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Early Childhood Development (ECD) Design Document

  1. Background

A base line survey of existing centre-based ECD programmes was conducted in the Franschhoek Valley in February 2013. The results showed that 621 children were in 19 centre-based programmes.  A follow up base line survey of centre-based programmes, completed in February 2014, revealed that the number of children had increased to 720 in 24 centre-based programmes. Of these 2 are registered and receive a State subsidy, 15 are registered but do not receive a State subsidy and 7 are unregistered. Furthermore, interviews conducted with the current practitioner’s estimate that an equivalent number, if not more, of children in the age range 3 to 5 years are not in any form of centre-based programme. Neither are there any play groups or home visiting programmes in the Valley. The situation with regard to children age 0 – 5 years in the Franschhoek Valley is typical of most areas in South Africa where the majority of people live in poverty. In short, there is insufficient capacity for provision for all children and where provision is provided it is largely inadequate.

 

During the 2013 Bhabhathane planning phase the focus was on stimulation for early learning and getting all children in the age range 3 to 5 years into quality centre-based programmes. However, through multi-sectoral consultation with experts in the area of early childhood development, it became evident that the Bhabhathane focus would need to broaden to include children age 0 – 5. This thinking was largely influenced by the Ilifa Labantwane Essential Package of Services and Support for ECD. More recently, the Bhabhathane focus has been influenced by the DG Murray Trust refocus on Resourceful Young Children described in their document, Amplifying the DGMT’s impact in the second half of its focused five year strategy 2011 – 2015, 18 March 2014, which advocates a more interventionist stance.

Briefly, with regard to the above document, the specific change that Bhabhathane hopes to bring about with regard to people in the Valley is as follows:

People:

  • We aim to increase awareness amongst primary caregivers of the importance of early learning stimulation through community engagement and setting up home-based community play groups. In other words, begin to develop a life-long interest and investment in children’s education. In addition, it is envisaged that the primary caregivers will be able to provide early stimulation for their children through participation in the play groups and training in the use of educational toys and programmes. Our ultimate aim is to encourage full enrolment of all children age 0 – 5 in appropriate stimulation for early learning programmes
  • In addition to the above, we plan to run parent workshops that train parent on play methods to assist their children to learn, as well as facilitate communication between parents and ECD centres to ensure a two-fold support system for the child
  • We hope to improve the environment in which children learn through upgrading the infrastructure of existing centre-based programmes and providing adequate and appropriate classrooms as well as teaching and learning equipment
  • We intended to instil confidence in the practitioners by standardising the curriculum and equipping them with the necessary skills and resources to provide quality early learning provision. In addition, we aim to provide practitioners with a forum to share best practice and resources
  • We plan to equip the practitioners with the necessary skills for early identification of barriers to learning and provide practical skills development around managing diverse learner needs in their centres
  • We propose to develop the Forum to include all practitioners in the Valley and, through training and development, ensure that they are empowered to become confident change agents
  • Our strategy is to open dialogue between the practitioners and Foundation Phase staff at the primary schools to ensure that all children enter school equipped with a readiness to learn. Furthermore, primary schools are able to create an enabling environment to receive the children
  • We intend to support practitioners to gain accredited NQF Level 4 qualifications thereby increasing their self-esteem and confidence in the classroom
  • We plan to support practitioners through the registration process so that they are able to receive a State subsidy and build their business to secure an income and ensure sustainability of provision
  • Our aim is to provide work opportunities and a sense of purpose for unemployed youth by:

o    training community workers in the use of toys and books for early stimulation and paying them a stipend per month to conduct home visits (children 0 – 18 months). These community workers will be assisted to gain further qualifications (provided by the DSD, other NGOs i.e. at no cost to Bhabhathane) so that ultimately they have the potential to start their own home-based play groups or gain employment elsewhere e.g. the municipality, hospice etc.

(It is envisaged that the home visits, to work side-by-side with the primary caregivers and their children in early learning stimulation activities, will punctuate their day with a sense of purpose and thus raise their self-esteem as well as develop the children)

o    paying the kitchen community workers a stipend each month for the first year (the running cost of the kitchen will be paid for through donor funding for this duration). During this time local professionals (and retired professionals) from the Franschhoek community will be sourced to volunteer their expertise with regard to training the kitchen staff with skills to run the kitchen as a business e.g. financial skills, catering and so forth. It is envisaged that by year 2 the kitchen will be run as a viable business. The reality is that food provision for the kitchen to feed the children over weekends and during school holidays will depend on on-going donor funding as well and events planning. If the kitchen is set up as a successful business there may be the potential for part or all of the cost of food provision for the children to be covered by the business

o    training two Bhabhathane fieldworkers to monitor the feeding programme in year 1 (3 in year 2 and 4 in year 3). This will provide the opportunity for these youngsters to gain work experience and enhance their chances for future gainful employment

  • We plan to contribute to the health of the children and their capacity to learn by providing at least one nutritious meal per day
  • We recognise that early childhood development is a multi-faceted process involving sensory-motor, social-emotional, language, cognitive and physical development. It is envisaged that we will address all these domains by:

o    instilling awareness of the importance of early learning stimulation in the primary caregiver through community engagement

o    setting up community home-based play groups

o    establishing mobile toy and book boxes for community workers to take to individual homes and train primary caregivers in early learning stimulation

o    improving the quality of centre-based programmes through upgrading infrastructure, standardising the curriculum, training the practitioners, establishing a Forum, attaining full registration and providing nutrition

o    engaging in multi-sectoral collaboration and integration of early childhood development services e.g. provincial Health Department, DSD, DBE, NGOs and individual specialists.

Programmes:

  • The subprojects and programmes are described in detail below.

Context:

  • There is a growing population of Eastern Cape residents who work as temporary migrant labourers on the wine farms and live in abject poverty in informal settlements surrounding Franschhoek. These informal settlements are spreading incrementally each year and it is unlikely that in the foreseeable future the context for these people will change. The reality is that for many residents in the informal settlement there is no work for many months during the year. It is envisaged that by starting the process of community engagement and building awareness amongst the primary care givers of the importance of stimulation for early learning we will be able to have an immediate positive impact on the lives of the children. By working with the local clinics, provincial Health Department and Hospice voluntary workers we hope to begin to engage with primary caregivers regarding the health and well-being of their children. Through setting up home-based community play groups and well-resourced centre-based programmes we intend to encourage an investment and interest in stimulation for early learning
  • There is a substantial Afrikaans speaking coloured population living in Groendal a few kilometres outside of the Franschhoek village. While these families are economically better resourced than those living in the informal settlements, there is still widespread unemployment, particularly amongst the youth. In addition, many in the community struggle with substance abuse, the absence of role models, negative peer pressure, violence and so forth. While Bhabhathane cannot hope to rectify these problems, as above, we envisage that by engaging in community awareness and establishing home-based community play groups and well-resourced centre-based programmes we will go a long way to improving the life chances of the children and raising awareness in the community of the importance of investing in children’s education.

Scope:

The scope encompasses the registered and unregistered centre-based programmes and home-based community playgroups within the Franschhoek Valley, with an initial focus on component 5 of the Essential Package, Stimulation for Early Learning. The Bhabhathane approach is collaborative and it is envisaged that once funding is secured, opportunities to leverage partnerships with other NGOs and relevant Government Departments to introduce all five components of the Essential Package will be explored.

High Level Objectives:

The high level objectives are centred on improving the overall developmental and/or educational offering through home-based community playgroups and centre-based ECDs by:

  • Recognising that the family at household level is the primary level of care and support for children in the Valley and, in so doing, place the primary caregivers at the centre of the child’s care and development by setting up community engagement opportunities, the potential for home visits and home-based community play groups
  • Establishing home-based community playgroups as natural stepping stones for entry into formal centre-based programmes
  • Developing the centre-based programmes to meet the educational needs of local children and addressing all areas (sensory-motor, social-emotional, language, cognitive and physical development) to prepare children for a readiness to learn
  • Developing the capacity of home-based and centre-based programmes to include all children in the Valley
  • Providing children in home-based community playgroups and centre based programmes with one nutritious meal per school day in an attempt to contribute to the reduction of malnutrition in children under six years
  • Assisting unregistered centre-based programmes to become compliant (in all aspects) to the point of obtaining registration and to qualify for subsidies
  • Assisting practitioners to develop compliant (and subsequently, registered) learning programmes that are common to a number of centres
  • Assisting practitioners with further education and training
  • Facilitating the interaction of ECD practitioners and Primary School HODs

Duration:

The initial focus will be on a community engagement process whereby we get buy-in from all with regard to setting up home-based community play groups. Simultaneously, we will focus on improving centre-based programmes though upgrading infrastructure to the point where all receive a subsidy, introducing a standardised curriculum, training practitioners, establishing a Forum and contributing to the nutritional needs of the children. It is envisaged that this will be a 3 year focus. During the 3 years Bhabhathane will actively engage in collaborative efforts with a range of service providers (NGO and Government) to introduce all components of the Essential Package.

 

Sustainability:

Sub Project Considerations regarding sustainability
1. Full Enrolment
  • The on-going community engagement, awareness and development will instil a life-long investment on the part of the primary caregivers in their children’s education. It is hoped that this investment will be sustained throughout the child’s school education
  • Emerging from the above mentioned community engagement process will be the identification, appointment and training of Bhabhathane community field workers to conduct home visits and assist with training primary caregivers in early learning stimulation (0 – 18 months) using mobile toy and book resource boxes as well as assist with basic health related referrals and input on nutrition. It is envisaged that Bhabhathane will investigate further training opportunities for these community workers e.g. first aid, nutrition, the identification of early health problems and so forth (done by NGOs or local district at no financial cost to Bhabhathane). It is hoped that in the long-run these community workers will be able to apply the knowledge and experience gained into setting up their own home-based play groups with the children as they develop past 18 months, thus providing sustained early learning stimulation and potential job creation
  • Establishing a community resource (mobile toy and book boxes) will require an initial financial input from donors but thereafter, if well maintained and monitored, will provide sustained resources for early learning stimulation
  • The establishment of community home-based play groups has the potential of developing into registered centre-based programmes that receive the DSD subsidy and provide stable employment for practitioners and environments for children that are conducive to quality early stimulation and learning
  • The building of mobile community resource boxes (toys and books) to be used in home-based situations (visits) is intended to sustain an incentive to provide stimulation for early learning amongst primary care givers
  • The reality is that many parents are either unable to pay the average monthly centre-based fees of R250 or choose not to. It is hoped that the community engagement process will instil in the primary caregivers the importance of providing early stimulation for learning so that they prioritise placement of their children in these programmes and budget accordingly, thereby sustaining the efforts of Bhabhathane to achieve full enrolment of all children in the Valley aged 0 – 5.
2. Upgrade ECDs
  • Once all centre-based facilities receive the DSD subsidy it is hoped that there will be less reliance on fee paying and the subsidy will cover essential aspects such as salaries, food and resources thereby ensuring sustainability of provision
  • It is hoped that eventually upgrades will be paid for through a combination of district and provincial Government funding with less reliance on donor funding.
3. Standardised Curriculum
  • Initially curriculum development will be done by either the Bhabhathane Project Team or a specialist curriculum developer. It is predicted that the draft South African National Curriculum Framework for Children from Birth to Four will be adopted in 2015. The curriculum development sessions will be based on this document.  As the document is refined it is assumed that this will become the standard curriculum country wide and will provide sustained quality teaching  and learning methodologies
  • Once the Forum is established there will be an opportunity for sharing of best practice and resources and it is envisaged that this process will be sustained through monthly meetings and on-going collaborative curriculum planning. It is anticipated that through an initial period of guidance from the Bhabhathane Project Team, this process will ultimately become self-sustaining. The subsidy will be used to purchase necessary teaching and learning resources once all centre-based programmes are fully registered.
4. Forum and Primary School HOD Interaction
  • Once the Forum is established and has received training it is predicted that this will become a self-sustaining entity of change agents supporting and learning from one another. In addition, it is envisaged that the partnerships established between the practitioners and primary school teachers will become self-sustaining as both parties recognise the benefits that these sessions have both for themselves as professionals and the children e.g. preparing children for school readiness, tracking and monitoring the child’ progress throughout his/her school career.
5. Registration
  • By upgrading infrastructure and ensuring full registration this will guarantee a subsidy which will go towards sustaining the provision of quality centre-based programmes in the Valley. The reality is that many parents are unable to afford the average monthly fee of R250 for their children to attend centre-based programmes. The subsidy will, therefore, go a long way to ensuring the financial sustainability of these programmes.
6. Teacher Qualifications and Training
  • Opportunities to train teachers through the Expanded Works Programme to NQF level 4 as well as training provided by the DSD will be provided. In particular, training programmes that pay a monthly stipend during the training period to ensure that trainee practitioners are able to complete their studies and set up either home-based or centre-based programmes of their own.
7. Food Provision
  • Initially the provision of food will be through donor funding, However, once all centre-based programmes are fully registered it is envisaged that part of the subsidy will be used for food provision
  • The promise of food at the community home-based play groups or centre-based programmes will encourage parents to enrol their children in these programmes
  • The LunchBox Fund restaurant Feedie initiative, which makes use of mobile apps and social networking as a platform for turning food photos, from participating restaurants, into donations to the LunchBox Fund and ultimately the feeding programme, will assist with the long term sustainability of food provision in the Valley
  • The payment of a monthly stipend for 2 Bhabhathane fieldwork monitors will provide work opportunities and a sense of purpose for unemployed youth (increased to 3 in year 2 and 4 in year 3)
  • Once a community kitchen is built on council land there will be an opportunity to start food gardens to supplement the food provision with fresh produce. In addition, the combined supplementary food provided by other entities in the Valley e.g. Le Quartier Francais and Pick and Pay, will contribute to the overall sustainability of food provision in the Valley. The kitchen has the potential to create jobs for those involved in running it as it could be used as a catering hub for community events for the 200 days a year that the children are not fed from the facility, thus becoming financially self-sustaining.

 

  1. Description of Sub Projects in terms of:

2.a. Processes to be implemented

Sub Project Objectives Processes to be implemented Materials/Resources
2.1.a Full Enrolment
  • All children 0 – 18 months benefit from a defined process of appropriate stimulation for early learning through home visits
  • All children 18 months – 3 years attend a playgroup (at least)
  • All children 3 – 5 years are enrolled in a quality centre-based programme
  • Parents are encouraged to be involved and invested in the education process

 

 

 

  • Introduce a community engagement process to ensure buy-in regarding Bhabhathane objectives (see budget 7.1)
  • Provide the opportunity to partner with organisations that provide Vitamin A and iron supplements to children aged 0 – 18 months through home visits e.g. Franschhoek Hospice, local clinics and the DoH (no financial cost to Bhabhathane)
  • Work with Franschhoek Hospice community workers and train them to assist with referrals and provide basic information on nutrition (no financial cost to Bhabhathane)
  • Train 10 Bhabhathane community workers in the use of mobile toy and book boxes (see budget 7.1)
  • Collaborate with the local clinics and provincial Health Departments regarding numbers of children in the Valley and health issues such as deworming (no financial cost to Bhabhathane)
  • Link with service providers (NGO or Government) who provide parenting education programmes and psychosocial support for primary caregivers (no financial cost to Bhabhathane)
  • Embark on community engagement process to encourage the development of community home-based playgroups (see budget 7.1)
  • Appoint service providers to:

o   Establish a number of new community home-based playgroups (annually, viz 6 in year 1; 6 in year 2; 6 in year 3)

o   Equip the community home-based play groups with toys and educational resources appropriate for children age 0 – 3

o   Build a mobile toy and book resource box for fieldworkers to take to individual homes and work with primary caregivers

o   Facilitate community workshops

o   Facilitate parent workshops for parents of children 0 – 5 years (Inclusive Education)

o   Engage with current  practitioners and all stakeholders in the community (Inclusive Education)

(see budget 7.1)

  • Train community workers to engage in home visits with mobile toy and book resources boxes to stimulate children (see budget 7.1)
  • Purchase toys and books for the resource boxes mentioned above (see budget 7.1).
Time

  • Bhabhathane time to research need and potential service providers
  • Service provider time to engage with community and establish playgroups
  • Parent time to attend workshops

Capital

  • Basic educational toys and materials

Operational

  • Bhabhathane Project Manager (20% pa, 3 years)

 

2.2.a Upgrade ECDs
  • All children of ECD age attend adequately equipped centres with sound infrastructure
  • Overall health of children in ECDs improves
  • Parents’ overall appreciation of the value of time spent at ECDs improves
  • Children’s overall enjoyment of time spent at ECDs improves
  • Complete ECD survey and update information monthly
  • Finalise potential for district and provincial Government Departments to fund the upgrading of existing ECDs e.g. Stellenbosch Municipality, Cape Winelands, DSD (no financial cost to Bhabhathane)
  • Appoint service providers to:
oUpgrade existing ECDs(JAM International has been approached. This will be costed independently and will not be included in proposal to DG Murray Trust)

  • Upgrade existing ECDs to increase capacity
  • Monitor the health of children. In this regard, set up partnership with provincial Health Dept. and the DSD (at no cost to Bhabhathane)
  • Monitor attendance and report annual monthly trends (ECD practitioners)
  • Finalise the offer from Nedbank to provide a ECD container with learning resources and equipment
  • Secure land for the Nedbank ECD container.
Time

  • Bhabhathane time to survey ECDs and ascertain what upgrades are needed
  • Service provider time to engage with community and upgrade and/or build ECDs

Capital

  • Basic educational toys and materials
  • Basic maintenance and repair
  • Building of new centre-based ECDs (annually)

Operational

  • Bhabhathane Project Manager (18% pa, 3 years)

 

2.3.a Standardised Curriculum
  • Ensure that all ECD facilitators make effective use of a registered learning programme
  • Encourage the adoption of a common (basic) registered learning programme

 

  • Supply a (basic) registered learning programme and related training

oBase the learning programme on the draft South African National Curriculum Framework for Children from Birth to Four and Babhathane Project Team provide the training and curriculum development (see budget 7.3).

 

Time

  • Bhabhathane Project Manager/Team time to plan and conduct programme and curriculum training sessions
  • Practitioner time to attend training

Capital

  • Common (basic) registered learning programme and training (make use of the DBE Draft Curriculum Framework for 0 – 4 years)

Operational

  • Bhabhathane Project Manager (6% pa, 3 years)
2.4.a Forum and Primary School HOD Interaction
  • Encourage full participation in the Forum
  • Ensure that the ECD Forum is effective
  • Encourage and facilitate Forum and Primary School interaction
  • Track progress of ECD children as they progress to Primary School
  • Establish a Forum which includes all Head practitioners or owners of centre-based programmes in the Valley (see budget 7.4)
  • Build relationship with ECD Forum (particularly the Board)
  • Bhabhathane Project Team plan and design a programme to develop and train Forum members and/or
  • Appoint service provider to:
oOffer professional development to Board members (particularly the Chair) through sourcing the expertise of local Franschhoek residents and/or the Bhabhathane Project TeamoFacilitate the process of interaction between Forum and Primary Schools (see budget Inclusive Education 7.4)

  • Facilitate (and attend) Forum meetings.
Time

  • Bhabhathane Project Team time to design a programme to develop and train ECD Forum
  • Bhabhathane time to research potential service providers
  • Service provider time to engage with Board and deliver training
  • Service provider time to engage with Forum and Primary Schools
  • Practitioner time to attend training

Capital

  • None

Operational

  • Bhabhathane Project Manager (12% pa, 3 years)
  • Service provider fee to manage development and facilitation
2.5.a Registration
  • Assist all unregistered ECDs with DSD registration
  • Finalise research regarding registration process and compliance requirements
  • Bhabhathane Project Team assist with registration
o    Facilitate registrationo    Facilitate complianceo    Train practitioners in terms of ongoing compliance

  • Monitor ongoing compliance.
Time

  • Bhabhathane time to assist practitioners with the processes required to attain registration
  • Bhabhathane time to research potential service providers
  • Bhabhathane time to conduct monitoring
  • Practitioner time to attend training

Capital

  • Basic equipment needed for compliance

Operational

  • Bhabhathane Project Manager (14% pa, 3 years)
2.6.a Teacher Qualifications and Training
  • Ensure that all practitioners are suitably qualified and or trained
  • Ensure that trained practitioners are retained
  • Complete ECD practitioner qualification survey
  • Facilitate practitioner training and formal study
  • Set up training opportunities to NQF Level 4 through the Expanded Public Works Programme
  • Communicate information regarding training provided by the DSD or any other free training sessions provided by local districts or provincial Government Departments to the Forum
  • Set up contracts between ECD and practitioner to ensure trained staff is retained.
Time

  • Bhabhathane time to populate the survey to ascertain the number of practitioners and their qualifications
  • Bhabhathane time to research potential training entities
  • Bhabhathane time to facilitate training
  • Practitioner time to attend training

Operational

  • Bhabhathane Project Manager (2% pa, 3 years)
  • Service provider fee to conduct ongoing training
2.7.a Food Provision
  • Ensure that all children in need of food are fed at least a main meal per school day, at the centre-based ECDs
  • Ensure that all children attending play groups are fed fortified porridge daily
  • Monitor attendance
  • Monitor attendee health
  • Involve parents in the feeding programme by encouraging them to help in food provision
  • Provide workshops for parents on basic nutrition
  • Appoint service providers to:
oProvide (nutritionally sound) menu and foodoTrain practitioners in terms of food preparation and feeding(see budget 7.7)

  • Monitor attendance
  • Monitor health
  • Explore the opportunity of using technology to record weights and heights of children (cell phone)
  • Present findings to ECD Forum and get approval for pilot project
  • Implement the 10 month pilot feeding programme for 250 children in 5 unregistered centre-based ECDs in partnership with The LunchBox Fund and Sizani Foods

o    Liaise with The LunchBox Fund and Sizani Foods with regard to delivery and distribution of the Food Boxes, monitoring of the feeding process and timing of the pilot (10 months)

o    Interact with the ECD practitioners with regard to collection of food

o    Organise a demonstration of food preparation and cooking with appropriate staff to coincide with first delivery

o    Market the rollout of the pilot to gain credibility and support for the pilot

o    Monitor the pilot over the initial 10 month period by regularly visiting the centres to ensure the correct portions and cooking methods are being used

o    Confirm dates and organise the launch of the pilot feeding scheme

o    Document and formalise the process to ensure smooth transition from pilot (October 2014)

o    Train Bhabhathane fieldworkers to conduct site visits per month and monitor the feeding programme once full rollout occurs (October 2014) (see budget 7.7)

  • Building a community kitchen (see budget 7.7)

o    Get approval from the Forum

o    Get written consent from the Forum for a community kitchen

o    Establish whether local district or provincial departments (Stellenbosch Municipality, Cape Winelands) are able to assist in providing land to build a kitchen

o    Finalise site on which to build a kitchen

o    Appoint a contactor to build a kitchen

o    Once above processes are in place, begin building.

Time

  • Bhabhathane time to research potential service providers
  • Bhabhathane time to conduct monitoring
  • Service provider time to engage with practitioners
  • Practitioner time to prepare food and feed

Capital

  • Basic equipment needed for food preparation
  • Cost of kitchen
  • Cost of Bhabhathane trained fieldworkers

Operational

  • Bhabhathane Project Manager (14% pa, 3 years)

 

 

2.b. People affected by the sub project, how they will be organised and assisted with change

Sub Project People affected How will they be organised and assisted with change
2.1.b Full Enrolment
  • Community members
  • Parents
  • Children
  • Playgroup practitioners
  • ECD practitioners
  • Engaging with community members (general residents, parents, playgroup and ECD practitioners) and getting their buy-in is vital and will need an experienced service provider
  • Workshops with the community must be held until such time as the sentiment allows for the introduction of a small number of playgroups
  • Once playgroups are introduced, follow-up workshops will be used to gage their effect and work around/build on the results
2.2.b Upgrade ECDs
  • Needy ECDs
  • Other ECDs
  • Children
  • The ECDs in need of attention will need to be properly evaluated and each will need its own development plan
  • Practitioners in these ECDs will need to be schooled in the effective maintenance of their upgraded facilities
  • Already adequate ECDs will need to be encouraged to see the attention given to other schools as generally good for the community and not feel disadvantaged by the relative lack of attention given to them
2.3.b Standardised Curriculum
  • ECD practitioners
  • ECD practitioners will attend training and dedicated Forum time will be set aside to facilitate curriculum dialogue
2.4.b Forum and Primary School HOD Interaction
  • ECD practitioners
  • Primary School educators
  • Monthly Forum meetings will be held. Training and development sessions will be conducted at each meeting. Curriculum development sessions will be held at each meeting
  • In general ECD practitioners are not used to interacting with Primary School educators and some feel inferior to them, regular facilitated interaction will address this as relationships are fostered under the guidance of experienced service providers
2.5.b Registration
  • ECD practitioners
  • The heads of the unregistered ECDs will attend workshops and spend time together with a facilitator and as a group as they go through the various registration steps
  • On-site visits to individual ECDs will occur to provide additional support with the registration process
2.6.b Teacher Qualifications and Training
  • ECD practitioners
  • Practitioners in need of training will be given an opportunity to undergo further training
2.7.b Food Provision
  • Community members
  • Children
  • Parents
  • ECD practitioners
  • Initially the effect of feeding children at the ECDs will be felt by the children and in due course parents will see the benefit of having their children fed without an overt need for them to do it
  • Once the benefits of a school-based feeding programme are seen, children not in a centre-based programme will likely be attracted or be encourage to attend by their parents or the community at large
  • The practitioners will see an improvement in the overall academic performance and general development of the children, practitioners will be schooled in preparing and feeding by means of ad hoc workshops as needed

 

2.c. Technology to be used within the changed environment

Sub Project Technology to be used within the changed environment
All SMS and WhatsApp messages will be used to keep the various constituents informed and connected and hard copies of all decisions made, minutes etc. will be made available via the predefined structure(s) set up at the Nemisa facility. Cell phones to be supplied by Vodacom through Nedbank.

 


  1. Relationship with other sub-projects (in terms of timing)

 


  1. Issues/risks to successful implementation and how these will be managed
Sub Project Issues/risks to successful implementation How the risks will be managed
4.1 Full Enrolment
  • Accurate population figures, per age group, are difficult to obtain
  • Attendance records are inaccurate
  • Playgroups are currently not encouraged and supported
  • Parents are unable or unwilling to pay the monthly centre-based fees
  • Current ECD practitioners feel threatened by the establishment of play groups (see these as potential competition).
  • Regular interaction with Hospice, the clinic and the DSD as well as internally generated Bhabhathane records will be evaluated and compared
  • Practitioners will be encouraged to use attendance registers and the motivation explained
  • Bhabhathane and the ECD Forum will promote the establishment of playgroups
  • Parents will be encouraged to realise the value of early learning stimulation and investment in their child’s education through community engagement sessions and workshops
  • Mediate Forum meetings and discuss long-term vision for children in the Valley with a view to realising that there is no need to view new developments as competition.
4.2 Upgrade ECDs
  • Some ECDs are not secure (against theft or vandalism)
  • Building ECDs is expensive and time consuming
  • Practitioners may resent the promotion of certain ECDs over theirs.
  • Sites chosen for upgrade must be securable or in already secure environments
  • Partners must be sought to drive the process of extending infrastructure of existing ECDs to extend capacity and/or build new centre-based ECDs
  • The ECD Forum must motivate and underwrite the centres to be upgraded and promote the long term benefits to all and the ongoing nature of the upgrading process.
4.3 Standardised Curriculum
  • Some ECDs use existing registered learning programmes
  • Some practitioners are not qualified to properly deliver a learning programme
  • Some ECDs are not adequately resourced to deliver a learning programme
  • Money is invested in curriculum training and development and the practitioner leaves.
  • No one registered learning programme will be favoured above another, but for the sake of expediency one training provider/or Bhabhathane Project Team will be used initially to deliver training to all ECDs with unregistered programmes
  • Practitioners will all be offered an opportunity for further education and training
  • All ECDs will be adequately resourced to deliver a learning programme
  • Training in curriculum development and programme registration is done by Bhabhathane Project Team at no cost (as opposed to spending money on a service provider) and this is on-going so that new practitioners have access to files and resources already developed.
4.4 Forum and Primary School HOD Interaction
  • Personal dynamics between practitioners could jeopardise the Forum e.g. competition for children
  • Practitioners and educators do not commonly interact
  • Some practitioners are intimidated by educators
  • Some practitioners may suspect other practitioners of wanting to ‘defect’ into the education arena (better economic returns)
  • Practitioners and educators have little available time for additional meetings.
  • Initial Forum meetings will be well planned and mediated with time allowed for practitioners to express their concerns
  • Relevant programmes will be introduced, and time and venue(s) will be set aside, to facilitate interaction
  • Practitioners self-worth and value to the community will be formally promoted
  • Practitioners will be encouraged to full participate in the ECD Forum and cooperate as a body
  • The value of interaction will be formally promoted both with the ECD Forum and schools.
4.5 Registration
  • Registration is potentially very time consuming and expensive (to effect compliance)
  • Non-compliance prior to registration may lead to dissent within the ECD Forum and negative DSD intervention
  • Some compliance issues require direct municipal intervention.
  • The registration process will initially be approached such that a reproducible and predictable procedure is developed that endears Bhabhathane and the local ECD Forum to potential ECD operators and the various formal agencies involved in the registration process
  • Potential sites will be sought and earmarked through interaction with local authorities, ward councillors and residents
  • The ECD Forum will be encourage to cooperate for the common good and to celebrate the introduction of new registered ECDs
  • Relationships with relevant role players will be fostered by Bhabhathane.
4.6 Teacher Qualifications and Training
  • Not all unqualified or poorly qualified practitioners desire further training
  • Newly qualified practitioners may choose to leave their ECDs or the preschool environment altogether
  • Some practitioners will require assistance with regard to completing further formal studies.
  • Professional development will be encouraged and celebrated by the ECD Forum
  • All practitioners who undergo sponsored training will sign contracts binding them to give back to their respective ECD or the preschool environment in equal measure
  • The ECD Forum will formulate support strategies, to be facilitated by Bhabhathane, in due course.
4.7 Food Provision
  • Practitioners may resent the promotion of certain ECDs over theirs/dissent from non-participating ECDs
  • Food may not be secure against theft or pests
  • ECDs may not have adequate storage facilities
  •  The prospect of selling the food, rather than feeding it to the children, may become attractive
  • Not all ECDs have cooking facilities
  • Attrition of trained staff participating in the pilot project
  • Failure on the part of the supplier to follow through on their commitments
  • Lack of community buy-in (possibly seeing the pilot as a hand-out)
  • Loss of access to storage and distribution points
  • A community kitchen is built and not used
  • There are no community members willing or able to run the community kitchen.
  • The ECD Forum must motivate and endorse the feeding programme and promote the long term benefits to all and the ongoing nature of the food provision process
  • Secure compact storage containers will be sourced initially for those ECDs that require them and, where relevant, food parcels will be split to alleviate space constraints at individual ECDs
  • The value of food provision on a number of levels, including as a potential draw card for more ECD clients, will be stressed
  • A sponsor will be sought to provide ECDs without adequate cooking facilities with the necessary equipment
  • Close monitoring and personal interaction with practitioners and Bhabhathane ECD Project Manager
  • Ensure that more than one person is trained in food preparation at each centre
  • Regular feedback and interaction with regard to how the pilot is progressing
  • Signed contract of agreement with the supplier and funder
  • Interaction with the ECD Forum and liaison with the Forum Chair
  • Secure a back-up storage and distribution point
  • Ensure that the Forum supports the community kitchen and that there is buy-in from the community
  • Advocate for a community kitchen in the community engagement process and select reliable people from the community to run it
  • Provide training for the community members to manage the kitchen
  • Lessons learned during the pilot programme are built into implementation.

 

  1. Approach to implementation
Sub Project Approach to implementation
5.1 Full Enrolment
  • Determine the number of children currently not enrolled in an ECD
  • Plan community engagement strategy with service provider (Beryl Hermanus)
  • Plan parental workshops and whole school community development with service provider (Inclusive Education)
  • Introduce playgroups as the DSD are very supportive of this and a large amount of potential funding exists for this
  • Appoint service provider to set up playgroups and get the buy-in of the local community and existing centre-based ECDs
  • Implement a service provider driven playgroup roll-out of 6 play groups in year 1, followed by a service provider driven playgroup roll-out of 6 additional playgroups in year 2 and again in year 3
  • Facilitate monthly progress meetings with respect to implementation in year 1, once the process is started
  • Facilitate the introduction of further community initiated home-based playgroups
  • Train community workers to conduct home visits.
5.2 Upgrade ECDs
  • Complete a needs analysis in each ECD
  • Finalise potential funding opportunities for upgrades from district and provincial Government Departments
  • Appoint partner to upgrade existing ECDs and get the buy-in of the local community and existing ECDs
  • Facilitate monthly progress meetings with respect to implementation in year 1, once the process is started.
5.3 Standardised Curriculum
  • Complete a needs analysis in each ECD
  • Appoint service provider able to provide programme registration and training and get the buy-in of the existing ECD
  • Implement a Bhabhathane driven programme registration and curriculum training process
  • Facilitate monthly progress meetings with respect to implementation in year 1, once the process is started.
5.4 Forum and Primary School HOD Interaction
  • Establish the Forum
  • Appoint service provider able to facilitate interaction between ECDs and schools and get the buy-in of the existing ECDs
  • Facilitate monthly meetings and related administration.
5.5 Registration
  • Complete a needs analysis in each ECD
  • Identify Bhabhathane staff representative able to assist with the registration process
  • Compile a list of all requisite documentation and create a suitably populated file for each unregistered ECD
  • Develop a sound relationship with DSD and Stellenbosch Municipality, by means of regular interaction with relevant role players
  • Submit the requisite files on behalf of each unregistered ECD, as per DSD requirements.
5.6 Teacher Qualifications and Training
  • Completed a needs analysis in each ECD
  • Appoint appropriate training entities able to provide suitable training and get the buy-in of the existing ECDs
  • Coordinate transport if relevant and or secure a training/learning venue and resources
  • Facilitate monthly progress meetings with respect to implementation in year 1, once the process is started.
5.7 Food Provision
  • Appoint service providers able to undertake a suitable feeding programme and get the buy-in of the existing ECDs
  • Implement a Food Provision pilot project:

o    Obtain written confirmation from The LunchBox Fund and Sizani Foods to the effect that Food Boxes will be supplied for 250 children for the 10 month duration of the pilot programme (when Bhabhathane is able to demonstrate that the feeding programme process  is consistently effective). Thereafter, confirm that The LunchBox Fund is committed to pay for the expansion of the programme to include as many as 1 400 children

o    Obtain written consent from the ECD Forum to start the pilot

o    Evaluate the centres on the basis of financial need and physical location (proximity to each other and a central distribution and administrative point

o    Choose centres such that 250 children from part of the pilot

o    Choose a centre to act as a central hub for the distribution of bread once weekly

o    Choose a safe, central location for monthly delivery of food

o    Assign an administrator to sign for all deliveries

o    Confirm dates for roll out of pilot and official launch

o    Run a cooking demonstration with the relevant staff

o    Accept delivery of food

o    Distribute food

o    Present a high level summary of the pilot to the ECD Forum

o    Build awareness and identify potential community workers needed for the monitoring of the roll out of a full feeding programme

  • Evaluate the pilot and implement the full programme (October 2014)
  • Appoint Bhabhathane fieldworkers to monitor programme (October 2014)
  • Facilitate monthly progress meetings with the field workers, once the process is started
  • Get written consent and approval from Forum for community kitchen
  • Source kitchen construction specialists
  • Finalise land for the kitchen with district and provincial Government Departments
  • Build kitchen
  • Appoint kitchen supervisors.

 

 

 

 

 

 

 

 

 

 

 

 

  1. Implementation plan showing timing/bar chart

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Resources required
Sub Project Resources required
7.1 Full Enrolment Skills Requirement Evaluation of alternatives (if exist) and recommended options
  • Community engagement and development specialist
  • Play group specialist
  • Community development workers
  • Mobile toy and book boxes
  • Equipment for play groups
  • Inclusive Education parent workshops of children between 0 – 5 years
  • Inclusive Education whole school community development
  • Berryl Hermanus (community engagement and development)
  • Annette Champion (playgroup specialist)
  • Inclusive Education
Cost
  • Community Engagement and Development (specialist) – Year 1: Unit cost R2 800 x 40 = R112 000 | Year 2: Unit cost R3 080 x 8 = R12 320 | Year 3: Unit cost R3 388 x 8 = R27 104
  • Play Groups (specialist) – Year 1: Unit cost R3 500 x 6 = R 21 000 | Year 2: Unit cost R3 850 x 6 = R23 100 | Year 3: Unit cost R4 235 x 6 = R25 410
  • Community Development Workers – Year 1: Unit cost R1 500 stipend x 10 CDWs x 12 months = R180 000 | Year 2: Unit cost R1 650 x 10 x 12 months = R198 000 | Year 3: Unit cost R 1 815 x 10 x 12 months = R217 800
  • Mobile toy and book boxes – Year 1: Unit cost R1 500 x 10 = R15 000 | Year 2: Unit cost R5 000 to replenish all stock | Year 3: Unit cost R5 500 to replenish all stock
  • Equipment: R5 000 per home-based play group – Year 1:  Unit cost x 6 = R30 000 | Year 2: Unit cost R5 500 x 6 = R33 000 | Year 3: Unit cost R6 050 x 6 = R36 300
  • Inclusive Education budget:
7.2 Upgrade ECDs Skills Requirement Evaluation of alternatives (if exist) and recommended options
  • Upgrade service provider (JAM International)
  • Nedbank ECD classroom container and equipment
  • Equipment and resources

 

  • JAM International Joint Aid Management SA
  • Alternative options are to source funding for upgrades from district or provincial Government Departments at no cost to Bhabhathane. (As at April, the Stellenbosch Municipality has indicated that there are no funds available to assist with upgrades)
Cost
  • Classrooms and/or new ECDs (to create future capacity in existing ECDs) – Extensions or infrastructure improvements will be funded by ECD owners and/or service provider (JAM International) or DSD. It is not sustainable for Bhabhathane to contribute to improvement of individual owner’s business
  • Equipment – Year 1: Unit cost R15 000 x 6 = R90 000 | Year 2: Unit cost R16 500 x 3 = R49 500 | Year 3: Unit cost R18 150 x 3 = R54 450
  • Nedbank classroom container and equipment R250 000 (once off Year 1)
7.3 Standardised Curriculum Skills Requirement Evaluation of alternatives (if exist) and recommended options
  • Training
  • Bhabhathane Project Manager/Team to use draft South African National Curriculum Framework for Children from Birth to Four to conduct curriculum development training sessions as well as assist practitioners to register their learning programmes with the DSD at no financial cost other than Bhabhathane time
Cost
  • Programme registration and curriculum development conducted by Bhabhathane Project Manager/ Team:

– Basic stationery and classroom equipment (paints, crayons, scissors etc.) – Year 1: Unit cost R500 x 24 centres = R12 000 | Year 2: Unit cost R550 x 24 = R13 200 | Year 3: Unit cost R605 x 24 = R14 520

– Photocopying/printing of lesson plans, curriculum etc. –  Year 1: Unit cost R500 x 24 centres = R12 000 | Year 2: Unit cost R550 x 30 = R16 500 | Year 3: Unit cost R605 x 36 = R21 780

7.4 Forum and Primary School HOD Interaction Skills Requirement Evaluation of alternatives (if exist) and recommended options
Specialist facilitators Inclusive Education (requested by ECD Forum)
Cost
  • Catering for Forum meetings – Year 1: Unit cost R50 per meeting x 10 = R500 | Year 2: Unit cost 55 x 10 = R550 | Year 3: Unit cost 61 x 10 = R610
  • Printing for Forum meetings – Year 1: Unit cost R5 per meeting x 24 practitioners x 10 meetings = R1 200 | Year 2: Unit cost R7 x 30 practitioners x 10 meetings = R2 100 | Year 3: Unit cost R9 x 36 practitioners x 10 meetings = R3 240

Inclusive Education Budget:

 

 

7.5 Registration Skills Requirements Evaluation of alternatives (if exists) and recommended options
  • Facilitator to assist practitioners
Registration facilitation to be done by Bhabhathane staff
Cost
  • Printing and photocopying of documents (approx. 4 files per centre = 100 pages per file = 400 pages per centre x 7 = 2 800 pages at a cost of 32 cents per page = R896
  • Blueprint materials to be purchased from Asher R1 500 x 7 = R10 500
7.6 Teacher Qualifications and Training Skills Requirement Evaluation of alternatives (if exist) and recommended options
  • Training specialists

 

  • Over a 3 year period the intended plan is to have 36 practitioners trained to NQF Level 4 so that every ECD centre has a practitioner at this level of expertise.
Cost
Practitioner training – Bhabhathane will:

  • Research training opportunities provided free of charge and/or learnerships
  • Assist practitioners to apply for learnerships
7.7 Food Provision Skills Requirement Evaluation of alternatives (if exist) and recommended options
  • Food provision specialists (The LunchBox Fund and Sizani Foods)
  • Bhabhathane fieldworkers to monitor process
  • Community kitchen
  • Community kitchen supervisors
  • Bhabhathane to train community workers from local community and pay these people a stipend e.g. 2 community members to conduct on-site monitoring visits
Cost
  • Food (centre-based ECDs) – Year 1: Unit cost R2.30 per child  x 700 children  x 25 days = R40 250 | Year 2: Unit cost R2.50 x 1 000 children x 200 days = R500 000 | Year 3: Unit cost R2.75 x 1 400 children x 200 days = R770 000
  • Fortified porridge and milk (home-based play groups) – Year 1: Unit cost R1 per child  x 36 children  x 200 days = R7 200 | Year 2: Unit cost R1.10 x 72 children x 200 days = R15 840 | Year 3: Unit cost R1.20 x 108 children x 200 days = R25 920
  • Bhabhathane community feeding programme monitors – Year 1: 2 Bhabhathane field monitors paid stipend of R1 500 per month x 10 months = R30 000 |Year 2: Unit cost R1 650 per month x 3 Bhabhathane field monitors x 10 months = R49 500 | Year 3: Unit cost R1 815 x 4 Bhabhathane field monitors x 10 months = R72 600

Bhabhathane community kitchen:

  • Cost to build kitchen – R190 000
  • Bhabhathane community kitchen supervisor stipend – Year 1: Unit cost R1 500 per month x 3 community kitchen supervisor x 12 months = R54 000 | Year 2 and Year 3 – it is envisaged that the kitchen will be run as a business and no stipend will be paid to the kitchen supervisors
  • Cost of food provision from kitchen: Year 1: Unit cost R2.30 per day x 700 children x 165 days = R265 650 | Year 2: Unit cost R2.50 x 1 00 children x 165 days = R412 500 | Year 3: Unit cost R2.75 x 1 400 children x 165 days = R635 250
  • Running cost of kitchen – Year 1: Unit cost R4 000 per month x 12 months = R48 000 (in Year 2 and 3 the running costs will be paid by the business)
7.8 Monitoring and Evaluation Skills Requirement Evaluation of alternatives (if exist) and recommended options
  • Monitoring and evaluation specialist
  • Linda Biersteker has been approached as a service provider to set up a monitoring and evaluation framework for the ECD projects:
Cost
Year 1: Unit cost R3 500 per day x 8 = R28 000 | Year 2: Unit cost R3 850 x 4 = R15 400 | Year 3: Unit cost R4 235 x 4 = R16 940

 

8. Monitoring and evaluation

Sub Project Monitoring and Evaluation Tool
8.1 Full Enrolment
  • Daily attendance registers
  • Monthly feedback
  • Annual report
  • M&E Documents as developed with Service Provider
  • Based on the number of children (obtained from clinics, surveys) the % of children under 6 years reached by a community home-based play group programme or a centre-based programme
  • The number of toys, books i.e. resources available for children age 0 – 5 (the container from Nedbank could provide a community resource to be shared)
8.2 Upgrade ECDs
  • Monthly feedback
  • Annual survey/checklist
8.3 Standardised Curriculum
  • Enrolment survey/checklist
  • Termly feedback
  • Annual Report
  • Make use of the DSD National Early Learning Development Standards (NELDS) document as a means of measuring and assessing child development and child outcomes (i.e. on track for his/her age)
  • M&E Documents as supplied by Service Provider
8.4 Forum and Primary School HOD Interaction
  • Monthly feedback
  • Annual report
8.5 Registration
  • Bi-annual progress report
  • Annual feedback
  • Annual report
  • Based on the number of children (obtained from clinics, surveys) the % of children under 6 years who are in a centre-based programme that is (a) registered with the provincial DSD (b) not registered with the provincial DSD and (c) receive the per child per day subsidy from the DSD
8.6 Teacher Qualifications and Training
  • Enrolment checklist
  • Termly feedback
  • Annual Report
  • M&E Documents as supplied by Service Provider
8.7 Food Provision
  • Sizani Food Box delivery control form
  • The LunchBox Fund control form
  • Food Box distribution control form
  • Albany bread delivery control form
  • Albany bread distribution control form
  • ECD inspection and control evaluation form
  • ECD staff assessment form
  • Formal evaluation control sheet form
  • Daily attendance registers
  • Monthly feedback
  • Annual report
  • M&E Documents as supplied by Service Provider