FINAL DRAFT OF THE NATIONAL POLICY DOCUMENT
EARLY CHILDHOOD CARE AND DEVELOPMENT IN LESOTHO
PREPARED FOR MINISTRY OF EDUCATION MASERU, LESOTHO
BY
DR. MARTHA LLANOS Human Development Specialist UNICEF CONSULTANT AND ECCD TASK F ORCE
August 1999
ACKNOWLEDGEMENTS
This Policy is an expression of teamwork, guided by principles of sharing, participation and empowerment. I would like to thank the Ministry of Education and UNICEF for putting their trust in the guidance of this policy process.
The success of this important task is to the commitment and work done by the Task Force members: M. ‘Mota – Hokomela Bana; Professor M. Sebatane- IE/NUL; S. Mosisili-MOE; S. Santho-Stakeholder; M. Mpheta-LPDCA; M. Lichaba-LAC; F. Pheko-Peace Corps; M. Maleka-LECDTA; M. Diaho-LNCW; M. Molapo-Red Cross; L. Ramaqabe-NHTC; P. Nts’onyane-Leseli Community School; M. Letsunyane-MOE; N. Thein-Planning; M. Taole-Health; M. Mokhatla-Ministry of Local Government; M. Setlolela-ECCD/MOE; M. Motjoli-ECCD/MOE; M. Moeketsi-ECCD/MOE; M. Shai-ECCD/MOE; M. Maltin-ECCD/Peace Corps. My deepest gratitude to all the colleagues listed above for their continued work and encouragement in looking after the Basotho child.
I would also like to express many thanks to the ECCD Unit of the Ministry of Education, for their efforts in advocating Early Childhood, for the quality of the programmes and for offering much care and support in all the steps of the policy process.To the colleagues from Ministry of Health and Social Welfare, to Ministry of Local Government, to Ministry of Agriculture, to Ministry of Planning, NGO's, International donors. It has been such a rewarding experience to share with all of you and to realize once more that children draw us together to bring out the very best in each of us.
My warmest thanks also go to the National Teacher Trainers, Area Resource Teachers, Parents, Community Representatives that through our field visits were able to share the dreams and hopes for their children. They have fed my commitment and as always gave me the strength that is needed to advocate the rights of children. Once again it proves that everyone has so much to offer in the care of the future of our children.
To all Basotho children this policy has been written thinking about all of you and in allowing your rights to flourish and to live with dignity. The Task Force and myself wish to ensure that your voices are present in this policy.
Martha Llanos, PhD Human Development Specialist Lima - PERU UNICEF Consultant
1 LIST OF ACRONYMS
AIDS Acquired Immune Deficiency Syndrome ART’s Area Resource Teachers CEDAW Convention on the Elimination of All Forms of Discrimination Against Women CEO Chief Education Officer CHWs Community Health Workers COPE Community Organization Participation and Empowerment CRC Convention on the Rights of the Child DEO’s District Education Officers EC Education Caregivers ECCD Early Childhood Care and Development ECD Early Childhood Development HIV Human Infectious Virus LECTA Lesotho Early Childhood Teachers Association LNCW Lesotho Council of Women LPDCA Lesotho Pre-school Day Care Association MOA Ministry of Agriculture MOE Ministry of Education MOHSW Ministry of Health and Social Welfare MOLG Ministry of Local Government MOF Ministry of Finance MOJ Ministry of Justice MOP Ministry of Planning NCDC National Curriculum Development Centre NGOs Non-Governmental Organizations NPA National Plan of Action NTT National Teachers Trainers NUL National University of Lesotho ORS Oral Rehydration Solution PS Principal Secretary TBA Traditional Birth Attendants UNICEF United Nations Children’s Fund VHWs Village Health Workers WFP World Food Programme
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TABLE OF CONTENTS
PART I BACKGROUND
Lesotho…………………………………………………………………………………… 5 The situation of children……………………………………………………………….. 6 Education………………………………………………………………………………… 7 ECCD in Lesotho………………………………………………………………………… 8 ECD Unit…………………………………………………………………………………. 10 Purpose of the document………………………………………………………………. 12 Policy process…………………………………………………………………………… 13 Task Force……………………………………………………………………….13 Methodology……………………………………………………………… … 14
PART II EARLY CHILDHOOD CARE AND DEVELOPMENT
Definition…………………………………………………………………………………16 Vision…………………………………………………………………………………… 17 Mission Statement…………………………………………………………………… 18 ECCD Principles……………………………………………………………………… 19
PART III ECCD AND NATIONAL DEVELOPMENT
Rationale for ECCD…………………………………………………………………… 21 The need of ECCD Policy……………………………………………………………. 23
PART IV THE NATIONAL ECCD POLICY FRAMEWORK
Objectives………………………………………………………………………………. 25 Approach………………………………………………………………………………… 26 Principles………………………………………………………………………………… 26 Strategies…………………………………………………………………………………27
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PART V THE ROLE AND RESPONSIBLITIES OF ECCD STAKEHOLDERS
Parents and communities ……………………………………………………………. 30 ECCD National Council ……………………………………………………………… 31 The Ministry of Education……………………………………………………………… 33 The Ministry of Local Government……………………………………………………. 36 The Ministry of Planning………………………………………………………………... 37 The Ministry of Finance………………………………………………………………….. 37 The Ministry of Health and Social Welfare…………………………………………….. 38 The Ministry of Agriculture …………………..………………………………………….. 39 The Ministry of Justice…………………………………………………………………… 40 Other partners: NGOs…………………………………………………………………… 40 Private Sector……………………………………………………………………………… 41 International donors………………………………………………………………………. 42
PART VI ADMINISTRATION AND FINANCE OF ECCD
Organizational structure..…………………………………………………………….. 43 Cost ………………….………………………………………………………………… 45 Financing ECCD……………………………………………………………………….. 45 Public Sector………………………………………………………………. ….. 46 Civill Society……………………………………………………………… …….. 46 Private Sector………………………………………………………………….. 46
PART VII ECCD PROGRAMME COMPONENTS
Curriculum………………………………………………………………………………… 47 Training…………………………………………………………………………………… 48 Monitoring and Evaluation……………………………………………………………… 49
PART VIII ACCESS WITH QUALITY
Access and Quality in ECCD…………………………………………………………. 50
5 ECCD Human Resources or service providers………………………………………. 52 Target populations……………………………………………………………………….. 53 Modalities of services…………………………………………………………………… 53 Centred based……………………………………………………………… 54 Home based…………………………………………………………………… 54 Family Education – Educating parents and caregivers…………………… 54 Community based…………………………………………………………….. 55 Strengthening institutional resources ………………………………… …. 56 Strengthening the national commitment………………………………. …. 56 Strengthening demand and awareness………………………………….. 56 Conclusions………………………………………………………………….. 57
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PART I BACKGROUND
Lesotho
• Lesotho is a constitutional monarchy divided into 10 Districts. Only 9% of its land is arable, and 83% of the people live in rural areas. The country is a landlocked country surrounded by South Africa. The population according to 1996 census, is about 1.8 million inhabitants, of whom 50% are below 18 years of age, while 14%, comprising approximately 250,000 children, are within 0-4 year age bracket.
• The average income is very low with $540 per year. However, the distribution goes to extremes, with 50% of the population being poor, while a small minority, of 10%, receives the 44% of the national income. In Lesotho there is a relatively high percentage (34%) of female-headed households most of them earning about $10 per member per month.*
• The overall life expectancy is 56 years of age. Maternal mortality was 252 per 100,000 as per data of 1994. However for 1997 the estimates were 570 per 1000,000. The country is also facing a gradual increase of HIV/AIDS epidemic that is affecting mostly the younger age population. During the last two years there has been an increase of 30% of identified HIV/AIDS cases affecting mostly young mothers and 12% of children below the age of 4 years.**
• The average basic literacy rate in the country is 62% and 46% for functional literacy. According to the 1985 LDTC Literacy Survey , female literates are about 53% the males literates are only 32%. In primary education the net enrollment for girls is 79% and 71% for boys. The situation of the " herdboys" (young boys living in isolation in the mountains taking care of the animals) is a challenge for the educational system in Lesotho.***
* Unicef Situation Analysis of children and women in Lesotho,l994. ** AIDS Epidemiology in Lesotho.Dr.Moe Aung Maw, MOHSW. 1998. *** Data from Mid Term Review Unicef/GOL, August 1999
7 • Church and Government, are the major health and education providers. In the education sector the churches own 95% of the schools. However, the community participation is very active in the provision and management of education
The situation of children
• Many children in Lesotho are facing difficulties arising from conditions of poverty, lack of sanitation facilities, inadequate food supply and isolation like the herdboys. They suffer from malnutrition, and many gains made in immunizations and other preventive measures against diseases have been declining in recent years.
• The national infant mortality rate (IMR) is 70 per 1000. In the mountain areas the IMR is 170 per 1000 children before the age 5. The current immunization coverage is 67%, lower than the 1993 figures of 71%. The proportion of mothers or caretakers using ORS for diarrhea is only 35%, while in 1990 it was 60%.***
• The nutritional situation is alarming. About 16% of the young population is underweight while in 1993 the proportion of children with stunted growth was 44% ***.
• The spread of the HIV/AIDS virus will directly affect children. In particular, an increase of children without parents is anticipated. However, the extended family and community support systems can still play an important role in the future care and development of small children.
• Parents and families are expected to meet children with the basic needs but the many problems facing the family call for partnerships and mutual support from all sectors of the society.
*** Data from Mid Term Review. Unicef/GOL. August 1999
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Education
The Government is very much committed to ECCD in accordance different global events and framework for action in the current decade.
• The establishment of Education for All policy and its target goals for year 2,000 is based on the new concept of BASIC EDUCATION established in 1990. This includes the provision of early childhood education as an important area to ensure access to, and achievement in, the Primary Education.
• The educational wastage through school drop-out and economic drainage coupled with the problems of school repetition and poverty, is alarming and threatening to the human resource development capacity.
• The Convention on the Rights of the Child (CRC) and the Convention for the Elimination of Discrimination Against Women (CEDAW) were ratified in1992 and 1994 respectively. The National Plan of Action for children, NPA, was developed in 1995.
As cited in the Government report (1998) on the implementation of the Convention of the Rights of the Child, Section 28 of the Lesotho Constitution states that education in the country aims at developing human capacity to attain sound economic development and that education shall be available to all. Government policy intends to ensure that:
• Education is directed to the full development of the human personality and a sense of dignity and strengthening of respect for human rights and freedom
• Education of the child is directed to the development of personality, talents, and mental and physical fitness. It is to include ECD of ages 0-2 and 2-5. Facilities and opportunities are to be provided to achieve the above.
9 • Every child is provided with opportunity facilities that enable him or her to develop physically, mentally, morally, spiritually and socially in a healthy manner and in conditions of freedom and dignity.
• A child who is physically and mentally handicapped shall be given the special treatment, education and care required by his or her condition and which is in the child's best interests.
• Education aims at being free in order to accommodate street children. Parents give their children moral training and guidance on virtues they need for their future lives.
• There is a working relationship between the government and the churches. Any causes of disagreements have to be solved so all children can be admitted to schools without discrimination.
The MOE aims at improving the quality of the educational system in Lesotho and policy is developed to guide efforts in areas such as Non-Formal Education (in process since 96) and Early Childhood (1999).
Within the above scenario it is important to note the role of the family and the community and their positive and genuine interest in the development of the child through, among other things, provision of educational opportunities. However, this role is adversely affected by poverty for the majority of families in the country.
Early Childhood Development has been playing a very important role in the provision of developmental opportunities for children. However, coverage is still relatively low and the responsibility is mainly on the shoulders of the families.
UNICEF and Van Leer Foundation have been the key Agencies cooperating with the efforts to provide ECD in the country. Recently the World Bank, one of the major partners in the education field, has also shown a great deal of interest in, and recognition of ECCD.
10 ECCD in Lesotho
The provision of ECCD has long been an issue in Lesotho. Because of the high number of single parent families or families where the father has to spend long periods of time away from home as migrant workers in South Africa women have been at the forefront in the provision of services for small children.
In the early 1970s Lesotho National Council of Women was one of the first organizations to provide day care facilities for young children. The growth in number of the day care centres led to the creation, in 1983, of the Lesotho Pre-school and Day Care Association (LPDCA). The association acts as an umbrella organization representing the interest of many day care centres. The Ministry of Education to set up the Early Childhood Development Unit in 1986 as a project funded by the Bernard Van Leer Foundation and UNICEF from1985 until 1995. The main activity of the Unit was training of ECCD teachers and community mobilization in order to create awareness of the concept of ECCD. Before the project phased out a survey was undertaken by the ECD Unit, and came up with the following statistical data:
Table 1: Statistical Information on ECD – 1995*
District No of centres Teachers Boys Girls Berea 186 230 1704 1815 Butha-Buthe 182 235 1593 1641 Leribe 367 492 4183 4788 Mafeteng 249 269 2791 3008 Maseru 147 220 2031 2297 Mohale’sHoek 93 121 1317 1468 Mokhotlong 83 85 693 837 Qacha’sNek 46 49 587 603 Quthing 56 68 506 653 Thaba-Tseka 33 32 210 334 Totals 1442 1801 15615 17444
* Source : MOE.ECD Unit. Maseru1995
11 The ECD Unit identified and trained 30 National Teacher Trainers (NTT's) and 100 Area Resource Teachers (ART's). They represent churches, non- governmental organizations such as World Vision, LNCW and teachers associations, that is Lesotho Pre-school and Day Care Association ( LPDCA) and Lesotho Early Childhood Care and Development Teachers’ Association (LECDTA).
The ECD Unit and the National Teacher Trainers hold a meeting at the beginning of each year to plan for activities pertaining to ECCD for the country. The Unit and the NTTs train the Area Resource Teachers so that they can in turn train ECCD teachers, mobilize communities and create awareness of ECCD issues.
Actual ECCD coverage is very limited in relation to the targets stipulated in the Education Act and the National Plan of Action. The Act aims at universal coverage by year 2,000 while the Plan of Action aims at least 30% coverage. The actual coverage is about 15% as revealed by the Institute of Development Management study and reflected on Table 2 and 3.
Table 2 : Access to ECCD
Year No. of centres No. of children No. of teachers 1995 1,442 33,095 1,801 1997 1,530 35,124 1,912 1998 1,578 36,079 1,970
1995 – The data provided by ECD Unit – MOE 1997/98 – Estimates by Institute of Development Management (IDM)
The above data reflect a progressive increment of 3% within the provision of services. The main modality or approach to the provision of ECCD services is direct attention to children in centres, whether community supported or privately owned. There are other options that could be established, depending on the context and needs. Other models include community based centres, Home based centres and Parental or Family Education. Since there is no expertise in the country on these modalities, facilities will have to be provided for service providers to become acquainted with these models.
12 ECD UNIT
In 1998, the Unit was transferred from Secondary Education to Primary Education Programme of MOE under the structure of the Primary Education ,the ECD Unit is composed by 5 members: an ECD Inspector, 3 Assistant Inspectors, and a Community Development Worker. This small number of dedicated people has the responsibility of planning, regulating, training, monitoring, and supervision of the ECD services and activities. The Unit is also responsible for mobilizing and advocating for the creation of programmes to meet demands of communities. Peace Corp Volunteers have been providing support to the programmes for the last 5 years. With the support of a representative Steering Committee the Unit has developed a standardized curriculum for the ECD centres in the country.
The main responsibility of the ECD however, has been in training of ECD practitioners. As the programme expands more responsibilities have to shift the local level. With decentralization there will be need to put in place a local structure that allows for closer monitoring of ECCD. More attention has to be paid to mobilization and networking, policy development and setting of standards.
According to the Ministry of Education, the term "Early Childhood Development" is used to emphasize a comprehensive process of the development of the child, which includes cognitive, moral, cultural and spiritual development. This process operates within a supportive and nurturing environment, that involves parents and community.
The scope of responsibilities for the ECD Unit, poses challenges and demands in their organizational structure. The following issues were prioritized.
• The improvement of ECCD coverage has to incorporate provision of quality service . Therefore minimum standards for provision of services have been developed and are currently awaiting approval.
• ECCD service providers need to be adequately trained to enable them to effectively perform their work.
• The community needs to be aware of the importance of the early years of life if they have to mobilize their resources and select appropriate ECCD Facilitators.
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• Physical infrastructure, when needed, should be of appropriate standards. There might be some of programmes that do not need facilities playgrounds.
• The ECCD Unit requires a professional development and organization structure that will enable it to expand and strengthen its roles.
• There is need to launch projects, and to develop monitoring and evaluation mechanisms.
Purpose of the Policy Document
The Government of Lesotho recognizes the importance of the early years of life as a foundation for human development and lifelong learning. There is need to provide priority attention to children as an investment into the country's future. Therefore, it is necessary to policies that address the needs and rights of the young children and their families.
There is already a policy that stipulates that all children from 2 to 6 years of age should have access to early childhood education by year 2000 (Education Act 1995). In the meantime, the Government feels that there is a need for a thorough analysis of the situation of young children and the implications of the activities directed to their development. This comprehensive and integrated ECCD policy is designed to meet the rights and welfare of children of 2 to 5 years of age (birth through the early primary school years).
The current ECD Unit will adopt the name ECCD Early Childhood Care and Development in accordance with the wider concept of early childhood development that have been identified and the multidimensional and multisectoral nature of the field.
The purpose of this document is to present a National Early Childhood Care and Development Policy for Lesotho. The document undertakes the following:
• Describes the situation of the Lesotho children and families • Describes the process of the ECCD policy formulation
14 • Presents a vision for Early Childhood Care and Development. • Establishes a rationale for the identification of ECCD as a foundation for national development. • Defines the National Early Childhood Care and Development Policy Framework • Defines the roles and responsibilities of all main stakeholders, that is Government, non-governmental organizations, parents and communities in the provision of Early Childhood Care and Development. • Provides suggestions for programme implementation, organizational structure, and financing of ECCD.
POLICY DEVELOPMENT PROCESS
The ECCD policy development process started in August of 1998 with the appointment of a Task Force. UNICEF supported this initiative with the identification of a Consultant to provide technical support and guide the process under principles of empowerment and participation. The process involved consultations with all stakeholders to seek their input in the policy development. As stated by the Government in "Pathway out of Poverty. An action plan for Lesotho". "…the process of formulating policy is as important as the outcome, if not more so. And that process should be both transparent and inclusive". This was the case for the ECCD policy development.
Task Force
The Task Force was appointed by the MOE and was composed of people from a cross section of ECCD stakeholders. Specifically, the membership of the Task Force was as follows:
MOE ECD Unit (4) Planning Unit (1) NTTC (1) MOLG Rural development (1) MOH National Health Training College (1) MOA Lesotho Agricultural College (1) NGO's Lesotho Council of Women (1)
15 Lesotho Red Cross (1) Parent/Private ECD Centres (1) Leseli Community School (1) Institute of Education, NUL (1) ECCD Associations LPDCA (1) LECDTA (1) American Peace Corps (1) Representative of ECCD Steering Committee (1)
Methodology
The policy development process was organized into the following three phases.
♦ Phase I: This phase was devoted to the initial assessment of the ECCD in the country and to the identification of relevant aspects to be considered in the policy formulation process. The main strategy used was field visits and focus group meetings in order to observe directly the ECCD in action. During January- February of 1999, a total of 9 districts and 30 ECD centres were visited, 3 pitsos were organized, and 90 ECD teachers participated in focus group meetings in Maseru(40), Leribe (15) and Mokhotlong (35).
♦ Phase II: The second phase had as its first objective the development of a communication strategy for ECCD advocacy and mobilization. Active interaction with stakeholders from different sectors was promoted, The phase also identified, at national and local levels, the required elements for the policy formulation. Finally, it elaborated on the policy framework and identified it's content. The main strategy used was focus group meetings and workshops. During May and June 1999 ECCD meetings with the ECD Unit and the Task Force, Heads of Programmes and others were organized. Consultations with stakeholders, multisectoral upper management international agencies were also held.
♦ Phase III: This phase aimed at producing a draft policy document to be shared and finalized with the participation of the different stakeholders. During August of 1999, a series of reviews, presentations and consultations were organized to reach a final consensus regarding ECCD policy proposals and guidelines.
16 • The whole process was designed to assist the Government of Lesotho in formulating a comprehensive ECCD policy linked with the overall national development of the country. The recommendations were to come from diverse reviews expressed on such issues as effective programming, implementation, coordination, and management and follow up of ECCD services.
Below is a summary of activities involved in the policy development process:
1. Examination of the current organization structure of the ECD Unit and its implications for future actions; 2. Identifying the current and potential partners in ECCD . 3. Review of the legal base guidelines and regulations for ECCD programmes; 4. Acquaintance with the ECCD services and the feasibility of new approaches; 5. Empowering the Task Force and other human resources from different sectors in the field of ECCD; 6. Dissemination of information about ECCD relevant global experiences; 7. Organization of consultative workshops for all ECCD stakeholders.
17 PART II EARLY CHILDHOOD CARE AND DEVELOPMENT
Definitions
Early Childhood has been defined as a period of life between 0 to 6 years of age. This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations are established.
Child Development is the basis of human development. It is connected with living with dignity and achieving quality of life. The early years of life are critical to the development of intelligence, personality and social behaviour. Research on brain development attests to the importance of key mental, physical and social capabilities. If these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, the learning potential is adversely affected.
For programming purposes, it has been decided to extend the concept of early childhood to about 8 years of age. * This age range provides the opportunity to reinforce the view of the development as a continuum. It will facilitate the interaction between the pre and initial school years. The concept of basic education calls for the inclusion of early childhood and the key "survival" grades, that is, the first two or three grades of primary education.
Care refers to the set of practices and actions that are provided to a child by caregivers (families, communities, services and institutions) in order to ensure the survival, growth and development of the child. Care is related to an enabling environment that promotes a holistic development of the child including the psychosocial dimension
The concept of care in this context embodies the welfare of both the child and the mother. It incorporates the development of life skills in children, and involves care at home and outside home where different activities practices are undertaken according to the different ages. It also includes the early detection of disabilities. This "care" should promote the overall development of the child.
* Unicef ECC-SGD Tarrytown 1998.
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The case of HIV/AIDS, for example, will also provide a challenge for new approaches for caring for children.
Child development is a continuous, multifaceted and individualized process of change. Children become able to handle ever more complex levels of moving, thinking, speaking, feeling and relating to others.The definition includes:
The view of development as a continuous and multifaceted process of adapting to, and transforming, the environment incorporates physical, social and emotional dimensions. It goes beyond the view of linear development and a narrow focus relating to the intellectual abilities of the child.
The emphasis placed on interactions between the child and the environment recognizes both the genetic and environmental influences on development. It not only assigns a key role to the healthy and stimulating environment but also sees the child as an active learner and constructor of the learning environment.
The child's growth and development is therefore, affected by a combination of interrelated factors which constitute the overall environment. In constructing the most effective environment the basic needs of the child should be met by ensuring appropriate nutrition, good health, and a loving and secure learning environment. It is clear that the holistic approach towards development allows for integrated comprehensive actions and interactions between the family, the schools, health centres, and the community.
Vision
The vision of ECCD relates to the identification of the early years of life as the foundation and crucial determinants of human development. The ECCD is committed to continuous, holistic and interactive processes that fulfill the children’s right to equal opportunities to enhance their quality of life.
This vision is concerned with the holistic development of the child and ensures an environment characterized by safety, protection, cultural fairness and social justice. It premised on that one starts building a nation from the young age of an individual child.
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Early Childhood Care and Development will serve as the bedrock for child and family life and learning. All children, including those with special needs will be assured of their right to become lifelong learners, and critical and creative participants of the society.
The vision for the profile of the Lesotho child is:
• An independent, confident, broad-minded child with respect for their culture.
• A child who has bonded confidently with his/her family, friends and community.
• A child that loves his/her country and enjoys freedom and fulfillment of rights.
Therefore:
By the year 2010 all children from 0 to 6 years of age will have access to ECCD services that promote a holistic development of the child. The services will include provision of proper health, education and nutrition as the main components with priority given to the most disadvantaged groups and children at risk.
The core of the ECCD services will be on a variety of direct services for 2 to 6 year old children and the 0 to 2 will include non-formal indirect focus on caregivers and relate to family education.
This policy is designed to operate until the year 2005. During the course of its implementation a number of activities shall be undertaken which will guide the drawing up a subsequent set of policy guidelines. Among these will be a feasibility study on the possible expansion of the age range to be covered by ECCD, as well as feasibility study for organizational structure.
Mission statement
ECCD should be provided to all young children from 0 to 6 years of age in the country. A variety of quality programme options should be available in order to
20 facilitate child's survival, growth, development and learning. Priorities are to be given to those populations identified as being at risk.
ECCD Principles
• The Government's support for Early Childhood Care and Development is based on its constitutional duty to protect the rights of young children and to provide them with security, nutrition, health, and education. Available scientific and practical knowledge on the promotion of healthy and holistic child development services is sufficient to serve as a basis for action. Appropriate fund-raising, planning and investment are vital for ECCD achievements.
• The following principles are crucial for ECCD:
• DEVELOPMENT BEGINS AT CONCEPTION AND LEARNING AT BIRTH
• DEVELOPMENT AND LEARNING OCCUR CONTINUOUSLY IN THE INTERACTION WITH THE ENVIRONMENT.
• DEVELOPMENT HAS SEVERAL INTER-RELATED DIMENSIONS. HEALTH, NUTRITION, EDUCATION, AFFECTION, ARE ALL PARTS OF THE HOLISTIC APPROACH.
• DEVELOPMENT HAS PREDICTABLE STEPS AND LEARNING HAS RECOGNIZED SEQUENCES.
• THERE IS A GREAT DEAL OF INDIVIDUAL AND SOCIAL VARIABILITY IN CHILDREN'S RATE AND STYLES OF DEVELOPMENT AND LEARNING.
• CHILDREN ARE ACTIVE PARTICIPANTS IN THEIR OWN DEVELOPMENT AND LEARNING.
• THE MORE ACTIVE INVOLVEMENT OF PARENTS AND COMMUNITY THE MORE EFFECTIVE DEVELOPMENT OF THE CHILD.
• Based on the ECCD principles the Government recognizes that:
• Every child should have the opportunity to develop his or her full potential.
21 • Parents must be supported in their child rearing roles in order to enable them to effectively fulfill their responsibilities in the care and development of their children.
• The family is and should remain the primary institution to support the growth and development of children. The ECCD policy aims at empowerment of families and communities.
• Cultural diversity is a great resource that must be respected, ensuring that all children have an equal opportunity to enter the social and economic mainstream.
• To address the needs of children a significant commitment in terms of time and effort is required from the communities, government, private sector and the public.
• ECCD is a multisectoral responsibility and the National Plan of Action has to be reviewed and reformulated in accordance with the current needs by the year 2000.
• At the regional and local level, communities have a responsibility to provide safe and secure, environments for families and children.
• Families should have a variety of programme options for the development of their children.
• A strong partnership between the family and other agents of child’s care and development can assure the best conditions for the child's development process.
• All-inclusive care for children, including integrating children with disabilities as part of the ECCD services, is called for.
• Prevention is the most cost-effective way of addressing the needs of families at risk and vulnerable children. Specially bearing in mind the HIV/AID situation in Lesotho.
22 PART III ECCD AND NATIONAL DEVELOPMENT
In Lesotho, ECCD’s role has been identified as an important factor in human resource development. This represents investment in the human capital of the country.
Rationale for ECCD
Investing in Early Childhood Care and Development will have the following implications:
• Impact on school achievement. The children will be better equipped for the demands of the school system. ECCD children will remain in the system and their achievement will be improved. Interventions at this stage of life will lessen potential learning problems and offer long lasting educational benefits.
• Contribution to savings of educational investment. ECCD contributes to the reduction of the educational wastage caused by a high number of children repeating grades or deserting the schools. Lesotho places strong emphasis on Basic Education, which encompasses ECCD and the Primary Education. ECCD will provide savings by reducing the drop out and failure rates, and children will have improved readiness for schooling.
• Human development enhancement Humanity transmits its values through children. Thus efforts to build and preserve moral and social values must be part of each child's educational experience. ECCD services contribute to the improvement of child survival, nutrition and health status, the overall cognitive development as well as the social and emotional development of the child. As we are approaching the new millenium the issue of values, and the search for national peace, cooperation and solidarity will be addressed partly through investment in these early years of life.
• Economic productivity. Attention to the early years of life represents a high return of investment. A well-developed person will have more opportunities to contribute to the family, community and society in general. This represents an
23 investment in human resources as well as cost saving measure associated with decreasing need for remedial programmes.
The poverty alleviation programme in Lesotho provides a framework for ECCD. Within this context ECCD could be identified as one of the mechanisms for breaking the cycle of poverty.
• Gender equity. All children have the right to develop to their full potential. The early years of life are the solid foundation of socialization. Gender disparities and marginalization for girls or boys start at these years. This situation has to be better analyzed in the context of Lesotho. ECCD programmes can reduce gender inequalities by providing a fair start to girls and boys.
• Cost savings. Countries like Lesotho have planned the most effective ways of allocating their small budgetary resources. Therefore the ECCD can contribute to reduce the cost of education wastage, the investment in social programmes, help with reduction of teen-age pregnancies, and diseases like the alarming spread of HIV/AIDS in the country.
• Social integration. Poverty and discrimination can threaten social development, leading to the inequalities. ECCD services need to be provided to all children. Children from deprived conditions will be given the opportunity for a fair start.
• Social mobilization. A child can serve as a great mobilizer of community actions. The decentralization policy in Lesotho provides the context for integrated multisectoral efforts to be coordinated at the Local level. ECCD is an entry point for convergence of actions and for community development. The benefits of ECCD will go beyond the child, to include the family and the community.
• Moral and ethical implications. The best indicator of government’s interest for equity, peace and democracy is partly reflected in the way they provide care and education to the young children. Early Childhood Care and Development is an answer to the rights of the child with regard to education, health, nutrition, care, survival and participation.
24 • Construction rather than compensation. The new concept of ECCD provides the opportunity to look at human beings from a constructive perspective, setting the basis for comprehensive human development. The earlier the intervention the better. It has been proven that the brain develops at the highest level in the first two years of life,and no compensation of losses can be achieved after that. It is better to prevent and construct. This is the current positive approach to ECCD.
The Need for ECCD Policy
Early Childhood Development has been in action for more than twenty five years in Lesotho. However it was not officially recognized until 1986 when the ECD Unit was created within the MOE.
The Lesotho Government believes that time has come to put the needs and rights of the child at the centre of the development strategy. This means that the protection and development of the young generations could and should be a leading edge of any effort to combat poverty, reduce population growth, and deal with social crises.
The National Plan of Action (NPA) for Lesotho was signed in 1995 as part of the commitments made at the World Summit for Children in 1990.The Lesotho Government plans to improve the lives of children and women, including measurable activities against malnutrition, illiteracy, preventable diseases and unemployment. NPA has proposed the provision of early childhood activities, including appropriate low-cost family and community-based interventions. It suggests that ECCD policy and legislation should address the needs of the young children and their families. The Education Act of 1995,states, among other things that:
• ''ALL CHILDREN BETWEEN THE AGES OF TWO TO SIX SHOULD HAVE ACCESS TO EDUCATION BY THE YEAR 2,000. THE MINISTRY OF EDUCATION PLACES SPECIAL EMPHASIS UPON THE INTEGRATION OF CHILDREN WITH DISABILITIES INTO REGULAR ECD CENTRES, SO THAT THEY MAY ENJOY THE SAME EDUCATIONAL OPPORTUNITIES AS OTHER CHILDREN"
Since the ECCD current coverage is only 15%, the Government has decided to strengthen, consolidate and expand the ECCD services. In order to facilitate action in this regard, a national policy has had to be drawn up to address such issues as provision of good quality programmes, regulation of service delivery, legislative
25 machinery, guidelines on access and standards and supportive organizational structures.
26 PART IV THE NATIONAL ECCD POLICY FRAMEWORK
Objectives
The National ECCD Policy will strive to
• Foster national commitment, awareness, and mobilization towards ECCD.
• Represent the views, concerns, and expectations of all stakeholders that, through national consultations, have contributed to the development of this policy.
• Contribute to the strengthening, expansion and consolidation of the ECCD programmes.
• Be child centred, reflecting a priority focus on the framework of children rights.
• Reinforce the interest of the Government for ECCD as a lifelong investment.
• Be a departure point for integrated multisectoral actions.
• Include services from 0 to the age of 6. This will provide a fair start for children and will support the smooth transition into formal systems of education.
• Create linkages and partnerships within and among government sectors, NGO's, and all stakeholders involved in ECCD.
• Support the development of new ECCD approaches that will benefit more children.
• Provide guidelines for the delivery of effective and quality ECCD services.
• Clarify the roles, responsibilities and interaction between the Government and non-governmental organizations, the International agencies, the private sector, the community and families for the development of children's full potential.
27 • Define an appropriate organizational structure for the ECCD’s functions at the national and district level.
• Support the creation of a National ECCD Council to be the national umbrella body for ECCD.
• Recognize and support the community efforts towards caring for and protecting the development of their children.
Approach
• The ECCD programmes will involve a massive mobilization at the national level, and will include educating parents, families and communities about the holistic view of child development.
• The programmes will include centres, homes and community based sustainable programmes and accommodate flexible options for ECCD.
• Particular emphasis will be placed on the most deprived and underprivileged children, that is, those living in difficult socioeconomic conditions or at risk.
• A National Early Childhood Care and Development Council will be formed by the Government to coordinate the work of ECCD. It will have a wide representation of all stakeholders at national and local levels to coordinate the work of ECCD.
Principles
• Recognition of the family as the first and direct learning environment. Child rearing practices will be used as one of the basis for developing ECCD programmes, improving service delivery, and building capacity.
• Recognition of the Government’s responsibility to provide the necessary support for the families, caregivers and community in the development of young children.
• Community participation is basic for the development of affordable, sustainable and culturally sound ECCD programmes.
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• Programmes that ensure equity and harmonious opportunities for all.
• ECCD services that foster joint efforts in order to ensure provision of effective sustainable programmes. Partnership is the guiding principle for joint actions. This collaboration among role players from private and public sectors is consistent with the holistic framework of ECCD.
• Children's participation is compulsory in the design and follow up of the ECCD programmes.
Strategies
In order to design effective, affordable and sustainable ECCD programmes it is necessary to have a clear conceptual framework and a comprehensive strategy, based on a multidimensional approach. Health nutrition, education and psychosocial elements will be the main components in the programmes. The following strategies will be followed:
• BUILDING FROM WHAT EXISTS ALREADY. It is necessary to take into consideration what already exists within the non-formal and traditional family and community care systems, as well as the existing programmes or services.
• DEVELOPING PUBLIC AWARENESS AND PROMOTIONAL WORK FOR ECCD. The role of Mass media and other communication tools are essential in establishing a permanent system of mobilization and advocacy. The establishment of watchgroups at the district level will be vital for the dissemination and implementation of ECCD programmes.
• INVOLVING ALL STAKEHOLDERS AND DEVELOPING OWNERSHIP FOR CREATION, IMPLEMENTATION AND SUSTAINABILITY OF ECCD. The development of partnerships and linkages is an effective strategy for assuring that programmes have quality and sustainability.This includes the use of the community members as resource persons.
29 • PROVIDING EQUITY IN ACCESS, FLEXIBILITY AND DIVERSITY. This is essential, taking into consideration the unique nature of the child and the variations among contexts.
• TARGETING ALL BASOTHO CHILDREN, WITH PRIORITY GIVEN TO THE POOR AND MOST VULNERABLE. Higher priority will be given to the children living in deprived, poor conditions. Special attention will be paid to the areas with high proportion of stunted children and to children orphaned by AIDS.
• ENSURING QUALITY AND COST EFFECTIVENESS. Quality is to be defined within the contexts condition of the country. Cost implications will be determined on the basis of future decisions about service delivery systems.
• OFFERING DIFFERENT ECCD OPTIONS/MODELS . Families will be provided with a variety of options for the development of their children and Governments will launch innovative direct or indirect services aimed at improving the overall development of the child.
• FACILITATING LINKAGES WITHIN MOE, PRIMARY AND NON FORMAL EDUCATION AND AMONG OTHER PROGRAMMES. Primary schools could have ECCD centres attached to them. Convergent actions among programmes will be planned.
• RECOGNIZING THE ROLE OF VOLUNTEERS INVOLVED IN ECCD ACTIVITIES AND PROVIDING THEM SOME FINANCIAL RECOGNITION. The role of volunteers has to be assessed and action towards their recognition taken.
• SUPPORTING DECENTRALIZATION EFFORTS AND STRENGHTHENING LOCAL GOVERNMENT. This strategy is crucial at the district level to ensure a multisectoral comprehensive approach in the provision of ECCD.
• INCLUDING A MONITORING SYSTEM AND PERMANENT EVALUATION. Assessment and evaluation processes have to be included at the beginning of the programmes. A good monitoring system is important for ensuring a proper follow up for effective and sustainable programmes. Assessment of teacher training, child development, and parents’ and community involvement will provide important information for the establishment and maintenance of quality programmes.
30 • MAKING USE OF PILOT PROJECTS AND EXPERIMENTATION . There is a need to try out alternative modalities in ECCD programmes.
• CREATING A VIABLE FINANCING SYSTEM. Initially it is important to undertake cost analysis studies that will provide information about cost of the different alternatives for ECCD services. Creation of a Trust Fund is suggested to ensure a permanent flow of funds for ECCD.
• SUPPORTING RESEARCH FOR POLICY. A relatively new area such as ECCD requires permanent sharing of information and interaction among stakeholders. The Government requires evaluation and research based information for planning and decision making.
• .STRENGTHENING NATIONAL RESOURCES AND CAPACITIES. At all levels, families, communities' networks and multisectors should joint forces in the provision of ECCD.
• PROVIDING AN APPROPRIATE ORGANIZATIONAL STRUCTURE AT NATIONAL AND DISTRICT LEVELS IN ORDER TO FACILITATE CONSOLIDATION AND EXPANSION.
• DEVELOPING MECHANISMS FOR THE CREATION OF THE ECCD NATIONAL COUNCIL
31 PART V THE ROLE, RIGHTS AND RESPONSIBILITIES OF ECCD STAKEHOLDERS
ECCD is a multifaceted, multisectoral action, in line with the holistic concept of child development. There are already activities performed by some ministries that should be recognized and organized in an integrated manner. There is need to identify and clarify various roles, rights and responsibilities that the different sectors and stakeholders should take. Decentralization is currently organized in Lesotho and offers an excellent opportunity for the better implementation of ECCD programmes. Through stakeholder involvement.
Parents and Communities
• Parents are the most direct child caregivers and their participation will be required in the planning, implementation and evaluation of ECCD programmes.
• The assessment of the context with which ECCD operates serves as a basis for selection of ECCD alternative programmes. Parents and families are expected to participate in the identification of the following, among others: overall needs of children, child rearing practices, primary caregivers, workload of parents, children’s health history, programme strengths and limitations, and other demands for the development of their young children.
• The care and education of the child is a shared responsibility between the family, educators and community. Families have the right to give and receive information and express their views formally or informally.
• Parents, families, and early childhood facilitators are responsible for the promotion of optimum conditions for the well-being and development of children. Parents’ participation is required throughout all stages and activities of the care and development process. Their responsibilities include provision of support for development and maintenance of the programme, as well as cooperation in management, planning and evaluation of children development.
32 • Families have access to a range of early childhood care and development services which are flexible and responsive to their diverse needs and characteristics. Centre-based programmes are only one of the many possibilities available to young children's learning.
• The community should have an ECCD Committee supported by a village leader or community chief. The committee would be in charge of providing the appropriate sites or infrastructure, if the group has opted for centres, or other related support activities, depending on alternative programmes chosen.
• The selection of the person to work with children, whether in a centre or home based situation, or a playground setting should be the responsibility of the ECCD Community Committee. However, this is particularly valid for community based ECCD services.
• Criteria for selection of the ECCD worker have to be established by Local Committee with some overall guidance provided by the ECCD Unit.
• The ECCD Community Committee will be an active community mobilizer for children rights and for ensuring that all members participate in the effort of developing and protecting young children.
• Parents’ responsibilities include the timely payment of the fees. The Committee will have special consideration for those services for which the community is unable to provide financial resources.
• Therefore the responsibility for the initiation and care of the ECCD services lies with the community, and it is to the community-based initiatives that most of the support should be given.
ECCD National Council
• A National Early Childhood Care and Development Council shall be created with the purpose of formulating, conceptualizing and coordinating ECCD programmes in various sectors (government, non-governmental and private). The Council should be supported by a strong Secretariat with technical skills related to ECCD.
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• The National Early Childhood Care and Development Council shall be the national umbrella to back up the efforts of all people concerned with ECCD. Its structure will be at national, regional and district levels, and its members will be appointed from different sectors and stakeholders.
• The ECCD National Council responsibilities shall be:
• To assure the development and implementation of the ECCD Policy at national, regional, district and local levels.
• To define policies in relation to ECCD regulations and standards of provision.
• To evaluate the relevance of the ECCD Policy
• To examine current Child Legislation and other legal structures in relation to ECCD and make recommendations when necessary.
• To advise MOE and other Ministries on matters concerning ECCD.
• To suggest mechanisms to foster multisectoral participation .
• To facilitate networking and partnership for improvement of financial and technical resources.
• To advocate and mobilize the society in general towards the importance of ECCD.
• The ECCD National Council will have the following composition:
• Ministry of Education • Ministry of Local Government • Ministry of Health • Ministry of Agriculture • Ministry of Planning • Ministry of Finance
34 • Representatives from Local NGO's • Representatives from International NGO's • Representatives from recognized National ECCD Associations • Representative from the Chamber of Commerce • Representatives from Local authorities: Community Development Councils and ECCD Community Committees. • Representative from Lesotho College of Education • Representative from the Interministerial group for NPA Lesotho • Representatives of Donor Agencies*
• The Chairperson shall be elected by stakeholders representatives to the Council. At the District levels coordination will be assumed by District Secretary, while at the Area level the ECCD Coordinator or National Teacher Trainer will be responsible. Finally and at the Village level the ARTs will be responsible for coordinating activities.
• The ECCD Council shall have an all-inclusive structure at the national level and the district level.
The Ministry of Education
The Ministry of Education has taken the leadership role for ECCD and shall be responsible for overseeing the development and management of programmes for children from 0 to 6 years of age.
• The MOE's responsibilities shall include the following:
• To develop policy and a set of guidelines and procedures for the establishment and registration of different ECCD services.
• To establish a monitoring and evaluation system for the ECCD programmes.
* Donors will participate by invitation.
35 • To develop an information system about the status of ECCD provision in the country and a training programme for those involved in ECCD activities.
• To support the ECCD organizational structures at national and district levels that will ensure a proper consolidation and expansion of the ECCD in the country as a component of the Basic Education framework.
• To appoint ECCD Officers at the district level.
• To develop new approaches for the provision of ECCD services and design pilot projects that can be tested at the district level. This is specially relevant for the 0-2 population and new approaches for the 2 to 6.
• To develop curriculum guidelines for a variety of ECCD programme approaches such as parents’ and family education, home community based models and others for children between 0 to 6 years of age.
• To spearhead to the decentralization of the ECCD activities and to reinforce the mobilization strategies and networking and linkages within and outside the MOE particularly Local Government, Health and Agriculture.
• To further develop linkage, mobilization strategies, and networking between and within Primary Education, and Non Formal Education.
At the District level
The main responsibilities shall include:
• Establishing an ECCD District database
• Assuring that a mechanism is in place to implement the National ECCD Policy at the District level.
• Contributing to the setting of standards and regulations for the establishment of programmes and their implementation.
36 • Supervising programmes and monitoring them in terms of their compliance with established rules and regulations.
• Providing in service training for Area Resource Teachers, families and other community workers.
• Activating linkages within other sectors at the District level.
• Mobilizing parents and community leaders towards ECCD, supporting their participation.
The Ministry of Local Government
The Ministry of Local Government shall play a key role in the implementation of the ECCD programmes at the District and local levels. The new decentralization process will facilitate responsibilities for planning and development. The District Secretary, who is responsible for the overall development of the District, shall coordinate all ECCD activities provided by various sectors at District level.
The following shall be the main roles and responsibilities of MOLG:
• Create awareness about ECCD programmes, and mobilize and empower communities in their establishment.
• Assist in the planning, implementation and evaluation of multisectoral activities at the Local level.
• Mobilize financial, materials, and human resources for ECCD.
• To allocate land and provide a conducive, safe environment for the development of village children.
• To organize dissemination/mobilization activities with the participation of all sectors, and to formulate other approaches towards provision of integrated ECCD.
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• To actively involve the District Management teams in the mobilization process for ECCD.
• To use existing local authorities and community networks to channel information about ECCD.
• To coordinate and support the implementation of ECCD policy at District, sub district and village level.
The Ministry of Planning
The Ministry of planning shall be responsible for integrating ECCD within the overall development of the country. It shall solicit funds for ECCD and provide technical support in planning.
The main responsibilities of the Ministry shall be:
• To support investment in ECCD as a strategy for national development.
• To include ECCD within the Poverty Alleviation Plan.
• To include ECCD as a foundation for human capacity building in the country.
The Ministry of Finance
The Ministry of Finance shall play a key role in facilitating the increase of current funding for ECCD programmes.
The main responsibilities of the Ministry shall be:
• To procure solid funding from donors agencies for ECCD.
• To put ECCD as a high priority area within the National Plan of Action.
• To contribute to the cost analysis studies needed for policy.
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The Ministry of Health and Social Welfare
The Ministry of Health and Social Welfare shall be responsible for all health-related inputs into the ECCD services. A great advantage of the MOHSW is its huge network of about 6,000 community health workers (CHWs) and 2,000 traditional birth attendants (TBAs).
The MOHSW responsibilities shall be:
• To provide pre and post natal care and education to parents, with emphasis on life skills.
• To prevent and detect conditions that can hinder the growth and development of children. To this end, it shall provide guidelines for early identification or evaluation of health related problems.
• To include ECCD as part of health programming, and develop a framework by which the psychosocial dimensions of health are related to overall development.
• To reinforce reproductive and family planning services, as part of an integrated approach towards ECCD.
• To contribute to the ECCD curriculum on aspects related to the promotion of health activities and suggestions for a participatory growth and development monitoring system.
• To promote the developmental component of ECCD and include psychosocial milestones in the health card.
• To organize health education discussions as part of the parent and family education programmes.
• To integrate ECCD as part of the Primary Health Care activities
39 • To provide guidance for hygiene and sanitation standards and equip ECCD programmes with first aid kits.
• To participate in the ECCD Local Council and provide training to ECCD practitioners and parents about common diseases and support health monitoring activities.
• To promote linkages among its health network, the agricultural extension and ECCD facilitators in the care and protection of most vulnerable children.
• To ensure a periodic monitoring of children in ECCD programmes and issue health cards.
• To train ECCD caregivers on health related matters, and promote awareness of the health workers about areas of psychosocial development.
• To ensure routine growth and development monitoring and inmunization for all children in ECCD programmes.
The Ministry of Agriculture
The nutrition component is crucial in the development of young children. In Lesotho there is a special concerned for the nutritional status of the younger population.
The MOA responsibilities shall be:
• To improve the nutritional status of children by providing training on proper feeding and assisting in the preparation of children’s menu and food production.
• To monitor children feeding programmes and advice caregivers on illnesses related to poor nutrition.
40 • To ensure regular growth monitoring and assess nutritional status of children especially in areas with high stunting levels.
• To promote vegetable gardening and fruit trees plantation with the help of parents
• To contribute to the development of systems for household food security and train caregivers on food value, diets, production and preparation.
The Ministry of Justice
The Ministry of Justice has been identified as the lead ministry for Child's Rights.
The MOJ main responsibilities shall be:
• To advice on issues related to the protection of children.
• To protect children from abuse. To develop standards and legal regulation.
• To prevent child labour
Non-Government Organizations
The NGOs in Lesotho have played a crucial and pioneering role in the creation and provision of ECCD services. Their advocacy has lead to the involvement of the government in the area of ECCD.
The NGOs main responsibilities shall be:
• To provide technical and financial support for the implementation of quality ECCD programmes.
• To conduct studies on the successes/ failures of ECCD programmes.
• To network, support and promote efforts on the best interest of the child and advocate for the best Government support towards ECCD.
41 • To be represented in the ECCD National Council at National and District levels.
Private Sector
• There is a great interest and potential for the involvement of the private sector in ECCD services. The sector could participate by creating a Lesotho Children Trust Fund or by collecting contributions from other sources. It could also take a direct responsibility in the activities of a specific ECCD programme.
• Business people to become advocates of mobilization for ECCD. A representative of the private sector will be a member of the ECCD National Council.
• The government shall increase the private sector participation in all public services; strategies shall be developed which will include some financing of ECCD to the private sector. Alternative models of financing ECCD are explored, including taxation, the development of Trusts and philanthropic initiatives.
International donors
The International Donor Agencies have been actively involved in ECCD activities in Lesotho including training, research, curriculum development. They have also provided financial and technical support and sponsored development of alternative ECCD programmes. The Agencies are expected to continue providing all these services.
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PART VI ADMINISTRATION AND FINANCING OF ECCD
Organizational Structure
There is need to review the organizational structure of ECCD in Lesotho with a view to enhancing it such that it can effectively support the expanding scope and nature of ECCD itself.
According to the current organizational structure, ECCD falls under the Primary
Education programme. During the period of the policy implementation, that is, until
the year 2005, a series of needs assessment exercises and feasibility studies will be
undertaken to determine the operation of the current organizational structure in the
ECCD provision. The studies will make recommendations on the best structure
required, taking into account the expanding scope of ECCD and its position as an important component of Basic Education.(See proposed structure)
1. The vision for ECCD in the country is holistic and multisectoral. It shall therefore, require an organizational structure within the leading MOE that facilitates efficiency and effectiveness in service delivery.
2. Studies will be undertaken to determine how interactions among and within sectors can be best effected. This will be based on a more integrated vision of ECCD.
3. The current Basic Education Programme concept includes the areas of ECCD and Primary Education as the two main pillars or arms in the provision of solid foundation for learning. Both arms of the central system will be strongly connected with an intersecting point in the first two/three years of early schooling. The experience of friendly schools based on a smooth transition between ECCD and Primary Education will be promoted.
43 4. The role of the ECCD programme shall be mainly communication and mobilization, support to policy development, national planning, technical assistance, monitoring, piloting and experimenting on new approaches.
5. The ECCD programme shall advocate and encourage close collaboration among Ministries and between government and other stakeholders.
6. The ECCD or Programme will focus on three main areas:
• Policy development ( evaluation, regulations, communication/policy). • Technical Assistance (Curriculum, training, health and nutrition) • Innovations. (community development, special projects, pilot projects)
7. The ECCD programme will decentralize the management of the ECCD. The District Education Officers shall play a significant role in supervision and monitoring, training and technical support.
8. Because of the nature of ECCD and the involvement of different sectors implementation shall be mainly at the district level, with ECCD Coordinators working in close collaboration with multisectoral ECCD providers.
9. The District Education Officers shall receive training that will enable them to support the monitoring and advocacy role of the ECCD Coordinator. The situation of NTTs and ARTs shall be carefully considered, including their recognition and involvement in the formal or non-formal systems.
9. It will be the Ministry of Local Government’s responsibility to include ECCD as part of its overall programme development; the Department of Social Welfare shall be provided with specific training that will enable it to provide the overall well being of children at the district level.
10. Central Government’s responsibilities shall include: funding, training, certification, promotion of experimental projects, research, monitoring, policy development and advocacy.
44 11. The Local Government structure shall undertake the following: situation analysis, interaction between national policies and local structures, setting local priorities, formulating local goals, setting up a multi-sectoral plan, and setting up monitoring and evaluation systems.
12. A Board shall be created to undertake accreditation, certification and maintenance of national standards. Rules and regulations on quality development and maintenance shall be drawn up.
13. A closer dialogue between Ministries of Education and Local Government will be promoted in order to define their intersecting roles for ECCD.
COSTS/FINANCING ECCD
COSTS
The costs involved in ECCD programmes will depend on the choices made related to: coverage, approaches, location of the clients, child/staff ratios, strategies chosen, and characteristics of the clients. The unit cost of the different ECCD approaches shall be calculated, including projected cost estimates for future ECCD models.
FINANCING
For most of ECCD programmes financing must come from a combination of sources including:
• Government general revenues or linked to special taxes (such as payroll and licenses)
• Parents and families through fees or in-kind contributions
• Community and other social groups through specific budgets or by organizing donations of time and cash.
• Private sector, taxes and philantrophic activities, and allocating funds as contributing to ECCD.
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• International institutions, by providing funds or grants.
Public Sector Increase the budgetary priority given to ECCD .
Private Sector • Organize ECCD funds or contribute to the creation of a National Trust Fund. • Support fundraising activities for ECCD community based programmes.
PART VII ECCD PROGRAMME COMPONENTS
Curriculum
The overall goal of the curriculum is to provide opportunities for children to grow and develop and for the ECCD Facilitators to have a guiding tool. The ECCD curriculum shall have a holistic framework and include experiences and interactions that promote and enhance child's interests. It shall be relevant to the age and developmental level of the children and encourage cooperation and sharing, self- esteem, critical thinking and problem solving.
A quality ECCD curriculum shall focus on the whole child, including areas of physical, cognitive, linguistic, creative, social, moral and emotional development. Therefore, a child's body, mind and spirit are to be nurtured in an interactive exchange with caregivers and peers, promoting the fulfillment of children rights and their participation.
The ECCD curriculum shall emphasize content that is connected to the real world of cultural experiences, norms, values, qualities, hopes and dreams, as well as expectations from children, families and communities. It shall be culturally sensitive, make use of local resources, and written in local languages. The curriculum should prepare children for a society based on equity.
Flexibility of the curriculum that allows its use with different ECCD approaches shall be developed. Prescribing a single core curriculum for all users would limit initiatives
46 and creativity. All practitioners in the field of ECCD bear responsibility for creating a learning environment where children's abilities and values can flourish.
"Learn as you play" ECCD Curriculum in Lesotho was produced in 1998 and has been distributed nationally. It shall be translated into Sesotho. Its objectives are in harmony with the proposed holistic framework. Teachers’ guides shall be developed to facilitate its use.
Linkages with formal and non-formal primary education providers shall be promoted. Therefore the current translation of the curriculum in Sesotho could facilitate the interaction with Primary Curriculum Developers, and the dissemination of the ECCD curriculum to the teachers of the first three grades of Primary Education. Comprehensive, integrated Curriculum Guidelines shall be developed for children from birth to two years of age. ECCD Curriculum Developers should work in close coordination with NCDC.
Training
The development of human resources in ECCD is crucial. Educating and caring for young children is one of the most demanding responsibility that an individual can assume. The results from the study of impact of ECCD training shall be distributed and serve as a focus for reflection and improvement.*
The compilation of a directory of human resources in ECCD has to be completed and used for future programming. In-service training will seek cooperation of experienced NGO's, associations and others. However, there shall be a body that will coordinate all training efforts.
The certification for trainees, accreditation of training centres, decentralization of resource centres, and mechanisms for monitoring and evaluating training programmes shall be developed.
**Lefoka,Pulane…Impact of ECCD training. NUL.1999.
47 A National ECCD Training System shall be established. For both pre- and in-service training shall be provided by the National Teacher Training College. However, members of the College and MOE personnel shall participate in specialized training since there is no accredited specialist in the area of ECCD in the country.
ECCD mobilization and awareness shall be activated in the country. Training shall include the organization of ECCD sensitization workshops for members of the different sectors, policy makers, village leaders, Village Development Councils, District Secretaries, DEOs and future ECCD Community Councils. This training will be aimed at creating the foundation for future activities in the ECCD field.
Monitoring and Evaluation
The planning and practice must rest on a comprehensive and integrated data base. ECCD shall have a comprehensive data bank on ECCD resources, services and activities.
• The Ministry of Education shall maintain responsibility for the database for children aged 2-6. Agencies providing services to this age group should channel the data to the Ministry
• The MOHSW shall collect relevant data on children (0-6 years) There is also a need to compile Lesotho child development indicators.
• Research and evaluation shall be undertaken to provide relevant data for the planning and decision making. This area shall be activated and also research for policy formulation should be supported.
• Review of current legislation affecting young children and their families shall be undertaken. There is minimum information about the situation of children who are not in registered in ECCD programmes .
• A study shall be undertaken to provide more complete documentation about the situation of young children, including those children with special needs and those children orphaned by AIDS.
48 • Monitoring shall be a component design at the outset of any project or programme intervention. Process and products are linked in the provision of accurate information for improvement of the quality of the services.
49 PART VIII ACCESS WITH QUALITY
ECCD Policy shall facilitate the promotion of greater access to ECCD services. Programmes are, however, to be judged in terms of their effects on children and not only in terms of increasing numbers. They will be based on equity and diversity.
Access to ECCD could have different connotations, from the identification of the caregiver of the child to the availability of ECCD programmes.
• "Quality" shall refer to the promotion of the total development of the child in the five areas (social, physical, emotional, intellectual and spiritual/moral) The environment has to be stimulating and conducive to learning and growth.
• Quality as defined by standards that are acceptable by the community should be based on a set of indicators set at national levels and adapted by each community according to its own norms.
• The definition of quality shall be a national responsibility. However, there are some basic elements and principles that need to be taken into account, namely: the holistic view of the child, expressed through clear and specific goals that are linked to practices that reflect the knowledge and understanding of the child and its context.
• The child centred programmes will provide a challenging and stimulating environment that will promote growth and development of the whole child. The children’s group composition should be adequate, and ECCD practitioners should facilitate a positive stimulating interaction with children.
• The ECCD practitioners shall have appropriate training and guidance. Curriculum activities shall be built on the contextual conditions of the community and their strenghts.
• Parents shall be partners in the educare (education and care) process. Both families and children shall be the units of intervention, with proper alternatives to be developed in order to answer to the intersecting needs of parents and children.
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• Quality of ECCD shall ensure that all children, regardless of gender, race, language, religion, and developmental stage, have the opportunity to develop to their full potential.
• Quality indicators shall be defined locally as part of the process of building Community Based ECCD programmes.
• A process for establishing standards in relation to facilities, curriculum, and staff shall be established. Standards shall be complementary and consistent across the health, welfare and education sectors, and include national and local perspectives. However, developing and setting standards and regulations does not necessary guarantee quality. This quality cannot be defined by the level of expenditures or by the legislation.
• Defining quality is an issue that requires common consensus, however the first step is to provide access to services in an egalitarian manner.
ECCD Human Resources or Service Providers
The ECCD providers shall be individuals who are well-versed in childcare and rearing practices. Through on going inservice training the ECCD facilitators shall be able to build their knowledge and self-confidence along the path of lifelong learning.
• The selection of the community based ECCD service providers will take into account the ECCD approach to be used, including whether it is centre-based or it is educating caregivers. In both cases the participation of the community is essential.
• Basic requirements for service providers include care and commitment for children, capacity for harmonious interaction with children, literacy, knowledge and trust of the community, knowledge about child development, and ability to communicate with others.
• ECCD Educators/Caregivers shall understand their role in bringing changes into pedagogy from traditional teacher-centredness to learner centredness.
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• ECCD practitioners should be competent to develop programmes that meet the needs of children, inclusive of children with special needs.
• Besides their personal growth, ECCD Practitioners shall be able to use a number of alternatives to develop their competence to deal and communicate effectively with families.
• A set of recommendations shall be developed by the MOE to support communities in their search for ECCD services providers.
• The National Teacher Trainers ( NTT's ) at the District Level and the Area Resource Teachers ( ART's ) at the Village level shall be the main responsible for coordinating ECCD activities at the District and Local areas respectively.
• The District Education Officers (DEOs) shall receive the necessary training that will allow them to support and contribute to ECCD efforts.
• The following persons/institutions can contribute to the development of ECCD programmes: The Community Health Workers, the NGOs, the churches, the private sector, mass media services such as radio and television, associations, the University, and the National Teachers Training Colleges.
• Adult Education programmes are linked to ECCD
• Non-Formal programmes should include in their curriculum ECCD content
• Nutrition programmes to include ECCD
• Health programmes to add ECCD.
Target Populations
• ECCD aims at all children within the 0 to 6 age group, with particular focus on the underprivileged children and most vulnerable children.
52 • The government aims at a universal provision of different ECCD alternatives. However, it shall start by targeting the most at risk children and establishing priorities for children in communities with high levels of stunted growth, orphaned by AIDS and those living in inaccessible places.
• The identification of at risk populations shall be a joint responsibility of the community members and representatives of the different sectors.
Modalities of Services
A set of approaches has been proposed, currently there is only one approach for ECCD in Lesotho and that is the centre-based approach. The complementary approaches shall be considered in designing ECCD strategies. All the approaches can work together because they focus on different elements of the child's world.
• A set of complementary approaches shall be developed and piloted in the country in order to provide parents and communities with a range of options according to the geographical, family and social context.
Centre Based
• The centre based approach focuses directly on the child and aims at enhancing their development in centres organized outside home. The approach can involve formal or non-formal ECCD.
Home Based
• The idea of a home based programmes emanated from the many informal ways that parents develop to provide care for their small children. Therefore, a more organized home based programme will not be a custodial place for children but will offer the possibilities for an overall development of the child.
Usually a mother receives in her home a small number of children, depending on the availability of space and provides for their care and development.
53 This approach provides opportunities for overall child development in a setting that resembles the home of the child. The number of children is smaller than in the centres.
Community Based
• This approach emphasizes closer work with the community. It focuses on changing community conditions that may limit the best development of the children. The welfare of children is the entry point for fostering community initiatives, organization, participation in a range of activities that will improve the life of the children and the development of the community.
• Currently in Lesotho there is an active involvement of the community. Government facilitates the provision of training for Facilitators.
• The overall idea when looking at different approaches for Lesotho was to start familiarizing families and communities about the holistic view of the child and to develop modalities that can suit various contexts in the country.
Family Education. Educating Parents and Caregivers.
• This approach focuses on educating and enabling parents and other members of the family or community to improve their interactions with children. The rationale for this model is the expansion of information for any adult or caregiver to become knowledgeable about child development and to promote the holistic development of children.
• The model can provide a wider outreach for ECCD and is economically affordable. It fits well with traditional child rearing practices, and there is a wider network of community workers that can facilitate services.
• Examples of this approach are home visiting programmes, adult education courses, literacy programmes, nutrition and health education programmes, child- to-child programme, and mass media programmes, interactive radio programmes, and multisectoral discussion groups.
54 In Lesotho the following alternatives within this approach have been proposed:
• Family Education Programmes. This is an ECCD service related to the provision of ECCD education to caregivers. Its main strategies could be family visits, using mass media, and group meetings. The main focus is in the provision of knowledge and clarification of the values and/or limitations based on the already existent rearing practices. It is a relatively inexpensive approach and it can be incorporated into the existing field extension services in various government ministries.
• Mobile ECCD Alternatives. Using an itinerant Facilitator on foot or in wheels it can facilitate direct stimulation of the child with a close connection with the parents or caregivers since it is the family that takes more direct responsibility.
• Child-to-Child programmes involves direct care and development being provided by an older child, sibling or school participant. It creates a special interaction between older and younger children.
• These approaches can reach children and parents in their own environment and also provide informal training for caregivers and siblings.
Strengthening Institutional Resources and Capacities
• There are many institutions, public and private, that are involved or have the potential to be involved in ECCD. They have financial, training, communication resources. This approach focuses on strengthening the resources, through training and experimentation, to improve service delivery.
• The Government shall procure opportunities for a formal specialized professional development of the human resources working in ECCD within the MOE and other sectors.
Strengthening the National Commitment
55 • The national commitment to ECCD shall be expressed in passing new laws, in establishing an ECCD National Council, incorporating ECCD in an integrated multisectoral planning, giving priority to the NPA, consultative policy making process and supporting the implementation of the ECCD policy.
Strengthening Demand and Awareness
• This refers to the production and distribution of knowledge to create awareness and demand for ECCD services. The mobilization of all members of the society is needed for a massive sharing of information for ECCD.
• The initial mobilization carried out, as part of the ECCD policy development process shall continue. A communication strategy shall be developed for continuous multisectoral and community mobilization at the District levels or local levels.
• The ECCD National Council shall play a leadership role in the process of strengthening demand and awareness with the support of MOLG. The current COPE programme provides solid ground for community participation.
CONCLUSIONS
The following shall constitute major elements of this policy and its implementation:
1. TO INCLUDE ECCD IN A BROADER FRAMEWORK OF HUMAN CAPACITY DEVELOPMENT. THAT IS, TO TREAT ECCD AS AN ENTRY POINT IN THE HUMAN DEVELOPMENT STRATEGY.
2. TO EXPLORE NEW MODELS OF CHILD, FAMILY AND COMMUNITY DEVELOPMENT IN THE CONTEXT OF ECCD.
3. TO CONSIDER ECCD AS A FOUNDATION OF BASIC EDUCATION, AND NOT ONLY AS A MAJOR SUPPORTIVE STRATEGY.
4. TO ACHIEVE QUALITY STANDARDS IN THE PROVISION AND DELIVERY OF ECCD.
5. TO ENSURE THAT, IN AN OVERALL APPROACH TO ECCD, CURRENT IDEAS AND CULTURAL PATTERNS AND PRACTICES ARE REPRESENTED AND RESPECTED.
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6. TO CONTINUE TO PROMOTE A HOLISTIC APPROACH TO THE YOUNG CHILD DEVELOPMENT, TAKING INTO CONSIDERATION EDUCATION, HEALTH, AND NUTRITION ASPECTS AS WELL AS EMOTIONAL AND SOCIAL NEEDS.
7. TO STRENGTHEN AND SUPPORT COMMUNITY EFFORTS AS WELL AS THAT OF OTHER STAKEHOLDER IN THE DEVELOPMENT OF YOUNG CHILDREN.
BIBLIOGRAPHY
UNICEF, Master Plan of Operations (1997-2001) UNICEF, Annual Report, 1997 UNICEF, Mid-Year Report, 1998 UNICEF, Annual Review, 1998 UNICEF Plan for 1999 MOE, The Need for ECD MOE, National Development Plan 1991/92-1995/96 Lefoka Pulane, An Evaluation of the ECD Unit of the Ministry of Education Three project proposals from the Peace Corp – ECD, Special Education 1997-2001 and the other Primary Education 1990-1998. UNICEF, Report on the Domestic Implementation of the Convention on the Rights of the Child (CRC) 1998.
UNICEF, Home Based Conceptual Framework . 1998
UNICEF, 1995-2000 Nationa Programme of Action for Children, 1995.
UNICEF, The Situation of Children and Women in Lesotho. Ministry of Planning, Economic and Manpower Development, 1994.
IDM, Mid-Term Review on Basic Education and Training. July 1999.
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Chendi, Helen: HIV/AIGS Life-Skills Programmes in southen Africa. The Case of Lesotho. Draft Report, 1999.
Moe Aung Maw: AIDS Epidemiology in Lesotho. Ministry of Health and Social Welfare, 1998
Dele Braimoh: Final Draft of the Non-Formal Education in Lesotho
Sechaba Consultants, Practices for Caring for Women and Children in Lesotho.
Pulane Lefoka: Evaluation of ECD Training
Learn as You Play. ECD Curriculum, Lesotho 1998. UNICEF, Tarrytown Paper on ECC-SGD 1998.
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