Ejuu, Godfrey

2 Publications in AERD

Author Publications

Exploring Adoption of Inclusive Home-Based Early Childhood Development and Learning in Marginalised Rural Communities in Zimbabwe

By Mhizha, Samson;

Zimbabwe adopted a policy for compulsory enrolment of 3 to 5 year-olds in ECD 'A' and 'B' grades in primary schools. However, some eligible children are not attending these classes for reasons which include poverty, disability and lack of special education needs constituting marginalisation. The current study sought to evaluate community knowledge about inclusive home-based Early Childhood Development programmes, assess rural communities' attitudes towards the establishment of inclusive home-based ECD programmes and identify practices that can be used to sustain inclusive home-based ECD programmes in selected rural communities in Zaka and Bikita districts in Masvingo province. Data were collected from 60 purposively sampled participants comprising 30 parents of children without known disabilities, 12 caregivers, six (6) ECD teachers, and 12 parents of children living with disabilities. Data were analysed through thematic content analysis. Findings showed that parents support the establishment of inclusive home-based ECD centres to increase access and promote inclusion of children with disabilities and that parents have the will and capacity to implement and sustain the centres. However, it was also apparent that communities need capacity building on how to manage the centres. The research recommends the establishment of centres that are managed by parents and supervised by ECD experts in local primary schools in the marginalised areas. These centres need to be monitored and evaluated for standardisation. This model has the capacity to increase access to ECD opportunities for children in marginalised areas and needs to be prioritised.

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Community’s knowledge, attitude and practices towards inclusive home based early childhood education in Uganda: Lessons for scaling deep

By Ejuu, Godfrey

Background: Most innovations that would help to provide inclusive home-based early learning for children in marginalised communities sometimes collapse when the funders pull out. One of the reasons for this has been lack of information on the dynamics in such communities that can help to sustain such innovations. Aim: This study aimed to provide information on what communities in the study area know, their attitude and practices that can sustain home-based early learning initiatives. Setting: The study setting was in rural districts with marginalised communities, two in eastern and the other two in central Uganda. Methods: This study uses an exploratory approach to collect data through interviews and focus group discussions in the selected Ugandan communities. Data were collected from 120 purposively sampled parents, caregivers and teachers using in-depth interviews. Results: (1) Participants support the establishment of inclusive home learning centres and already have learning expectations of their children by the age of 6 years. (2) While women are more available for early childhood care services, men are supportive of inclusive education. (3) Cases of children with special needs are more prevalent in the study area, suggesting that many more could be found than currently known. Conclusion: The study concludes that communities have preferences for some activities carried out in the centres if established. This study provides an advance information that is useful for planning by agencies and government departments that may want to support establishment of such centres in marginalised communities. © 2022. The Authors. Licensee: AOSIS.

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