Education & Care

White Paper. Pathways to Strengthen the Pre-primary Workforce in Low- and Middle-income Countries

The aim of this paper is to supports the ways countries may go about developing or strengthening their pre-primary workforce. There are multiple pathways to competent and effective workforce that may be relevant to different country context and that may combine different level of qualifications, with training and retention strategies in support of developing adapted career trajectories for pre-primary teachers.


Supporting social and emotional well-being of children in Early Childhood Education and Care through team reflection

These Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with 80 ECEC practitioners with the aim to help them to deal with daily challenges in their practice so they could better support the socio-emotional well-being of children in their care.


resource file: 

Developing Career Pathways for Early Childhood Care and Education Workers

 Developing Career Pathways for Early Childhood Care and Education Workers

There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.


resource file: 

Combining Training with Job Security to Improve the Quality of the Childcare Workforce

Combining Training with Job Security to Improve the Quality of the Childcare Workforce

There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.


resource file: 

Professionalizing the Workforce Supporting Infants and Toddlers from Birth to Three

Professionalizing the Workforce Supporting Infants and Toddlers from Birth to Three

There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.


resource file: 

Bridging Access with Quality: Empowering Kindergarten Teachers with Practical Training to Support Child-Centered Learning

Bridging Access with Quality: Empowering Kindergarten Teachers with Practical Training to Support Child-Centered Learning

There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.


resource file: 

Training Early Childhood Intervention Workers to Close a Workforce Gap

Training Early Childhood Intervention Workers to Close a Workforce Gap

There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.


resource file: 

The Early Years Professionals’ Survey 2019 - Ireland

The Early Years Professionals’ Survey 2019

The Early Years Professionals’ Survey 2019, conducted by SIPTU Big Start Campaign, was carried out to gather information on the attitudes of those employed in the early years sector in relation to their work and involvement in early years settings and changes they thought could be made to improve the sector. Using the 3,200 survey responses this report gives a picture of the attitudes, experiences and expectations of those working in Ireland's early years sector.