Provider readiness to offer programmes using distance education and/or electronic learning methods

In the following we elaborate on the ‘why’ of our contribution to change, linked back to the objectives and outputs described in the Log Frame, and begin to outline how we think we will know and measure whether we can or have made a difference. [...] 2 Working for change In their paper ‘The Truth of the Work: Theories of Change in a changing world’ (2017) Reeler and van Blerk of the Community Development Resource Association (CDRA) in Cape Town, South Africa caution us against making assumptions and focusing on the predictable and projectable at the expense of ‘working respectfully and thoughtfully with the existing forces of change’. [...] The principles of inclusive education and the need to prepare a critically reflective workforce in early childhood will also inform the design and development of the new qualification. [...] There is a difference between the general and ECD specific understandings of quality with the birth to four sector being the Cinderella of the group and often functioning in the most marginalised sectors of the community. [...] Learning Question 2: In what ways can inclusivity be infused into every aspect of an ECCE programme In response to Learning Question 1 and Learning Question 2, as part of the development of the different aspects of the programme framework we have discussed how to run a golden thread of inclusivity, play and africanisation through the programme framework.