Collaborating for the greater good in Early Childhood Care and Education (ECCE)
The Department of Higher Education and Training (DHET) initiated a project to build capacity in the field of Early Childhood Development and Education, from birth to four years.
This project was made possible through generous funding from the European Union over a period of four years.
North West University (NWU) was one of the recipients of the EU funding for the development of higher education qualifications in Early Childhood Care and Education (ECCE) birth to four.
Three academics from the University have worked in a collaborative partnership with eight other universities, civil society organisations, and TVET Colleges, in the Project for Inclusive Early Childhood Care and Education (PIECCE) to develop a standardised Programme Framework for the Bachelor of Education in ECCE (B. Ed ECCE) and the Diploma in ECCE (Dip. ECCE).
NWU did not hesitate to share its expertise and to provide a venue for the PIECCE university participants to gather over a period of three days from 7 to 9 March 2018, in order to begin to develop the structure of the Programme Framework.
The university hosted 20 delegates from nine different universities at the Potchefstroom campus, namely Cape Peninsula University of Technology, University of Kwazulu-natal, University of Pretoria, University of Free State, University of Fort Hare, University of South Africa, Witwatersrand University and Walter Sisulu University.
NWU’S Centre for Teaching and Learning facilitated the sessions, which included information-sharing sessions about the National Qualification Framework levels, the cognitive taxonomy and the levels of knowledge expected from students in each study year.
They also shared their knowledge about the programme outcomes and the writing of the assessment criteria for each outcome.
The sharing of ideas and opinions, coupled with the expert advice from the Centre for Teaching and Learning and the expertise of Prof Ebrahim from Unisa, ensured that great strides were made in developing the structure for a Programme Framework for the B. Ed degree and the Diploma in ECCE.
Three years down the line, I am able to look back at what was accomplished by the PIECCE and TEECCEP, and reflect on the experience, remembering the hard work, but also the sense of identity and belonging to a group of likeminded people.
The PIECCE consortium successfully completed the Programme Framework. NWU has developed both a Dip. ECCE and a B Ed ECCE programme.
However, in February 2017 when we first came together as PIECCE participants, the prospect of collaborating over a period of three years was very daunting.
We were individuals from diverse backgrounds, with different opinions and ways of operating within our own institutions and somewhat unsure of what was expected of us.
We were, however, united in our agreement that we needed to be able to deliver quality programmes to our students, countrywide.
Academics have not traditionally shared information about their programmes with others, as universities operate in a competitive space where the old adage “knowledge is power” tends to prevail.
The need to ensure that the programmes are relevant to diverse context and realising that no one person or group could possibly know all that would be required to accomplish the task soon dispelled such sentiments.
The value of input from a diverse group of people and freely sharing knowledge and experience was one of the strengths of the collaborative endeavour.
This is very aptly captured in a statement by one of the participants: “If we work together we bring in new perspectives beyond our own, we achieve more; we also achieve more quality.” Yes, there were frustrating times, particularly as working in this way took much longer to complete activities than we had anticipated.
We also needed to be accountable to one another and adhere to set timeframes, which were not always honoured by everyone.
Opportunities created by the PIECCE facilitators for reflection sessions assisted in gaining insight into challenges and constraints caused by each individual’s circumstances and increased mutual understanding.
The following quotation from one of the participants sums it up very well:
“It has sometimes been difficult, but we have learned to question the assumptions we make about others, and the assumptions we make about how much we know ourselves, from the collaboration reflection sessions.”
This PIECCE/TEECEP has opened up possibilities for ongoing collaboration as we have forged new friendships and have access to a wide network of dedicated people working in ECCE.
The French Renaissance philosopher and writer from the 16th century, Michel Eyquem
There were huge challenges, but the participants were united in agreement that they needed to be able to deliver quality programmes to students
de Montaigne, must have had experience of collaboration when he said: “It is good to rub and polish our brain against that of others.”
Message from the B.ED Programme Director
Dr Maryna Reyneke, Director: School of Language Education, Faculty of Education, North West University
“Three years after the start of the Project for Inclusive Childhood Care and Education (PIECCE), the Faculty of Education at the Northwest University has successfully developed two new qualifications in response to repetitive calls from government to prioritise Early Childhood Care and Education. In the near future prospective students will be able to enrol for either a diploma or a B.ED degree in ECCE.”
“These qualifications were developed within the Programme Framework that had been designed by the PIECCE consortium. Academics from the NWU, who formed part of the dynamic PIECCE team, agree that the three-year long journey was challenging yet extremely enriching and rewarding. These academics (Ms Benita Taylor, Ms Mumsy Boikanyo, Dr Susan Greyling and Ms Anitha Jansen van Vuuren as the programme manager) as well as faculty management are eager to see the new diploma and degree programmes being rolled out at the NWU.”
“We trust that many an early childhood caretaker and educator will be empowered with highlevel knowledge and skills to ensure the optimal physical, emotional and cognitive development of extremely vulnerable and receptive young children in order to prepare them for living meaningful lives in the 21st century.”