North West

 

 

 

BACKGROUND

Ikemeleng is an informal settlement near Kroondal in the North West Province. It is an unserviced settlement housing mostly mine workers and their families. Although Ikemeleng was in existence prior to the development of Kroondal Mine, this settlement has expanded significantly since the mining operations commenced.  Aquarius Platinum South Africa [AQP(SA)] has initiated the so-called “formalisation” of the 4,000-strong settlement by making available funding for the planning of a formal township through a number of initiatives.


The formalisation of Ikemeleng will not only give its residents a “voice” in the greater regional community, but will ensure that this township will qualify for infrastructural development, including roads, the provision of water, electricity and sewage facilities, as well as schooling.


The following initiatives have already been implemented to date:


  • The local farm school has been extended by the addition of five classrooms, an administration block and an Early Childhood Development (ECD) Centre.
  • Existing informal access and internal roads have been upgraded to make them more user friendly, especially in the rainy season, since the soil is clay.
  • Water tanks have been installed, providing a daily supply of 20000 litres water to the community.
  • 200 chemical toilets have been supplied and are serviced weekly.
  • Bulk water supply services and a reservoir have been installed to serve the community.
  • A Memorandum of Agreement has been completed wherein the Rustenburg Local Municipality and AQP(SA) have agreed to apply for a Municipal Infrastructure Grant, which will be supplemented by AQP(SA) funding to complete the following projects:
    • Water yard connections
    • Sanitation
    • Bus route in the community

 

In partnership with AQP(SA), Cotlands carried out a feasibility study which identified the need for a pre-school in Ikemeleng. The study revealed that the first time children were exposed to any formal education was only once they enrolled in Grade 1 at Tirelong Intermediate School. In 2008, in partnership with Cotlands, AQP(SA) established and equipped a Grade R class within the school to meet this need. The tremendous impact of the Grade R class on the children’s development has been extraordinary and its success has inspired AQP(SA) to provide access to quality ECD programmes to larger numbers of pre-schoolers.

 

In 2009, AQP(SA) erected an ECD Centre adjacent to Tirelong Intermediate School in Ikemeleng. The centre boasts five classrooms which can accommodate a maximum of 85 children. AQP(SA) also committed to financially supporting part of the operational cost of the project for the period 2009/2010. With this support Cotlands has equipped three classrooms and recruited and trained three staff members and two support staff members. The centre became operational on 5 October 2009.

 

At present the centre can accommodate 63 children, but aims to have the additional two classes equipped and staffed by January 2010 so that it can run at full capacity.


Project Description

The ECD centre offers quality, developmentally appropriate preschool education to children between the ages of 2 ½ and 6 years. The programme aims to develop the young child holistically by offering theme-based learning programmes. Children work individually, in small and large groups. Learning takes place through play, inside and outside of the classroom, with ample opportunity to discover and experiment throughout the day. In addition children are provided with regular, nutritious meals.

 

Although education is the main priority of this centre, it is envisaged that the project will be expanded to include a food garden and psychosocial support, as well as health services. In addition, caregivers would be empowered with skills to generate an income to support their families.

 

Project Goal


To offer an ECD programme for children from 2 ½ years to 6 years that provides an inclusive programme to vulnerable young children, taking into account their unique developmental, health and psychosocial needs.


To offer a fully compliant Grade R class that meets the standards set by the Department of Education.

Project Outcomes

 

Project Outcomes


The learning program for the age group 0-4 years is guided by the National Early Learning Development Guidelines (published by the Department of Education – 2009).

 

The curriculum objectives for the age group 2 ½ - 4 years include children being able to demonstrate:
critical thinking and problem solving abilities.

  • understanding and awareness of self, positive self-concept, self-regulation, discipline and personal identify.
  • awareness of diversity, respect and ability to live and work with others.
  • abilities to communicate and use language.
  • capability and interest in emergent and real-life mathematical literacy activities and information.
  • physical, motor abilities and health and wellbeing.
  • interest and ability to learn.

 

Cotlands also continues to support the Grade R class ensuring that National Curriculum Statements for Grade R are implemented. The curriculum consists of eight learning areas: Language, Mathematics, Life Orientation, Natural Sciences, Technology, Arts and Culture, Social Sciences, Economic and Management Sciences. Learning activities are presented in three learning programmes: Literacy, Numeracy and Life Skills.


Scope of services and staffing

 

DETAILS OF NUMBER OF CHILDREN IN EACH AGE GROUP


JUNIOR CLASS

MIDDLE CLASS

SENIOR CLASS


GENDER

2 ½ years – 4 years

4 – 5 years

5 - 6 YEARS

TOTAL

Boys

11

12

13

36

Girls

9

8

10

27





63

Teacher

1

1

1


Ass/Cleaner/Cook

2




 

Budget


OPERATIONS BUDGET FOR COTLANDS TIRELONG COMMUNITY ECD CENTRE – 2009/2010

 

 

Aug-09

Sep-09

Oct-09

Nov-09

Dec-09

Jan-10

Feb-10

Mar-10

Apr-10

May-10

Jun-10

Jul-10

DESCRIPTION 

R

R

R

R

R

R

R

R

R

R

R

R

Exp - CRE Admin Fee

1,320

1,320

1,320

1,320

1,320

1,320

1,320

1,320

1,320

1,320

1,320

1,320

Exp - CRE Consumables

500

500

500

500

500

500

500

500

500

500

500

500

Exp - CRE Electricity and Water

500

500

500

500

500

500

500

500

500

500

500

500

Exp - CRE Food (children)

7,500

7,500

7,500

7,500

7,500

7,500

7,500

7,500

7,500

7,500

7,500

7,500

Exp - CRE Insurance

102

102

102

102

102

102

102

102

102

102

102

102

Exp - CRE Educational Supplies

1,100

1,100

1,100

1,100

1,100

1,100

1,100

1,100

1,100

1,100

1,100

1,100

Exp - CRE Maint and Repairs

1,070

1,070

1,070

1,070

1,070

1,070

1,070

1,070

1,070

1,070

1,070

1,070

Exp - CRE Postage

50

50

50

50

50

50

50

50

50

50

50

50

Exp - CRE Printing and Stationery

700

700

700

700

700

700

700

700

700

700

700

700

Exp - CRE Staff Salaries

22,000

22,000

22,000

22,000

22,000

22,000

22,000

22,000

22,000

22,000

22,000

22,000

Exp - CRE Staff Provident Fund

2,415

2,415

2,415

2,415

2,415

2,415

2,415

2,415

2,415

2,415

2,415

2,415

Exp - CRE Staff UIF

322

322

322

322

322

322

322

322

322

322

322

322

Exp - CRE Staff Funeral Policy

104

104

104

104

104

104

104

104

104

104

104

104

Exp - CRE Telephone and Fax

250

250

250

250

250

250

250

250

250

250

250

250

Exp - CRE Travel and Accom

1,600

1,600

1,600

1,600

1,600

1,600

1,600

1,600

1,600

1,600

1,600

1,600

Cap - CRE Capex Furn and Fittings


 

 


 

 

 

 

 

 

 

 

Cap - CRE Capex Office Equipment


 

 

 

 

 

 

 

 

 

 

 

Cap - CRE Capex Improvements


 

 

 

 

 

 

 

 

 

 

 

Monthly Cash Flow Requirement

39,533

39,533

39,533

39,533

39,533

39,533

39,533

39,533

39,533

39,533

39,533

39,533

 

 

 

Activity

 

Objective

Intervention / Activity

Anticipated Outcome

Performance indicators

Resources

Risks

The curriculum objectives include the children being able to demonstrate:

  • critical thinking and problem solving abilities

  • an understanding and awareness of self, positive self-concept, self-regulation, discipline and personal identify

  • awareness of diversity, respect and ability to live and work with others

  • abilities to communicate and use language

  • capability and interest in emergent and real life mathematical literacy activities and information

  • physical, motor abilities and health and well being

  • interest and ability to learn

Implement the daily programme which includes the following activities:

  • Arrival

  • General Discussion

  • Theme Discussion

  • Art Activities

  • Free play inside

  • Story time

  • Movement

  • Music

  • Free play outside

  • Routine periods which include toilet routine, refreshments and serving of lunch

  • Children who are actively involved in the learning process

  • Children who are developing intellectually, emotionally, socially, physically as well as spiritually

  • Children’s language skills will be developed

  • Children’s fine and gross motor skills will be developed

  • Children’s mathematical and scientific skills will be developed

  • Year plan which indicate themes for the year

  • Lesson plans that shows evidence that each segment of the day if thoroughly prepared

  • Theme displays that portray the theme of the week

  • Art activities that are displayed

  • Learner’s portfolio of evidence

  • Disciplined children

  • Teachers and assistants

  • Teacher planning resources

  • Appropriate and sufficient ECD equipment and resources

  • Outside area that allows for gross motor development

  • Assertive discipline programme

  • Untrained ECD staff

  • Lack of adequate resources

  • Lack of outdoor play areas

  • Lack of knowledge on correct methodology when teaching

  • Overcrowded classes

  • High cost of maintaining quality pre-school education

  • Equip two classes and appoint two ECD practitioners and 3 ECD assistants.

  • Purchase equipment needed for two more classes.

  • Classes are equipped by Jan 2010.

  • Practitioners and assistants are appointed.

  • Children are enrolled for 2010.

  • School runs at maximum capacity.

  • Classroom furniture.

  • Educational toys.

  • Equipment for art.

  • Fantasy Play equipment.

  • Outside play equipment.

  • Lack of funding.

  • Develop the outside playground.

  • Erect a jungle gym.

  • Build sand pit.

  • Shade net over the jungle gym.

  • Plant trees and grass on the playground.

  • Fence playground area

  • Playground is developed to provide all the type of equipment needed to ensure gross motor development.

  • Playground is developed by March 2010.

  • Jungle Gym

  • Sandpit

  • Shade net

  • Trees

  • Grass

  • Lack of funding

  • Establish and maintain a food garden that provides fresh produce to the children.

  • A variety of crops are planted each season.

  • Surplus crops that are harvested are sold as an income generation project.

  • Reduction in food costs.

  • A food garden that provides healthy food to the children and to the community.

  • Planting roster

  • Income/expenditure record book

  • Gardeners

  • Tools

  • Water

  • Seedlings

  • Compost

  • Too much water can damage the crops.

  • Irrigating the crops during dry season.

Resource List

LITERACY

NUMERACY

LIFE SKILLS

OUTSIDE PLAY

FANTASY PLAY

OTHER

  • Body concept toys

  • CD’s with songs/sounds

  • Stories on CD’s

  • Posters for discussions

  • Complete a picture

  • Story cards to tell a story

  • Auditory memory games

  • Phonetic sound games

  • Matching toys

  • Sorting toys

  • Ordering toys

  • Copying toys

  • Construction Toys

  • Puzzles

  • Comparing toys

  • Toys that teach position in space (up,down, left, right, on top etc.)

  • Association toys (what goes with what)

  • Sequence games (arrange cards in a sequence)

  • Chess

  • Tricycles

  • Bicycles with training wheels

  • Toys that you push e.g. toy lawn mower, toy wheelbarrow, steering wheel

  • Toys that you pull e.g. pull telephone, pull puppy, pull caterpillar

  • Collapsible tunnel to crawl through

  • Baby activity tables

  • Skipping ropes

  • Cargo nets

  • Roller skates

  • Skateboards

  • Swings

  • Balls (different sizes and textures)

  • Balls

  • Bats

  • Skipping ropes

  • Moulds for sand play

  • Dress up clothes

  • Hats

  • High heel shoes

  • Bags

  • Briefcase

  • Nurse clothes

  • Doctor’s sets

  • Stamps/ink

  • Miniature toys

  • Tables for class (round and square)

  • Carpet

  • CD players (5)

 

Conclusion

It is with great enthusiasm that we await your response to our proposal, trusting it has met with your requirements. I would like to extend an invitation to you and your colleagues to visit our Rustenburg Facility  or any of our other project sites  to experience our work first hand. Should you require any additional information, please do not hesitate to contact me.

 

 

Monica Stach
National Education Manager
072 044 2326