Reflections on the Early Education project and Zulu women

Last week I (Dan) had the opportunity to visit all four of the preschools that GGA Outreach is assisting: two that I visit every week, and two that I have just visited for the first time recently.

The one at which I normally work daily is known as CRAFCOR Preschool, the name of which comes from the CRAFCOR Abattoir (Slaughterhouse) who own the building & property. This preschool was formed when the local chief and his wife approached GGA about the need for a good preschool in the KwaXimba area, and GGA decided to move it's preschool to this location 12 km away and to invite children from the "valley". The CRAFCOR Preschool is well-equipped by local standards, is reasonably well-run, and is well-staffed by four GGA volunteers, four local Zulu teachers, and a cook. One could even say the CRAFCOR preschool is over-staffed, but that's because it functions as a training centre. It has become GGA's pilot project for our other Early Education projects.

The second one, known as #9 Preschool, is one that I visit at least twice each week. The name comes from the name of the community: #9 is a village within the KwaXimba region that at one time was the 9th of 10 stops for a local railway. I've written about #9 before (see 23-Feb entry)...it is a temporary one-room classroom with about a dozen kids. GGA is helping them build a new school building later this year, likely in September, and we expect their enrollment to double for the start of the 2007 school year in January. My bi-weekly visit to this school happens to coincide with their Zulu dance lesson, so I get to participate (I'll pause to let you imagine that for a second!) and to observe the incredible improvement in these children each week. These kids have become exponentially more confident, happier, more coordinated, healthier, stronger, more verbal, and more capable of learning in the past 3 months. It is amazing to witness firsthand how important physical movement is to overall learning at this stage of development.

The third preschool, in Swayimane, is quite a bit further removed...about 45 minutes from where we live and work. Thandazile, the teacher at this school, saw the need for a preschool in her neighbourhood, and built a tiny one room mud structure with her own hands.

In this building, not much bigger than a van, she teaches up to 25 children. She doesn't just supervise...she is a dedicated early education specialist, who has actively pursued training for herself. This week, GGA's building team will be laying the foundation for the first phase of her new school: initially, a classroom, toilets, and outdoor play area; eventually, a second classroom and kitchen. Our friends Lilith and Bram have raised money from Holland to equip the school with educational materials, toys, and a jungle gym.

The final preschool, in Ingcindezi, is relatively close, about 4 km off the main road between the Outreach Centre where we currently live and the Residential Care Centre where we lived for our first 6 weeks. The Ingcindeze preschool has only recently been brought to GGA's attention, and it certainly is in need. Originally a part of a larger preschool, the teacher (Phumzile) was left on her own with a class of about 28 three and four year-olds when the five year-old class was moved into a reasonably well-equipped room in the local primary school. The teacher of the five year-olds now receives a government salary as a "Grade R" teacher (like our Kindergarten). Although Phumzile charges a very low fee, only about half of the parents can afford to pay; from this fee she purchases meager supplies, and only sometimes is there any left over to pay herself a salary. Again, this school is just single room with bare walls, no tables or chairs, shelves, cupboards, running water, nor toilets. We are in the process of trying to raise funds so that GGA can help.



These visits helped to rekindle in me an excitement for the value of the Early Education project that I have the privilege of working on. First of all, it is easy to see first hand how vital Early Education is, especially here where the development and safety of young children can be compromised because caregivers give priority to family survival. The importance of skill development in the preschool ages is well-documented: language, social aptitude, physical well-being, and even spiritual and emotional development are all in the process of formation.



Furthermore, these preschools are all incredible examples of the resourcefulness, determination, and commitment of individual Zulu women. I can't tell you how humbled and impressed I am by the selflessness of many of the women here. These women in the preschools are often pillars in their community, although not always recognized and never compensated as such. Please say a prayer of support for them.