Quality and Inclusive Education in Zimbabwean Rural Early Childhood Development Centres

Abstract

Globally, inclusive education lays a central role in improving and sustaining quality in Early Childhood Development (ECD) settings. Children with diverse needs and challenges are most vulnerable, marginalised and denied access to early education, especially in rural communities. This article explored the implementation of inclusive education towards achieving quality education in rural ECD settings of Mashonal and East schools of Zimbabwe. Grounded in the interpretivist philosophy, the study adopted a qualitative approach. Qualitative data from participants were gathered though semi-structured interviews and observations. The participants included three ECD teachers from three rural schools with ECD classes. The findings revealed that inclusive education is one of the measurement of quality in ECD centres. Despite being a crucial measure, data shows that rural ECD centres in Zimbabwe are not prepared for inclusive education. Although there are existing policies and acts on disability there was also a lack of support from the centres’ leadership and administration on the implementation. Our recommendations are that all stakeholders in ECD centres should support the implementation of inclusive education.