Abstract
This study aimed to examine collaboration between universities and
government in promoting Childhood Education (CE), using the Funda Ujabule
School Model as a case study. The focus was on understanding how this
partnership supports quality Childhood Education guided by the Triple Helix
framework of university–government–community collaboration. Although the
study sought to examine how the school promotes Childhood Education,
findings revealed that Funda Ujabule represents a unique and innovative model
in the South African context.
The study investigated the processes, challenges, and strategies involved in
implementing the Funda Ujabule model as a Teaching School. Participants
included Faculty members from the University of Johannesburg (UJ), school
management team members, departmental officials, community members,
together with the school governing body, teachers, and fourth-year education
students purposively selected for their direct involvement in mentoring,
observing, and supporting childhood programs. Data was collected through
interviews, observations, and document analysis, ensuring triangulation and
rich insights into collaborative practices.
Findings revealed four key themes: the nature of the collaboration, its
operational aspects, challenges encountered during the collaboration, and
strategies to enhance it. The study revealed that while collaboration has a
positive influence on teaching practices, community constraints, such as work
overload, limited resources, and communication gaps, persist. These findings
highlight the potential of the Funda Ujabule School Model as an innovative
approach for sustainable and effective university–government collaboration in
CE.