BACHELOR OF EDUCATION IN EARLY CHILDHOOD DEVELOPMENT (HONS )
Childhood education in Zambia is more associated with the coming of missionaries and the whites such as the British-South African Company. Formal ECE was provided in public schools and local Authority Welfare Centres as Sub–Standards A and B (Sub A and Sub B). The welfare centers mainly focused on improving the nutritional status of children who were given milk and an egg at the center. During the colonial era, the Day Nursery ACT was established. The Day Nurseries Act of 1957 was the first sign of policy direction for ECE establishment. Equipping preschool teachers with a degree qualification offers several advantages, which can significantly enhance the quality of education and overall learning outcomes for students. In a publication by the Republic of Zambia (2014) In RTS Teacher Effectiveness Series # 6, It states ―The aim of the Ministry of General Education (MOGE) is to improve school effectiveness in such a way that schools provide the environment and services for learners to acquire essential academic skills with particular focus on reading. To achieve this objective, the MOGE aims at improving five key areas: teacher effectiveness and accountability, leadership and management, developing assessment tools, guidance and counseling, school-community partnerships, and research.‖(p.2) One of the ways of improving teacher effectiveness is to provide quality teacher education by enabling preschool teachers to do degree programs which will enhance research ability in the teachers.
FIRST YEAR, 1ST SEMESTER
- BED 101 Academic Writing and Research Skills
- BED 102 General Educational Communications and Technology
- BED 103 Foundations of Early Childhood Education
- BED 104 Parents, Society, and the Child
- BED 105 General Psychology and Child Development
- BED 106 Observation and Assessment of Young Children
FIRST YEAR, 2ND SEMESTER
- BED 107 Play and Games in Child Development
- BED 108 Creative and Expressive Arts in Children
- BED 109 Infant and Toddler Care
- BED 110 Nutrition, Health, and Safety in the Family
- BED 111 Computer Applications in Education
- BED 112 Theories of Child Development
SECOND YEAR, 1ST SEMESTER
- BED 113 General Teaching Methods and Instructional Media
- BED 114 Professional Ethics in Early Childhood Education and Development
- BED 115 Curriculum Planning, Design and Development
- BED 116 Educational Problem Solving
- BED 117 Design of Early Childhood Environment
- BED 118 Entrepreneurship Development Skills
SECOND YEAR, 2ND SEMESTER
- BED 119 Research Methods
- BED 120 Science in Early Childhood Education
- BED 121 Introduction to Language Concepts in Early Childhood
- BED 122 Mathematics and Numeracy
- BED 123 Principles of Guidance and Counselling
- BED 124 Educational Administration and Management
THIRD YEAR
- BED 125 Attachment – Teaching Practice and Experience
FOURTH YEAR, 1ST SEMISTER
- BED 126 Special Needs and Inclusive Education
- BED 127 Peer Reviewed Micro-Teaching
- BED 128 Principles of Educational Assessment and Evaluation
- BED 129 Social and Cultural Studies
- BED 130 Program and Project Management
- BED 131 Policy Development in Education
FOURTH YEAR, 2ND SEMESTER
- BED 132 Advanced Philosophy of Teaching and Learning
- BED 133 Children‘s Literature and Creativity
- BED 134 Child Rights and the Law
- BED 135 Comparative Studies in Education
- BED 136 Educational Economics and Planning
- BED 137 Research Project
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