EARLY CHILDHOOD DEVELOPMENT TRAINING IN ZIMBABWE’S TERTIARY INSTITUTIONS: A REFLECTIVE ANALYSIS

This survey on Early Childhood Development (ECD) was carried out to establish the status of ECD training in tertiary institutions in Zimbabwe. It was part of pre-conference for ECD that took place in 2010 in Zambia. Questionnaires, observations and structured interviews were used to collect data hence a mixed methodologies approach was effectively used. .The results revealed that since its inception in the mid 1990’s, ECD training in Zimbabwe has developed considerably in nature and scope. However, remaining major challenges include limited leave of absence for infant teachers to upgrade themselves professionally and failure to attract male practitioners into ECD training This was further compounded by high University fees, inadequate supply of material resources, limited local literature and published research studies in ECD and unregulated accreditation of paraprofessional training. This study also, identified opportunities in ECD training which include Government scholarships in accredited programmes, a responsive ECD policy framework, autonomy of universities to accredit programmes and development of a career path for ECD graduates at various levels. It concludes by recommending the need for further training focusing on accreditation of training for paraprofessionals, increased training capacity at all levels, coordinated funding for accredited training by NGOs irrespective of level and research and scholarship funding for higher training in tertiary institutions.