Skip to main content
SpringerLink
Log in

Early Childhood Education and Care in Zambia: ECE Provision and Teacher Education

  • Chapter
  • First Online:
International Perspectives on Early Childhood Teacher Education in the 21st Century

  • 837 Accesses

Abstract

A focus on early childhood education in Zambia is a recent development, being the focus of various government policies since 2013. Prior to this early childhood education was privately provided (e.g. through private schools), but there was no country-wide framework or guidelines. In 2014, the Teaching Council of Zambia was created to provide professional accreditation and regulation of teacher education and the teaching profession across Zambia. Since the creation of TCZ, a minimum early childhood teacher education qualification at Diploma level as been required and enforced. Given its short history, it is unsurprising to find that there is currently an undersupply of qualified early childhood teachers across Zambia. This chapter explores these recent developments in the Zambian early childhood education sector and considers ongoing potentials and tensions.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Association for the Development of Education in Africa. (2014). Southern African Development Community (SADC) region: Reviewing the region’s progress in reaching the goals of the second decade of education for Africa. Retrieved from Harare, Zimbabwe: www.adeanet.org

  • Banda, F., & Mwanza, D. S. (2017). Language-in-education policy and linguistic diversity in Zambia: An alternative explanation to low reading levels among primary school pupils. In M. K. Banja (Ed.), Selected readings in education. University of Zambia Press.

    Google Scholar 

  • Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to learn: Educating our preschoolers. National Academy Press.

    Google Scholar 

  • Central Statistical Office. (2006). Living conditions monitoring survey report 2006. Lusaka.

    Google Scholar 

  • Central Statistical Office. (2012). 2010 census of population and housing-national analytical report. Central Statistical Office, Lusaka.

    Google Scholar 

  • Chishiba, G. M., & Manchishi, P. C. (2016). The language strategy in the Zambian educational system from 1924 to 2014. International Journal of Language and Literature, 4(1), 54–59.

    Google Scholar 

  • Cunningham, D. D. (2010). Relating preschool quality to children’s literacy development. Early Childhood Education Journal, 37, 501–507.

    Article  Google Scholar 

  • Dickinson, K. D., & Smith, W. M. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29(10), 104–122.

    Article  Google Scholar 

  • Epstein, A. S. (2009). The intentional teacher. Exchange 45–53.

    Google Scholar 

  • Evans-Palmer, T. E., & Shen, M. (2017). Embers to bonfires: An analysis of early childhood teacher training in Zambia. Africa Education Review, 14(1), 1–21. https://doi.org/10.1080/18146627.2016.1224555

    Article  Google Scholar 

  • Gove, A. (2017). What we are learning about early education in Sub-Saharan Africa. Journal of Research on Educational Effectiveness, 10(3), 530–534. https://doi.org/10.1080/19345747.2017.1335091

    Article  Google Scholar 

  • Government of Zambia. (2013). The Teaching Profession Act No. 5 of 2013. Lusaka, Zambia.

    Google Scholar 

  • Jukes, M. C. H., Turner, E. L., Dubeck, M. M., Halliday, K. E., Inyega, H. N., Wolf, S., Zuilkowski, S. S., & Brooker, S. J. (2016). Improving literacy instruction in Kenya through teacher professional development and text messages support: A cluster randomized trial. Journal of Research on Educational Effectiveness, 10(3), 449–481. https://doi.org/10.1080/19345747.2016.1221487

    Article  Google Scholar 

  • Kalindi, S. C., McBride, C., & Dan, L. (2018). Early literacy among Zambian second graders: The role of adult mediation of word writing in Bemba. Reading Research Quarterly, 53(1), 7–27. https://doi.org/10.1002/rrq.180

    Article  Google Scholar 

  • Kotze, J. (2015). The readiness of the South African education system for the pre-Grade R year. South African Journal of Childhood Education, 5(2), 1–27.

    Google Scholar 

  • Lynch, J. (2009). Preschool teachers’ beliefs about children’s print literacy development. Early Years, 29(2), 191–203. https://doi.org/10.1080/09575140802628743

    Article  Google Scholar 

  • Lynch, J. (2010). Kindergarten teachers’ beliefs about students’ knowledge of print literacy and parental involvement in children’s print literacy development. The Alberta Journal of Educational Research, 56(2), 157–171.

    Google Scholar 

  • Marten, L., & Kula, N. C. (2007). Zambia: ‘One Zambia, one nation, many languages’. In Simpson (Ed.), Language and national identity in Africa (pp. 291–313). Oxford University Press.

    Google Scholar 

  • Marti-Bucknall, W. (2007). The home-school connection: Immigrant family literacy practices and use of technology in home/first language learning. Ph.D. thesis, University of Canberra, Canberra.

    Google Scholar 

  • Matafwali, B. (2014). Evaluation of the interactive radio instruction (IRI) pilot programme in early childhood education in the Eastern Province of Zambia. Ministry of Education, Science Vocational Training and Early Education.

    Google Scholar 

  • Matafwali, B., & Chansa-Kabali, T. (2017). Towards sustainable access to early childhood development in Zambia: Re-envisioning the role of community based early childhood programs in promoting school readiness. Creative Education, 8(6), 901–911.

    Article  Google Scholar 

  • Matafwali, B., & Munsaka, E. (2011). A situation analysis of early childhood education in Zambia. UNICEF.

    Google Scholar 

  • Maundeni, T. (2013). Early childhood care and education in Botswana: A necessity that is accessible to few children. Creative Education, 4(7A1), 54–59. https://doi.org/10.4236/ce.2013.47A1008

  • McCoy, D. C., Zuilkowski, S. S., Yoshikawa, H., & Fink, G. (2017). Early childhood care and education and school readiness in Zambia. Journal of Research on Educational Effectiveness, 10(3), 482–506.

    Article  Google Scholar 

  • Mghasse, N. E., & William, F. (2016). Practices and challenges in the provision of pre-primary education in Tanzania. African Research Review, 10(1), 1–16. https://doi.org/10.4314/afrrev.v10i1.1

    Article  Google Scholar 

  • Ministry of Education. (1996). Educating our future. ZEPH.

    Google Scholar 

  • Ministry of Education. (2010). National implementation framework III 2011–2015. Ministry of Education.

    Google Scholar 

  • Ministry of Education Science Vocational Training and Early Education. (2013). Zambia education curriculum framework 2013. Curriculum Development Centre.

    Google Scholar 

  • Ministry of Finance and National Planning. (2011). Sixth national development plan 2011–2015. Ministry of Finance and Planning.

    Google Scholar 

  • Ministry of General Education. (2018). Educational statistical bulletin 2017. Ministry of General Education.

    Google Scholar 

  • Ministry of General Education. (2019). Educational statistical bulletin 2018. Ministry of General Education.

    Google Scholar 

  • Morgan, J. (2013). International recognition of children’s rights and its influence on early childhood education and care: The case of Zambia. In J. Georgeson & J. Payler (Eds.), International perspectives on early childhood education and care. McGraw-Hill Education.

    Google Scholar 

  • Mumba, B. (2018). A comparative study between turkey and Zambia teacher education system. Ph.D. thesis, Mersin University, Mersin.

    Google Scholar 

  • Musonda, L. W. (1999). Teacher education reform in Zambia...is it a case of a square peg in a round hole? Teaching and Teacher Education, 15, 157–168.

    Google Scholar 

  • Muyangali, M. (2018). Beyong the ordinary pedagogy: Focus on the development of love, care, and belief in the early childhood teacher training in Zambia. Paper Presented at the eNSPIRED Learning Week, Kitwe, Zambia.

    Google Scholar 

  • Mwanza-Kabaghe, S., Mubanga, E., Matafwali, B., Kasonde-Ngandu, S., & Bus, G. A. (2015). Zambian preschools: A boost for early literacy? English Linguistics Research, 4(4), 1–10. https://doi.org/10.5430/elr.v4n4p1

    Article  Google Scholar 

  • Mwanza, S. D. (2016). A citical reflection on eclecticism in the teaching of English grammar at selected Zambian secondary schools. Ph.D. thesis, University of the Western Cape, Western Cape.

    Google Scholar 

  • Policy Monitoring and Research Centre. (2017a). Early childhood care, development and education in Zambia. PMRC Research and Analysis Division.

    Google Scholar 

  • Policy Monitoring and Research Centre. (2017b). The status of early childhood care, development and education in Zambia. PMRC Research and Analysis Division.

    Google Scholar 

  • Sandvik, J. M., Daal, V. H. P. V., & Ader, J. H. (2014). Emergent literacy: Preschool teachers’ beliefs and practices. Journal of Early Childhood Literacy, 14(1), 28–52.

    Article  Google Scholar 

  • Schachter, R. E., Spear, C. F., Piasta, S. B., Justice, L. M., & Logan, J. A. R. (2016). Early childhood educators’ knowledge, beliefs, education, experiences, and children’s language- and literacy-learning opportunities: What is the connection? Early Childhood Research Quarterly, 36, 281–294.

    Article  Google Scholar 

  • Simuyaba, E., & Chibwe, P. (2016). Teacher professionalism in Zambia: Practices, challenges and prospects in the post-2015 era. Paper Presented at the The IIER International Conference, Sweden, Stockholm.

    Google Scholar 

  • Tambulukani, G. K. (2015). Fisrt language teaching of initial reading: Blessing or curse for the Zambian children under Primary Reading Programme? Ph.D. thesis, University of Zambia, Lusaka, Zambia.

    Google Scholar 

  • The Teaching Council of Zambia. (2016). Code of ethics for the teaching profession in Zambia. TCZ.

    Google Scholar 

  • Thomas, C. M., & Thomas, M. A. M. (2009). Early childhood care and education in Zambia: An integral part of educational provision? Current Issues in Comparative Education, 11, 6–14.

    Google Scholar 

  • UNESCO (Education Policy Review). (2016). Zambia education policy review: Paving the way for SDG 4—Education 2030. UNESCO.

    Google Scholar 

  • UNESCO International Bureau of Education. (2006). Zambia Early Childhood Care and Education (ECCE) programmes. UNESCO.

    Google Scholar 

  • Vernar, D. (2005). What factors influence world literacy? Is Africa different? In Policy Research Working Paper 3496. World Bank.

    Google Scholar 

  • Zambia National Education Coalition. (2016). The link between health, nutrition, child development and education: A situational analysis on early childhood care, development and education in Zambia. Children Sentinel Trust Zambia.

    Google Scholar 

  • Zuilkowski, S. S., Fink, G., Moucheraud, C., & Matafwali, B. (2012). Early childhood education, child development and school readiness: Evidence from Zambia. South African Journal of Childhood Education, 2(2), 117–136.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The University of Newcastle, Callaghan, Australia

    Ronald L. Kaunda & Joanne Ailwood

Authors
  1. Ronald L. Kaunda
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Joanne Ailwood
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Joanne Ailwood .

Editor information

Editors and Affiliations

  1. Faculty of Education, Southern Cross University, Lismore, Australia

    Wendy Boyd

  2. Swinburne University of Technology, Melbourne, Australia

    Susanne Garvis

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Kaunda, R.L., Ailwood, J. (2021). Early Childhood Education and Care in Zambia: ECE Provision and Teacher Education. In: Boyd, W., Garvis, S. (eds) International Perspectives on Early Childhood Teacher Education in the 21st Century. Springer, Singapore. https://doi.org/10.1007/978-981-16-5739-9_16

Download citation

  • DOI: https://doi.org/10.1007/978-981-16-5739-9_16

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-16-5738-2

  • Online ISBN: 978-981-16-5739-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation