SITE VISIT - Consultative Group on Early Childhood Care and ...

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Orange Free State 56.6 - - 98.1 KwaZulu/Natal 31.6 96.1 95.9 96.7 Gauteng 69.9 94.0 98.3 95.7 Northern Transvaal 28.8 - - 97.9 Eastern Transvaal 38.7 - - 90.5 North West 43.2 - - 97.8 None 17.9 44.6 95.4 100 Some primary 29.1 61 93.9 95.6 Level of education/TV in home as % of population Blacks Coloreds Indians Whites Primary 44.7 82.7 97.3 99.1 Some high 51.8 87.5 93.9 95.4 Matric 70.9 97.5 97.7 95.6 Technical diploma 88.4 100 99 98 University degree 100 100 97.9 95.3 Other post-matric 87.2 98.2 100 95.3 Print media Readership as % of total population Note: E ‘ English, A ‘ Afrikaans, Bl ‘ Black (read predominantly by blacks whether in English or an African language) Any E/A Any E/A Any Bl Any E/A Any Bl daily weekly weekly mag mag Eastern Cape 11.9 12.8 8.5 14.1 12.3 Northern Cape 13.5 30.5 4.6 33.1 6.5 Western Cape 36 49.6 2.8 49.9 6.3 Orange Free State 17.5 17.7 12.1 21.4 20.4 KwaZulu/Natal 14.4 17.2 24.1 16 13.1 Gauteng 33 30.4 14 37 14 Northern Transvaal 7.7 6 6 7.5 13.1 Eastern Transvaal 11.2 11.1 8.5 17.4 20.3 North West 12.8 12.8 9.2 13.6 18.2 The role of NGOs in ECD NGOs have been responsible for most of the dramatic growth in ECD provision over the past 20 18
years, and they have targeted isolated and marginalised communities in an attempt to redress the gaps and inequalities of the state education system. They have identified needs; developed a variety of curriculum models based on local needs and resources; developed materials; provided training and support for operators of ECD programs and the communities in which they are located; and designed a system of accreditation for both ECD staff and facilities. This provides a substantial base from which ECD can be developed in the future. All around the country NGOs are forming networks and associations to facilitate training, profit from bulk-buying schemes, reduce duplication of services, and share ideas and materials. In March 1994 a national ECD organisation, the South African Congress for Early Childhood Development, was established to influence policies to be implemented by the new democratic government. In the past there was little collaboration between ECD NGOs and government, but this is changing now that the country has a democratic dispensation. The Centre for Education Policy Development argues that it is time to establish a partnership between NGOs, government, the private sector and communities to develop a support system for the health, nutrition, care and education of young children. National Educare Forum In 1991 the Independent Development Trust gave a one-off three-year grant of R70 million for ECD. The National Educare Forum (NEF) was established as a result of this grant, its aim being to help community-based ECD projects to become financially self-sustaining. By July 1993 some 1 203 projects serving 60 987 children (in most cases "the poorest of the poor") were receiving assistance from the NEF. Other ECD funders The corporate sector contributed R35 million to ECD in 1990, or 6% of its total contribution to education. Other funders include foundations, trade unions, international donor agencies and foreign governments (which allocated 2% of their total support of education, i.e. R11.6 million, to ECD in 1992). V. LESSONS AND EXAMPLES OF VISUAL EDUCATIONAL MEDIA FROM OTHER COUNTRIES We begin Section V by reviewing experience in educational media for young children and their adult caregivers from around the world. Most programs listed below show the relatively decreased effects of educational media when the programs are only targeted at children. When an adult learner is also targeted and has a well-defined role in the educational experience, the total effect on child development practice increases. The experiences with interactive radio in Bolivia showed how this worked and is now about to be tested in South Africa (further information on this is in the next section). Research conducted in the U.S. on the effects of educational television is inconclusive. On the 19
Page 1 and 2: SITE VISIT
Page 3 and 4: 3 media and distance education. Und
Page 5 and 6: 5 resources and media production fa
Page 7 and 8: 2.6% are Indian. Though there is a
Page 9 and 10: English 3 422 503 9 Tswana 3 368 54
Page 11 and 12: As far as the black population is c
Page 13 and 14: KwaZulu/Natal 640 Gauteng 758 North
Page 15 and 16: first year of primary school, will
Page 17: Electrified Not Total electrified s
Page 21 and 22: Malaysia, the government-run statio
Page 23 and 24: District show positive gains in lan
Page 25 and 26: & Richey, 1987; Liddell, 1988; Love
Page 27 and 28: knowledgeable about the health of t
Page 29 and 30: who did not use the IRI programs an
Page 31 and 32: don't know how to apply it and I di
Page 33 and 34: communities that might ordinarily n
Page 35 and 36: community radio stations are under
Page 37 and 38: programs can be stopped for group d
Page 39 and 40: According to a report by the Centre
Page 41 and 42: Given the high density living patte
Page 43 and 44: Conclusions Education and the media
Page 45 and 46: 45 their children sufficiently. The
Page 47 and 48: BIBLIOGRAPHY AND PEOPLE CONSULTED J
Page 49 and 50: Impact: News Brief of the Open Lear

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