Early Childhood Education for Sustainable Development in sub-Sahara Africa

Proceedings of The 4th International Conference on Advanced Research in Education

Year: 2021


[Fulltext PDF]

Early Childhood Education for Sustainable Development in sub-Sahara Africa

Adenike A. Akinsemolu, and Adejoke O. Ogunkoya




This article sought to explore the progress of early childhood education (ECE) for sustainable development in Sub-Saharan Africa. The study has used an explorative methodology to review the existing studies conducted in the subject area. The search was limited to the year 2000 to establish the relationship between ECE and sustainable development. The article has also examined the significance of ECE for sustainable development. Findings indicate that in recent years, more priority has been placed on countries developing national intersectoral ECE policies within Sub-Saharan Africa. It identifies that national ECE policies are critical for promoting children accessing essential early childhood services. While these policies have increased significantly during the last two decades, these documents are insufficient in the absence of appropriate enforcement and implementation. Also, despite the increasing significance of ECE, the article has established that various challenges have continued affecting effective implementation” socio-economic challenges, insufficient teaching and learning resources, low number of teachers, poor remunerations, and financial constraints. To this end, the philosophy/African spirit of Ubuntu has been identified as a critical concept in enhancing the sustainable development of ECE programs that respond to the children’s needs. Focus should be on socioemotional development, spiritual development, policy adoption, cost, implementation plan, institutional actors, and technical support for guiding local implementation.

keywords: Agenda 2063, early childhood education, sub-Saharan Africa, sustainable development, Ubuntu.