TEECE 

This research report serves the purpose of informing the work of PIECCE which is specifically concerned with programme development at national level for an ECCE 0-4 year-olds Diploma/Degree. The work of PIECCE is unique in that it adopts a collaborative multi-stakeholder approach to understand how to achieve quality in ECD. In addition, it recognises the importance of addressing diversity together with understanding what quality ECCE looks like, in order to bring about transformative pedagogy. In this respect, it has a link to the Transformative Pedagogy Project (TPP). This report presents empirical data derived from three national surveys, together with collaborative literature reviews on four specific topics, that were derived from an action research approach, adopted by the collaborative research team. The four agreed-upon areas were: academic support, work-integrated learning, record of prior knowledge, and norms and standards. The data were analysed quantitatively and qualitatively by one of the core collaborating members in order to benchmark current thinking and practices in ECCE. The findings of the study showed that across the different types of teacher training organisations there is a wide variety of qualifications in ECD on offer. These are provided by TVETS, NPOs and HEIs, with a shift from the traditional NQF ECD Level 5 from the NPO/TVET sector, to some HEIs. 

Report