inclusive learning for all.

Q: Are there any physical infrastructure challenges and how are they being addressed?

Yes there are challenges with the existing infrastructure such as lack of funds to construct or renovate damaged ECD play center equipment, classroom roofs, walls, and floors. We also face challenges in funding for school furniture, learning materials and outdoor play equipment. Shortage of these resources can hinder the provision of positive learning. The community is affected by poverty, and it’s very difficult for them to afford building classrooms and purchasing furniture, outdoor play equipment and learning resources for ECD children. To address the problem the school is raising funds through cattle and goat rearing. The school is also striving to encourage parents to contribute financially and materially depending on their capabilities. To encourage strong support, schools communicate regularly with parents about the school’s financial needs and projects and how  important it is to invest in their children’s education.

Q: Does the school infrastructure support accessibility and inclusiveness?

Yes, efforts are being made, and there is still progress to be made to ensure full accessibility and inclusivity so that all children, including those with disabilities and from marginalized backgrounds, have equal access to quality education. So far, the school has successfully installed ramps in upper grades classrooms (Grades 2 to 7). Although the school is trying to put more effort on accessibility and inclusivity in the school infrastructure, the attendance and enrollment rate of children with disabilities is very low due to inaccessible infrastructure, lack of learning resources such as Braille, hearing aids, lack of well trained personnel who hold positive attitudes and are open to inclusive education, and parents who fear that their children will be stigmatized and discriminated against. Another major problem is lack of awareness and training of educators, parents and community members on the needs and rights of children with disabilities.

Q: Are there any plans to upgrade the current infrastructure to meet the growing needs of children and any strategies to raise funds, maintain and ensure the sustainability of the ECD infrastructure?

Yes, we are constructing a new ECD classroom block which is now at roofing level in order to curb the advancing enrollment of the school, and we’re also planning to construct another ECD block to add to the one which is at the roofing level so that we can accommodate the expanding school. The school is also collaborating with the local authorities and engaging with the local community, and seeking help through education sponsorships and volunteer efforts. The school is also planning to establish sponsorship programs such as UNICEF Zimbabwe and Zimbabwe Rural Schools Development Programs (ZRSDP) that support the schools to construct and renovate existing facilities such as classroom roofs and walls, and to provide learning resources and materials like ECD workbooks, textbooks, stationary and teaching aids. Plans are still in progress to construct other ramps at infant grades classrooms (ECD A & B to Grade 1) and build accessible toilets. Educational and sensitization programs along with workshops and awareness campaigns are being carried out to help parents, educators, students and community members understand the needs and rights of children with disabilities and the importance of inclusion.

Q: What role do you think this organization plays in the lives of its citizens?

The school plays an important role in the lives of its citizens as it provides an empowering and equal quality education. In addition to an academic education, the school also provides children with opportunities to demonstrate their talents in sports, music and art. Children with disabilities are given equal opportunities to participate fully, especially in music and art activities. However, those with physical impairments are being excluded in some sporting activities because they’re considered unable to participate. These activities instill discipline, creativity, teamwork and resilience.

Reflections

In the interview with Mr Dzoro, we’ve learnt that ECD is a community-based and resourced programme, and that it is paramount for ECD children as it provides lifelong learning, and allows children to reach their full potential. Several factors such as supportive learning environments, appropriate resources, children’s health and hygiene and parental/community involvement were identified as crucial for quality ECD infrastructure. During the interview, we discussed the current state of infrastructure for quality ECD. One of the most important was the inadequate state of infrastructure, such as the lack of adequate classrooms and facilities, which hinders the delivery of positive learning experiences. Inclusiveness and accessibility were also discussed. During the interview, it became clear that there are inequity issues regarding enrollment of children with disabilities. ECD infrastructure often ignores the needs of children with disabilities. Lack of appropriate facilities, inaccessible infrastructure and qualified personnel in special education makes it difficult for these children to fully participate in educational activities causing problems with their development and social participation.

From the interview, we learned that there’s an urgent need to improve the infrastructure for high quality ECD. By providing quality ECD infrastructure, enrolment rates can increase and children can benefit from the supportive learning environments that supports their holistic development Additionally, involving communities in the planning and implementation process can foster a sense of ownership over the infrastructure, contributing to a sense of community development and empowerment. In addition, the organization should seek partnerships and support from various stakeholders and NGOs that specialize in infrastructure development. The government of Zimbabwe has to intervene since it’s the duty bearer of the right to ECD for all children and must assist disadvantaged rural areas and communities to address equity issues.

References

Bukaliya, R. & Mubika, A.K. (2012). Assessing the benefits and challenges of the introduction of Early Childhood Development education to the infant grade in the Zimbabwean education system. International Journal Social Science and Education, 3(1), 2223-4934.

Mushoriwa, Taruvinga D. & Hannah P. Muzembe. (2011). “Attitudes of Primary School Teachers towards Early Childhood Development in Zimbabwean Primary Schools” in EDUCARE: International Journal for Educational Studies, Vol.3(2) February, pp.117-128. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.

Nziramasanga, C. T. (1999). Report of the Presidential Commission of Inquiry into Education and Training. Harare: Government Printers.

Tshabalala, T., & Mapolisa, T. (2013). The impact of the early childhood development

(ECD) program: A case study of Gomadoda Cluster in Nkayi District. Nova Journal of Humanities and Social Sciences, 1(1), 42-51.

UNICEF. (2009). Child friendly schools manual. NY: UNICEF.

Vargas-Baron, E. (2005). Planning policies for early childhood development: Guidelines for action. Unpublished draft, WGECD/ ADEA, UNICEF, UNESCO.

Researchers

Hello! I’m Shylet Dangirwa. I’m a fourth-year student at Great Zimbabwe University in Zimbabwe, where I’m pursuing a Bachelor’s Degree in Early Childhood Development. I was born and raised in Zimbabwe. I wish to become an advocate for high-quality early childhood education.

 

My name is Netsai Ndhlovu. I was born in Masvingo, Zimbabwe and I am twenty-eight years old. Currently, I am doing my Bachelor’s Degree in Early Childhood Development at Great Zimbabwe University.