Sustainable Development Goal 4-Language Policy: An assessment of its alignment to

policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

WEEKS 7, 8 & 9: Writing the Literature Review (Chapter 2)

During weeks 7, 8 and 9, you will start the content writing of the second chapter
(Chapter 2: Literature Review that includes carefully designed sub-chapters/headings,
critical review of current literature for theories/models, and argumentative structure of
theoretical frameworks) of your dissertation for reaching the 1500 words. By the end of
week 9 please submit your completed chapter 2 for constructive feedback.

Feedback

Thank you for your submission. Overall, this is a good Literature review, however, your
theoretical framework doesn't allow for this kind of assignment. Also, this should be 1500
words, plus or minus 100/200 words. This is too much and should be narrowed down to
only the key points you want to highlight. 

1. You should combine your theoretical framework as one section or remove it

altogether. 

2. Language Policy, but don't list the name of the policy. Nothing has been quoted from
the policy either. 

3. Information in Free Childhood Education doesn't discuss the literature but just
provides an overview of the system. So, you need to think about how other literature has
been researching or discussing this topic. This kind of approach should be used for all of
your sections.

LITERATURE REVIEW.

Chapter Two.

2.0 Introduction

This chapter presents a review of related literature which focuses on some important areas
of this dissertation, namely the theoretical framework, policies put in place to enhance
sustainable developmental goals and insights that can be drawn on the sustainability of
these policies. The other important areas are on the alignment of policies to the reality on
the ground. The chapter reviews how measures are designed to align policies to sustainable
goal 4; 2 on Early Childhood Development education.

2.1 Theoretical Framework

2.1.1 Bronfenbrenner’s Ecological System Theory.

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Sustainable Development Goal 4-Language Policy: An assessment of its alignment to
policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

Bronfenbrenner’s ecological system theory has four layers of stages of stakeholder

operations.

2.1.2 The Microsystems Stage

The first stage denotes the first layer of a learner operating in the home with siblings and
family. This stretches to the school where the learner interacts with peers. The system is
closest to the learner and contains structures in which the learner has direct contact. These
immediate surroundings include relationships and interactions that the leaner has as it is
where the learner experiences most of his or her social encounters. As illustrated above, the
micro system includes family, school, neighbourhood and childcare environments.

2.1.3 The Mesosystem Stage

This is the second stage that shows the stakeholders in the school system where the
administration such as the head, deputy, heads of departments and the school development
committees run the school with teachers mediating the learning process. The Government
puts the policies but works with stakeholders such as media, non-governmental
organisations, businesses and agencies that partner to support education. This layer defines
the larger social system in which the learner does not function directly. The structure in this
layer impacts the child’s development by interacting with some structures in the micro-
system.

2.1.4 The Macro System

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Sustainable Development Goal 4-Language Policy: An assessment of its alignment to
policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

This system is a stage influenced greatly by culture and the society in which the learner lives.
The belief system and ideology have direct influence on the learner. This is a more advanced
level where international partnerships like conventions and Sustainable Developmental
Goals (SDG) are formulated and of particular interest SDG4 which is on education.

2.2 Policies put in place to enhance Sustainable Developmental Goals in Early Childhood
Development.

In 2005, The Government of Zimbabwe ordered primary schools to offer two years of
instruction to children before the first grade. This was done after the recommendation of
the Nziramasanga Commission (1999). The commission highlighted the philosophy of
education in inculcating values and emphasising on diversity of cultures, hard work,
respectability, adaptability and self-reliance. The Ministry of Education, Sports, Arts and
Culture then directed all primary schools to increase the Early Childhood Development
enrolled children to have access to Early Childhood Development care and education
(Circular minute 14 of 2004). These policy guiding documents lacked interpretation by
specialists who could have helped them understand the practicality of the programme. This
concurred with Pence (2004) who suggested that policies of running ECD programmes exist
but there is no alignment or co-ordination of what is on the ground and on paper. Issues
raised questioned the rationale, lack of clarity of policies and the timing of the introduction
of ECD in primary schools.

Early Childhood Development should be understood and conceptualised because the

absence of clear framing impedes planning and progress as interested parties may struggle
to agree on basic issues. Governance then plays a pivotal role in ECD as it stipulates
established actions to implement and support ECD. The World Bank Initiative, Systems
Approach for Better Education Results – ECD is an organisation that collects, analyses, and
disseminates national and regional data on Early Childhood Development programs and
policies with Bulawayo Metropolitan Schools not being an exception.

2.2.1 Language Policy

As directed in the Zimbabwe Education Framework, the language of instruction in Early

Childhood Development in the first three years should be the learner’s mother tongue.
Theoretically, the barrier brought about by a foreign language could affect the performance
of the learners and erode their confidence, whilst participation in class could be reduced if
an unfamiliar language is used. The passion for school could also disappear creating a bad
foundation for the Early Childhood Development learner. It is only in infant school where
the medium of instruction should be the learner’s mother tongue. This policy does not
extend to junior and secondary schools. Research has pointed that the best strategy for a
learner at infant level is to use their home language so that they do not fall behind in
academic subjects.

Children have difficulties learning a subject taught in a language they do not speak at home
or in the community. When a child masters the first language, it becomes less problematic
to learn any other language. The mother language assists in analytical, reasoning, concept
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Sustainable Development Goal 4-Language Policy: An assessment of its alignment to
policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

formation, creativity and cognitive flexibility. A large vocabulary in a child creates creativity
and helps in coming up with new ideas. Language helps a child to acquire the four basic
skills in reading, writing, speaking and listening. According to Smith (2010), language
develops from conception and birth through the ages. To add to this, Tompkins (2010)
attests that listening is a language skill that begins at birth when a child gets into contact
with a language. The language in a child can be developed by storytelling, news telling and
discussions amongst the children. Story telling encourages the child to use creative and
expressive skills as they interact. Teachers should also be in a position to speak and teach
the same languages at this lower level.

2.2.2 Free primary school education

The Education Amendment Act gazetted on March 6, 2020 states that every child should be
entitled to free and compulsory basic state funded education and any parents that deprive
their children the right, shall be guilty of an offence. Early Childhood Development was
declared a basic human right, Mangwaya et al, (2016). The state funded education in
Zimbabwe has been redefined as education from ECD-A to secondary school level. There
should be no requirement to pay fees or levies. This Act attempts to align the education
system with the Sustainable Development Goal 4 policy on education for all by year 2030.

2.2.3 Information and Communication Technology (ICT) Policy

Another policy introduced in 2005 was the Information and Communication Technology which was
re-emphasised in Act 12 of 2015 on Information and Communication Technology policy. Children
should be introduced to ICT at this young age during Early Childhood Development. They should be
taught how to operate computers, play games on computers and learn to access the internet on
their own. Children can use music, images, voices and texts to create and share stories with others.
The challenge on the ground is the prevalence of constant electricity shedding even during
school times.

At a national level, the economic status may counter the development of ICT in primary
schools. The lack of resources in schools and at home also comes as a challenge to ICT
development. The learners need an early foundation in literacy and numeracy while being
exposed to fundamental concepts of science and technology. The use of ICT in literature and
culture should be such that children are able to
move into the world of work and sustain lives. Makokoro (2017). The biggest challenge,
however, is underfunding due to the perennial hyper inflationary climate in Zimbabwe. This
results in very few learning materials being produced for play and learning resources.

2.3 Insights drawn on policies that enhance sustainability.

In an effort to enhance sustainability, The Government sought to increase equitable access

to, and the completion of quality inclusive education with improved learning outcomes for
each child in Early Childhood Development. The financial resources had to be pooled
together to assist the Government in registering consistent improvement in access and
learning outcomes. According to Ndlovu, (2017) and a report from UNICEF (2010), funding

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Sustainable Development Goal 4-Language Policy: An assessment of its alignment to
policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

and the provision of resources play a critical role if sustainable policies are to be succeed.
The Early Childhood Development curriculum is helping in modernising the quality of
learning and thereby laying a foundation for the early years emphasising Science,
Technology, Engineering, Mathematics (STEM) skills.

The Government invested in the training of Early Childhood Development teachers in

colleges as this would help the teachers in bringing out the best in young children and
manage the age group effectively. As the Zimbabwean education moves from ensuring
access to education to enhancing quality education, improvements of learning outcomes on
literacy and numeracy were of paramount importance. With all these processes in place,
there is an assurance that learners would acquire the skills they need. Challenges faced
should be addressed systematically and more resources made available.

2.4 Alignment of policies to the reality on the ground.

The Government introduced the training of Early Childhood Development teachers’

colleges. This was necessitated by research proved that the percentage of trained teachers
was outnumbered by the permissible student teacher ratio of one qualified teacher to
twenty learners, Akinromini and Olowe (2016). Qualified teachers would have large classes
which reduced their effectiveness and time spent on attending to each learner’s needs.
Some learners would feel neglected, Chikwiri and Musiyiwa (2017). Due to the fees paid in
formal schools being low, enrolment figures became higher in Early Childhood Development
departments. Private child care centres charge high fees which are prohibitive to most
people. The school environment is thus seen as of paramount importance for the Early
Childhood Development learner as it gives a sense of continuity as they proceed to their first
grade. There are also other private child care centres which charge average fees but most of
these are not registered and use private houses as classrooms. They don’t have qualified
teachers to run them. Most of the required facilities are not up to standard since they lack
guiding policies in their operations. There should be a reliable supply of electricity so that
the learners get enough lighting in the classrooms. Consistent electricity blackouts or load
shedding becomes a setback as learners may be forced to spend the bulk of their time
playing outdoors. This situation affects the learners in the home environments when they
do assignments under the guidance of their parents.

2.5 Instigation measures designed to align policies to Sustainable Developmental Goal 4

on quality ECD education.

The infrastructure in primary schools is to be upgraded to cater for children of different

physical conditions and age. Starting with the classroom, these should be of the required
size which accommodates at least twenty learners. A learner is allocated stipulated square
metres of space according to the SDG4 set requirement. The teacher also should have
enough room to move around in the classroom assisting the learners. The level of classroom
windows must be at a good height and be easily operated by the learners.

Facilities must be suitable for Early Childhood Development learners such as the height of
the toilet seat, urinary and hand washing basins. Statutory Instrument (S.I.) 106 of 2005
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Sustainable Development Goal 4-Language Policy: An assessment of its alignment to
policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

states that water closets that are provided should be at a ratio of one child to twelve and
the water used should be from a protected source, Chikwiri and Musiyiwa, (2017). Clean
drinking water should be made available and be easily accessible to all learners. Some
children could be disabled and hence the schools needed to provide a safe, inclusive, gender
sensitive and effective environment for all learners UNESCO (2016). There should be wheel
chair ramps made to enable easy access to classrooms by the physically disabled learners.

Appropriate stationery should be made available for Early Childhood Development such as
drawing books, picture and colouring books. The crayons and modelling clays used by the
learners should be non-toxic and safe to use. Colourful charts should be a common feature
in the classrooms with many illustrations. The provision of learning materials is a joint
responsibility between the school and parents. The parents would provide indoor materials
while the school provides outdoor materials such as the playing equipment and space in the
form of play grounds. The furniture used by the Early Childhood Development learners,
usually provided by the school, should be of the appropriate height, easily moveable and
made of wood.

Quality education can only be achieved if the learners are in good health and their psycho-
social well-being is sound. The learner participation rate should be such that organised
learning is enhanced. Feeding schemes were introduced in primary schools to cater for the
well-being of those children that come from disadvantaged families. Hunger makes the
learners lose concentration and hence their foundation in education may be negatively
affected.

Christie (2008) in Samkange, (2016) attests that class characteristics such as size affect a
teacher’s ability to offer day to day counselling. Large classes sway the teacher’s attention
fuelling chaotic behaviour among the learners. The teacher learner ratio of one teacher to
twenty learners is recommended. The teacher should be able interact with all the learners
daily, but if the ratio is large, some learners would spend days without having been
attended to which puts them at a disadvantage. More time should be given to slow learners.
At times school enrolments tend to overcrowd learners and violate recommended ratios
because of the shortage of qualified teachers and hence the need to train more Early
Childhood Development teachers. Putting ECD learners in formal schools has the advantage
of continuity to the learners as they interact with other learners who they are not used to.

2.6 Conclusion

The chapter provided a wide review of policies that govern Early Childhood Development in
an attempt to align them with the sustainable developmental goals, and in particular goal
number 4 on education. Challenges faced by African governments are many but their efforts
towards education are commendable nonetheless. The Zimbabwe education system
continues to enact new approaches to teaching and learning but is hindered mostly by
politics, poor planning and inflation.

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Sustainable Development Goal 4-Language Policy: An assessment of its alignment to
policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

3.0 REFERENCES

Akinrotimi, A.A. Olowe, P.K., (2016). Challenges in Implementation of Early Childhood

Education in Nigeria: The way forward. J. Educ. Pract. 7(7), 33-38. Lagos: OPP

Bukaliya R., Mubika A.K. (2012). Accessing the Benefit and Challenges of the Introduction of
ECD Education to the infant Grades in the Zimbabwe Education System, Harare; Int. Soc. Sci.
Edu. 3(1), 25-34.

Chikwiri E., Musiyiwa J. (2017). Challenges and gaps in children’s transition from ECD to
Grade One in Zimbabwe. Harare Int. J. Educ. Admin. Pol. Stud. 9(7) 91-102.

Makokoro. P (2018). Zimbabwe Mandates Pre-schools. Harare, Nhaka Foundation

http://www.globalpressjournal.com. Accessed May 18 2021.

Mangwaya E. Blignaut S. Pillay S.K. (2016). The Readiness of Schools in Zimbabwe For the
Implementation of Early Childhood Development. Harare; S. Afi. J. Educ. 36(1) 792-800

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Sustainable Development Goal 4-Language Policy: An assessment of its alignment to
policies put in place to enable success at Early Childhood Development in the Bulawayo
Metropolitan Schools, Zimbabwe.

Nyanhunga, C (2017). Our Children, Our Future. Harare;

http://www.herald.co.zw/reframing-education-for-sustainable-future/. 25 October 2017.
Accessed 18 July 2021

Smith, J.T. (2010). Early Childhood Development, New Jersey; Pearson Education.

Tompkins, E (2010). Patterns on Practice: National Governors Association Centre, 8th edition;
Lagos, Council of Chief State of Officer.

UNESCO (2016). Education 2030; ICHEON Declaration and Framework for Action for the
Implementation of Sustainable Development Goals. ED-2016/WS/28. Paris: UNESCO.
http://www. unesdoc.unesco.org Accessed 18 July 2021