The Perivoli Schools Trust early child care and education model: Exploring lived experiences and wider social impacts in Namibia
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia and University of Bristo
Abstract
The study explores the impact of the PST Teacher
Training Programme (NTTP) on the lives and well-being
of children, families and the wider communities in three
selected regions of Namibia. It provides a preliminary
evidence base in relation to the fidelity of the PST
approach ‘on the ground’ to the model’s principles, and
the future potential of using waste materials to build
environmentally conscious, sustainable, educational
activities and resources to support children’s learning
and development in their formative years. The study’s
findings aim to contribute understanding of the PST
Educarer training approach, so as to reap its full potential
in Namibia and beyond. The study offers knowledge
on Educarer training to the early years’ education and
care sectors to help inform the development of Early
Childhood Development policy and programming
throughout Namibia.
Description
The University of Bristol and the University of Namibia
undertook an exploratory qualitative investigation into
the Perivoli Schools Trust Teacher Training Programme.
The study explored the lived experiences of the early
child care and education approach offered by the Perivoli
Schools Trust (PST) in Namibia. The programme provides
training for teachers (Educarers) who are caring for and
providing education to, children aged 0-6 years old, in all
of Namibia’s 14 regions.
The purpose of the study was to respond to needs
on the part of the Perivoli Schools Trust, the Ministry
of Education, Arts and Culture (MEAC), the Ministry of
Gender Equality, Poverty Eradication and Social Welfare
(MGEPESW), and the local academic community. Evidence
was sought in relation to understanding the impact of the
Perivoli Schools Trust approach on the lives and wellbeing
of children, families and communities, the future potential
of the PST programme’s core focus on the sustainable use
of waste materials to create educational materials and
activities for classroom and home settings, and to gain
understanding about the fidelity of PST practice to the
principles and ideals of the approach.
The study offers rich qualitative insights into personal
and community experiences of those involved with the
PST training programme in three diverse regions of
Namibia. Data was collected through semi-structured
interviews, observations of centre-based practice in six
Early Childhood Development Centres (ECDCs) situated
within Kavango West (north), Otjozondjupa (central north)
and //Kharas (south). Regions were selected based upon
diverse environmental and spatial characteristics, poverty
rates and budgetary allocation from the State Revenue
Fund through Namibia’s development programme. Talking
circles were facilitated with a diverse range of community
members in each of the three regions including individuals
from the early years care and education sector
Keywords
Innovation, Creativity and Applied Learning, Green Education Environmental Stewardship, Children’s Readiness for Primary Education, Mobilising Capacity of Individuals and Communities, Sustainability and Longevity, Families’ Involvement in Children’s Learning, Disruption by Public Health Emergencies, Contexts of Care and Welfare