Bachelor of Education in Pre-Primary Education

Aims of the Programme

The aims of the programme are as follows:

1. To equip students with various competences to enable them to teach at this crucial level of education.
2. To equip students with research skills that intend to develop new ideas, initiatives and pedagogies and attain more knowledge with greater understanding.
3. To provide students with knowledge, abilities and pedagogical techniques and attitudes that will allow them to support the holistic development of children by designing and organizing playful learning environments.
4. To prepare students to not only focus on children’s cognitive development but also to support children’s emotional, social, motor and moral development.
5. To create reflective educators who can enhance their own practice by assessing their teaching and pedagogical strategies.
6. To provide students with the knowledge needed for the promotion of an equal and good quality education for children in their early years.

Learning Outcomes

At the end of the programme, the student will be expected to:

1. Demonstrate an in-depth understanding of the theoretical background and concepts of pedagogy, by studying the philosophy, history, psychology and sociology of teaching and learning.
2. Describe a wide range of teaching models and approaches such as collaborative learning, exploratory learning, problem-solving, inquiry, metacognitive processes and differentiation of instruction in pre-primary education.
3. Analyse ways of effective cultivation of oral speech and phonological awareness, language structure, reading, and writing according to contemporary linguistic and pedagogical perceptions and develop relevant activities for use in the pre-primary classroom.
4. Compare models of health, such as the biomedical, social and psychosocial models and theories of behaviour change, and apply the knowledge to promote health education in pre-primary schools.
5. Demonstrate awareness of the major theoretical perspectives in the study of child development and developmental psychology, and identify ways that the teacher can promote the physical, cognitive, language, personality, social and emotional development of children in the pre-primary classroom.
6. Explain the factors that contribute to efficiency in pre-primary education and the role of the school director/leader in the administration and management of a pre-primary educational organisation.
7. Demonstrate competency in art, drama and music education by applying the knowledge of different ways of artistic expression, drama and musical skills that children should develop in pre-primary school settings.
8. Apply methods to promote movement development in pre-primary level children while developing positive attitudes toward physical education.
9. Critically analyse assumptions underlying educational issues, inclusive critical pedagogies, technology, inclusive education and many more.
10. Communicate effectively and responsibly in visual, oral and written modes using technology, where appropriate, according to the level of the learner. 
11. Develop lesson plans for all the subjects of the curriculum in preschool classroom settings through the usage of suitable teaching, learning and assessment strategies, while creating a climate conducive to learning. 
12. Understand that each child has different interests, abilities, needs and learning potentials with individual learning rates. 
13. Participate as a responsible citizen, culturally and aesthetically sensitive across a range of social contexts.
14. Define and organize own activities with self-discipline, integrity and commitment.

The general admission requirements for entry to Unicaf University in Zambia Bachelor degree programmes are outlined below. Students are advised to contact the Office of Admissions to find out more about the range of equivalent international academic qualifications accepted.

• Regular admission to a Bachelor degree programme requires a Full Grade 12 Certificate with O-levels at credit or higher in a number of subjects depending on the course of study or international equivalent qualification.
• Applicants with a Diploma or Advanced Diploma may be considered for entry.
• Applicants with a Diploma or Advanced Diploma in a relevant area may be considered for credit transfer.
• English proficiency: Grade 6 (Credit) or better on the General Certificate of Education or international equivalent qualification
• Copy of valid passport or national ID

In addition to a strong academic record, extra-curricular activities, leadership skills and other relevant background information may be taken into account.