By reinforcing on early childhood education, the Ministry of Education is seeking to bridge the obvious link between early childhood, primary and secondary education, so as to further guarantee that the correlation between the different stages of education is given proper and earnest priority.

Third, it is imperative to develop genuine partnerships among federal, state, and local governments to create a more unified and effective system of early education services for all children, particularly those at greatest risk. Forty-one states are already investing in early education. The early childhood landscape includes a variety of programs, from subsidized child care facilities and private nursery schools to Head Start centers and early intervention services for children with special needs. Too few of the efforts are well-coordinated with each other, but all are guided by the same underlying science. On this shared knowledge base, we must now build stronger ties and eliminate arbitrary barriers. The time has come to coordinate and strengthen the capacity of Head Start and Early Head Start, child welfare, child care, and agencies that administer welfare reform.

So I think that we need to find creative ways of bringing education into the home, and not taking kids to institutions at that early age. So early childhood education, for me, is one transformation that happens together with a mother [for] that bonding in the community, where we say that Africa is brought up by a village and not by a couple of people. So, really bringing that community learning into early child care.

I have worked with other members of Congress on bipartisan legislation to provide resources to states and localities to bring existing early learning programs together, and to begin a universal initiative in early education. Although the selection of specific service priorities is best left to states and communities, the federal government can provide greater incentives for the states to create more coherent systems, setting and implementing strategies to assure that young children -- all young children -- will be healthier, more secure, and ready to learn. We must narrow the gap between what we know and what we do, to give every young child in America the best possible start in life. We must see to it that millions of children are not left far behind even before they enter the first grade. In the next year, we must address this vastly important frontier of education reform -- the first five years of life.

Regarding the licensing of educators, the Committee heard that the department was working with the South African Council for Educators (SACE) to professionalise teaching through standard setting and the strengthening of the induction of new teachers.

I think it starts first of all for from where we create access to education, and the curriculum that we put in place for it. And we talk about the scientific basis that we find we must have in early childcare. I think early childcare is not in a classroom, but very much in Africa today, it needs to start with adult literacy and mothers because as African women, and in our cultures – our children are with us until they’re three, attached at the hip, if you would.

The task of the educator of young children lies in seeing that the child does not confound good with immobility, and evil with activity.

Success in this effort will be achieved if we meet three core objectives. First, we must demand value from our investments. In early education, value is reflected in the quality of a range of important services. The most significant factors are the knowledge and skills of the service providers, and their capacity to form strong relationships with children and their families. These personal characteristics are influenced by training and compensation. Yet thirty states have no training requirements for preschool teachers before they begin to teach. Parking lot attendants are generally paid more to watch our cars than early education professionals are paid to teach our youngest children. On average, early education providers earn 15,430 dollars a year. It can and must become a national priority to change this -- to improve the skills, the pay, and the retention of the professionals who teach our children at the dawn of life.

In fact, the restructuring and splitting of the Ministry of ICT and Youth meant that the government wanted to raise its commitment towards promoting technology. Supporting such a programme is one of our priorities, and we believe that students should be taught these skills at a young age.

Plans were underway to open a series of preschool training centers across the country. These centers would train community workers and teachers to staff the preschool classes.

The educator shall help the young to educate themselves in opposition to the age.

It might also mean greater business and government support for maternity and paternity leave and day care so that the middle class and the poor can get some of the educational benefits that the early academic intervention of the rich provides their children. Fundamentally, it means rethinking our still-persistent notion that educational problems should be solved by schools alone. The more we do to ensure that all children have similar cognitively stimulating early childhood experiences, the less we will have to worry about failing schools. This in turn will enable us to let our schools focus on teaching the skills — how to solve complex problems, how to think critically and how to collaborate — essential to a growing economy and a lively democracy.

Education has always been known as the pathway to progress. The early child education will be integrated.

I think early childcare is not in a classroom, but very much in Africa today, it needs to start with adult literacy and mothers because as African women, and in our cultures