REPUBLIC OF SOUTH AFRICA COMBINED SECOND PERIODIC REPORT UNDER THE AFRICAN CHARTER ON HUMAN AND PEOPLE`S RIGHTS and INITIAL REPORT UNDER THE PROTOCOL TO THE AFRICAN CHARTER ON THE RIGHTS OF WOMEN IN AFRICA 19 261 registered early childhood development (ECD) centres with just under 845 000 children receiving ECD and partial care services. 326. The Kha Ri Gude Mass Literacy campaign for adults reached 2 243 766 adults between 2008 and 2011, with 665 246 adults in classes in 2012. 327. The significant number of policy interventions has been instituted during the period under review. The Accelerated Schools Infrastructure Delivery Initiative (ASIDI) has been introduced to ensure consistency in the provision of infrastructure and address backlogs in construction and maintenance. In October 2012, new schools were opened at villages at Libode and Lusikisiki in the Eastern Cape. These schools were the first of 49 mud schools identified for replacement in 2012 under ASIDI. Asidi is the first programme of its kind to bring together government and private financial institutions in a way that aims to get rid of all mud schools and inappropriate structures by 2015. With a budget of more than R8,2 billion over the next three years, the programme will replace 496 mud schools, provide water and sanitation to 1 257 schools, and electricity to 878 schools. 328. A further practical policy innovation has been the introduction of workbooks. Workbooks are provided to children in grades R – 6. The Guidelines for the Rationalisation of Small or Non-violable Schools188 provide for the implementation of agreements with land owners in terms of section 14 of SA Schools Act, 1996189 and the Merger and Closure of rural and farm schools. South Africa has adopted Education White Paper 6: Special Needs Education: Building an Inclusive Education and Training System. In 2005 the National Department of Education published three sets of guidelines for the implementation of White Paper 6.190 The national Department of Basic Education has also adopted the National Strategy on Screening, Identification, Assessment and Support191 to guide the policy by defining the process of identification, assessment and enrolment of learners in special schools. The Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements192 is intended to provide practical guidance to school managers and teachers on planning and teaching to meet the needs of a diverse range of learners. 188 July 2009 Act No. 84 of 1996 190 The Conceptual and Operational Guidelines for the Implementation of Inclusive Education: Full Service Schools – These guidelines explain the main principles, upon which full service schools are founded, describe their characteristics and outline the institutional development of such schools. The Conceptual and Operational Guidelines for the Implementation of Inclusive Education: Full Service Schools as Resource Centres: These guidelines provide a conceptual framework for an inclusive education system. They provide, inter alia that disability should be seen not only in medical terms, but also in terms of the rights of the disabled person. The Conceptual and Operational Guidelines for the Implementation of Inclusive Education: District Support Teams. These guidelines sketch the role of support providers employed at the National Department of Education to assist education institutions such as schools and early childhood centres to identify and address barriers to learning and to promote effective teaching and learning. 191 2008 192 2011 189 95