Peer-reviewed article
New home for early childhood development in the DBE: implications for ECD practitioners?
Lesedi Senamele Matlala, Patrick Molokwane ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examines how relocating early childhood development (ECD) services from one government department to the Department of Basic Education in South Africa affects ECD practitioners. Researchers interviewed ECD practitioners in formal and informal settings in Gauteng to understand their concerns about employment and compliance with new education standards. The study found that practitioners face uncertainty about their employment status and struggle to meet new qualification and registration requirements.
Key points
- Policy uncertainty has created concerns about ECD practitioner employment status following the relocation to the DBE
- Practitioners struggle with compliance regarding DBE norms and standards, including qualifications and professional body registration
- Challenges exist for both formal and informal ECD settings in meeting new educator conditions outlined by the ELRC
- Government intervention and support are needed to formalise informal ECD centres and expand subsidy accessibility
- Addressing practitioner concerns is critical before the full transition of ECD to the new ministry
Limitations
The study is qualitative and based on interviews with practitioners in one South African province (Gauteng), so findings may not generalise to other provinces or regions. The document does not provide quantitative data on the scale of employment impact or how many practitioners are affected.
Abstract
Background: Early childhood development (ECD) is pivotal in addressing educational inequality and reducing income disparities in South Africa. Government initiatives to integrate ECD into the education system underscore a positive trajectory. Aim: This study assesses the impact of relocating ECD to the Department of Basic Education (DBE) in South Africa on practitioner employment. Specifically, it investigates the challenges ECD practitioners face concerning compliance with DBE norms and standards, including qualifications, professional body registration and adherence to educator conditions outlined by the Education Labour Relations Council (ELRC). Setting: The study is conducted in South Africa, focussing on Gauteng, to examine the ramifications of relocating ECD to the DBE. Methods: Conducted as a qualitative study, this research examines the potential implications for practitioner employment by conducting interviews with practitioners from both formal and informal settings. Results: The study indicates that the anticipated policy shift has created uncertainty regarding their employment status among ECD practitioners. This uncertainty may compound sectoral challenges, underscoring the urgent need for government intervention and support. Conclusion: Addressing the concerns highlighted by this study is imperative before the transition of the ECD sector to a new ministry in South Africa. Additionally, government initiatives to formalise informal ECD centres and broaden access to subsidies are crucial for enhancing sectoral performance. Contribution: This research sheds light on the challenges confronting ECD practitioners amid policy changes in South Africa, stressing the necessity of government backing in formalising the sector and bolstering subsidy accessibility for improved performance within the South African ECD landscape.