Slide Background


Early Learning Programme
Supports the ECD curriculum by allowing teachers and learners to interact with social stories and learn-through-play activities.
Teacher and student on iPad
Slide Background


Early Learning Programme
Supports the ECD curriculum by allowing teachers and learners to interact with social stories and learn-through-play activities.
Teacher and student on iPad
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The gateway to a successful education

Well-established research continues to emphasise the importance of early childhood education as an essential building block of a child’s future success. A child’s early years are the foundation for future development, providing a strong base for all learning abilities, including cognitive and social development.

THE PROGRAMME

iSchoolAfrica uses technology in pre-schools and Grade R in order to help teachers address three core developmental skills needed for young learners to reach their developmental milestones.

  • Social and emotional development 
  • Language and Literacy development 
  • Numeracy development 

The iSchoolAfrica early learning programme is designed to support the ECD curriculum by allowing teachers and learners to interact with social stories and learn-through-play activities.  

EACH Early learning PROGRAMME CONSISTS OF A:

Mobile iPad lab – for accessibility and security

Award winning Numeracy onebillion software – curriculum aligned content

Inclusion for all – programme for learners with all disabilities

Monitoring and evaluation – for impact

Teacher training and mentoring for sustainability

“Investing in Early Childhood Education is one of the smartest things a country can do.”

World Bank

Early learning in SA schools

The South African population is 58 million. About 7 million are under the age of 6 years

Only 2 million are in ECD centres, programmes or in Grade R (29%).

The overwhelming majority of ECD teachers earn less than the national minimum wage of R 3,500 per month.

About one quarter of adults working with young children will have no training at all and less than 10% have a Department of Basic Education recognised qualification