STAKEHOLDER’S PERCEPTION IN THE TRANSITIONS PROCESS OF PRESCHOOL LEARNER’S IN GRADE ONE IN THE PRIMARY SCHOOLS OF NAMWALA DISTRICT, ZAMBIA

Abstract

The study investigated stakeholder’s perceptions in the transition process of preschool learners’ to grade one in the primary schools of Namwala District, Zambia. The study outlined the following as the objectives of the study: (i) To determine the stakeholder’s perception in the transition of preschool leaners to grade one in primary schools of Namwala District., (ii) To examine stakeholder’s involvement in the transition of preschool leaners to grade one in primary school of Namwala District; and (iii) To assess the barriers faced in the transition to grade one in rural areas of Namwala District. The study adopted descriptive research design using qualitative method to allow an investigation concerning the stakeholder’s perceptions in the transition process of preschool learners to grade one in the primary schools of Namwala District. Data was collected using interview guide and classroom observation tools from the following participants 3 head teachers, 3 deputy head teachers, 3 grade one teacher, 5 preschool teachers, 6 parents and 2 world visions (NGOs). Primary data was supplemented with voice notes and analyzed using themes. The research findings established that teachers and stakeholders (parents and world vision) were aware of the transition of preschool leaners to grade one. The study revealed that perception of stakeholders on the age to start preschool varied but within the range between 3-6 years. Both teachers and Stakeholders agreed for a child to start education journey through preschool for better foundation. The findings established that stakeholders were involved in the transition of preschool leaners to grade one which increased collaborations among stakeholders and educators. Those barriers included long distance, inadequate preschool teachers, inadequate learning materials and non-conducive learning environment for ECE learners. The study made recommendations as follows: Teachers and other stakeholders to continue sensitizing parents on the importance of early childhood education. Government to consider employing ECE teachers. Government to construct ECE and grade one classrooms with improved learning environment.