Parent-teacher partnerships to enhance education for sustainable development: Early childhood development education learning centres in Zimbabwe

Abstract

Education is one of the fundamental tools to achieve the global Sustainable Development Goals and Goal number 4 advocates for quality education for all. It is important for all children to have a sound educational foundation. This study focuses on the second target of Sustainable Development Goal 4, which advocates for early childhood development and universal pre-primary education. The main research question for this study has been: how can partnerships between parents and teachers be used to enhance education for sustainable development in rural early childhood development centres? The study was conducted in two different primary schools which are in Bulilima district of Matabeleland South province in Zimbabwe. The study was framed on Epstein’s parental engagement as the theoretical framework. A participatory action research design was deemed suitable for this qualitative study because it allowed participants to have equal opportunities to express their views in their natural settings. Data were generated by means of discussion meetings and reflections. The principles of Fairclough’s (1992) critical discourse analysis were employed for data analysis. The findings highlighted the importance of teacher-parent partnerships at early childhood development centres in promoting sustainable learning outcomes and children’s well-being. Furthermore, it was found that such partnerships promote alignment between the school culture and communities’ needs and enhance communication and decision making as well as providing the basis for change in the parents’ perception regarding early childhood development education. It is thus concluded that teachers and parents should work together at this level of education.