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Government sectors responsible for early childhood development (ECD) often have competing priorities and obligations which manifest through fragmentation, silo conflicts, and power dynamics, thus failing to implement ECD policies in South Africa effectively. This article aims to provide a framework for strengthening the implementation of ECD policies to enhance quality early childhood care and education (ECCE) in the Gauteng province of South Africa. Using a qualitative approach within an interpretive paradigm, data was obtained through open-ended semi-structured interviews, observations, and field notes. Key stakeholders, including ECD managers, practitioners, and education officials, were purposely sampled. The conceptual lens was used for exploring the current implementation of ECD policies at the systems level in the theoretical framework. The findings revealed communication and information blockages at the level of national, provincial, and district offices. As a result, ECD centers were left uninformed of the new policies and frameworks for implementation. A framework that stipulates standardized training for the Department of Education officials, support for ECD principals, managers, and practitioners, and open communication through bi-annual conferences and monthly community of practice (CoP) virtual meetings will ensure that policies are implemented and that quality ECD education is achievable in South Africa. |
