Early Childhood Development Policy for Beginners. Booklet 2.

Autor/in	Jordi, Richard
Institution	National Educare Forum, Cape Town (South Africa).
Titel	Early Childhood Development Policy for Beginners. Booklet 2.
Quelle	(1997), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accreditation (Institutions); Early Childhood Education; Educational Improvement; Educational Objectives; Foreign Countries; National Standards; Outcome Based Education; Policy Formation; Program Development; Teacher Education; Teacher Qualifications; South Africa + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Lernerfolgsmessung; Politische Betätigung; Programmplanung; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This second booklet aimed at stakeholders in South Africa's early childhood development (ECD) system focuses on two areas related to how learning in the country is going to be designed, assessed, and recognized by the National Qualifications Framework (NQF). Part 1 examines the new approach being established as the foundation of the country's education and training system: outcomes-based education (OBE). The section explains OBE and describes how it will be applied through the NQF. Part 2 discusses the process of developing standards for the accreditation of ECD practitioners. The process will set up and test interim standards and interim accreditation in the short term, with the aim of developing final policy on standards and guidelines for accreditation of ECD practitioners. Topics covered in this section include proposals about: the levels of qualifications for ECD practitioners, the level descriptors for each of the qualification levels, the kinds of qualifications that are needed for ECD, a framework for unit standards, and methods of assessment. As in the first booklet, the information is presented as a discussion between a person from the National Educare Forum (producers of the booklet) and a group of parents and ECD practitioners. A glossary is included to introduce new terms related to these policy issues. (EV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC