Rethinking Early Childhood Education in Post-Colonial Zimbabwe: Historical, Policy, and Socioeconomic Dimensions and Contribution to Sustainable Development

Francis Muchenje, Joyce Tafirenyika and Morine Matongo
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Francis Muchenje: University of Zimbabwe
Joyce Tafirenyika: University of Zimbabwe
Morine Matongo: University of Zimbabwe

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 3700-3707

Abstract: This study adopts a qualitative research paradigm embedded in interpretivism to explore the historical context, current state, and future prospects of Early Childhood Education (ECE) programmes in Zimbabwe, particularly their alignment with Sustainable Development Goals (SDGs). Through an extensive literature review, the research traces the development of ECE from the pre-colonial period to the present, providing a comprehensive historical analysis that examines shifts in pedagogical settings, policy changes, and socio-economic factors shaping the ECE landscape. The findings reveal significant transformations influenced by colonial legacies, post-independence reforms, and global educational trends. This article underscores the pivotal role of ECE in fostering lifelong learning and its impact on children’s cognitive, social, and emotional development while discussing implications for achieving SDGs in Zimbabwe. The conclusion emphasises the necessity of a robust ECE system to promote equitable and inclusive education, reduce poverty, and foster sustainable economic growth. It advocates for policy recommendations aimed at strengthening ECE provision, enhancing teacher training, and increasing investment in early education as a strategic approach to sustainable development.

Date: 2024
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