DEPARTMENT OF BASIC EDUCATION Claimed

The RNPE Rec 7 had outlined provision of a pre-primary programme to run for at least two years prior to commencement of a formal primary education. This was to be provided by the Ministry of Basic Education in partnership with the Ministry of Local Government and Rural Development (MLGRD). This collaboration continues to incrementally roll out pre-primary education in primary schools. Further assistance was got from the Embassy of Japan and there has been a significant contribution in the support of provision of Early Childhood Education.

1.2 RATIONALE

The digital era has also brought with it a much competitive environment for children to deal with. Therefore as policies continue to be revised like the revised Policy on Education and the world commitments to education changed like the Jontiem Conference on Education, requirements on provision of education changed.

1.3 GOALS & OBJECTIVES

The main goal of the programme is to create an environment for provision of early childhood education in the country as an intervention for provision of the pre-primary education programme in the education mainstream.

2.0 CURRENT SITUATION

Provision of all levels of Early Childhood Education has predominantly been in the private and voluntary hands. However in collaboration with the Ministry of Local Government and Rural Development (MLGRD) the Ministry continues to incrementally roll out pre-primary education in primary schools.

3.0 PROGRAMME OUTLINE

The programme outline herein covers all conditions set for schools to comply with for effective delivery of the programme.

3.1 Health and Safety

Schools shall create space for a sick bay for holding children in need while awaiting medical attention or collection by a parent/guardian. The space shall also be equipped with a first aid kit to be used where there is need. Schools shall also collaborate with the nearest health facility for children to be regularly checked and their environments inspected for promotion of the school health programme and continuation of their under-five Health Programme in collaboration with parents.

3.2 Curriculum & Supportive Materials

The schools use the officially approved curriculum from the Department of Curriculum Development and Evaluation which will provide guide of content on what children should be taught. The following shall be part of the content to be included:
• Physical, Creative and Aesthetic Development
• Language Development and Early Literacy
• Health Nutrition and Safety
• Moral and Spiritual Development
• Personal, Emotional and Social Development
• Mathematical and Scientific Thinking

3.3 Assessment

The assessment shall be more developmental to establish children’s progress in their learning which would include some observations. Schools use the prescribed format in the curriculum framework using the attached forms.

3.4 Class Size Ratios

There is a ratio of thirty children to a teacher with an assistant per class (1:30). The enrolments have to correspond with the available classrooms to be used as well as related resources like toilets and play space. An extension of five extra spaces is made available for in-transfers which should later on balance with the limit number for standard one classes

3.5 Teachers

Teachers are a key to the effective development and delivery of any quality education system. The qualification of the teacher and the teacher aide is one of the most critical elements of a quality early childhood program. Teachers are required to have a minimum of Diploma qualification in Early Childhood Education or Infant Education or Lower primary Education training.