The effectiveness of TVET-trained ECD practitioners in addressing challenges facing public pre-schools in Limpopo Province

Abstract

Technical and Vocational Education and Training (TVET) trained Early Childhood Development (ECD) practitioners are individuals who obtained the necessary knowledge and skills in the implementation of the ECD programme, which they impart to those in the actual implementation of the programme, namely the ECD centre managers, caregivers, and other interested stakeholders including parents and community members. This study explores the effectiveness of TVET-trained ECD practitioners in addressing challenges facing public pre-schools. In this regard, the interpretive paradigm underpinned the research. A qualitative research approach and a multiple case study research design were used to inform the study about the significance of the application of the data collection methods of interviews, participant observation, and document analysis. The research participants for the study included 10 ECD centre managers and 10 centre practitioners, five TVET lecturers and 10 TVET ECD educators in training who participated in interviews in Limpopo Province, respectively. The research participants were selected using the purposive sampling method. The researcher observed how TVET ECD educators in training were educated and trained in line with the improvement of the ECD programme. Participant observation was conducted at 10 ECD centres and a TVET college. In addition, during the observation at these institutions, the researcher obtained various documents and records to supplement the discussions she had with the research participants during interviews about the effectiveness of TVET-trained ECD practitioners in addressing challenges facing public pre-schools. The information obtained through interviews formed part of that obtained through participant observation and document analysis. Data analysis for the study was conducted using the thematic data analysis strategy. Lev Vygotsky’s social constructivist theory indicates that children can learn better in situations that allow them to make sense of the physical, social, and cultural world around them. The theory maintains that children should be taught in a step-by-step process until they can learn on their own. The literature review in the study supported the idea that adequate training of the TVET-trained ECD practitioners is the most effective strategic intervention in addressing challenges facing public pre-schools. Research findings supported the idea that TVET-trained ECD practitioners are the main resource in improving the implementation of the ECD programme, especially in rural areas within the South African context. Research conclusions were drawn from the research findings and were included in the study. In this regard, the research study recommended that the effectiveness of TVET-trained ECD practitioners in addressing challenges facing public pre-schools in Limpopo Province could be improved once government and Non-Governmental Organizations (NGOs) partner with ECD centres towards the education and training of children attending the ECD programme in the rural areas within the South African context. Secondly, adequate resources were necessary to successfully implement the ECD programme. Thirdly, the study recommended that ECD practitioners be educated and trained in the ECD programme at recognised TVET colleges in South Africa.