Recognition of the profession

This document focuses upon the situation of orphaned and vulnerable children (OVC) in Tanzania and describes the current status of Social Welfare Workforce Strengthening for OVC in the country. The report provides an overview of: 1) Tanzania’s social welfare system and how it supports OVC, 2) the social welfare workforce for OVC, 3) the challenges faced by the workforce for OVC, and 4) the efforts to address those challenges. The report concludes with links to two tools to support these efforts: a guide for assessing the public sector workforce and a training manual for workers supporting OVC.

The aim of this study is to inform stakeholders about the opportunities for and constraints on building the social work workforce within the child welfare sector in Africa. Based on principles and practices of family-centered, community-based social work practice for orphans and vulnerable children (OVC), this report analyzes the capacity of the child welfare workforce and the education and training of social workers in Africa within the framework of African child welfare policies. Opportunities and constraints of the child welfare workforce in Africa are identified based on the a four-pillar framework that includes: 1) Policy and Legal Framework; 2) Child Welfare Service Models and the Practice Environment; 3) Education and Training; and 4) Outcomes and Performance Measures. One observation that underscores all the other observations and findings is that there exists a historically rich social work profession in Africa that was built on a community ideology and focused on meeting the needs of vulnerable children and families, especially those living in poverty. The loss of community in social work methods, the lack of indigenous knowledge and the underdevelopment of the profession, and the need to build the capacity of child welfare and social work education systems in Africa are consistent themes in this analysis. Results highlight that strengthening child welfare systems necessitates an approach that connects laws, policies, the child welfare practice environment, workforce capacity (including education and training), and defined outcome measures and data collection systems.

This background paper highlights the importance of early childhood development and presents ECE data on demand, enrolments and national policies. It also discusses the important role of pre-primary/early childhood education and the complexities of the teaching profession. Special emphasis is given into the professionalization of the field and examples in the following fields: 1) the roles and responsibilities of government bodies, employer organizations, trade unions and civil society groups; 2) ECE content: Curricula and teaching methods; 3) ECE financing; 4) Preparation for the profession; 5) Recruitment, deployment and retention; 6) Professional and career development; 7) Employment terms and conditions; 8) Learning and teaching conditions; 9) Evaluating ECE personnel; and 10) ECE governance and social dialogue.

Drawing on the analysis of those factors, a variety of recommendations in line with the 1966 ILO/UNESCO Recommendation concerning the Status of Teachers, as well as the ILO guidelines, have been suggested, which should be put in place by governments and other providers of early childhood education to enhance the professionalization of – and improve the working conditions of – ECE personnel.

The focus of this report is on the impact of the working conditions and continuous professional development (CPD) of the workforce in the field of early childhood education and care (ECEC) on the quality of the services provided and, in particular, on the outcomes for children. The report reviews research evidence from all 28 EU Member States, including both English and non-English language studies. The aim is to identify how the training and development of ECEC workers who operate in a range of settings might be tailored to most effectively improve the quality of the care and education services available for children below primary-school age in EU Member States. The review establishes what are known to be, on the basis of available research evidence, the links between CPD interventions, working conditions and outcomes for children. In so doing, it aims to inform policymakers’ decisions on effective strategies for sustaining the quality of ECEC through investment in its workforce. The evidence points to critical factors in CPD intervention.

The Early Learning and Childcare workforce (ELC) and Out of School Care (OSC) workforce have long been recognised as diverse and disparate. Within such diverse provision there are major differences in work environments, qualifications, recruitment, retention and staff progression routes.

This Review is informed by:

• Evidence gathered during focus groups and discussions with practitioners and key stakeholder institutions and bodies
• Visits made to schools and ELC and OSC settings
• Information gathered though two online consultations
• Meetings with the Early Years Division and other Government officials
• Consultation with the Core Reference Group of stakeholders

In addition, it has considered, and built upon, previous research, developments and policies both within and beyond Scotland. These provide an evidence base against which comparisons have been made of current Scottish processes and practices related to the workforces.

The purpose of this Review is to identify and make recommendations on how the skills, qualifications and training of staff working within the early learning and childcare and out of school care sectors, from birth to age 14, can contribute to improved outcomes for children, help to reduce social inequality and close the attainment gap, based on the evidence gathered in the course of the Review and wider research evidence.

This Review’s proposals are radical and wide-ranging. They are inter-related and should be seen as an integrated set – and not separately. They build on the many existing strengths of the ELC and OSC
sector within Scotland. They aim to support both a vision for the future and a coherent and manageable means for realising that vision.

The purpose of this review is to:

• review the progress of the ECEC sector towards meeting the qualification requirements of the NQF that came into effect from 1 January 2014, particularly in relation to Early Childhood Teachers (ECTs) and rural and remote workforces
• identify areas which require further attention so additional support can be provided.

According to the report, although progress has been achieved, there are still challenged, across seven themes, that need to be addressed in order to further improve the ability of the sector to meet the NQF qualification requirements. Those challenges evolve around the following topics: 1) challenges in gaining qualifications: New entrants to the ECEC sector; 2) challenges in gaining qualifications: Up-skilling the existing workforce; 3) workforce challenges for ECEC services (including attracting and retaining staff); and 4) challenges for interpretation and application of NQF qualification requirements.