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

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
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