Output 3. Sub-output 3: Improve The Quality Of Early Childhood Development What will need to be done differently? The 2009 UNICEF report on school management and funding raised concerns about the quality of Grade R in schools. It was found that in many schools classes were too large and that it appeared that under- qualified teachers were teaching Grade R. The nature of the problem seemed rather different in different provinces. There will clearly have to be a stronger focus on consolidating the quality of Grade R, and ECD generally, following the enrolment successes of the last few years. Many of the priorities outlined under output 1 above relating to the improvement of teaching and learning apply to Grade R in schools. Moreover, resource packs containing teaching and learning materials for use specifically in Grade R are being distributed to all schools with Grade R by the national department. However, given that Grade R is in many schools subject to funding modalities that are different to those applicable to other grades, much of the quality focus must be on assessing the appropriateness of the existing 2008 Grade R funding policy, in particular insofar as it impacts on class size and the level of qualification of teachers. Evaluation of the legislative, regulatory and institutional environment In line with the 2009 review of the national curriculum, the Grade R curriculum is to be fully integrated into the national curriculum, and a sufficient level of specification with respect to what and how to teach is being formulated within the new guidelines. Evaluation of management systems, processes and skills The greatest challenge here is that many Grade R teachers require an upgrading of both their actual teaching skills and their formal qualifications, whilst capacity in the teacher training sector to bring this change about is limited. The national department, in collaboration with training providers and organisations representing teachers, will need to find new ways of addressing this training challenge. Given how new widespread publicly funded Grade R in schools is, there is only a very limited understanding of what teaching methodologies work best in particular contexts. There is an urgent need for more policy- focussed research in this regard. Funding framework As mentioned above, there is a need to collaborate with the ETDP SETA in finding cost-effective ways of funding teacher in-service training.
Output 3. Project preparation capacity improved. Output 3 will support the Department of Urban Development and Building Construction (DUDBC) and municipalities to develop an investment pipeline with high readiness by funding consultants to prepare detailed project reports (DPRs) through a project development facility.21 The project development facility will support preparation of DPRs for a multi-sector, subregional investment program; and for SWM, drainage, roads, water supply and/or sanitation subsectors. To ensure efficient use of the project development facility, the project will support preparation and adoption of guidelines.
Output 3. Project preparation capacity improved
Output 3. “Increased national capacity to deliver comprehensive high-quality maternal health services, including ending mother to child transmission of HIV (eMTCT) services”. The strategies and accompanying activities include:
