PROGRESS REPORT: EARLY
CHILDHOOD DEVELOPMENT
Briefing by the DBE to the Select Committee
on Education and Recreation
MR HM MWELI
29 OCTOBER 2014
OUTLINE OF PRESENTATION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Purpose
Problem Statement
Comments from CEM: 18&19 September 2014
ECD Audit conducted by DSD
South African Integrated Programme of Action
– Moving ahead
Grade R: Progress of practitioners to minimum
requirement - Level 6 (National Diploma in
Grade R teaching)
Additional Two Years
Implications for Implementation
Best Practice
Recommendation
1. PURPOSE
To brief the Select Committee on
Education and Recreation on the
progress made in respect of key
deliverables for Early Childhood
Development (ECD)
2. PROBLEM STATEMENT
“Delays in cognitive and overall
development before schooling can often
have long lasting and costly consequences
for children, families and society. The most
effective and cost-efficient time to intervene
is before birth and the early years of life.
Investment in Early Childhood
Development should be a key priority.”
National Development Plan: Vision for 2030 (2011)
3. COMMENTS FROM CEM: 18&19 SEP 2014
• Pre-Grade R:
– Concentrated focus on Grade R first, and then consider roll-out
of 2 years for long term;
– Policy amendments and adequate preparations for 2 years pregrade needed;
– Need for closer working relations with DSD to be sustained; and
– Minimum requirements for practitioners need to be L4
immediately.
• Grade R:
– HEDCOM to include L6 qualified practitioners currently in the
system and confirm their status in respect of staffing;
– Legislation services to finalise policy to coincide with
implementation;
– Address issues related to scholar transport, nutrition etc. for
Grade R learners which currently pose challenges; and
– HEDCOM to consider a plan for Grade R, taking into account all
the above issues and costing thereof.
4. ECD AUDIT CONDUCTED
BY THE DEPARTMENT OF
SOCIAL DEVELOPMENT
4.1.PURPOSE OF THE ECD AUDIT
• To address inequalities, service level
disparities and challenges of the sector in
collaboration with other initiatives (e.g the
development of the National ECD policy
and programmes).
• To develop a multi-pronged approach to
improve the quality of ECD services.
4.2 NUMBER OF CHILDREN PRESENT
4.3 REGISTRATION STATUS
Province
Registered
Un-Registered
Conditional
Total Sites
EC
1318
710
0
2028
FS
1263
390
236
1889
GP
1147
3125
0
4272
KZN
2018
359
0
2377
LP
2362
545
0
2907
MP
1115
879
0
1994
NW
814
303
0
1117
NC
453
92
0
545
WC
1979
863
0
2842
12469
7266
236
19971
TOTAL
REGISTRATION STATUS…(2)
• Of the 19971 ECD centres in the country a
total of 1, 439 centres could not be audited
as:
– 354 centres barred access,
– 943 closed; and
– 132 could not be found.
• The report is therefore on 18 centres only.
4.4.CONDITIONAL REGISTRATION
4.5 HIGHEST ACADEMIC QUALIFICATION
Source: ECD Audit conducted by Department of Social Development (2014)
4.6.DEPARTMENTAL INVOLVEMENT
4.7 ECD PRACTITIONER QUALIFICATION
Source: ECD Audit conducted by Department of Social Development (2014)
4.8 STATE OF CURRICULUM IMPLEMENTATION
Type of pre-Grade R curriculum followed
•
•
Small variation between curriculums among different registration statuses
but follow general pattern
Unregistered centres more likely (77%) to use their own curriculum than
full (71%) or conditional (68%)
Source: ECD Audit conducted by Department of Social Development (2014)
4.9 LEARNER SUPPORT MATERIAL
Sufficient Learner Support Material
•
•
32% do not have enough learner support materials and 26% only partly
enough
Considerable variation between provinces with Limpopo (50%),
Mpumalanga (47%), KZN (42%) and the Eastern Cape (38%) well above
average for not having sufficient learner support material.
Source: ECD Audit conducted by Department of Social Development (2014)
4.10 CONDITION OF LEARNER MATERIAL
•
•
Condition of learner support materials is generally in Good (47%) or Fair
(35%) condition
Poor condition is most common in the Northern Cape (33%) and North
West (30%). Also high in KZN (26%), Limpopo(25%) and the Eastern Cape
(25%).
Source: ECD Audit conducted by Department of Social Development (2014)
4.11 AUDIT RECOMMENDATIONS
• Develop an ECD Improvement
Strategy to address the findings per
province.
• Prioritise the need to have a
sufficient number of appropriately
qualified practitioners.
5. SOUTH AFRICAN
INTEGRATED
PROGRAMME OF
ACTION – MOVING
AHEAD
5.1 SOUTH AFRICAN INTEGRATED PROGRAMME
OF ACTION (POA) – MOVING AHEAD
• To improve the quality of ECD provisioning in
the country, the Department of Social
Development with the Departments of Health
and Basic Education and other stakeholders
developed the South African Integrated
Programme of Action – Moving Ahead.
• Cabinet approved the plan on 18 September
2013 with the directive that the costing be
concluded with National Treasury.
5.2 DBE RESPONSIBILITIES
Item
Activities
Progress
Human
Resource
Development
Develop the human resource development
plan for the ECD sector in collaboration
with DHET and the ETDP SETA
A draft overview has been
developed.
Improve the quality of ECD services through
provisioning of skills and career path for
people working with children birth to four
years
13, 500 ECD practitioners will
be trained towards an ECD
National Qualifications
Framework (NQF) level 4 in the
financial year 2014/15
Participate in the review of the Level 4
qualification for ECD on the National
Qualification Framework to address the
training gaps of ECD practitioners.
ETDP SETA in consultation with
DBE and other stake-holders
are reviewing the current
qualification to address the
gaps.
Develop an integrated professional
registration system for ECD practitioners
Negotiations have begun with
the HCBC and SACE.
5.3 DBE RESPONSIBILITIES… (2)
Item
Activities
Progress
Develop a training programme for
Once the policy is finalised by the
the ECD sector on the finalised ECD DSD, a training programme will be
policy
developed for the range of
stakeholders.
Communication
and Advocacy
Organise events to advocate the
importance of ECD.
The Department in collaboration
with SANLAM, SABC,
Kwasukasukela (KWK), are
currently conducting Takalani
Sesame road shows.
Participate in the training of Kha Ri
Gude volunteers on how to
stimulate young children
A programme has been finalised
for insertion in the training of KRG
volunteers on how to stimulate
young children.
6. PROGRESSION OF
GRADE R
PRACTITIONERS
TOWARDS LEVEL 6
6.1 STATE OF GRADE R PRACTITIONER
QUALIFICATIONS
Province
Number of Practitioners at each of the NQF Levels
(Highest ECD qualification achieved)
Below L4
Level 4
Level 5
Level 6
˂Level 6
EC
FS
GP
KZN
LP
228
84
10
200
3,920
282
120
4, 812
MP
NC
200
8
NW
WC
TOTAL
0
Total
436
667
600
904
560
184
792
181
237
1420
386
1080
700
234
139
4 ,765
1,270
2, 710
6, 486
1 080
2, 065
310
305
101
12
736
Only employ qualified teachers in Grade R in public schools
51
781
533
10 769
661
4 970
290
3 232
232
1 127
1, 767
20 879
6.2 GRADE R TRAINING - 2014
Province
Eastern Cape
Free State
Under- and unqualified
practitioners
BEd Foundation Phase
4329 53 at Rhodes
954 18 at UNISA
Gauteng
1550
Kwa-Zulu Natal
5398 2nd year- 400 at UNISA
1st year – 435 at UNISA
1st year- 59 at Embury
Limpopo
Mpumalanga
Diploma in Grade R
teaching
1103 with SANTS
231 at NWU
1107
HEIs have been invited to tender for the NQF level 6
qualification
1692 1st year – 50 Fort Hare
Nil
North West
25
Northern Cape
80 at NWU
Western Cape
713
60 at CPUT
6.3 5 YEAR TARGETS - TRAINING
Below Level 4 enrolled for Level 4 qualification
2015
EC
FS
GP
KZN
228
84
10
200
LP
MP
200
NW
NC
WC
8
51
Level 5 enrolled for Level 6 qualification
2015
181
237
500
2016
500
2017
420
386
700
305
2018
2019
Level 4 enrolled for Level 6 qualification
2015
1000
50
50
1000
100
50
120
2016
1100
86
55
1100
280
58
120
2017
1100
130
25
1100
280
100
150
2018
948
100
1000
332
110
194
2019
812
6.4 MOVING TOWARDS 2019
• 2016
– No Grade R practitioner with qualification
below NQF Level 4
• 2019
– No Grade R practitioner with qualification
below Level 6
7. ADDITIONAL
TWO YEARS
7.1 DISTANCE TO NEAREST PRIMARY SCHOOL
Source: ECD Audit conducted by Department of Social Development (2014)
7.2 ADDITIONAL TWO YEARS
• Medium Term Strategic Framework: 20142019
– Planning for the introduction of a Pre-Grade R year
to be led by the Department of Social Development
• Targets:
.
– By 2019: All learners in Grade 1 have had access
to a formal Grade R programme (DBE); and
– Plan for the introduction of a Pre-Grade R year is
approved (DSD)
• Draft ECD Policy and Programmes (DSD)
– 2 years before Grade 1
• Consolidation of Grade R (DBE)
• Pre-Grade R (DSD & DBE & DoH)
7.3 OVERVIEW OF THE POLICY AND
PROGRAMMES
CONTENTS OF THE DRAFT POLICY AND PROGRAMMES:
• ECD as a public good
– Universal availability and access
– Dual government-regulated model of public and private delivery of ECD programmes
and services
• Pre-Grade R
– Ages of children and timeframes
• Institutional arrangements
– Coordination and integration
• Human resources (government, NGOs, training of ECD Practitioners,
capacitation of government officials)
• Infrastructure
• Disability and Nutrition
• ECD Programme (essential package and comprehensive programme)
• Funding – crosscutting implications
• Communication strategy
• Monitoring and evaluation
7.4 IMPLICATIONS FOR THE DBE
– Human Resource
• Capacitation of departmental officials;
• Training of ECD practitioners; and
• Professionalisation of ECD sector.
– Essential Package
• Stimulation of children’s learning and development;
and
• Parent support.
7.5 CONSULTATION ON POLICY AND PROGRAMMES
DATE
VENUE
18/06/2014 Limpopo
01/07/2014 Nelspruit, Mpumalanga
08/07/2014 Mdantsane, Eastern Cape
15/07/2014 Kimberley, Northern Cape
22/07/2014 Orkney, North West
05/08/2014 Bloemfontein, Free State
12/08/2014 Ulundi, KwaZulu-Natal
19/08/2014 Parow, Western Cape
25/08/2014 Sebokeng, Gauteng
STAKEHOLDERS
• National Departments:
Department of Social
Development, Health and Basic
Education.
• Provincial and district
departments of Social
Development, Health,
Education, Correctional
Services, Local Government,
Treasury
• National Development Agency,
IDT, Municipalities.
7.6 NEXT STEPS
• The working committee (DBE, DSD, DoH and
other departments) will finalise the provincial
consultations on the draft ECD Policy and
Programmes.
• Detailed report on the process will be prepared
for submission to the Social Cluster for
recommendation to Cabinet.
• After approval a detailed, costed implementation
plan with clear roles and responsibilities for the
key departments will be developed.
8. IMPLICATIONS
FOR
IMPLEMENTATION
8.1 Improving Quality in Pre-Grade R
OUTCOME
DELIVERABLES
Implementation of the National
Curriculum Framework for children
birth to four years of age (NCF) in
registered ECD centres
Children will
be ready to
access formal
schooling by
laying a solid
foundation
TARGET
DEADLINE
18, 000 registered ECD
January
centres are implementing 2015
the NCF
Train all un- and under- qualified ECD 13, 500 un- and underpractitioners to obtain qualifications qualified practitioners
have at least a level 4
at NQF level 4
qualification (NCF)
March 2015
All ECD providers have a list of
minimum resources required for the
implementation of the NCF.
18, 000 registered ECD
centres have the list of
resource requirements
Strengthen collaboration and
cooperation with all relevant
government departments and other
stakeholders
Effective training and
October
curriculum sub2014
committee of the
National InterDepartmental Committee
for ECD
January
2015
8.2 IMPROVING QUALITY IN GRADE R
OUTCOME
Children will be ready
to access formal
schooling by laying a
solid foundation
DELIVERABLES
TARGET
DEADLINE
Improve conditions of
service for all ECD
practitioners
5, 000 ECD practitioners at March 2015
level 6 qualification
Absorption of all
suitably qualified Grade
R practitioners and
afford them the
requisite benefits
20% of Grade R
practitioners who are
qualified are absorbed in
fully funded posts
December
2015
Amendment of
education legislation to
make compulsory
education begin at 5
years, which provides
two years of education
before Grade 1
800, 000 Grade R learner
will access formal
education
January 2016
8.3 WAY FORWARD
Deliverable
Outcome
Time Frame
Identification of best practice
Replication of best practice across all
provinces
2014
Retain grade R as part of the Foundation Phase
All grade R classes monitored and
supported as part of the system
2015
Uniform implementation of the 70% grade R learner Standardised allocation implemented
cost
2015
Inclusion of grade R as part of the monitoring and
evaluation in the Foundation Phase
Increased responsibility of HODs, District
and provincial officials to support grade R
classes
2015
Qualified grade R practitioners employed with full
benefits at the appropriate REQV level
Incremental creation of posts for qualified
practitioners
2015
Amend legislation to make grade R compulsory
Compulsory grade R
2016
Implement the Moratorium on the employment of
grade R practitioners with level 4
National Diploma in grade R teaching
implemented as the minimum entry level
2016
Implement the Moratorium on the employment of
grade R practitioners with level 5
National Diploma in grade R teaching
implemented as the minimum entry level
2017
Increased per learner cost to equal grade 1
Grade R per learner allocation equal to
grade 1
2019
9. BEST PRACTICE
9.1 BEST PRACTICE
Province
Best Practice
Description
Gauteng
Early Childhood
The ECDI is a support
Development Institute structure to ensure
(ECDI)
that ECD services are
experienced in an
integrated manner at
ECD sites and Grade R.
It was launched in
2009 by the then MEC
for Education, Mrs
Motshekga.
Comment
Given the integrated
nature of service
delivery in ECD,
having an institute
assists in ensuring coordination and
effective service
delivery. The
establishment of
institutes is
encouraged.
Mpumalanga is
investigating the
establishment of an
ECDI focussing on
training of
practitioners.
9.2 BEST PRACTICE…(2)
Province
Best Practice
Description
Free State
“Grade R in a box”
Utilization of excess
teachers to offer the
service
Grade R mentors
Retired teachers ae
being used to support
and mentor grade R
practitioners
Use of qualified
educators in grade R
in Public Ordinary
Schools and per
learner allocation
equal to Grade 1
Continued
All provinces to work
maintenance of fully towards this scenario.
qualified (NQF level 6)
practitioners which is
inherited from the
long history of
provision in the
province
NW
Comment
Given that Grade R
practitioners are non
fully qualified, the
mentors provide the
necessary support
9.3 BEST PRACTICE…. (4)
Province
Best Practice
Description
Northern Cape
Stimulation
programmes
Stimulation packs with
information on
children’s
developmental
milestones for each
term are provided to
parents.
Mobile toy library
The toy libraries are
mobile units targeting
the rural areas to
provide services to
vulnerable children.
Comment
This is also used in
other provinces.
10. RECOMMENDATION
It is recommended that the Select
Committee on Education and
Recreation notes the progress
made in respect of key deliverables
for Early Childhood Development
(ECD)
THANK YOU
Website: www.education.gov.za
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