An exploration of school-community partnerships in the implementation of integrated early childhood care education services in pre-primary schools in Uganda

Abstract

The implementation of early childhood development (ECD) services has for long been delivered in a disjointed manner. This leaves out numerous aspects of children’s development, causing them to experience uneven development and wastage of resources due to duplication of services. Currently, the global trend is to provide integrated early childhood services as outlined in the SDGs to harness synergies and holistic care and development of all children. As a component to integrated ECD services, access to effective Early Childhood Care and Education (ECCE) services creates a chance for children’s school readiness and holistic development. It also puts children at an equal level in the education system without discrimination. Whereas Uganda has progressed in developing policies and related standards that support the delivery of Integrated ECCE services, questions still arise on its implementation. The purpose of this study therefore, was to explore school-community partnerships in the implementation of integrated ECCE services in pre-primary schools in Uganda, a case of Kira Municipality. The study objectives were to establish the influence of school-parent engagement on stimulation activities in pre-primary schools, examine the contribution of school-child protection agencies’ collaboration and child protection practices, and to assess the relationship between school-health care service providers' collaboration and healthcare practices. An embedded cross-sectional survey design with mixed methods was employed during data collection and analysis. A sample of 166 participants was used during data collection. This included 108 head teachers, 30 Centre Management Committee (CMC) chairpersons, 20 Local Council 1 Chairpersons, 3 Health workers, and 5 Probation officers. Interviews, document analysis, and questionnaires were used to collect data. The study discovered that collaboration and partnerships could enhance the implementation of integrated ECCE services in pre-primary schools. The study identified a number of partnerships and activities that would be used to support the implementation of IECCE services in pre-primary schools. Partnerships for stimulation activities included; Resource mobilization partnerships, Academic events and shared learning partnerships. Child protection partnership entailed; capacity building, security/safety, and child abuse mitigation partnerships. Whereas the health care partnerships included; Health care services, planning for health and capacity building partnerships.