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A snapshot of early childhood care and education in South Africa: Institutional offerings, challenges and recommendations
South African Journal of Childhood Education Pub Date : 2020-08-24 , DOI: 10.4102/sajce.v10i1.797 Giulietta D. Harrison
South African Journal of Childhood Education Pub Date : 2020-08-24 , DOI: 10.4102/sajce.v10i1.797 Giulietta D. Harrison
Background: This article draws from a research report on the Project for Inclusive Early Childhood Care and Education (PIECCE), which surveyed attitudes, training strategies, materials and entrance requirements across most relevant higher education institutions (HEIs), non-governmental organisations (NGOs) and technical and vocational education and training colleges (TVETs). Aim: The aim of this study was to identify what institutions were offering in terms of training teachers in the birth-to-four age group, to identify the challenges and provide recommendations based on the findings. Methods: Participatory action research was performed to generate data, which took the form of a Google survey, individual interviews and document analysis. These research tools were adjusted according to the requirements of the study, as and when necessary. The combination of the desktop study and the PIECCE report provided a comprehensive picture of South African early childhood care and education (ECCE), with particular emphasis on government funded training institutions and NGOs, as well as current challenges. Results: Findings and recommendations are presented. The challenges include, amongst others, issues such as uneven geographic spread of ECCE offerings, lack of training skills, difficulties obtaining quality qualifications, dysfunctionality of accreditation bodies, misalignment between National Qualifications Framework (NQF) and HEI entrance requirements and poor remuneration of teachers. Conclusion: A desktop study on institutional offerings, written as a collaborative effort across a variety of teacher-training institutions, evidenced that there are a number of fundamental issues in the sector. If the challenges can be resolved, the quality of ECCE training and accessibility can improve.
中文翻译:
南非的幼儿保育和教育概况:机构提供的服务,挑战和建议
背景:本文摘自一项关于“全纳幼儿保育和教育项目(PIECCE)”的研究报告,该报告调查了大多数相关高等教育机构(HEI),非政府组织(NGOs)的态度,培训策略,材料和入学要求)以及技术和职业教育与培训学院(TVET)。目的:本研究的目的是确定在提供培训的4岁以下年龄组中提供了哪些机构,确定挑战并根据发现提供建议。方法:进行参与式行动研究以生成数据,这些数据采用Google调查,个人访谈和文档分析的形式。在必要时,根据研究要求调整了这些研究工具。桌面研究和PIECCE报告的结合提供了南非幼儿保育和教育(ECCE)的全面情况,特别强调了政府资助的培训机构和非政府组织以及当前的挑战。结果:提出发现和建议。这些挑战除其他外包括以下问题:ECCE产品的地域分布不均,缺乏培训技能,难以获得质量资格,认证机构的功能失调,国家资格框架(NQF)和HEI入学要求之间的不一致以及教师的报酬低下。结论:关于机构服务的桌面研究,是跨各种师资培训机构的共同努力,有证据表明,该行业存在许多基本问题。如果能够解决挑战,则ECCE培训和可及性的质量将得到提高。
更新日期:2020-08-24
中文翻译:
南非的幼儿保育和教育概况:机构提供的服务,挑战和建议
背景:本文摘自一项关于“全纳幼儿保育和教育项目(PIECCE)”的研究报告,该报告调查了大多数相关高等教育机构(HEI),非政府组织(NGOs)的态度,培训策略,材料和入学要求)以及技术和职业教育与培训学院(TVET)。目的:本研究的目的是确定在提供培训的4岁以下年龄组中提供了哪些机构,确定挑战并根据发现提供建议。方法:进行参与式行动研究以生成数据,这些数据采用Google调查,个人访谈和文档分析的形式。在必要时,根据研究要求调整了这些研究工具。桌面研究和PIECCE报告的结合提供了南非幼儿保育和教育(ECCE)的全面情况,特别强调了政府资助的培训机构和非政府组织以及当前的挑战。结果:提出发现和建议。这些挑战除其他外包括以下问题:ECCE产品的地域分布不均,缺乏培训技能,难以获得质量资格,认证机构的功能失调,国家资格框架(NQF)和HEI入学要求之间的不一致以及教师的报酬低下。结论:关于机构服务的桌面研究,是跨各种师资培训机构的共同努力,有证据表明,该行业存在许多基本问题。如果能够解决挑战,则ECCE培训和可及性的质量将得到提高。