Education and training experiences of early childhood care and education practitioners in rural and urban settings of Durban, South Africa

dc.contributor.authorZulu, Pam P.
dc.contributor.authorAina, Adebunmi Yetunde
dc.contributor.authorBipath, Keshni
dc.date.accessioned2023-02-15T10:32:35Z
dc.date.available2023-02-15T10:32:35Z
dc.date.issued2022-05-25
dc.descriptionThis article is based on the master’s thesis of Pam Zulu.en_US
dc.description.abstractBACKGROUND : The education and training experiences of Early Childhood Care and Education (ECCE) practitioners reflect gaps and inequalities in South Africa's educational system. Most South African ECCE centre practitioners do not have the appropriate qualifications to provide quality education to young learners AIM : The study aimed to explore how the education and training experiences of ECCE practitioners impact their professional identity in urban and rural settings in KwaZulu-Natal province and to develop a model that would enhance the education and training of ECCE practitioners SETTING : Ten participants were selected for this study: one centre head and four practitioners from a rural setting, and one centre head and four practitioners from an urban area METHODS : Wenger's social theory of learning was used to obtain an in-depth understanding of ECCE practitioners' education and training experiences and how they function as professional workers. An interpretative, qualitative case study was adopted. Data was collected through focus group semi-structured interviews and non-participants' observation and then analysed thematically RESULTS : The findings revealed that practitioners in rural settings had to contend with unfair working conditions daily, working all day in challenging circumstances whilst earning low incomes. Urban practitioners worked reasonable hours and received living wages, although they also experienced challenges such as a lack of parental involvement, lack of transport for children and high rates of absenteeism CONCLUSION : Inequalities between rural and urban practitioners existed concerning resources, salaries, working conditions and further study and professional growth opportunities. Ensuring that practitioners attain proper Early Childhood Care (ECC) qualifications will raise the profession's esteem amongst wider communities.en_US
dc.description.departmentEarly Childhood Educationen_US
dc.description.departmentEducation Management and Policy Studiesen_US
dc.description.librarianam2023en_US
dc.description.urihttp://www.sajce.co.zaen_US
dc.identifier.citationZulu, P.P., Aina, A.Y. & Bipath, K., 2022, ‘Education and training experiences of early childhood care and education practitioners in rural and urban settings of Durban, South Africa’, South African Journal of Childhood Education 12(1), a1167. https://DOI.org/10.4102/sajce.v12i1.1167.en_US
dc.identifier.issn2223-7674 (print)
dc.identifier.issn2223-7682 (online)
dc.identifier.other10.4102/ sajce.v12i1.1167
dc.identifier.urihttps://repository.up.ac.za/handle/2263/89576
dc.language.isoenen_US
dc.publisherAOSISen_US
dc.rights© 2022. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.en_US
dc.subjectPractitioner’s qualifications and trainingen_US
dc.subjectProfessional identityen_US
dc.subjectRural and urban settingsen_US
dc.subjectChild care practitionersen_US
dc.subjectEarly childhood development (ECD)en_US
dc.subjectEarly childhood care and education (ECCE)en_US
dc.subjectEarly childhood care (ECC)en_US
dc.titleEducation and training experiences of early childhood care and education practitioners in rural and urban settings of Durban, South Africaen_US
dc.typeArticleen_US

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