Peer-reviewed article
FOSTERING COLLABORATIVE ENGAGEMENT: STRATEGIES FOR STAKEHOLDER COOPERATION IN EARLY CHILDHOOD EDUCATION IN ZAMBIA
Joyce Mbewe, Blandina Manditereza ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5This study looked at how different groups, including government, teachers, families, and community organizations, work together to support early childhood education in Zambia. Researchers interviewed and observed 10 selected participants and reviewed documents to understand what helps or hinders this cooperation. They found several barriers and enablers to effective teamwork among these groups. The study suggests better communication, training for stakeholders, and clearer policies to improve collaboration in early childhood education.
Key points
- Investigated stakeholder cooperation strategies in early childhood education in Zambia
- Used interpretivist-phenomenological qualitative design with interviews, observations, and document review
- Involved 10 purposively selected participants
- Identified key barriers and enablers to stakeholder engagement
- Recommended improved communication, stakeholder training, and formal collaboration policies
Limitations
The small, purposively selected sample of 10 participants limits how broadly the findings can be applied, and the qualitative design does not measure outcomes for children directly.
Abstract
Investigated strategies for stakeholder cooperation in Early Childhood Education (ECE) in Zambia. Emphasized collaboration between government, educators, families, and community organizations. Applied an interpretivist-phenomenological design with qualitative methods (interviews, observations, document review). Involved 10 purposively selected participants. Identified key barriers and enablers of stakeholder engagement. Recommended improved communication, stakeholder training, and formal collaboration policies.