The decision to incorporate the Early Childhood Development (ECD) function to the mainstream basic education department is a positive move to streamline and align educational provisioning. The R3.7bn allocation has been designated for transfer and integration processes.
Minister of basic education Angie Motshekga has undertaken a seamless transfer and integration. A detailed articulation of seamless within the purview of efficacy and effectiveness would allay public concerns. Creating policy shifts is easier than the actual implementation of the intended transfer.
We have not excelled in the implementation of school infrastructure plans despite clarity of the Norms and Standards for Public Schools Infrastructure. Incorporating the ECD function into department of basic education comes with challenges that should be articulated to garner support.
The SA education sector remains hugely unequal and differentiated in all aspects of provisioning. Incorporating the ECD function into a system teeming of challenges requires tacit strategies to achieve the intended objectives. The current decentralised (public, community, private) offering of the ECD services remains problematic in terms of quality, efficacy and effectiveness. The department does not have robust monitoring and evaluation mechanisms to ascertain the efficacy of all existing ECD centres.
Some operate without requisite approvals. It is not discernible from the minister’s address, if "seamless integration" also implies creating efficient social compact with service providers to safeguard the integrity of the sector.
Successful entities and systems are underpinned by efficient evaluation and monitoring systems and processes. The current models deployed by the department have limitations as evidenced by growing numbers of illegal schools, for instance. We hope some robust planning underpins the transfer and integration of the ECD function into basic education. we expect the department to have isolated potential challenges and set in place responsive strategies to address areas of deficit.
Learning organisations are complex by nature and require a holistic analysis to enhance success. We need at all times review the "fitness" for purpose for any educational interventions implemented. Efficacy and effectiveness are the key indicators for success. Similarly, the quality of education is as good or bad as that of its teachers.
Developing quality requires capacity and successful deployment thereof. Successful implementation of the ECD function requires teachers steeped in the knowledge and curriculum of the ECD sector. It is critical to have teacher profiles audit to ascertain efficacy and effectiveness of those entrusted to develop the young minds. Redefining teacher profiles and qualifications for the ECD sector will enhance schooling foundation and system at large.
SA educational provisioning is hugely unequal and differentiated, subtly perpetuating disproportionate inequalities. The current ECD centres are disproportionately unequal and that undermines the end goal of education – efficacy and effectiveness. We must revamp current ECD infrastructure in order to create seamless transfer and performance. Failure to have a unitary system for ECD if not well managed may perpetuate inequality and social injustice in terms of resourcing given the financial muscle of the private entities.
It is hoped that part of the R47.4bn allocation to the National Expenditure grant will be used to rehabilitate existing ECD infrastructure to meet evolving learner needs. Understanding this obligation can only bring success to the system. Regrettably, we have not excelled in the management of educational projects and initiatives to date. There is a dialectical connectedness between learning environments, teacher qualifications and preparedness and learner performance. Well-resourced learning environments motivate learners to explore boundaries of knowledge.
Societal dynamics influence the quality and efficacy of schooling and education in general. Schools are often left on their own to deal with the spillovers of these social challenges to the determent of educational quality. There is a need to revamp social support structures to assist cohorts of ECD learners navigate new schooling ecologies.
Most ECD centres have no capacity to cater for children with special needs and such a practice must change. The Education White Paper 6 advocates for inclusivity in the provisioning of educational services regardless of physical or mental abilities. The same applies to the rest of the schools, only few accommodate learners with disabilities. We need to capacitate schools so that they can accommodate all learners regardless of the disabilities.
Societal dynamics have underscored limitations of the notion of in loco parentis within learning settings. Schooling experiences indicate that parents abdicate responsibility for their school-going children with the hope that teachers shall play the in loco parentis role. Building trust chest between parents and school governance structures enhances community/school relationships and overall learner performance and discipline.
Transforming the ECD sector would require total commitment by parents to enable the sector succeed in developing young minds. Creating a positive rapport between parents and ECD centres can only enhance quality and success since both parties would be fully engaged in the educational progression of learners. We need creative ways to reignite this interest within school communities.
Historically rural settings are less resourced in terms of schooling facilities. We expect the department to invest in these far-reached places so that rural-based learners do not miss out on educational development opportunities. We also require an educational system that is stable, sustainable and of high quality to advance the country’s global competitiveness. Creating quality ECD foundation can only benefit the entire education system.
• Monyooe is a Sowetan reader
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