Purpose This study examines the evolution of Zimbabwe’s post-independence education policies through the lens of educational justice. Drawing on Rawls’ theories of distributive justice and equality of opportunity, and Fraser’s theories of recognition and participatory parity, the study explains how conceptions of educational justice and corresponding policy priorities evolved over time. Methodology Situated within interpretive and transformative research paradigms, the study employs historical research and interpretive policy analysis to examine major national education policies enacted from 1980 to 2026. Policies and reforms were purposively selected based on their significance to educational justice. These include universal education reforms, the Basic Education Assistance Module, Early Childhood Development initiative, language-in-education reforms, the Inclusive Education policy, and the Policy on the Re-entry of Pregnant Learners. Policy documents were analyzed using deductive coding guided by four analytical domains: redistribution, equality of opportunity, recognition, and participation. The Capability Approach subsequently informed the interpretation of the developmental trajectory by assessing the extent to which successive reforms expanded learners’ capabilities to achieve valued educational outcomes. Findings The findings reveal that Zimbabwe’s post-independence education policies reflect a progressive broadening of educational justice. Early reforms primarily addressed colonial inequalities through the redistributive expansion of educational access. Subsequent policies increasingly targeted socioeconomic disadvantage, promoted fair equality of opportunity, recognized learner diversity, and strengthened conditions for meaningful participation. Collectively, the reforms demonstrate a cumulative developmental trajectory in which educational justice evolved from a predominantly distributive concern toward a multidimensional policy discourse. Although the developmental trajectory represents important normative progress, interpretation through the Capability Approach suggests that persistent structural and contextual constraints continue to limit learners’ ability to translate educational opportunities into valued life outcomes. Significance This study contributes to education policy scholarship by introducing the Developmental Trajectory of Educational Justice as a conceptual framework for explaining how educational justice evolves across successive policy reforms. Beyond its theoretical contribution, the framework offers practical guidance for policymakers by demonstrating that educational justice is a dynamic concept requiring continual adaptation as new forms of educational disadvantage emerge. As educational systems respond to new challenges such as curriculum reform, digital inequalities, and the growing integration of artificial intelligence, the framework can inform the design of future educational reforms that anticipate and address emerging injustices.
Introduction and backgroundEarly marriage and maternity represent a violation of human rights and a barrier to achieving gender equality in education. Studies conducted across various regions and countries, including Mozambique, have highlighted the negative consequences of early marriage and maternity, particularly on adolescent girls' physical, educational and mental health. Adolescent girls who marry before the age of 18 are more prone to a broad spectrum of mood, anxiety, and other psychiatric disorders. In the districts of Maganja da Costa and Morrumbala in Zambézia Province, Mozambique, high rates of early marriage persist despite government policies and interventions.Purpose statementThis study aims to understand early marriage's socio-cultural, economic, and psychological drivers and impacts on adolescent girls' lives, focusing on education, mental health, and well-being.Design and methodsThis paper used a qualitative research design. We employed a life-story approach and used purposeful sampling to identify participants. Semi-structured interviews were conducted with 25 participants and the data were analysed using Tesch's thematic analysis approach.ResultsElements contributing to early marriage and pregnancy are intricately linked with socio-cultural elements. These include the induction into specific societal roles, the affirmation of childbearing, the perceived importance of dowry, the impact of rite-of-passage ceremonies, and the cultural significance associated with a girl's initial menstruation. School dropout often originates from geographical and transportation challenges, nudging adolescent girls towards early marriage. In some instances, termination of pregnancy was viewed as a solution, while engaging in sexual activities was seen as a means to inject purpose into their lives or as a response to poverty. Positive changes and emotions were evident, yet regrettably, the ramifications of early pregnancy and marriage were primarily detrimental. These influenced the adolescent girls' interpersonal connections, educational and career opportunities, emotional well-being, and access to support networks.ConclusionsThe modern perspective, which advocates for equal educational rights for boys and girls and posits that marriage should occur after the age of 18, contradicts the socio-cultural perspective of adulthood.ContributionThis study adds to the ongoing efforts to prevent and combat early marriage and maternity in Africa.
The purpose of this chapter is to highlight importance of training Early Childhood Development (ECD) practitioners to ensure safety of learners in ECD centres, known as ECE in other countries. Several government departments have established policies to ensure effective implementation of health and safety practices in ECD centres. The problem with ECD policy implementation seems to be minimal training and support of practitioners and caregivers focusing on health and safety issues in ECD centres. Policy cannot always mandate what matters to outcomes at ECD centres because individual practices ought to be central to local responses. ECD policies in South Africa provide guidelines that direct the day-to-day practices of ECD practitioners. However, health and safety of young children appears to be in the hands of untrained practitioners and caregivers. Furthermore, ECD policy implementation reveals an uncertain relationship between policies and program implementation.
Early childhood development (ECD) practitioners are at core of care and overall well-being for children in ECD centers. Despite their importance, ECD practitioners’ psychosocial well-being is often overlooked in policy and research. While prior studies have documented challenges such as low pay and limited career progression, less attention has been given to the problem of delayed salary payments. This is an often overlooked form of economic insecurity that disproportionately affects women and household breadwinners. This study aimed to explore the interplay between salary payment and ECD practitioners’ work conditions, economic insecurity, and professional recognition. The cross-sectional, nationally representative Thrive by Five Index data collected in 2021 among 2288 ECD practitioners were analyzed. Data were analyzed at the univariate, bivariate, and multivariable levels. Using logistic regression, the outcome of the study was delayed salary payment. The findings showed that being a breadwinner significantly increased the likelihood of delayed salary payment (OR = 1.33, p = .009). Practitioners residing in large households (nine or more members) were also significantly more likely to report delayed salary payments (OR = 2.74, p < .001). Conversely, the presence of workplace support (OR = 0.65, p < .001) and access to special referrals and mentoring significantly reduced the odds of delayed salary payment. This study highlights that delayed salary payment among ECD practitioners is associated with poor working conditions, income insecurity, and lack of professional recognition. A coordinated, intersectoral community of practice involving government departments, ECD centers, and parents is essential. Such collaboration should focus on ensuring equitable access to ECD services and promoting supportive working environments. Importantly, the sector must move toward formalizing employment conditions , securing stable contracts, fair wages, and consistent payments for practitioners. Addressing payment delays is not only a labor rights issue but it is essential for delivering quality early learning and achieving equity in ECD.
This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.
This chapter seeks to consider strategies and means that early childhood development (ECD) leadership in South Africa can use to create a non-violent environment at ECD centers and in the foundation phase in primary schools. In South Africa, ECD is defined as a term indicating the procedures under which children from birth to nine years of age grow and flourish emotionally, morally, socially, physically, and spiritually. The chapter focuses on Pre-Grade 1 to Grade 3 environments. It also addresses the roles that relevant stakeholders can play in support of school leadership in the creation of a violent-free environment. The research is guided by Bronfenbrenner's ecological systems theory. Since early childhood is a sensitive and impressionable stage in children's lives, a living, supportive atmosphere as well as an enabling social setting is essential to ensure their complete development. This requires the involvement of all stakeholders (school governing bodies), especially members of the schools' leadership teams in considering policy.
The purpose of this chapter is to highlight importance of training Early Childhood Development (ECD) practitioners to ensure safety of learners in ECD centres, known as ECE in other countries. Several government departments have established policies to ensure effective implementation of health and safety practices in ECD centres. The problem with ECD policy implementation seems to be minimal training and support of practitioners and caregivers focusing on health and safety issues in ECD centres. Policy cannot always mandate what matters to outcomes at ECD centres because individual practices ought to be central to local responses. ECD policies in South Africa provide guidelines that direct the day-to-day practices of ECD practitioners. However, health and safety of young children appears to be in the hands of untrained practitioners and caregivers. Furthermore, ECD policy implementation reveals an uncertain relationship between policies and program implementation.
Abstract Background The COVID-19 pandemic disrupted immunisation programs worldwide, reversing gains that had brought vaccine-preventable diseases largely under control. This study explored the impact of COVID-19 on the uptake of routine child immunisation services in South Africa. Methods We conducted qualitative research using in-depth interviews with 51 purposively selected parents/caregivers of children below the age of five who missed or delayed one or more scheduled immunisation doses in 2020-2022 and with 12 healthcare providers who provided public immunisation services during the pandemic. Findings During the pandemic lockdowns, most caregivers perceived the risk of their child being infected with COVID-19 during a clinic visit as more salient than the risk of missing immunisation doses. Caregivers reported minimal exposure to routine immunisation communication, as well as shortages of routine vaccines for children at public health facilities; healthcare workers experienced anxiety and burnout. There was a post-pandemic shift to more active decision-making about immunisation, which had previously been an almost automatic behaviour, leading some caregivers to delay vaccinating their children. There was also evidence of a “bad vaccine” mental model among some caregivers regarding COVID vaccinations, which could lead to doubts about the safety of routine childhood vaccinations. Interpretation The shift from default to active decision-making highlights a risk that routine immunisation will backslide in future pandemics. Governments should build resilient health systems at all levels and communicate clearly about the benefits and availability of RIs and the safety of vaccinations in general, alongside supply-side interventions. Funding Final Mile Consulting funded this study.
Sangiwe Moyo, Anushka Ashok, Saransh Sharma et al.
AbstractEvidence suggests children HIV‐exposed and uninfected (CHEU) experience poor growth. We analysed child anthropometrics and explored factors associated with stunting among Malawian CHEU. Mothers with HIV and their infants HIV‐exposed were enroled in a nationally representative prospective cohort within the National Evaluation of Malawi's Prevention of Mother‐to‐Child HIV Transmission Programme after Option B+ implementation (2014–2018). Anthropometry was measured at enrolment (age 1–6 months), visit 1 (approximately 12 months), and visit 2 (approximately 24 months). Weight‐for‐age (WAZ) and length‐for‐age (LAZ) z‐scores were calculated using World Health Organization Growth Standards; underweight and stunting were defined as WAZ and LAZ more than 2 standard deviations below the reference median. Multivariable logistic regression restricted to CHEU aged 24 months (±3 months) was used to identify factors associated with stunting. Among 1211 CHEU, 562/1211 attended visit 2, of which 529 were aged 24 months (±3 months) and were included. At age 24 months, 40.4% of CHEU were stunted and/or underweight, respectively. In multi‐variable analysis, adjusting for child age and sex, the odds of stunting were higher among CHEU with infectious disease diagnosis compared to those with no diagnosis (adjusted odds ratio = 3.35 [95% confidence interval: 1.82–6.17]), which was modified by co‐trimoxazole prophylaxis (p = 0.028). Infant low birthweight was associated with an increased odds of stunting; optimal feeding and maternal employment were correlated with reduced odds. This is one of the first studies examining CHEU growth since Option B+. Interventions to improve linear growth among CHEU should address their multi‐faceted health risks, alongside maternal ART prescription, and follow‐up of mother‐child pairs.
Gabriela Toledo, Megan Landes, Monique van Lettow et al.
ABSTRACTA large body of research investigates the determinants of stunting in young children, but few studies have considered which factors are the most important predictors of stunting. We examined the relative importance of predictors of height‐for‐age z‐scores (HAZ) and stunting among children under 5 years of age in seven of the most food‐insecure districts in South Africa using data from the Grow Great Community Stunting Survey of 2022. We used dominance analysis and variable importance measures from conditional random forest models to assess the relative importance of predictors. We found that intergenerational and socioeconomic factors—specifically maternal height (HAZ: Coef. 0.02, 95% CI 0.01–0.03; stunting: OR 0.96, 95% CI 0.94–0.98), birth weight (HAZ: Coef. 0.3, 95% CI 0.16–0.43; stunting: OR 0.5, 95% CI 0.35–0.72) and asset‐based measures of socioeconomic status (HAZ: Coef. 0.17, 95% CI 0.10–0.24; stunting: OR 0.77, 95% CI 0.67–0.89)—were the most important predictors of HAZ and stunting in these districts. We explored whether any other factors moderated (weakened) the relationship between these intergenerational factors and child height using conditional inference trees and moderation analysis. We found that being on track for vitamin A and deworming, adequate sanitation, a diverse diet and good maternal mental health moderated the effect of birth weight or mother's height. Though impacts are likely to be small relative to the impact of intergenerational risk factors, these moderating factors may provide promising avenues for helping to mitigate the intergenerational transmission of stunting risk in South Africa.
Kate Rich, Liezel Engelbrecht, Gabrielle Wills et al.
