South Africa’s ECD sector faces a critical need: to uplift underqualified ECD practitioners – especially women in rural areas – by providing them access to tertiary-level education and skills development. This need is driven by the twin goals of expanding access to ECD (so all children can attend preschool) and improving quality (so that ECD programmes truly benefit child development). Bridging the gap for ECD practitioners to enter and succeed in higher education is essential for breaking the cycle of limited qualifications. It will empower those who have dedicated themselves to caring for young children with the advanced knowledge, skills, and credentials they The purpose of this programme is to develop and implement a unique Capacity Building, Access, Support Programme (CBAS) that will facilitate ECD Practitioners from vulnerable communities’ entry into, access, retention and success in the Diploma/B.ED: Early Childhood Care and Education (ECCE). The programme intends to build the capacity of the practitioners through a blended model of teaching, learning, coaching, mentoring and support. The intended impact of the programme is an improvement in the scale and quality of Early Childhood Care and Education for Children (from birth to four years), from vulnerable communities. The project also hopes to provide a model for the harmonising effort of RTO’s and Universities to work together, and a well-articulated career path for ECD Practitioners from RTO’s into higher education
Structured academic and digital preparation + psychosocial support → improved access to higher education → stronger qualification completion and professional advancement → improved ECD teaching practice and centre quality → better early learning outcomes and a more professional, equitable ECD workforce.One-year blended learning model combining workshops, online learning and self-directed study.
The programme’s custom-designed curriculum blends face-to-face workshops, online modules, and self-directed study. It intentionally builds both academic and digital competencies alongside foundational ECD knowledge. For example, the E-Learning Readiness module introduces participants to digital platforms, ICT skills, and online learning strategies — essential for success in UNISA’s distance diploma programme. Other modules focus on core academic literacies such as reading for meaning, academic writing, numeracy, and research.
At the forefront of the strategy for expanding the Sivulithuba Tertiary Preparation Programme, subsequent to proof of concept, is a pivotal partnership with government. The Sivulithuba collaboration recognizes that to reach a broader audience and maximize impact, government recognition of the Sivulithuba Tertiary Preparation Programme is imperative in order to achieve widespread adoption and recognition of the programme.
By collaborating closely with government entities, advocating for accreditation, proactively exploring registration, and expanding access.
The collaboration intends exploring the potential for accreditation of the programme on the National Qualifications Framework (NQF). Accreditation will not only enhance the programme's credibility, but could also be instrumental in gaining governmental recognition and large-scale roll-out. It would position the programme as a legitimate and valuable educational initiative.
The Sivulithuba Programme is highly versatile, as it can be adapted to different educational contexts. Its modular structure allows for customization and selective use, enabling tailored support for individual learner needs. The programme is applicable, not only in the context of ECD, but can be adapted to compliment various academic disciplines. Its adaptability extends beyond formal education to lifelong learning, positioning it as a valuable resource for skill enhancement and academic progression across different contexts.
Recognising the realities many participants face as adult learners managing work and family commitments, Sivulithuba offers extensive academic and psychosocial support. Facilitators serve not only as instructors but also as mentors, guiding students through personal and academic challenges. The cohort model — with 50 participants moving through the programme together — fosters a strong peer network, contributing to student confidence and motivation.
Access barriers such as lack of digital devices or data are addressed through programme support, and continuous feedback is provided to strengthen academic writing and technical skills. As one participant stated during the 2024 orientation: “I would like to gain skills such as digital skills – familiarise myself with technology, personal admin – learn to be organised in my ECD work, time management… research skills… I am confident that with the support Sivulithuba is giving me, I am going to be a qualified ECCE teacher.” This sentiment captures the transformative journey Sivulithuba enables — from uncertainty to confidence and professional growth.
The model provides a strong foundation for additional RPL and articulation partnerships, widening access for practitioners with different entry profiles.
The Sivulithuba Programme is highly versatile, as it can be adapted to different educational contexts. Its modular structure allows for customization and selective use, enabling tailored support for individual learner needs. The programme is applicable, not only in the context of ECD, but can be adapted to compliment various academic disciplines. Its adaptability extends beyond formal education to lifelong learning, positioning it as a valuable resource for skill enhancement and academic progression across different contexts.
A partnership with government, coupled with self-sustainability initiatives, serves as the cornerstone for realizing the programmes potential to transform ECD education in South Africa. By collaborating closely with governmental entities, advocating for accreditation, proactively exploring registration and TOT charges, and expanding access to the NQF Level 5 qualification, the Sivulithuba collaboration seeks to ensure that the Sivulithuba programme becomes integral to fostering professional development and expanding educational opportunities for all.
