The early years of every child’s life are a critical period to shape the trajectory of their holistic development and to build a foundation for their future. In recognition of this significance, the Department of Basic Education (DBE) has committed to universal access to Early Childhood Development (ECD) by 2030.
DBE says it has developed a 2030 strategy for ECD programmes which provides a framework that will bring together the endeavours of partners and government’s efforts to create an ECD compact that is a powerful engine for achieving the country’s ambitious goals for its children.
The department’s Minister, Angie Motshekga, emphasized that the above-mentioned vision will prioritise the most vulnerable communities through initiatives such as the “mass registration drive” in order to ensure all practitioners at ECD centres are registered.
During the Basic Education Lekgotla held at Birchwood Hotel and Conference Centre where various sector stakeholders convened in March, developmental and inclusivity concerns were raised about ECD and were further discussed in a breakaway session/commission.
A Grade 11 learner aspiring to be an ECD educator posed a question saying: “In the early developmental stages, children are at their most inquisitive state. Their minds are open to sponge information. In the mention of artificial intelligence, would it not be ideal to introduce the world of artificial intelligence at ECD centres so that learners are exposed to it at an early age and the educators at primary school level would be propelled to keep up?”
In response, Dr Janeli Kotze, Acting Director of ECD at DBE, highlighted the strategies and policies in the 2030 vision.
“The goals of the ECD 2030 vision include expansion of access and improvement of the quality of education. The introduction of quality education at ECD level has commenced, at Grade R level, we now have improved Mathematics and language programs. This marks the first of many other programs,” he said.
A representative of the National Council of and for Persons with Disability (NCPD) raised the issue of an inclusive education system, saying that in a lot of sittings like this one, learners with disabilities aren’t considered.
“Just before coming here, I had to attend to a situation whereby an ADHD learner was kicked out of school without adherence to proper procedures because the school ‘simply cannot deal with such learners’ and the learner ends up at home stranded with the mother. What is the department doing to ensure that learners with disabilities are integrated at early childhood level?”
Jabulani Ngcobo, Director of School Improvement Projects Department at DBE managing the piloting of the implementation of white paper 6 on inclusive education,was called forth to elaborate and advise on the matter.
“On early childhood development centres, the department is working on enrolling and thus identifying learners with special needs from an early age. This also means that there’s a need for the training of ECD practitioners to be able to not only identify but educate these learners at ECD level so they do not miss any schooling developmental phase,” he said