Abstract
The United Nations Sustainable Development Goal Four was on the provision of quality education for all. The meaning of quality education has been controversial among authors. However, studies on early childhood education conclude that to have quality education for young children two indicators must be available – structural and process indicators. This study aimed at exploring how early childhood education centres’ practitioners’ qualifications and training promote quality education for young children. Six participants (three ECD principals and three ECD practitioners) were selected from the three-township early childhood development centres in Kwazulu-Natal Province, South Africa. An interpretive, qualitative research approach was chosen. Face-to-face semi-structured interviews were used to gather data, which was then analysed thematically. The findings indicate that the practitioners are aware of the importance of having gained the knowledge and skills to teach young children through the earning of qualifications and how it would improve the quality of teaching. The findings also show the challenges that hinder practitioners from acquiring ECE qualifications and training. Therefore, it is recommended that higher learning institutions develop a practical programme to enhance practitioners' educational experiences, with funding from the government and international scholarship.
Author Information
Adebunmi Aina, University of Pretoria, South Africa
Keshni Bipath, University of Pretoria, South Africa
Pam Zulu, University of Pretoria, South Africa
Paper Information
Conference: ECE2023
Stream: Professional Training
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Aina A., Bipath K., & Zulu P. (2023) Quality Early Childhood Education Enhancement Through Teachers’ Qualification and Training in South Africa ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.22
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.22
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