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 necessary to achieve the global Sustainable Development Goals. In particular, Goal 4 advocates for quality education for all since it is important for all children to have a sound educational foundation. In this study, I focus on the second target of Sustainable Development Goal 4 that advocates for early childhood development and universal pre-primary education. The aim of this study was to explore how parent-teacher partnerships could be used to enhance education for sustainable development in early childhood development education learning centres in rural areas. The study was conducted in two primary schools in Bulilima district of Matabeleland, South province in Zimbabwe. The study called on Epstein’s notion of parental engagement as the theoretical framework. A participatory action research methodological design was deemed suitable for this qualitative study because it allowed participants to have an opportunity to express their views in their natural settings. Data was generated by means of discussion meetings and reflections and Fairclough’s (1992) critical discourse analysis was employed in its analysis. The findings, from early childhood development centres, highlight the importance of teacher-parent partnerships in promoting sustainable learning outcomes and children’s well-being. Furthermore, it was found that such partnerships promote alignment between the school culture and the needs of communities and enhance communication and decision making as well as providing a basis for change in the parents’ perceptions regarding early childhood development education. The study concluded that teachers and parents should work together at this level of education.