DATE: NOVEMBER - 2017 VOLUME: 2 ISSUE: 4 · DATE: NOVEMBER - 2017 VOLUME: 2 ISSUE: 4 noted the...

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DATE: NOVEMBER - 2017 VOLUME: 2 ISSUE: 4

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KNOWLEDGE EMPOWERS PROGRESS

BA ISAGO University hosted its second international research conference from the 4th – 6th October 2017. The conference was under the theme, Early Childhood & Education Development in the 21st Century: A key to Human Capital Development & National Sustainability informed the proceedings for the two and half days. We are pleased to inform you that Cambridge Publicity Ltd (CPS) will soon publish all conference proceedings and present profile online.

Please Contact;Dr. K. Modisane at;[email protected]

for updates.

Dr. R. Kishun, BA ISAGO University President, welcomed guests and acknowledged the partnership with Ministry of Basic Education and the overwhelming response from public and private organisations, the support from UNESCO, UNICEF, Ministry of Local Government and Rural Development, Ministry of Health and Wellness and other Government Departments. Dr. Kishun emphasized that the conference was designed to foster a multi-stake holder approach and community childhood education cutting across various boundaries that will allow the nation to acknowledge that we all have a role to play in improving equitable access to high quality early childhood and care to all our young children.

Dr Kishun challenged participants to respond to the question, What if we

got Early Childhood Education right? The importance of responding to this question is embraced in the Setswana saying, ‘lore lo ojwa lo sale metsi’ which translated means that one’s behavior can be molded at a tender age (see article by Mrs Mokalake). As the Government of Botswana was now rolling out the recommendations of the ETSSP we may need to ask the following additional questions if we are to get early childhood education right: Do we understand fully how much early years matter in the larger scheme of life-long learning, and specifically how their experiences in these years prepare children for the life of learning in school? Are we tapping into this unique phase of a child’s development? Are we giving our children the spring board they need to excel at this early stage? What do we know about learning in school

Minister of Basic Education, who officially opened the conference, emphasized the need for getting early childhood development right as the Ministry of Basic Education’s key goal. He applauded BA ISAGO University and its collaborators for their role in elevating awareness and highlighting key issues around the critical need for Early Childhood Education and Development, and, more so for bringing together diverse expertise to consider and reflect upon various aspects of Botswana’s ECCD programmes from policy, research and practice perspectives. The Minister further

Dr. R. Kishun, President, BA ISAGO University

WELCOME REMARKS

Mr. Moiseraele Goya, Assistant Minister, Basic Education

‘LORE LO OJWA LO SALE METSI’WHAT IF WE GOT EARLY CHILDHOOD EDUCATION RIGHT?

as children transition from home to the classroom? How do children engage with their peers and teachers when they learn to learn? What if we can find out why so few children understand mathematics conceptually? Are we as educationists addressing adequately the challenges young children face?

“I have come here for an opportunity to upgrade my perception on curriculum development on early childhood development because the curriculum creates the path we want to run in. There are principles of perception and thinking that should be instilled into our children as early as possible.”

Former Vice President, Dr. Ponatshego H. Kedikilwe

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noted the importance of ECCD in Botswana was recognized in the years 1993/4, Revised National Policy on Education, as an essential in preparing children for basic education. In 2012, the Ministry introduced a one year reception class in all public primary schools, which provides readiness activities which help children settle into schools. However, it was only in the 2015/2020 Education and Training Strategic Plan that serious consideration and implementation of ECCE was given priority.

In conclusion, the minister acknowledged future plans for early childhood development by quoting the UN Convention on the rights of the child by saying “Every child should have the right to primary health, development and education, first within the family and thereafter in services supported and regulated by the state.” Through this, Government has committed to recognizing the imperativeness of quality early childhood development to the future of Botswana.

Proceedings of the Conference;

1. Multidisciplinary multi-stakeholder approach-a necessity for sustainability and growth of ECE and Development programmes in the 21st Century

Ms. Delic Sehunwe, Deputy Director-Community Development, Ministry of Local

Government and Rural Development

From the Ministry of Local Government and Rural Development, Ms. Delic Sehunwe presented on the above highlighted theme. by explaining that the early years of life which

comprise the first eight (8) years of age are of uttermost importance for the cognitive, social, emotional and physical development of any human being. In the course of these years, a child’s newly developing brain is exceedingly malleable/ ‘spongy’ and receptive to change as numerous cohesive neural circuits are established through the interaction of genetics, environment and experience.

The African Charter on the Rights of the Child, Articles 11, 12 and 14 further emphasizes the rights of children to education, to develop his or her personality, talents and mental and physical abilities to their fullest potential; right to play and to participate fully in cultural and artistic life; and the right to enjoy the best attainable state of physical, mental and spiritual health which includes the provision of nutritious food and safe drinking water, as well as adequate health care. Botswana like many African countries complies with the Charter. The country has also developed the Children’s Act which commenced in June 2009 and makes provision for the promotion and protection of every child’s rights. The Ministry of Local Government and Rural Development is the custodian of the Act and hence exhorts the protection of children.

2. Building multiple stakeholder participation for early childhood; Insight from the projects for inclusive early childhood care and education in South Africa.

3. Early Childhood Education in Botswana: The Past, the present and the future.

Ms. T. Ntshinogang from the Ministry of Basic Education

Presented on theme; Finding, Maintaining and Retaining the Children Missing in Education (CME). She gave the audience a brief history on early childhood development before Botswana gained independence. In 2017 the Ministry of Basic Education recorded 20 391 student enrolments from the 4 045 enrolments in 2014. She highlighted on challenges that the ministry faces which include; inadequate personnel for the programme, competing priorities compromise on quality and delays towards way forward plans. “The Ministry of Basic Education intends to promote learner development through digital based curriculum, skill based development and promotion of playgroups where there are no Early Childhood Education services.

Prof. Hasina Banu Ebrahim: UNESCO Co Chair in Early Childhood Education, UNISA.

“Why do we need multiple stakeholder participation in early childhood development?” Is the question that Prof. Hasina Banu Ebrahim of UNESCO Co-Chair in Early Childhood Education based at UNISA, posed to the audience. Engaging stakeholders with diverse experience, knowledge and opinions deliver strong for the department of early childhood development that extent beyond what we can

achieve in isolation as she further explained.

Ms Marie-Louise Samuels, Director of Early Childohood Development for Inclusive Education, South Africa

Sustainable Development Goal 4 says South Africa should ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, and by the year 2030, ensure that all boys and girls have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

“The way we bring children up at an early level is the way they are going to turn out and contribute to the society. Their wellbeing today will affect their state in the next 30 years. The first 3 years of a child’s development is the most critical stage and there is no room for mistakes. Therefore we must as a system create a conducive environment to develop that brain.”

Professor O.N. Pansiri, University of Botswana

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4. It takes a village to raise a child-resilience, strength and sustainability of communities through joint effort.

Ms. Priyanka Handa Ram from the Lady Khama Charirable trust, presented on the theme: It takes a village to raise a child-resilience, strength and sustainability of communities through joint effort she began her presentations by stating statistic that 200 million children under the age of 5 fail to reach their potential and this is why it is imperative to invest in Early Childhood Development. Goal 1 in the UNESCO EFA Goals states that “Expand and improve comprehensive early childhood care and intervention, especially for the most vulnerable and disadvantaged children” is the key driver of Early Childhood Development in Botswana. She further explained the topic to the solution to early childhood ‘Building Better Brains’ by highlighting that stimulating interaction between young children and caregivers positively and permanently strengthens the ability to learn- changing brain function for life. This Peads to the conception of ‘Ithute go Tshameka’ learn to play, which are child centered playgrounds which offer development appropriate play, nurturing care and early brain stimulation.

“We cannot afford to leave any child behind regardless of where they live, the language they speak, economic status or welfare of their parents.”Julianna Lindsay introduced to the audience the EU Project for Inclusive Early Childhood Care & Education (PIECCE) Project whose mandate is to create partnerships that works strongly towards creating collaborative.

5. Early Childhood Education and Development through rich curriculum programmes and nurturing healthy environment and nutritious feeding programmes.

Mrs. Alice Kuyayama from the University of Zimbabwe was the key note speaker to address this theme. Her presentation was based on the topics Early Childhood Education and Development through Rich Curriculum Programmes: The role of ICTs. “Research has revealed that an Early Childhood Development center in Zimbabwe to has had minimum knowledge on the ICT policy specification, which shows that the need of ICT has not be emphasized effectively,” said Mrs. Kuyayama: Effective use of ICTs in schools is a result of interplay of several factors which are:

INVITED KEYNOTE SPEAKERS

Ms Marie - Louise Samuels is Director of Early Childhood Development (ECD) since 2000, where she conceptualizes, develops and manages the policy and procedures for implementation of ECD programmes in the Department of Basic Education and with other government departments, organs of state and NGO’s. She is responsible for a team of 5 officials at national level as well as provincial ECD managers within the implementation of national programmes. Ms Samuels has a BA Degree in Social Sciences from the University of the Western Cape with majors in English and Psychology. From 1999-2000, Ms Samuels served as the Deputy Director of the European Union Technical Support Programme. Here she conceptualized and managed implementation of the first nation-wide ECD audit in the country. She managed the team of provincial project managers for the EU project and provided support to the Department of Education in the delivery of the ECD activities in the EU work plan. From 1991-1997, Ms Samuels was Principal of Battswood Educare Centre in Cape Town where she developed educational programmes for 150, 3 – 6 year olds from disadvantaged backgrounds. She also piloted a language programme for the acquisition of an additional language (focus on English and Xhosa) in the early years. Ms Samuels worked part-time from 1990-1991 for the Catholic Justice and Peace Committee and assisted in the organization of conferences and seminars on justice related issues. From 1985-1990, Ms Samuels served as a Youth Worker in the Archdiocese of Cape Town. Before this she worked as a teacher at the School for the Deaf in Wittebome for 13 years. Ms Samuels has presented several papers both nationally and internationally.

Ms Marie - Louise Samuels

Mrs. Priyanka Handa Ram was born and raised in Botswana. She is a graduate from the University of Oxford (PGCE), London School of Economics and Political Science (MSc), as well as from King’s College London (BA). She is an educational consultant and a children's author. She is the Director of four early childhood organisations in Botswana including Raising Education Within Africa (REWA) whose mandate is Excellence in Early Childhood Education as well as Literacy Development. Priyanka was awarded with the title of ChangeMaker of Botswana in Education last year and is a Global Leader for Young Children with the World Forum. But most importantly, according to her, she's the mum of two wonderful children.

About REWA

REWA is a multi-faceted educational organisation that empowers young people in Africa to rise above the ordinary, by developing holistic education that transforms communities. REWA’s vision is of an empowered African child who has achieved optimum well-being and cognitive development through access to excellent early childhood interventions and literacy programmes.

For more information, visit www.rewaedu.org

Mrs. Priyanka Handa Ram

2ND BA ISAGO UNIVERSITY INTERNATIONAL RESEARCH CONFERENCE PAGE 08

Ms Priyanka Handa Ram, Lady Khama Charitable Trust

Julianna Lindsay-UNICEF, Representative, Botswana

• teachers’ knowledge of ICT national policy;• teachers’ knowledge & enforcement of school - based ICT policy;• access to & frequent use of ICTs; and Technical & financial support

6. A safe and caring Environment Depicts love for young children.

Professor A. Bame Nsamenang from University of Cameroon

To enhance and support the development of a child, policies should be amended to address all the aspects of the development, said Prof. A. B. Nsamenang as he presented on the above theme; A safe and Caring environment depicts love for the young children. He revealed that there is strength and resilience in stakeholders of community-based early childhood care and education (ECCE), wherever it exists. Strength and resilience are ubiquitous attributes that should be central to Africa’s community-based efforts in ECCE (early childhood care and education), but they tend to be ignored.

Early childhood is an important window to understand and promote resilience and strength because the roots of competence are established and many of the most important protective systems for human development emerge and consolidate during these years explained Prof. Nsemenang.

“When children show healthy development in spite of adversity from any source, it is called resilience and the strengths perspective focuses on assets, abilities and potential rather than problems, deficits or pathologies”.

INVITED KEYNOTE SPEAKERS

Mrs. Alice Kuyayama is a lecturer of Early Childhood Development at the University of Zimbabwe. She has a Bachelor of Education (B.Ed) in Early Childhood Education and Masters of Education Degree in Early Childhood Education from University of Zimbabwe. Her specialisations are in the following areas: Theories of Infant Development; Children and their Social Environment; School Readiness across the Curriculum; Preschool Mental Tests; Policy Development and Analysis in Early Childhood Development. She is also serving as ECD Programme coordinator for B.Ed and M.Ed programmes; National Teaching Practice coordinator for University of Zimbabwe Associate Colleges; Coordinating University of Zimbabwe: Scheme of Association activities at Bondolfi Teachers’ College & United College of Education; Coordinating the ECD Zimbabwean Team contracted to write ECD Diploma level modules for the Namibian College of Education; Coordinating ECD writers for the University of Zimbabwe Module Writing Project. Her research interests are in the following areas; Technology in Early Childhood Development; Early Childhood Development in Teacher Education; ECD Curriculum Planning, Implementation and Evaluation; ECD Policy Development and Analysis; Child Rearing Practices; Distance Education and e-Learning at Early Childhood Development Level. She has published articles in refereed journals, books, series of technical reports and chapters in books. She is well experienced with providing consultancy services for Zimbabwe Council of Higher Education; Namibia National Council of Higher Education (NCHE); UNICEF and UNESCO.

Mrs. Alice Kuyayama

Professor Nkobi Owen Pansiri is an Associate Professor, the Head of Primary Education Department at the University of Botswana, and a Chairperson of Botswana Educational Research Association (BERA). He has both B.Ed and M.Ed from the University of Botswana (UB) and a Doctorate Degree in Education with specialisation in Educational Management, Leadership and Policy studies from the University of Bristol (UK). His diverse career in Educational Management includes ten years as a teacher, seven years as a District Education Officer, and seven years as a Principal Education Officer heading the Primary Education Inspectorate in the Ministry of Education from 1987 to 2002 and fifteen years as a researcher, lecturer, postgraduate supervisor and international examiner of postgraduate dissertations and thesis on educational leadership, management and policy. He served in other various professional positions including Chairperson of SADC Technical Committee on Basic Education 1999-2002 and participated in Commonwealth Education Material Development and Training for headteachers and school inspectors. He participated in European Union services as an Education Expert. His research interest is in educational management, leadership and policy and education for the ethnic underprivileged groups. He has published widely in both local and international educational refereed journals in these areas.

Professor Nkobi Owen Pansiri

2ND BA ISAGO UNIVERSITY INTERNATIONAL RESEARCH CONFERENCE PAGE 07

Mrs. Alice Kuyayama from the University of Zimbabwe

Professor Nkidi Phatudi, from University of South Africa “Inclusion of quality and care in ECCE policies and how they need to be. Most of the sub-Saharan countries have integrated ECCE policies which address the holistic approach towards the education and care of the child. When we talk about ECCE we talk about the phase of the holistic development of the child from birth to 8/9 years. When we talk about ECCE we include policies/programmes and services that enhance the development of a child. ECCE policy is the vision of what a country aspires to achieve with regards to its young citizens- the future leaders of every country. The policies borrowed/based on the CRC and its stipulations of the importance of care and safety of the environment in which the child grows up. “

Professor Nkidi Phatudi, University of South Africa

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Getting it right means being specific and precise on what we do for children as a way of raising them into responsible citizens. Vygotsky’s social cognitive theory informs us that a child needs a social environment that can help him/her to perform tasks that they would not be able to without the support of the significant others. Early childhood Education is therefore not only important to teach children socialisation skills such as teamwork, respect, equality, empathy and tolerance but is essential in providing social setting that acts as a support system to help children sail through their zone of proximal development.

Getting it right means being true to children so that they develop a sense of trust as alluded to by Erick Erickson in his theory of psychosocial development. Erickson believed that at a very tender age, children develop trust towards their social environment. This trust is basic to the next stages of psychosocial development. Failure to develop trust leads to a sense of mistrust. Early childhood Education, therefore, gives children opportunities to continue building their trust as they initiate rules of games at play. Erickson believed that children who are initiated correctly, at an early age, emerge into successful leaders.

There is a Setswana saying, ‘lore lo ojwa lo sale metsi’ which translated means that one’s behavior can be molded at a tender age. This links with Sigmund Freud’s psychoanalytic view that assumes that what an individual experiences at early years of growth forms the root cause of their adult personalities or behaviours. Getting Early Childhood Education right, therefore, means honing and molding the holistic child and laying a foundation that is basic to the child’s lifelong journey. Enrolling children in Early Childhood Education places them under the care of appropriately qualified professionals who would guide their behaviours accordingly.

The critical need of “getting early childhood education right” is further supported by Jean Piaget’s theory of cognitive development that informs us that development is progressive and that children acquire knowledge, language and daily living skills as they interact with the environment. It is thus vital to enroll children for Early Childhood Education where they would interact with friends, teachers and get to play with toys and equipment that would aid their holistic development. By acting on their environment children build resilience, positive self concept, competence and get exposed to diverse cultures. Early Childhood settings also provide children with a variety of developmental activities that cater for children at different stages of development. It is time that all parents enroll their children for early learning. Please don’t let your child miss out on this once-in-a-lifetime opportunity!

WHAT IF WE GOT EARLY CHILDHOOD EDUCATION RIGHT? A THEORETICAL PERSPECTIVE.

By Oanthata Mokalake

Learning centres are areas within the classroom where young children learn about specific subjects by playing and engaging in activities. Play is an active form of learning that involves the whole self. Learning centres’ also allow children to use up excess energy and to freely choose and experiment with materials that they find interesting. At learning centres, children investigate, explore, and discover things that are new to them and make connections with things that they already know. Furthermore they role play in order to understand and make sense of the real world and their personal experiences in it. Through role play children understand the social world, develop communication skills, and build relationships. Learning centres allow children to see things through another person's point of view by working together.

Appropriately equipped learning centres teach children critical strategies and skills, such as making decisions; carrying out plans; cooperating and sharing with others and problem-solving in order to play and learn independently. The teacher’s role, during centre time, is to observe, listen, ask questions, give support and have discussions with young children to help them make discoveries and connections about the materials they find in learning areas. The learning areas can be designated for music, arts, library, language, science and mathematics, discovery, social studies and culture.

THE BENEFITS OF SETTING LEARNING AREAS IN THE CLASSROOMBy Edith Okere

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Editor: Ludo MasungaGraphic Designer: Tshephang Ntema

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