South Africa’s early childhood development (ECD) system is strengthened by countrywide data – something that became apparent during the Covid-19 pandemic.
Statistics South Africa’s General Household Survey 2021 found that the share of children aged 0-4 who stayed at home (with a parent/guardian/other adults or children) rose from 57.8% to 64.6% during 2021, while attendance of Grade R/preschool/nursery/crèche/edu-care fell from 36.8% to 28.5% over the same period.
That context helps explain why the inaugural ECD Census, conducted from August 2021 to February 2022, has become an important lever.
The ECD Census 2021, commissioned by the Department of Basic Education (DBE) and funded by the LEGO Foundation, was developed to provide a clear, verified picture of the ECD landscape by collecting consistent data on both registered and unregistered early learning programmes (ELPs) in South Africa.
The aim of the census was to:
- Integrate ECD into the Education Management Information Systems (EMIS), shifting ECD from fragmented lists and paper-based reporting towards a system that can support routine monitoring and planning
- Gather information that could be used to expand education support programmes and play-based learning.
The infographic below provides an overview of the census results.
Registration and subsidy gaps
A central finding was the extent to which the sector operates outside formal systems. At the time of the census, 40% of ELPs were fully or conditionally registered with the Department of Social Development, 16% were in the process of registering, and 42% were not registered. One third of ELPs reported receiving a DSD subsidy.
How programmes were funded
ELPs reported a heavy reliance on fees: 69% cited fees as their main funding source, compared with 27% from government funding and 4% from donations/fundraising. The average monthly fee was R509 per child.
Meals and basic infrastructure
Nutrition and infrastructure are deeply intertwined with quality. The census reported that 77% ELPs provide meals for learners. Parents contribute to meals in 48% of programmes, while the government provides them in 17%. A full 84% of ELPs provide breakfast, while 94% provide lunch.
Workforce capacity and learning through play
Staffing and training shape what is possible in classrooms and play spaces. Just over half (52%) of teaching staff held a relevant NQF qualification, while 22% had no qualifications. The average number of staff members per ECD programme was 4.7, and the average teaching staff per ECD programme was 3.9.
Regarding play-based learning, the census highlights how constrained free play can be: more than half (54%) of ELPs allow less than 30 minutes of free play per day when children are outside. The same snapshot reports that 45% of play time was spent outdoors.
Finally, materials matter: the report found that subsidised ELPs had, on average, 13.5 types of play/learning materials, compared with 11.1 in non-subsidised programmes, and only 56% of ELPs had access to age-appropriate children’s books.
What solutions does the census point to?
Because the census links where programmes are with what they have (or lack), it points to system solutions rather than isolated projects:
- Make registrations and support pathways usable at scale. The data points to the need to expand registration and connect it to real support and quality improvement, especially for programmes outside the regulatory net.
- Use EMIS integration to move from ‘snapshot’ to ongoing planning. This is the backbone of routine planning: allocating resources, tracking gaps, and avoiding repeated “once-off” audits.
- Target funding where fees and resource constraints collide. With 69% of sites relying primarily on fees, at an average of R509 per month, the census data supports more targeted public financing to reach poorer children and reduce unequal access.
- Invest in workforce development and play-based learning conditions. Strategies must include training and professionalisation, paired with practical support for learning through play, given that 54% of programmes allocate fewer than 30 minutes per day to free play.
- Tie research to implementation. The LEGO Foundation frames research as a lever for systemic change, with ongoing research informing implementation.
