Assessment of the Implementation of Early Childhood Education in Selected Primary Schools of Lusaka District, Zambia

Early Childhood Education (ECE) is widely recognised as a critical determinant of cognitive, social, and academic development, with strong long-term returns for human capital formation. Extensive empirical evidence demonstrates that early investment in education yields substantial economic and social benefits, particularly in developing country contexts (Heckman, 2006; World Bank, 2018). In Zambia, ECE has been progressively integrated into the formal education system through key policy reforms, including ‘Educating Our Future’, and the ‘Zambia Education Curriculum Framework’. Despite these advancements, the effectiveness of implementation remains uneven, particularly in high density urban settings characterised by resource constraints and institutional limitations.
This study examines the implementation of Early Childhood Education in selected primary schools in Lusaka District using a qualitative case study design. Data was collected from fifty respondents through semi-structured interviews, focus group discussions, and observation checklists, and analysed using thematic analysis (Creswell, 2012; Braun & Clarke, 2006). The findings reveal that ECE implementation is significantly constrained by inadequate infrastructure, shortage of teaching and learning materials, overcrowded classrooms, high teacher pupil ratios, and weak institutional support systems.
The study advances the concept of policy implementation dissonance to explain the disconnect between policy expansion and practical delivery. It argues that while policy reforms have successfully expanded access to ECE, the quality of implementation remains insufficient to realise expected developmental outcomes. The paper concludes that a strategic shift toward quality focused interventions, supported by increased investment, strengthened teacher capacity, and improved governance systems, is essential for maximising the impact of ECE in Zambia.

Early Childhood Education, Implementation, Zambia, Policy Implementation Dissonance

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