This programme is designed for in-service teachers, pre-service teachers/ school leavers interested in pursuing Early Childhood Education (ECE). It aims to equip learners with the knowledge, skills, and competencies necessary for effective early childhood teaching, integrating ICT to enhance learning experiences. This double-major programme is designed to meet the growing need for ECE and ICT teachers in Zambia who can incorporate technology into early learning. It prepares graduates to support holistic child development while leveraging digital tools to enhance teaching and learning outcomes.

1.1 Rationale

The Undergraduate degree in Bachelor of Arts in Childhood Education with the Information and Communication Technology programme program is crucial for training educators in effectively supporting young children’s learning and development. Through this program, teachers acquire specialized knowledge and skills in child development, age-appropriate teaching methods, and pedagogical approaches, enabling them to create engaging learning experiences. Therefore, students are expected to influence positive changes within the classroom and the communities. As demanded by the Sustainable Development Goal 4.2, whose target is that by 2030, every government should ensure that all girls and boys have access to quality early childhood development, care, and preprimary education so that they are ready for primary education; also provided in the Eighth National Development Plan (8NDP) of 2022-2026, 6.2. with the Development Outcome1: Improved Education and Skills Development, also to support the Zambia Education Curriculum Framework of 2013 whose philosophical rationale for educational provision is to nurture the holistic development of all individuals and to promote the social and economic welfare of society. By investing in high-quality early childhood education, societies can empower children to break free from the cycle of poverty, reach their full potential, and contribute positively to sustainable communities and global development. The integration of ICTs into the curriculum of learners is of immense benefit to them. In 2002 the Ministry of General Education through the curriculum development centre (CDC) begun to design a syllabus in computer studies for grades 1-9 and in 2013 Computer Studies was introduced as a subject at both primary and secondary school levels. ICTs have also been introduced at higher learning institutions for teacher training as a requirement for the successful implementation of the curriculum.

The program is suitable for various individuals, including pre-service educators, educational assistants, parents, and home-school educators, aiming to enhance their knowledge in early childhood development and learning. Graduates will gain the necessary skills to support teaching and learning in diverse settings. In 2002 the Ministry of General Education through the Curriculum Development Centre (CDC) begun to design a syllabus in computer studies for grades 1-9 and in 2013 Computer Studies was introduced as a subject at both primary and secondary school levels. ICTs have also been introduced at higher learning institutions for teacher training as a requirement for the successful implementation of the curriculum in education.

1.2 Aims of the programme

The aim of the early childhood teacher education training programme at the university is to equip aspiring educators with the knowledge, skills, and competencies necessary to effectively support the learning and development of young children, while promoting inclusive and engaging educational practices.

1.3 Objectives of the programme

Objectives of this learning programme are to:

1. Develop an ICT comprehensive understanding of child development theories and practices to support the holistic growth of young children.
2. Acquire specialized knowledge and skills in age-appropriate ICT teaching methodologies and pedagogical approaches for effective early childhood education.
3. Foster ICT inclusive and equitable learning environments cater to the diverse needs of young learners, promoting their social, emotional, cognitive, and physical development.
4. Cultivate effective communication and collaboration skills to engage families, communities, and other stakeholders in supporting children’s learning and well-being.
5. Promote reflective ICT practice and professional growth, encouraging continuous learning and improvement in the field of early childhood education.
6. Train teachers who can understand ICT environments that are healthy, respectful, supportive, and challenging for each child.

2. Curriculum

2.1 Programme Learning Outcomes 

By the end of this learning programme, students should be able to:

1. Describe child development theories and practices that support the holistic growth of young children.
2. Apply specialized knowledge and skills in age-appropriate ICT teaching methodologies and pedagogical approaches for effective early childhood education.
3. Show how to use ICT to foster inclusive and equitable learning environments that cater to the diverse needs of young learners, promoting their social, emotional, cognitive, and physical development.
4. Describe how to use effective communication and collaboration to engage families, communities, and other stakeholders in supporting children’s learning and well-being.
5. Explain how they can use ICT practice and professional growth to achieve continuous learning and improvement in the field of early childhood education.
6. Describe ICT environments that are healthy, respectful, supportive, and challenging for each child.

2.2 Assessment

 The assessment for courses with practical work will be marked as follows:

Continuous assessment                 40%   

Test                                    30%

Practical Assignment    10%

Final examination                         60%

Total                                                100%

The test and final examination shall consist of one examination paper in each of the courses and shall normally be of two hours and three hours duration respectively.

The courses without practical work will have two assessments consisting of one (1) test and one (1) assignment making up 40% and the final examination of 60%.

3 Regulations 

 3.1 Admission Requirements

To qualify for admission to this programme an applicant must have any of the following:

1. Five credits at ‘O’ Level including English and Mathematics
2. Any relevant three-year Guidance and Counselling diploma from a reputable college or university
3. At least three ‘A’ level passes including Mathematics or equivalent.

3.2 Examinations

A student who is unable to sit the scheduled examinations and qualifies on compassionate grounds may be awarded a deferred examination in one or more courses. A deferred examination will be graded normally, i.e. between D and A+.

For the avoidance of doubt, all matters relating to the administration of both academic and administrative elements of the programme shall be administered by ZCAS University using its institutional framework subject to the guidance of Senate regulations.

3.3 Progression

• The programme of study shall be taken in the sequence approved by the ZCAS University Senate with lower-level foundation courses being undertaken and completed before a student proceeds to a higher level and specialized courses of study.
• A candidate who passes all the courses taken during the academic year of study shall be allowed to proceed to the next year of study.
• Every semester a full-time student shall register for and take not less than four and not more than five courses.
• A part-time student shall register for and take not more than three courses in any semester of the academic year.
• Provided that a student may, in exceptional circumstances, be permitted to take one additional course whether carried over from the previous academic year or additional in any one semester.
• A student who fails in one course may be permitted to proceed to higher level courses provided he or she repeats the course at the first available opportunity.
• A student who fails two courses in any academic year will normally proceed to Part-time studies until he or she has cleared up the outstanding courses.
• A student who fails in more than two courses in his or her academic year of study will be excluded.
• Every semester an evening programme student shall register for and take three courses.
• An evening programme student who fails up to two courses in any academic year will receive the comment ‘Proceed and repeat’
• An Evening programme student who fails more than two courses in one academic year will be excluded.
• A full-time, part-time or evening student who fails a course twice is subject to exclusion but he or she may be permitted to repeat the course for the third and final time.
• Exclusion is applicable in compliance with the preceding regulations in any year of study including the final year.
• To qualify to sit for an examination the student should have passed the continuous assessment.
• Any student who fails the continuous assessment should be informed two weeks before the commencement of the examinations about their ineligibility to sit for the examination.

3.4 Degree Regulations

The course of study for the award of the degree shall be as follows:

• Completed in a period of not less than four and not more than six academic years in the case of full-time students who have satisfied the requirements of the regulations.
• Completed in a period of not less than five and not more than seven academic years in all other cases (from the date of first registration)
• Completed 32 courses prescribed in the programme.

3.5 Degree Classification

• In calculating the grade of the degree, the following points shall be applied to the grades obtained.
  2. A+             5 points
  3. A                    0 points
  4. B+ 5 points
  5. B 0 point
  6. C+ 5 point
  7. C 0 point
• The grading of the programme is based on all grades obtained in the last two years (i.e. 16 courses). No points are awarded where a course has been repeated.
• The points for classification of the degree shall be as follows:

Distinction                   28 – 40 points

Merit                           20 – 27.5 points

Credit                          12 – 19.5 points

Pass                             0 – 11.5 points

APPENDIX 1: COURSE DESCRIPTIONS

YEAR 1 – COURSES

YEAR 2 COURSES

YEAR 3 COURSES

YEAR 4 COURSES