Doctoral Degrees (Education Policy Studies)

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Browsing Doctoral Degrees (Education Policy Studies) by Subject "Child development -- Study and teaching -- South Africa"

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    An interpretive analysis of the Early Childhood Development Policy Trajectory in post-apartheid South Africa
    (Stellenbosch : Stellenbosch University, 2019-04) Atmore, Eric; Davids, Nuraan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT : Early childhood development (ECD) is universally recognised for its concern with the most important foundation years of life, focussing on the holistic development of the young child’s potential. It is during the first six years that much learning takes place and is developed. The primary research question in this study was: What was the ECD policy trajectory in postapartheid South Africa and how did it unfold? In answering this question, the study traced, described and interpreted the ECD policy trajectory in post-apartheid South Africa, and critically analysed the ECD policy-making processes, viewed through an interpretive lens. My original contribution to knowledge is to provide an explanation of how the ECD policy trajectory shaped the evolution of ECD in post-apartheid South Africa during a period of unprecedented social, political, economic and education transformation. This study is significant since it contributes to knowledge building about ECD policy-making through the voice of ECD policy-makers and activists who had been central to ECD policy-making in South Africa. The study findings and recommendations could also have global relevance given the increased focus on ECD and ECD policy-making across the world. The research comprised a policy trajectory study that used a qualitative research paradigm. Data was constructed from a comprehensive examination of ECD policy documents, including policy statements, government White Papers and government reports over the period 1990 to 2015 and from structured, face-to-face interviews with 19 key stakeholders who were centrally involved in ECD policy-making in South Africa over this period. During a pilot study, the interview schedule was tested for its appropriateness, relevance and ease of administration. Triangulation was used to enhance the validity and trustworthiness of the study. In undertaking this research study, I had the benefit of having been involved in the ECD policy-making processes in South Africa from 1990 to 2015. During this period, I was on various ECD policy-making teams, firstly set up by the anti-apartheid structures and thereafter by the new democratic government, to assist with policy-making and policy implementation. I used my involvement and participation in ECD policy-making to locate myself within this study. In analysing the findings of the study, I adopted an interpretive approach aiming to provide an understanding of the ECD policy trajectory. The data was analysed using a modified version of Tesch’s (1990) stages of data analysis. The study found that the ECD policy-making process in South Africa had been haphazard, contradictory, unplanned and confusing. Key findings in this study relate to how ECD policy was made in South Africa from 1990 to 2015, how the ECD policy trajectory unfolded, how ECD policy was implemented, how the ECD policy choices were communicated, enhancing ECD policy-making, and the challenges and constraints in ECD policy-making. The dissertation concludes by reflecting on the state of ECD in South Africa at the time of this study, making recommendations for the future, discussing the implications of the study findings for ECD policy-making and for ECD in South Africa, and suggests areas for further research.