Post-1994 welcomed political transformation in South Africa which also brought about change in the educational sector since Black students had access to former White universities. Contrary to the growing number of Black students, the impetus for this study was found in the short supply of Black student teachers in ECE. Moreover, this study attempted to investigate how ecosystemic factors influenced the low enrolment of Black student teachers as well as their perceptions and experiences of the ECE programme at a former White university. The study was conducted from a qualitative, case study approach. The various data collection techniques, such as photo voice, narratives, semi-structured interviews and a focus group interview with five final year student teachers yielded the following results: Various ecosystemic factors influenced Black student teachers’ perceptions and experiences of ECE. First, the history of education in South Africa has had a detrimental effect on the experiences and perceptions of Black students in ECE, as well as a negative influence on the status of ECE. Second, Black students are under-prepared for their studies at tertiary level which results in negative academic experiences for the students, as well as a high dropout rate. Third, and most recurrently, it was evident that economic circumstances affect Black student teachers in terms of academic status, support offered by the HEI and enrolment into ECE teacher training. Fourth, societal factors such as the communities’ perception of, and the low regard that they hold for ECE, influenced Black students’ decisions to consider this phase of teaching as a career. Finally, personal factors, unique to each individual Black student teacher, influenced their perceptions and experiences of ECE. / Dissertation (MEd)--University of Pretoria, 2012. / Early Childhood Education / available

Child sexual abuse is rampant in Zimbabwe. This can be attributed to several Zimbabwean ecosystemic factors that contribute to the gravity of the problem. This study explored these ecosystemic factors that affect Comprehensive Sexuality Education (CSE) in Zimbabwe to determine appropriate strategies to apply so that CSE could be successfully be provided to early grade children in Zimbabwe. This qualitative study used an interpretivist paradigm which was underpinned by the ontological assumption that reality is not objectively determined, but socially constructed. In this study, a case study design was utilised, embracing a semi-structured interview and document analysis as data-gathering instruments. This study was informed by Bronfenbrenner’s ecological systems theoretical framework. The main research question of the study was: What ecosystemic factors play a role in Comprehensive Sexuality Education in Zimbabwean schools? The secondary research questions were also as follows:  What are the teachers’ views and perceptions of teaching CSE in early grades?  How will parents perceive the introduction of CSE in the early grades?  In what way will the religious leaders perceive the introduction of CSE in the early grades as positive?  What are the cultural factors that impact on the teaching of CSE in early grades?  How do religious factors impact on the teaching of CSE in the early grades? The participants were ten early grade teachers, ten parents with children in early grades and five religious leaders. The study revealed that CSE was not taught to early grade children due to several ecosystemic factors. There is no CSE curriculum for early grade children in Zimbabwe. The teachers are uncomfortable to teach the subject because of the diverse cultural and religious beliefs of the Zimbabweans. Some churches believe CSE defiles innocent children. Their doctrines prevent other churches from teaching EMC to children before they reach the age of 14. The study recommended the development of CSE for early grades by teachers in conjunction with parents and religious leaders and the training of teachers to change their attitude towards the teaching of the subject as well as to provide them with appropriate content and teaching strategies. The provision of teaching and learning resources on CSE for teachers and early grade learners was also recommended. / Thesis (PhD)--University of Pretoria, 2020. / Early Childhood Education / PhD / Unrestricted