Exploring the realisation of early childhood education implementation in the education skills and sector plan in Zambia.
| dc.contributor.author | Nsamya, Rita | |
| dc.date.accessioned | 2025-08-19T15:01:15Z | |
| dc.date.available | 2025-08-19T15:01:15Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis of Master of Education in Educational Administration and Management | |
| dc.description.abstract | The purpose of this study was to explore the implementation of Early Childhood Education in line with the Education Sector and Skills Plan as it has implications on policy analysis and implementation which will bring recognition to the state of ECE in Zambia. The research study was underpinned by Edward III’s theorizing approach or policy implementation theory which lies on the premise that if a policy needs to be effectively and efficiently implemented, the implementers not only have to know what to do and have the ability to carry out the policy, but also have the intention to implement the policy. This research applied a qualitative approach that used a descriptive narrative design. The study sample included thirteen (13) participants whom were officials from the Ministry of General Education and from the Directorate of Early Childhood Education to constitute the sample for the analysis. Under purposive sampling- typical sampling techniques were used to sample the participants. Data was generated using interviews and document analysis. It was then analysed qualitatively using thematic analysis techniques based on the emerging themes from the study. The findings of the study sought to suggest that little had been done in terms of construction of ECE schools as the ESSP recommended, as in the past years funding allocated to ECE in the National budget was not enough. Furthermore, some parents in rural areas are still not convinced of the importance of ECE. The study further revealed that most of the challenges experienced in the implementation of ECE are as a result of fiscal challenges- which have resulted into a small number of well-constructed schools, lack of teachers in schools and unavailability of data on progress of ECE. Participants further added that partnerships were being formulated with International Organizations that have come on board to spread and develop the sector. The study recommended strategies which included the government constructing appropriate Infrastructure for better ECE practices, instead of using infrastructure which was designed for children above the age of six. ECE class-sizes and child-teacher ratios must be considered when enrolling children for quality education provision so as to produce desirable results was also another recommendation and lastly, the need for ECE centres to have active partnerships with parents which accommodate their needs. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9373 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Exploring the realisation of early childhood education implementation in the education skills and sector plan in Zambia. | |
| dc.type | Thesis |