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Saide conducted a research project, funded by the
Zenex Foundation, which investigated the readiness of
the South African education system to formalize Grade
R. We examined the readiness for Grade R at the level
of the system, the teachers and the children in relation
to what we want children to be able to do in Grade R,
how we want teachers to teach and how teachers are prepared
to teach. Sheila Drew provides an overview of the investigation.
In order to do this we conducted a desktop review
of relevant policies and other research, held regional
discussions and interviews, invited written submissions
and conducted a limited number of site visits. A further
component of the project consisted of first level programme
reviews during which gaps were identified, particularly
in relation to content but also to some extent in relation
to how teachers are taught, the appropriateness of programmes
for the widely diverse target audience, the level of
support provided and assessment.
From our review it quickly became clear that there
is substantial research that has already been done,
from which relevant and comprehensive recommendations
have been put forward at the level of the system and
at the level of teachers. This research project corroborated
many of these recommendations.
Issues highlighted, include:
- The perception of Grade R in relation to the 0-9
continuum of childhood development and the National
Curriculum Statement
- The status of Grade R in general and the lack of
status of Grade R teachers in particular
- The drive to achieve universal enrolment in Grade
R by 2010
- The capacity on the ground to provide ongoing support
to, and monitoring of Grade R teachers and teacher
training
- Collaboration and coordination across the early
childhood development (ECD) sector and within the
provincial departments.
In the report we make general recommendations for addressing
the system, teacher education, programme development
and teacher support. We take these a step further by
suggesting a way in which some of the recommendations
can be packaged to address the ongoing professional
development and support needs of Grade R teachers.
We express the hope that this report, and recommendations
from other research can be widely disseminated and implemented.
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