Inclusive Early Childhood Education in Zambia: A Call for Policy Action

Abstract

Early childhood education is thought to be foundational for the development of human capital and offers a window of opportunity for accelerated brain development. Zambia has made advancements in enhancing access to quality ECE. However, current initiatives have also shown inequitable access especially for children with disabilities. The effectiveness of a comprehensive inclusive early childhood education agenda has been explored in this paper as a compelling case for promoting equitable access for all qualified children. The major objective of the educational system is to serve as a social integration institution, and inclusive education is frequently considered as the path to achieving this objective. The paper is premised on the argument that the early years are crucial for inclusion because this is the period when the foundation for lifetime learning and the development of core values and attitudes is laid. Conversely, learning and developmental inequalities first manifest themselves in a child's early years, prior to their entry into primary school. It is simply too late to start talking about inclusion when children are already in primary school.

Keywords: Early Childhood Education, Inclusive early childhood education, Rights-Based Approach, policy, legislation

DOI: 10.7176/JEP/13-31-10

Publication date: November 30^th 2022