Systemic Evaluation Report 2011-12 - Ecexams.co.za

4. SECOND CYCLE OF THE RESEARCH
4.1 BACKGROUND AND PURPOSE
The second cycle of research focused upon the support and monitoring systems for
the newly established Grade R classes with their newly qualified ECD Practitioners
within the province.
The methodology used was participatory active research. (This study builds on the
previous one).
This report, amongst other issues, highlights the challenges facing the Foundation
Phase and schools in promoting and maintaining ‘quality education’ (in the section
on Issues of Support and Monitoring). Challenges in teacher education for
Reception Year Teachers are also included.
Furthermore, information is provided on the status, roles and responsibilities of
school principals and Heads of Department for Grade R in their schools, as well as
roles and responsibilities of subject advisors.
In the light of the Level 4 training and qualification of ECD Practitioners within the
ETDP SETA and Umalusi system of accreditation of individuals, the lack of inclusion
of family into Reception Year Programmes, the statements made by the children as
to the challenges facing them in their first year of schooling, and the inability of the
Reception Year, as well as the inability of the ECD Practitioners to ‘perform’ their
competence as part of the Foundation Phase (key findings 5-8), a decision was
taken
That:
A participatory action research using each district ECD/FP sub section
as co-researchers, be conducted in 2009 to identify support and
monitoring ‘gaps’ the Reception Year as the first year of the Foundation
Phase
The research be conducted in twelve school communities in each
district in order to build capacity within the District (276 schools in all)
Plans are made and carried out for ‘ratcheting up’ support and
monitoring of the Reception Year classes within each school and district
4.2 FINDINGS
The findings of the data collection in the districts and schools have drawn our
attention to the importance of observing the rights of the children which MUST form
the basis of all action by the adults within the schooling system. This is particularly
so when focusing upon the support and monitoring mechanisms in place for the
Reception Year.
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