EDITORIAL
those who may not want to study a B Ed but who need some form of upgrading.
These should speak to and supplement or adapt some of the useful materials that have already been produced in different provinces and nationally, not limited to, but including lesson plans appropriate to Grade R. Sound, guided ongoing support will be built in to the CPTD programmes. The materials will be written in line with sound distance education principles. In this way they can be used for CPTD in various contexts. They can also then be used by programme developers to supplement existing teacher education programme materials, thereby filling the gaps that may be identified in the review against the Grade R quality criteria.
A PLAN FOR IMPLEMENTING RECOMMENDATIONS
A. Develop a clear project plan: Outputs for the project will include: n Quality criteria for Grade R n Outline for Level 6 ECD programme
n National standard quality CPTD materials, including guided ongoing support
n Reports on implementation of one or more of the CPTD programmes.
B. Identify partners:
The partners will be interested and suitably qualified teacher education service providers and researchers across the ECD sector, in particular those who were identified in this project as having components in existing programmes and materials that could benefit the project. There may be different partners for different components of the project.
C. Develop quality criteria for Grade R: n Identify a team of qualified experts.
n Develop criteria through a process of review and refinement of existing criteria, policy documents and policy guidelines. Documents to draw on would include: departmental guide- lines for costing a package (DoE, 2008), the Department of Social Development guidelines for ECD (DoSD, 2006), to some extent in other national department documents (DoE 2008, 2008a)
n Develop criteria at the level of quality in the classroom, quality materials (including support materials), and quality teacher programmes.
n Test and verify the criteria through the pilot of the CPTD programmes.
D. Develop programme outline for Level 6 ECD
n Identify a team of qualified experts in programme design and provision.
n Deepen the programme reviews conducted in this review against quality programme criteria, in order to inform the programme outline.
n Develop programme outline according to:
– Purpose – Admission requirements – Target learners and learning assumed to be in place – Recognition of Prior Learning – Progression – Exit level outcomes – Structure – Content – Learner Support – Resources – Assessment
E. Develop CPTD programmes and materials
n Identify a team of qualified experts in programme design, materials development and ECD teacher training provision.
n Develop CPTD course outlines according to:
– Purpose – Prior learning – Course / module outcomes and assessment criteria – Structure – Content – Learner Support – Resources – Assessment tasks
n Develop and/or adapt materials from existing programmes through a rigorous process of workshops, development or adaptation, editing, critical review and re-development, in line with sound materials development practice for high quality education materials, including access, support, me- diation of concepts and opportunities for reflective practice.
n Develop support components of the CPTD programmes
– The design of support components will draw on existing research findings, plans and evaluations. In particular the research referred to in this report done by the Eastern Cape Department of Education, which outlined a plan to strengthen the support and monitoring system, as part of Cycle 2 of their research, needs to be drawn on. An inte- grated plan will draw in DoE, provinces, districts, schools and parents.
– The design of the support component should include the identification of needs, response to needs and reporting on delivery of the CPTD programme/s.
– The support component should include integrated moni- toring and support guidelines for Curriculum advisors or district officers in districts and field workers.
F. Pilot the targeted CPTD courses
The CPTD programmes will be piloted by selected providers in collaboration with provincial curriculum advisors or district of- ficers and field workers with selected schools in one or more of the provinces. The target group should include ECD and Grade R and Foundation Phase teachers, Heads of Department and principals. There should be a targeted approach to selecting schools, and therefore provinces, districts, curriculum advisors
or district officers and field workers.
n Identify suitably qualified providers to deliver the CPTD course
n Develop a pilot plan in the context of the selected target group. The plan should include:
3 Grade R Research Report. 30 March 2010. South African Institute for Distance Education.
– Training of trainers to deliver the course, if necessary – A model of delivery – A model of support – Assessment strategies – Monitoring and evaluation
n Implement the pilot plan for the CPTD course/s:
– Project managers and departmental officials will collabo- rate to lead the implementation of the course/s
– Departmental Curriculum advisors or district officers, and field workers from experienced teacher education service providers, will collaborate in the field.
– Through this process facilitators and field workers will provide monitoring and support, and in turn, will gain valuable experience and insight into implementing and supporting Grade R.
– Clear records will be kept and reports written against the quality criteria developed for the project.
n Monitor and evaluate the pilot. The purpose will be to re- view and refine the materials, the model of delivery, the nature and level of support, and to evaluate the impact on the practice of the teachers and to make recommendations for the possible upscaling of the courses.
n The project will end with the refinement and finalisation of criteria, programmes, materials and processes for quality CPTD.3
” 164 CHAPTER 9 | EARLY CHILDHOOD DEVELOPMENT AND ADULT BASIC EDUCATION AND TRAINING
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