Pathways of Early Childhood Development practitioners into higher education: A capabilities approach

Abstract

The creation of professional learning pathways in the field of early childhood development (ECD) is currently a key policy priority in South Africa, especially as research has indicated the critical need that exists for investment in ECD practitioners to resolve previous educational inequalities and poor throughput rates in formal schooling. The option of recognition of prior learning (RPL) often provides the only route into post-school studies for educators in this historically marginalised sector to enable them to pursue formal qualifications. The barriers faced by mature females, who constitute a large proportion of ECD practitioners, include mismatches between occupational and discipline-based qualifications and a lack of understanding of the non-traditional routes into higher education. This article reports on an investigation into the experiences of a sample of mature women who attempted to access higher education with non-traditional qualifications. Using the lens of capabilities theory, we demonstrate the significant efforts made by these ECD practitioners to achieve their goals of personal and economic freedom by accessing further training and higher education through RPL. The article concludes with a discussion on implementing effective RPL for transitions in post-school education and training.