Training & professional development

The Tanzania Para Social Work Program represents a comprehensive workforce development model to strengthen the social welfare system in low-resource countries. The program was developed to equip caregivers and their supervisors with critical knowledge and skills that strengthen their ability to provide care and support to vulnerable children and their families, particularly in communities most affected by HIV/AIDS.

The year-long training program teaches basic social work and child development skills that empower community-based workers and volunteers by improving their ability to identify, assess, engage, and link those in need to existing care and support services.
The intent of the curriculum is to introduce Para Social Workers to the basic concepts, processes, and helping skills that underlie all interventions with children and families, thus providing a foundation for effective intervention with this population. The Para Social Work Program gives community-based workers a basic knowledge of:

• Social work practice;
• Human behavior and development in the social environment, especially focusing on vulnerable children and families; and
• HIV disease including prevention, counseling and testing, treatment access and issues, and related familial, social, and community advocacy.

The emphasis of the program is on skills development. Therefore, theoretical and conceptual material is presented to support its application to working with children and families. Additionally, training methods employed emphasize active, practical skills development and experiential learning. Participants are given numerous opportunities to practice skills presented in the class setting to facilitate their transfer to real-life work with children and families. Participants in the Introduction to the Para Social Work course complete a workbook demonstrating their mastery of the skills included in the curriculum.
This Para Social Work Program includes three stages to achieve basic Para Social Work skills.

There is a broad consensus among researchers, practitioners, and policymakers that the quality of early childhood services – and ultimately the outcomes for children and families – depends on well-educated, experienced and ‘competent’ staff. But what exactly makes a competent early childhood practitioner? How can competence be understood, and its development supported, in the highly complex and demanding field of working professionally with young children, families and communities? What approaches do different countries take, and what lessons can be learnt from practices developed by practitioners, training institutions and policymakers across Europe? This report presents the findings of a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The ‘study on competence requirements in early childhood education and care’ (CoRe) explored conceptualisations of ‘competence’ and professionalism in early childhood practice, and identified systemic conditions for developing, supporting and maintaining competence in all layers of the early childhood system. In the light of the research findings, and intensive consultation with key stakeholders in ECEC in Europe, CoRe has developed policy recommendations, which are also part of this report.

The aim of CoRe is to provide policy-relevant information, advice and case studies with regard to the competences required for the ECEC workforce and how to support competence development from a systemic perspective. In order to achieve its aims, CoRe has conducted original research, reviewed previous work and international literature, and consulted with experts in the field over a period of 15 months. In this report, we present the findings of the different but interrelated strands of this process which underpin the policy recommendations regarding systemic competence development and professionalisation in early childhood education and care in Europe. By providing informed views on the questions at stake we hope to initiate discussion, to provoke new thinking, and to encourage new questions.

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.

Workforce Development Framework (WDF) aims to support states and early childhood programs by providing recommendations from the U.S. Department of Health and Human Services for developing and implementing career pathways to support the professional learning and practice of early childhood educators and program directors.

This statement aims to:

• Raise awareness about the need for career pathways that support and develop the specialized competences and skills of early childhood educators and early childhood program directors;
• Highlight the importance of building a progression of professional development and educational opportunities for the early childhood workforce, making it understandable to all stakeholders as a key strategy to expand high-quality early childhood education for all children from birth;
• Provide recommendations for state agencies to create the policies and resources to provide a career advancement pathway with the meaningful supports needed for individuals in the early care and education field;
• Provide recommendations for early childhood program leaders to support staff and take advantage of professional advancement opportunities; and
• Identify related resources to support states and local programs.
   

Achieving Excellence through Continuing Professional Development: A CPD Framework for Early Childhood Educators provides child care personnel with a structured pathway to develop, update and specialize in knowledge and skills relevant to their profession. It is designed to help child care personnel continue to deliver high quality programs and services to children and families.

Key Data on Early Childhood Education and Care in Europe aims to provide insights into what constitutes high quality early childhood education and care through policy-driven and internationally comparable indicators.

This European Commission report, published jointly by Eurydice and Eurostat, combines statistical data and system level information to describe the structure, organization and funding of early childhood education and care in Europe.

The report covers issues essential to policymakers, such as, access to ECEC, governance, quality assurance, affordability, professionalization of staff, leadership, parent involvement and measures to support disadvantaged children.

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.