Re-Setting Education Priorities in the Post Covid-19 Era: Towards Equitable Learning Opportunities at ECD Level in Zimbabwe

This study sought to explore on how Early Childhood Development (ECD) educational priorities can be re-set towards achieving quality and equitable learning opportunities for ECD learners in the post Covid-19 era in Zimbabwe. The use of virtual learning platforms during the Covid-19 induced lockdown era resulted in both ECD teachers and learners experiencing a lot of challenges which gave rise to inequalities in education provisions and extended them particularly to the already disadvantaged and vulnerable ECD learners. The Social-cultural theory of learning by Barbra Rogoff formed the crux under which this study was carried upon. Interpretivist paradigm, qualitative research approach and document analysis research design were merged to enable the researchers to understand the nature of reality from human experience in the field of education at ECD level. Basing on articles published in reputable journals between 2020 and 2023, the study found out that lack of internet access, unreliable electricity / power, lack of ICT gadgets and knowledge to use virtual learning platforms were some of the challenges which were encountered when internet-based / remote learning was adopted at ECD level. The study recommended that ECD teachers need to re-set education priorities to make up for the time lost and ensure that ECD learners who were disadvantaged catch up with the rest in this post Covid-19 era in Zimbabwe.