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

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Pam P. Zulu, A. Aina, K. Bipath
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引用次数: 1

Abstract

Background: 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.
南非德班农村和城市环境中幼儿保育和教育从业人员的教育和培训经验
背景:幼儿保育和教育(ECCE)从业者的教育和培训经验反映了南非教育体系中的差距和不平等。大多数南非幼儿保育和教育中心的从业者不具备为年轻学习者提供优质教育的适当资格。目的:本研究旨在探讨幼儿保育和教育从业者的教育和培训经验如何影响夸祖鲁-纳塔尔省城市和农村环境中的职业身份,并制定一种模式,以加强幼儿保育和培训从业者的教育与培训。环境:本研究选择了10名参与者:一名中心负责人和四名来自农村环境的从业者,以及一名中心主任和四名城市地区的从业者。方法:运用Wenger的社会学习理论,深入了解幼儿保育和教育从业者的教育和培训经验,以及他们作为专业工作者的作用。通过了一项解释性的定性案例研究。通过焦点小组半结构化访谈和非参与者的观察收集数据,然后按主题进行分析。结果:调查结果显示,农村地区的从业者每天都要与不公平的工作条件作斗争,整天在充满挑战的环境中工作,而收入却很低。城市从业者工作时间合理,领取生活工资,尽管他们也面临着诸如缺乏父母参与、缺乏儿童交通工具和高缺勤率等挑战。结论:农村和城市从业者在资源、工资、工作条件、进修和职业发展机会方面存在不平等。确保从业者获得适当的幼儿保育(ECC)资格将提高该行业在更广泛社区中的尊重。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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