The South African universal preschool year: a case study of policy development and implementation

• Published in: Child : care, health & development health & development, 2018-01, Vol.44 (1), p.12-18
• Main Authors: Richter, L., Samuels, M.‐L.
• Format: Article
• Language: English
• Subjects: Academic achievement; Academic readiness; Apartheid; Case studies; Child Development; Children; Compensation; Compulsory education; Democracy; Development policy; Disadvantaged; Education policy; Educational systems; Family Involvement; Grade 1; Human rights; implementation; Inequality; Learning; Low income groups; Management information; Management Information Systems; Parent participation; policy; Policy implementation; Policy making; Poverty; preschool; Preschool children; Preschool Education; Public schools; Quality; Quality Assurance; Quality Control; Racism; Restitution; School Readiness; South Africa; Supervision; Teachers; Transformation; universal provision; Uptake
• ISSN: 0305-1862; 1365-2214
• DOI: 10.1111/cch.12511

Background South Africa is the first sub‐Saharan African country to legislate, fund and implement free preschool education. Human rights and restitution were at the forefront of the political struggle for democracy in South Africa. Levelling the playing fields by improving the school readiness of children disadvantaged by the racist policies of Apartheid is essential to the transformation of South African society. Methods A review of published and unpublished documents on Grade R was undertaken, and access and enrolment data come from the National Department of Basic Education's Education Management Information System (EMIS). Results A decade after initiation in 2005, 79% of 5‐year‐olds was enrolled in a preschool class; the vast majority of them in free public schools. Grade R is near universal and on track to becoming compulsory. It is part of the Foundation Phase (Grades 1–3) of schooling, falling under the Department of Basic Education, but also part of a broader national strategy to improve early child development under the direction of an Inter‐Departmental Steering. Evaluations demonstrate wide access to Grade R and high uptake, especially in the poorest areas. However, the quality of Grade R provision in these areas is not up to standard because of low levels of funding; inadequate training, supervision, remuneration and retention of Grade R teachers; insufficient learner support materials; and inadequate monitoring and quality assurance. Conclusions Lack of quality, amongst other factors, contributes to a widening school performance gap between children from more and less privileged areas. Quality of Grade R as well as earlier learning and subsequent years of schooling must be improved to achieve South Africa's aim to reduce poverty and inequality through, amongst others, parent and family involvement, learning in the home and preschool preparation.