Despite the Minister of Basic Education Siviwe Gwarube prioritising Early Child Development (ECD), the CEO of the Santa Shoebox Project, Deb Zelezniak, said there is an urgent need for teachers to lead the reform of ECD programmes.
Zelezniak’s sentiments come after World Teachers’ Day was celebrated last Saturday, under the theme “Valuing teacher voices: Towards a new social contract for education”.
With 81% of Grade 4 learners who cannot read for understanding, it is paramount that ECD educators grapple with the sector in order to cultivate the literacy skills of children during their early years before transitioning to formal schooling.
However, more than half of ECD practitioners lack the necessary qualifications to provide their services in ECD facilities, hindering the early development of literacy skills and cognitive development skills of children.
According to the 2021 ECD Census Report, just over 52% of ECD practitioners have an ECD qualification at NQF Level 4 to 9, while 27% underwent a relevant skills programme.
In addition, a startling 22% did not have any relevant qualifications.
The report was compiled by the Department of Basic Education in partnership with the LEGO Foundation.
With over 22% unqualified ECD educators, Zelezniak urged the department to professionalise the sector in the same way as teaching professionals.
She said such great strides would enhance the quality of education at ECD level, empowering literacy and numeracy skills of learners during their years.
“Currently, the DBE considers ECD teachers self-employed, giving them little to no access to support. They rely on the ECD grant which not only means they receive meagre salaries, but are also denied access to benefits such as medical aid subsidies and housing allowances which are enjoyed by teachers permanently employed by the department,” said Zelezniak.
The department allocated R150 million for the ECD resource package, and an additional R197m for the nutrition resource package.
She further compelled the department to understand the nuanced challenges ECD teachers continued to encounter to avoid making assumptions about what is needed by the sector.
Zelezniak’s words aligned with Gwarube’s “listening and learning” tour which aimed to understand the unique issues within the department by engaging relevant stakeholders.
Zelezniak pointed out such actions would speedily bring forth sustainable solutions.
“South Africa’s ECD reform hinges on listening to the educators at its core. As World Teachers’ Day reminds us, true educational progress begins by valuing those who teach and care for our learners,” said Zelezniak.
She emphasised that the department should invest in the skills of educators as it is another critical element in advancing the sector.
“While many ECDs function primarily as safe spaces for children while their parents work, it’s crucial that they offer more than safety — they must provide a solid educational foundation as well.
“This need is highlighted by the fact that only 10% of South African primary school teachers believe most children are developmentally ready for school, with a lack of early childhood education being a contributing factor,” said Zelezniak.
The Star