Recognition of the profession

Early Years Workforce Strategy is the early childhood education and care workforce strategy for Australia from 2012 through 2016. It sets out a vision agreed upon by Australian governments, which aims to build and support the early childhood education and care profession. The strategy aims to guide governments, as well as the sector as a whole, to: deliver a sustainable, highly qualified and professional workforce; foster a flexible and responsive workforce capable of identifying and delivering services in response to the needs of children and families; and support ECEC staff to work in a more integrated way with the broader early childhood development (ECD) workforce including the range of professionals that work with children and their families across health and family services. The following five priority areas have been identified as essential components of achieving a sustainable and highly qualified ECEC workforce: 1) a professional workforce; 2) a growing workforce; 3) a qualified workforce; 4) a responsive workforce; and 5) a collaborative workforce.

The strategy which builds on 2009’s Investing in the Early Years –A National Early Childhood Development Strategy, reflects a commitment by governments to address the immediate priorities for the ECEC workforce, and at the same time working towards a long-term broader strategy for the workforce with a focus on supporting more integrated ways of working across the ECD sector.

Commissioned By:
Standing Council on School Education and Early Childhood

2012

This up to date text is suitable for students on all early years and early childhood courses as well as interested practitioners. It looks at the current structure of the early childhood education and care (ECEC) workforce in different countries, each of which represents a distinct philosophical tradition, tracing what has shaped this structure and examining how politics and policy have moulded the workforce over time. Each chapter analyses historical, philosophical and political developments in the respective country and looks at key theorists, the concepts of childhood that have shaped the workforce and the pedagogical approach. The unique aspects of each country are highlighted along with a consideration of what the future might hold for the workforce. Students and practitioners will achieve a more critical understanding of current practice and the beliefs which underpin particular pedagogical approaches while being encouraged to question their own values and practice.

This study consolidates the evidence base across the EU28 regarding the diversity of the teaching workforce with regard to migrant and/or minority background. Increasing diversity within the teaching profession is one potential response to the evolving needs of an increasingly multicultural learner population. In particular, the study has: identified and analysed the existing statistical data on the current diversity of the teaching workforce; explored the prevalence of the different barriers to teacher diversity; mapped the policies and initiatives implemented; and, examined the evidence on the effectiveness of the policies. To do so, the study methodology comprised: a literature review drawing on both European and international research; primary research with national experts for the compilation of 28 country profiles; ten in-depth cases studies of policies/initiatives promoting teacher diversity; a comparative analysis of findings; a virtual Policy Delphi; and, two high-level diversity expert seminars. In this executive summary, we set out the main findings and recommendations emerging from the research.

SEAMEO INNOTECH has prioritized Early Childhood Care and Development (ECCD) in Southeast Asia as one of its programmatic areas to support universalization of ECCD in the region. As part of its research agenda, the Center has completed an investigation of the ECCD quality assurancepolicies, mechanisms and models being implemented by SEAMEO member countries. Out of the 11 SEAMEO member countries, ten participated in the study. Data collected from these countries were analyzed to generate a regional ECCD quality assurance profile. SEAMEO INNOTECH is now pleased to share these findings in this latest publication.

The current publication discusses the current and depth of these ECCD policies, mechanisms and models as well as issues and challenges that still need to be addressed by SEAMEO member countries.

One major finding of the study shows that although there are ECCD policies and standards already in place in most SEAMEO member states, there is an absence of explicit ECCD quality assurance frameworks that could serve as an anchor for a holistic ECCD program. Because of this absence, most ECCD policies and standards in Southeast Asia are limited to qualifications of pre-school heads and teachers, early learning curricula, and requirements of physical facilities.

It is hoped that this publication will support SEAMEO member countries in their efforts to act on strengthening their ECCD policies and standards and formulating a comprehensive and holistic ECCD quality assurance framework that would consider the varied needs of pre-school children.

This report summarizes the analysis of major issues affecting the status of teaching personnel worldwide at all levels of education by the 12th Session of the Joint ILO–UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (the Joint Committee), held in Paris on 20–24 April 2015. Composed of independent education experts from around the world, the 12th Session of the Joint Committee examined a number of urgent issues affecting teaching personnel, including quality teaching in higher education, professionalization of early childhood education personnel, changing employment relationships in teaching, the impact of digital technologies, and social dialogue. The Joint Committee also examined a number of allegations from teacher unions regarding the application of the Recommendations. The report of this session contains recommendations to the Governing Body of the ILO and to the Executive Board of UNESCO, and through them to governments, employers’ and workers’ organizations of their member States, on how to improve the condition of the teaching profession within their respective mandates, using the two Recommendations as guidelines. The recommendations of the Joint Committee are nonbinding, being intended to guide the actions of national authorities, employers’ and workers’ organizations and other education stakeholders.

ILO and UNESCO

2015

Southeast Asian Guidelines for Early Childhood Teacher Development and Management focuses on recommendations based on both regional and international experiences concerning how to best manage and further enhance the quality of early childhood teachers in terms of the following aspects:

• recruitment to the profession,
• pre-service education,
• certification, deployment,
• continuing professional assessment and development,
• career progression, and
• working conditions and environments.
• These guidelines aim to aid relevant ministries and agencies in the professionalization of early childhood teachers and the promotion of better working conditions.​

SEAMEO

2016

This report is an important contribution to the Women at Work Centenary Initiative. It gives a picture of where women stand today and how they have progressed in the world of work over the last 20 years, and of the root causes of inequalities and how they should be tackled based on what works and the guidance provided by international labour standards. It shows that, despite some encouraging advances, major gender gaps at work remain. Increasing gender parity in educational attainment does not prevent women from being concentrated in middle to lower-paid occupations that reflect traditional gender stereotypes and beliefs about women’s and men’s aspirations and capabilities. While sectoral and occupational segregation and differences in working time contribute to the gender wage gap, the report turns the spotlight on the role of the discrimination that further exacerbates labour market inequalities, including the persistent differences in access to social protection between women and men. The report also discusses the extent to which measures to recognize, reduce and redistribute unpaid household and care work in families and societies affect women’s access to quality work and social protection. It shows how work-family policies aligned with international labour standards can help to remedy inequalities and to transform the gender-based division of labour at home.

The report aspires to support a renewed and reinforced global commitment towards gender equality at work, as part of the 2030 Agenda for Sustainable Development. It is also hoped that the report will be of use to ILO constituents in their efforts to identify, in their specific contexts, the policies that are most conducive to the attainment of substantive equality between women and men, combining increased economic growth with decreased income inequality.

International Labor Organization

2016

This report discusses the importance of supporting the early learning workforce – nearly a totality of whom are women – not only to improve the quality of early learning programs, but also to ensure fair pay so that they can support their own families. The report discusses how high-quality early learning matters for healthy child development and how the wage gap undermines children’s outcomes. It presents data on workforce earnings across states, as well as relevant state demographics and the recent federal efforts to support the early childhood workforce.

U.S. Department of Health and Human Services U.S. Department of Education

2016

This literature review of national and international surveys of early childhood care and education (ECCE) provision and the teaching workforce was commissioned by UNESCO to inform the development of survey instrument and methodology for the Survey of Teachers in Pre-Primary Education (STEPP) project (May 2015–December 2017). The key tasks set by UNESCO were to:

1. Provide an analysis of the purpose, scope, content, target population/ institution, sampling procedure and sample size of relevant international and national surveys, including the kinds of constructs and indicators/variables included;
2. Identify lessons from the implementation of relevant international and national surveys, from which the project can learn;
3. Provide recommendations to the Project

The main purpose of the surveys was to make visible information about the teacher workforce in order to analyse and compare policy, to highlight issues that might be supported by policy and practice and to make plans within countries to enhance the teacher workforce. Survey information can also generate theoretical understanding by enabling relationships between variables to be examined.
The report presents lessons learnt from the implementation of the surveys as well as recommendations for future research.