ECD webinar

           ECD Webinar Theme:

Improved foundational teaching and learning through digital literacy, and technology-based
learning leveraged on Domestic Resource Mobilization.


Zimbabwe has taken strides to ensure that there is recognition, comprehension, and
appreciation of the importance of ECD at a foundational level. This has been evidenced by the
inclusion of ECD A and B as compulsory levels within the Zimbabwean education system and
the approval of the National Early Learning Policy which assists in the provision of quality and
inclusive ECD education. These strides have had an undeniable impact on the recognition of
ECD within Zimbabwe. According to the Zimbabwe Early Learning Assessment (ZELA) report
of 2021, the enrolment rate in Early Childhood Education (ECE) programs is alarmingly low.
The prevalence of malnutrition is also a significant concern, with high rates of stunting and
wasting observed among children under the age of 5 with approximately 23% of children in
this age group, while 4% suffer from wasting. 60% of young children face multidimensional
poverty, including limited education, inadequate healthcare, lack of clean water, sanitation,
and poor housing. Rural areas have higher poverty rates, with an estimated two-thirds of
impoverished children living outside cities. This disparity increases their vulnerability to
developmental delays.2 Access to ECDE in Zimbabwe is still low as the net enrolment rate is
at 44.15% for 2022. The qualified teacher-pupil ratios are high which is at 1:54 compared to
the recommended ratio of 1:20.

Objectives of the webinar

2.1.1. Main objective:
To improve access to quality and inclusive early childhood development through
strengthening the capacity of decision makers and civil society organizations in ECD
financing; embracing digital literacy and innovative learning methods; and promoting
collaboration among ECD stakeholders.
2.1.2. Specific objectives:
i. To strengthen the capacity of the policy and decision-makers and civil society
organizations in increasing pre-primary education financing in Zimbabwe through
alternative means.
ii. To advocate for an increase in ECD financing to at least 10% of the total education
budget so as to attain SDG4.2
iii. To have increased knowledge, understanding, and appreciation of the significance of
technology in education
iv. Explore alternatives to formal learning by adapting to technological processes and
improvement of digital literacy.
v. To promote collaboration among different stakeholders in order to strengthen ECD
policy engagement, advocacy and partnerships at all levels.