BackgroundAlthough women working in the informal economy are a large and vulnerable group, little is known about infant feeding and childcare practices among these women. The aim of this study was to explore childcare practices among mothers in informal work.MethodsA cross-sectional survey among mothers with children aged < 2 years working in the informal economy in an urban and a rural site in KwaZulu-Natal, South Africa. Participants were selected using purposive and snowball sampling.ResultsA total of 247 interviews were conducted with 170 informal traders and 77 domestic workers. Most mothers lived with their child (225/247, 91.1%), had initiated breastfeeding (208/247; 84.2%) and many were still breastfeeding (112/247; 45.3%). Among 96 mothers who had stopped breastfeeding, the most common reason was returning to work (34/96; 35.4%). Many mothers relied on family members, particularly grandmothers, to care for their child while they were working (103/247, 41.7%) but some mothers took their child with them to work (70/247; 28.1%). Few fathers participated in the care of their child: 54 mothers (21.9%) reported that the father had ever looked after the child while she was away from home. Domestic workers were less likely than informal traders to take their child to work (p = 0.038).Women reported receiving a salary from an informal employer (119), or being own-account workers (120) or being unpaid/paid in kind (8). Most participants were in stable work (> 4 years) with regular working hours, but received very low pay. Domestic workers were more likely than informal traders to have regular working hours (p = 0.004), and to be earning >$240 per month (p = 0.003). Mothers reported high levels of food insecurity for themselves and their child: 153 mothers (61.9%) reported having missed a meal in the past month due to lack of resources to buy food, and 88 (35.6%) mothers reported that their child had missed a meal for this reason.ConclusionThis study provides a preliminary description of informal women workers who, despite having stable work, are vulnerable, low paid and food insecure. These women may require support to provide optimal childcare and nutrition for their children.

BackgroundStrong management skills are key to improving performance of health systems. Action learning, a technique to develop management skills, has been used successfully with health managers but not usually among lower level managers or in low and middle-income countries (LMICs).MethodsThis study uses a qualitative approach to explore experiences, successes and challenges of using an action learning approach to improve skills of managers in neonatal units in KwaZulu-Natal (KZN), South Africa. Eight action learning groups were convened with neonatal unit managers from all 39 district hospitals in KZN, each group had 4–6 participants. Meetings were conducted by a facilitator trained in action learning techniques, and groups met a minimum of ten times over a one-year period. After completion of the intervention, 14 in-depth interviews were conducted with purposively selected action learning participants. Data was transcribed and analysed using framework analysis.ResultsNeonatal unit managers found that action learning generated a sense of empowerment in their abilities, trust and confidence among participants was nurtured, problem solving and critical thinking skills were developed, and a continuous support system was created. The action learning process led to several positive changes in neonatal units, which enhanced the quality of care for patients. A number of challenges were also identified, mainly relating to administrative issues such as the provision of a skilled facilitator, permission to attend action learning meetings and logistical issues, including transport and other financial implications.ConclusionsThis paper illustrates that action learning can be an effective and practical method to support public health workers to manage their health units despite the challenges associated with the method. Time, energy and financial resources used to facilitate action learning for this cadre of health workers is rewarded by improved skills of managers and better quality of care for patients.