Exploring early childhood development teacher training through expanded public works programme in the rural Vhembe East District
| dc.contributor.author | Ramabulana, Lufuno | |
| dc.date.accessioned | 2026-08-07T10:05:53Z | |
| dc.date.available | 2026-08-07T10:05:53Z | |
| dc.date.issued | 2023 | |
| dc.description | Dissertation submitted to the Faculty of Education to fulfil the requirement of Doctor of Education in Early Education and Foundation at the University of Zululand, South Africa. | |
| dc.description.abstract | The Department of Education's training for Early Childhood Development (ECD) teachers at centre-based sites, such as creches and pre-schools, is crucial for enhancing educational outcomes for children nearing school age. This training is facilitated by the Expanded Public Works Programme (EPWP), a government initiative aimed at poverty alleviation through job creation and training, with ECD as a focus area. This study investigates the effectiveness of ECD teacher training provided by the Department of Education through EPWP in Vhembe East District, Limpopo Province, South Africa, underpinned by Vygotsky’s theory of the Zone of Proximal Development (ZPD). Employing a qualitative research design, this study captures the lived experiences of ECD teachers. Data were gathered through semi-structured face-to-face interviews with ten purposively sampled teachers who received EPWP-facilitated training. An Interpretive Phenomenological Analysis (IPA) method was utilized for data analysis, organizing findings into thematic categories. The training was generally valued by participants; however, several challenges were identified in the implementation of the ECD curriculum. These included disruptions in daily activities, insufficient support from supervisors, and inadequate infrastructure. Additionally, it was observed that many teachers lacked essential resources such as lesson plans and assessment documents, which are critical for the effective application of training and curriculum delivery. Despite the appreciation for the training, there is a significant gap in the practical implementation of the ECD curriculum among trained teachers. The study concludes that while EPWP's involvement in training is beneficial, there are critical areas of support and resource allocation that need addressing to enhance the effectiveness of these programs. It is recommended that ECD teachers obtain higher-level qualifications (NQF level 6 and above) before commencing work in ECD sites. Further suggestions include more focused training on the National Curriculum Framework, increased parental involvement, the development of supporting documentation, and the establishment of an effective remuneration structure for ECD teachers to improve curriculum implementation and overall teaching quality. | |
| dc.identifier.uri | https://uzspace.unizulu.ac.za/handle/10530/2641 | |
| dc.language.iso | en | |
| dc.title | Exploring early childhood development teacher training through expanded public works programme in the rural Vhembe East District | |
| dc.type | Thesis |