International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue II, February 2021 | ISSN 2454–6186

Implementation of the Zambia Education Curriculum Framework – 2013 at Early Childhood Education: A case of selected Primary Schools in Western Province, Zambia

Mushinga Kapelwa Mooto
Department of Education & Professional Studies, Mongu College of Education Mongu, Zambia a

Abstract: The study investigated the implementation of the Zambia Education Curriculum Framework (ZECF) – 2013 at Early Childhood Education (ECE) level in selected primary schools of Western Province, Zambia. The Objectives were to explore how the ZECF – 2013 was being implemented at ECE level and to identify the challenges faced by teachers in implementing the ZECF – 2013 at ECE level in the Primary Schools. The study was a descriptive case study within qualitative school of thought. It targeted the ECE teachers, Head teachers and Education Standards Officers. Sampling was done purposively. The type of purposive sampling used for all the target population was stakeholder sampling. The sample size was 61. The distribution of the sample was 26 ECE teachers, 26 head teachers and 09 Education Standard Officers. Semi structured interviews were used to collect data from Head teachers and Education Standards Officers. Questionnaires were used to collect data from the ECE teachers. Document analysis used teachers teaching files, school time tables, learner assessment records, classroom inventories etc. Data analysis made use of themes arising from the data. Findings were that few teachers had minimum qualifications for ECE teachers. Implementation was in situation of inadequate classroom space, teaching staff and teaching and learning materials. The recommended Assessment tool was not used. The use of the familiar language as medium of instruction was adhered to. Child Play was not emphasized. Integrated approach to teaching and planning to teach was not familiar to teachers and not used. Conclusion was that demands of ZECF 2013 were not fully adhered to. Inadequate classroom space meant that aspects of ECE learning and routine suffered. Areas of child development and establishment of development patterns in children suffered due to improper assessment. Language development & Primary Literacy Program is bound to succeed. Holistic Child development was undermined. The study recommends that satellite ECE centers under the management of the nearest primary schools be constituted using cheap and local materials so as to decongest the primary schools grappling with inadequate resources. Rigorous CPD programs should be instituted to align the teachers with the demands of ECE teaching and the ZECF – 2013.

Keywords: Child Play, Integrated Approach, Assessment, Early Childhood Education