Briefing by the DBE to the Select Committee on Education and Recreation

MR HM MWELI29 OCTOBER 2014

PROGRESS REPORT: EARLY PROGRESS REPORT: EARLY CHILDHOOD DEVELOPMENTCHILDHOOD DEVELOPMENT

OUTLINE OF PRESENTATIONOUTLINE OF PRESENTATION1. Purpose2. Problem Statement3. Comments from CEM: 18&19 September 20144. ECD Audit conducted by DSD5. South African Integrated Programme of Action

– Moving ahead6. Grade R: Progress of practitioners to minimum

requirement - Level 6 (National Diploma in Grade R teaching)

7. Additional Two Years8. Implications for Implementation9. Best Practice10. 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 pre-

grade 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 STATUSProvince 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

TOTAL 12469 7266 236 19971

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 RESPONSIBILITIESItem 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 the ECD sector on the finalised ECD policy

Once the policy is finalised by the DSD, a training programme will be 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

ProvinceNumber of Practitioners at each of the NQF Levels

(Highest ECD qualification achieved) Below L4 Level 4 Level 5 Level 6 ˂Level 6 Total

EC 228 3,920 181 436 0 4 ,765FS 84 282 237 667 1,270GP 10 120 1420 600 560 2, 710KZN 200 4, 812 386 904 184 6, 486LP 1080 1 080

MP 200 792 700 234 139 2, 065

NC 8 310 305 101 12 736

NW Only employ qualified teachers in Grade R in public schools

WC 51 533 661 290 232 1, 767TOTAL 781 10 769 4 970 3 232 1 127 20 879

6.2 GRADE R TRAINING - 2014Province Under- and unqualified

practitionersBEd Foundation Phase Diploma in Grade R

teaching

Eastern Cape 4329 53 at Rhodes 1103 with SANTS

Free State 954 18 at UNISA 231 at NWU

Gauteng 1550 1107

Kwa-Zulu Natal

5398 2nd year- 400 at UNISA1st year – 435 at UNISA1st year- 59 at Embury

Limpopo HEIs have been invited to tender for the NQF level 6 qualification

Mpumalanga 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 - TRAININGBelow Level 4 enrolled for Level 4 qualification

EC FS GP KZN LP MP NW NC WC

2015 228 84 10 200 200 8 51

Level 5 enrolled for Level 6 qualification

2015 181 237 500 386 700 305

2016 500

2017 420

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: 2014-2019– 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 STAKEHOLDERS

18/06/2014 Limpopo • 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.

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

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 ROUTCOME DELIVERABLES TARGET DEADLINE

Children will be ready to access formal schooling by laying a solid foundation

Implementation of the National Curriculum Framework for children birth to four years of age (NCF) in registered ECD centres

18, 000 registered ECD centres are implementing the NCF

January 2015

Train all un- and under- qualified ECD practitioners to obtain qualifications at NQF level 4

13, 500 un- and under- qualified practitioners have at least a 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

January 2015

Strengthen collaboration and cooperation with all relevant government departments and other stakeholders

Effective training and curriculum sub-committee of the National Inter-Departmental Committee for ECD

October 2014

8.2 IMPROVING QUALITY IN GRADE ROUTCOME DELIVERABLES TARGET DEADLINE

Children will be ready to access formal schooling by laying a solid foundation

Improve conditions of service for all ECD practitioners

5, 000 ECD practitioners at level 6 qualification

March 2015

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 FORWARDDeliverable 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 cost

Standardised allocation implemented 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 PRACTICEProvince Best Practice Description Comment

Gauteng Early Childhood Development Institute (ECDI)

The ECDI is a support structure to ensure 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.

Given the integrated nature of service delivery in ECD, having an institute assists in ensuring co-ordination 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 Comment

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

Given that Grade R practitioners are non fully qualified, the mentors provide the necessary support

NW Use of qualified educators in grade R in Public Ordinary Schools and per learner allocation equal to Grade 1

Continued maintenance of fully qualified (NQF level 6) practitioners which is inherited from the long history of provision in the province

All provinces to work towards this scenario.

9.3 BEST PRACTICE…. (4)Province Best Practice Description Comment

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.

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)

Website: www.education.gov.zaCall Centre: 0800 202 933 | callcentre@dbe.gov.za

Twitter: @DBE_SA | Facebook: DBE SA

THANK YOU