The Transformation of Kalale Primary School's Early Childhood Education Programme
By Justin Njovu, Communications, Zambia
The Zambian government's push for Early Childhood Education (ECE) classes in all schools was a welcome change. However, for Kalale Primary School in Nkeyema district of Western Province, ECE was merely a reported statistic, with the quality of education offered leaving much to be desired.
However, a change came with the partnership between Kalale Primary School and World Vision Zambia under the Zambia Reading for Education and Development (ZREAD) Technical Program. Over time, this collaboration has significantly enhanced the quality of ECE at Kalale.
A key part of this partnership was the introduction of the Learning Roots Model. This methodology gives teachers vital information on handling children aged 3 to 5.
Alex Zimba, an ECE teacher at Kalale Primary School, says that before World Vision interventions, ECE teachers did not fully understand how young learners grasp information despite being trained in college.
Mr. Alex admits that the Learning Roots Model opened his eyes to the power of play-based learning, whose shift not only boosted enrolment from 35 to 85 learners but also equipped Alex with valuable skills in classroom management and transitioning ECE students smoothly into first grade.
World Vision’s efforts extended beyond curriculum improvements; they empowered teachers to create learning materials using readily available local resources. This has fostered teachers' creativity and made learning engaging and more accessible for children.
"University knowledge is important," Alex acknowledged, "but the Learning Roots Model provides an in-depth practical understanding that makes a real difference."
Another crucial aspect of the program was the focus on clear roles for parents and teachers. This collaborative approach enhanced the children's learning experience.
Recognizing the important role that parents play in the involvement of their children’s education, World Vision also provided training specifically for parents in the ECE program. This training encouraged parents to actively participate in their children’s education, including ensuring their safety by escorting them to and from school. The parents also mobilized themselves to improve the learning environment by contributing to the purchase of child-sized chairs and organizing local materials to build a play park.
Sarah, a parent whose son Blessings attends ECE, is a witness to the program's success.
"The quality of education is night and day compared to before World Vision arrived," she says. Blessings can now explain what he learns in school, unlike her older son, who only learned meaningless songs during his ECE days.