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All Journal EDUCATIO : Journal of Education International Journal of Emerging Issues in Early Childhood Education (IJEIECE) Indonesian Journal of Early Childhood Education Studies
Amiena Bayat
University of the Western Cape
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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School Readiness and Community-Based Early Childhood Development (ECD) Centres in Low-Income Communities: Examining The Case of Gugulethu, Western Cape Province, South Africa Miriam Chikwanda; Amiena Bayat; Siphe Madyibi
International Journal of Emerging Issues in Early Childhood Education Vol. 4 No. 2 (2022): November Volume
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (850.162 KB) | DOI: 10.31098/ijeiece.v4i2.1168

Abstract

A child must be exposed to early learning situations and assisted in developing the skills and ways of functioning to develop, thrive, and be ready for school. It is established that poor school readiness preparation (SRP) negatively impacts subsequent learning outcomes. A qualitative study was conducted in Gugulethu, a poor community in the Western Cape province in South Africa, to determine how Early Childhood Development centres in a poor community prepare children for schooling. The study involved a sample of 12 community-based ECD centres. Interviews and focus group discussions were conducted with direct role-players, including principals, practitioners, and ECD industry key informants. Data was enriched through direct observation of operations at each facility. The study found that all the community-based ECD centres struggle to provide quality SRP. Contributing factors include limited ECD practitioner training, education resources, infrastructure, and facility management. Because these conditions relate to poverty, they affect the SRP of most children in poorer communities, such as Gugulethu, who tend to only have access to under-resourced ECD centres. The study concludes that, given the appalling performance of South Africa’s basic education system, the government has to accept that improving its learning outcomes begins with vastly improving the SRP of children from birth
Grade repetition, school drop-out and ineffective school policy Amiena Bayat; Nontandazo Kohli; siphe madyibi
EDUCATIO : Journal of Education Vol 9 No 1 (2024): May 2024
Publisher : STAI Miftahul Ula Nganjuk

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Abstract

This paper investigates the extent of underperformance, grade repetition and drop-out rates in selected underperforming schools in Amathole West District, Eastern Cape. The findings revealed high failure rates in the selected schools throughout the five years included in the investigation. The findings revealed a high failure rate persisted in the selected schools throughout the five years included in the investigation. Key informants in the study, including teachers and principals, attribute some of the high failure rate to the Promotion and Progression Policy. The chief criticism is that the burden of catching these learners up falls on the teachers while learners exert minimum effort. In addition to the promotion policy and poor resourcing, other in-school and out-of-school factors influence academic performance at the selected schools, such as weak and inconsistent leadership manifested in fluctuating pass rates over the years.
Early Learning Issues in Philippi, Cape Town: Caregivers’ Concerns, Satisfaction, Subjective Affordability and Perceptions Siphe Madyibi; Amiena Bayat
Indonesian Journal of Early Childhood Education Studies Vol. 13 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v13i2.2636

Abstract

Despite its known contribution to later educational outcomes, early learning needs to be better conceptualized, understood, and appreciated by caregivers, who arguably know little about early learning. Caregivers of low socioeconomic status have limited access to quality ECD facilities and are less able to guide their children’s early learning. Reasoning that positive change should reflect caregivers' views, concerns, and knowledge, the researchers engaged with a sample of 40 caregivers in Philippi, a low-income area in Cape Town, about their problems, satisfaction, subjective affordability, and perceptions of early learning at the ECD facilities attended by their children. The study employed a multiple-case study design, following a qualitative-dominant research methodology. The study found that most caregivers were satisfied with the ECD facilities attended by their children but had reservations about quality, with some doubting the facilities' ability to provide meaningful early learning experiences to their children. Although their reasons differed, most caregivers understood ECD's importance in school readiness, early learning, and non-cognitive skills (socialization). Most caregivers struggle to afford the cost of early learning, whether in a registered or unregistered ECD facility. This suggests that expanded state funding of ECD is urgently required.
Co-Authors Miriam Chikwanda Nontandazo Kohli Siphe Madyibi