QUALITY IN PRACTICE
Presented at the Southern Africa Regional Conference
On Early Childhood Development And Education (ECDE)
03 – 05 December 2013
Pretoria, South Africa
By: Sarah Klaus (OSF), Linda Biersteker (ELRU) & Lynette Okengo (OSF)
Presentation Outline
Components of quality: What works
Key implementation lessons
Examples of quality improvement
Policy implications
ISSA quality framework
What works ?
Empirical evidence points to the
importance of:
A. Program design
B. Supportive learning environment
C. Enhanced parental support
D. Strengthened capacity of
practitioner
E. Strengthened administration and
Program Design
Dosage
Intensity
Employment of local
practitioners
Program support structures
Evidence based
Learning Environment
Developmentally appropriate,
contextually relevant and
comprehensive program content
Purposefully designed play based
experiences around themes
Responsive interactive support to
learning
Flexible groupings of children
Parent Support: What Works?
 Active participation of parents with a focus
on skills development
 Intergenerational approach
 Clear expected outcomes with supervision
and mentoring
 Dosage and intensity
 Targeting the children most in need
 Caregiver wellbeing and health, education
levels, cultural factors and household
Teacher Qualities
University/post secondary
education qualifications
Continuous professional
development
Career paths that build on skills
Motivation and basic remuneration
Reasonable workloads
Availability of support
(mentorship/supervision/psychosoc
School Management Committees
Technical ability to manage schools
Real empowerment where the voice of the
members is heard
Autonomy especially in teacher
appointment
Engagement of committees in:
Establishing a clear path for pedagogical
improvement
Negotiating improved working conditions for the
teachers
Advocacy and action to ensure the mainstreaming of
References
http://www.ilifalabantwana.co.za/
http://www.westerncape.gov.za/text/2010/6/hs
rc-qualitativeassessment-ecd-final_report-2202-10.pdf
http://www.akdn.org/publications/2013_Learni
ng%20about%20Learning.pdf
http://ies.ed.gov/ncee/wwc/findwhatworks.asp
x
Lessons from the Field 1
A Maths and Science improvement project in
Grade R (preschool) classes in two districts
Statistically significant changes over 3 years on
ECERS-R and ECERS E subscales
Training challenges
The learning environment
was not established …..
Intervention Strategies
Skills Training:
Workshops ( ½ day - 5 days)
Experiential Learning
Implementation tasks
Outings
Site support visits (3 per year)
Learning groups
Lessons
 Needed a good basic programme in place before maths
and science teaching could improve.
 Suitable maths and science activities and equipment
were basis for improving those areas of the curriculum.
 Small group teaching enabled facilitation of language
and reasoning
 Subject knowledge (especially science) is essential
 The role of personal growth in providing the confidence
to teach was emphasised over and over again
 It takes time to internalise change
Lessons from the Field 2
Local and indigenous knowledge to inform
ECDE programming
http://elru.co.za/programmes/pa
pers-and-conferences/
“ Working with the community, I didn’t know they have
a lot of information but today we get it. I was surprised
at the level of participation from people in the
sessions, they were not shy but spoke, did
everything.”
“It was important to me because of family
empowerment, working directly with caregivers,
finding how to involve grannies.”
“To
understand
community
I am working
is
Current
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important
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our outreach programmes,
knowledge
to inform
and advocacy
understanding the values as well as the culture.”
Possible Elements of a Quality Improvement System
 Develop differentiated indicators for adequate,
good and excellent for all types of ECDE service
 On registration ECDE service assessed
(including parent input) and enters quality
improvement programme with improvement plan
 District level mentoring & support (workshops,
support groups)
 Service provider: self assessment process and
regular reflections on practice
 Service & practitioner accreditation to stimulate
ongoing improvement
 Periodic programme evaluations linked to child
outcomes
ISSA Principles of Quality Pedagogy
An international framework for early childhood
systems, aiming to improve the quality of learning
and children’s well-being, especially for those from
vulnerable groups
A policy framework defining child-centred quality
pedagogy in services for children 3 to 10 years of age
Are based on latest research on quality pedagogy,
and aligned with international trends and policy
documents
Accompanied by instruments for building learning
communities, improving teacher practices and
The Framework:
7 Focus Areas, 20 Principles, 85 Indicators
Family and
Community
Focus Areas of
Teaching Practice
Outcomes
for Children
Thank you for your attention