DOI: 10.36347/sjebm.2016.v03i01.006

Pages: 44-52

The findings and recommendations of the Nziramasanga Commission into Education and Training [3], have contributed to major reforms in education. Among other reforms, they have contributed to the establishment of ECD-A and ECD-B classes at primary school. Such change at primary school has created extra responsibilities in the management and administration of schools. These reforms have far reaching consequences for the teachers and school managers. The area of ECD is a special area that needs special treatment and attention. It is a special area in that we are dealing with children from birth to 8 years, a stage that is very delicate in the development of the child, as it develops socially, physically, intellectually, creatively and emotionally. To support the implementation of this reform in education, policy guidelines were put in place. These include The Secretary’s Circular Number 14 of 2004, Statutory (SI) 106 of 2005 (Zimbabwe), Director’s Circular Number 12 of 2005 (Zimbabwe) and Director’s Circular Number 48 of 2007. The legal framework on the operations of ECD was set and the standards that had to be followed were pronounced. Among the regulations were the stipulations that ECD centres were to be brought under the management and supervision of the nearest primary school; that the teacher pupil ratio had to be 1:20; that the ECD classes had to be manned by appropriately qualified teachers; and learning through play had to be emphasized (Statutory Instrument Number 106 of 2005). In addition to pronouncing the programme and curriculum that have to be followed, some of the legal framework spells out the curriculum and activities and the role of the school head at the ECD centre.