Department of Early Childhood Care and Development

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Browsing Department of Early Childhood Care and Development by Subject "Early childhood development"

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    An education law perspective on Early Childhood Development provision in rural Namibia
    (2014) Nuugwedha, L.P.
    Background: After independence education was declared one of the inviolable fundamental human rights of all persons entrenched in the Supreme Law of the country, the Constitution of the Republic of Namibia. It is an irrefutable fact proven by a number of research findings and confirmed by educational theorists and decided cases that appropriate and quality early childhood education is a foundation of all levels of education. In Namibia currently, public early childhood development and education is provided by community members in Early Childhood Development Community Centres in both rural and urban areas. It is against this background that the purpose of the study on which this research report is based was to determine, through stakeholder participants’ eyes, how the presumed right to education of the pre- grade one learners in rural early childhood development and education community centres (ECDECCs) in Northern Namibia is adhered to. Research Design and Methodology: The study was based on a qualitative interpretive hybrid case study of four (including pilot study) rural ECDECCs, review of early childhood development and education literature, legal literature, relevant legislation, case law, regulations, policies and International Human Right Instruments conducted before and after conducting research in the field. Empirical data were collected through semi-structured individual (one on one) face to face interviews with various stakeholder participants (such as heads of/teachers at ECDECCs, parents/guardians, community leaders/members, officials from the Ministry of Gender Equality, Ministry of Education and Human Rights Activists. The findings of the study were inter alia that all participants had knowledge of and understood the fact that five to six years old children indeed have the right to education, and most of them also understood the significance of pre- grade one learners’ education. As such, the communities were doing everything in their power to provide early childhood education. However, early childhood development and education community centres were ill-equipped in terms of physical facilities, human resources, and learning-teaching aids. In addition, heads of centres/teachers were not properly trained. There was no tap water, no electricity, and no toilet facilities. Most children did not fully or not at all attend community centres for early childhood education, because of inability on the part of their parents/guardians to pay the prescribed fees. Buildings (structures) in which pre-grade one education was practised were not completed and therefore not suitable for human occupation, as community members who initiated them did not have sufficient funds to finance such undertakings. Literature studies of selected relevant legal literature, Constitutions, legislation, decided cases and international human right instruments confirm the fact that pre-grade one education is indeed a legally enforceable fundamental human right to basic education. To this end, there are legal determinants of the provision of pre-grade one learners early childhood development and education. Recommendations were that the State (government) had to take over early childhood education, and that teachers have to be academically and professionally trained and accordingly paid salaries by the Ministry of Education. Because of the above obstacles experienced in rural ECDECCs, pre-grade one learners’ right to education leaves much to be desired. Consequently, it is recommended that the Ministry of Education must, as of necessity, legally take over education of all pre-grade one learners (pre-primary learners) in entirety in order to comply with the provisions of International Human Rights Instruments in general, and Article 20 (1) of the Constitution of Namibia in particular. In addition, in order to ensure promotion, advancement, realisation and fulfilment of the pre-grade one learners’ right to education, the current Namibian Education Act needs to be amended like the South African Schools Act, or a new Early Childhood Development and Education Act has to be promulgated altogether, to specifically and particularly cater for the pre-grade one learners’ right to basic education. This is indispensable because, in the words of Smith (2011: 305): “The value and necessity of education is beyond dispute because education is both a human right in itself and a crucial means of realising other human rights.” The study concluded that early childhood education provision and practice in ECDECCs in rural areas in their current nature and status at the time of conducting this study in Northern Namibia leaves much to be desired. As such, it is not the best possible vehicle for the early childhood development and education provision of pre-grade one education for the five to six years old children in light of their human right to education.
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    The implementation challenges of the Integrated Early Childhood Development (IECD) approach at early childhood development centers in Windhoek, Namibia
    (University of Namibia, 2025) Daniel, Indileni Ndeshipanda; Haihambo, Cynthy K.
    Like any other developing country in Africa and globally, Namibia is challenged with delivering Early Childhood Development (ECD) services as well as implementing the Integrated Early Childhood Development (IECD) approach. More importantly, various studies have indicated that for Namibia to obtain maximum benefits of Early Childhood Developement, it is imperative that investment in human capital commences in the early years of child development. Hence, the need to invest in ECD is imperative. Due to the rapid incursion of people into urban areas with the hope of employment opportunities, Windhoek, the capital city has the highest and fastest population growth of all towns in Namibia. Moreover, people of reproductive age mostly migrate from rural areas to towns for employment opportunities and enhanced living standards. It is imperative to note that approximately half of the population in Windhoek live in informal settlements. Consequently, this has exert pressure on ECD service delivery regarding infrastructure, resources, and capacitated educarers. Importantly, this has rendered a number of ECD centers potential risky areas of operation for young children as they scarcely receive the Integrated Early Childhood Development benefits. This study explored the implementation challenges of the Integrated Early Childhood Development (IECD) approach at early childhood development centres in Windhoek, Namibia. In addition, a qualitative research design, with a phenomenological approach was employed. The data was collected over six weeks in selected ECD centres in Windhoek suburbs and settlements. A non-participatory observation was also conducted at the same ECD centres. More importantly, the study employed purposive sampling to select ECD centres and participants who matched the criteria of five years ii or more of experience in ECD service delivery in their specific settlements and locations. Moreover, data was collected through observation by means of an observation checklist and interviews adopting semi-structured interview guides. Heidegger’s interpretive phenomenological approach was adopted to analyse the data by establishing themes. The study revealed that there were major disparities amongst ECD centers regarding equity and quality of ECD service delivery, infrastructures, materials, as well as level of educarers/caregivers qualification. Equally important, numerous ECD service providers lacked knowledge about the IECD policy document and its approach. The study’s findings further revealed that the children of affluent parents attended well-resourced ECD centers, with caregivers who were wellequipped to deliver the IECD curriculum. Despite the challenges, it is worth noting that the ECD service providers contributed to children's holistic development, at times without formal knowledge or training. The study concludes that for improved and satisfactory IECD service delivery, there is an urgent need for resource mobilisation and coordination at national, community, and centre levels. Furthermore, it is also imperative to adopt the inter-sectoral approach for well-coordinated programmes and sufficient funding. Finally, the Namibian nation should embrace the slogans: “Thrive by five” and “Make Every Child’s First Step, the Right Step”