Policy document

This report focuses on strengthening systems that support professional development as a critical task for the early childhood development field. The report advocates for an integrated professional development system that:

• Fully incorporates infant-toddler workforce preparation and ongoing professional development based on widely accepted, evidence-based competencies;
• Is aligned with and articulates into college degree programs;
• Includes alterative pathways to credentials;
• Connects the various service delivery program types;
• Provides appropriate compensation.

The report defines an early childhood professional development system that includes the infant-toddler workforce, highlights the six essential policy areas that need to be addressed and shares policy recommendations in context.

Zero to Three

2012

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

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.
   

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.