3.2 Strengthening the ECD workforce
… one thing is clear: the quality of early childhood services, and ultimately the outcomes for children and families, depend on a well-supported and empowered early childhood workforce.… Data from nearly 80 low- and middle-income countries indicated that, in nearly one-quarter of countries, fewer than half of all pre-primary teachers were trained to national standards” (Ionescu et al., 2016, pp. 46-47).
As we progress through the 21st century, it is very encouraging to see the creation and expansion of many kinds of early childhood programs. However, as programs scale, the focus of investment is often on building facilities and opening new programs while the development of a strong and effective workforce may not get enough attention. The quality of the workforce is the most critical element in determining the quality of programs. In order to have real improvement, policymakers must allocate resources accordingly.
As outlined in this Apolitical analysis, strengthening the early childhood workforce is a major challenge for nearly every country.
On the ground support and mentoring can facilitate the successful employment of local community members, including parents, who may not have educational qualifications. Training initiatives can be directed to local consultants, managers, and professionals who can incorporate knowledge and information about effective early childhood education programs taking into account local contexts. Flexible delivery of in-service training can use local and international expertise to evolve delivery approaches that accommodate the daily work and family demands of professionals and managers.
Skilled educators are often in short supply. In the following video, Caroline Arnold, former director of education for the Aga Khan Foundation, describes the value of practical hands-on training for educators who are working in home-based and centre-based early childhood programs. Known as mentoring, skilled, and experienced educators can are able to demonstrate effective strategies that support early learning. Novice educators are able to learn-by-doing.
Are you aware of any mentoring programs for educators in your area?
How could a resource centre or strong ECD program use a trained educator to support novice educators work with young children
The Jamaica Home Visiting Program is an oft-cited example of an intervention with lasting positive effects on the children involved (Hamadani et al, 2019; McGregor & Smith, 2016). In the next two clips, Dr. Susan Walker, director of the Caribbean Institute for Health Research at the University of the West Indies, discusses a project in which they are supporting scaling but using videos for workforce training.
Walker goes on to discuss some issues around managing quality.
In the next clip, listen to Najma Rashid, Aga Khan Foundation, describe some of the long-term benefits and sustainability for a community when its members are trained and supported in programs for young children.
In the next two videos, listen as Amina Mwitu, program director for the Madrasa Early Childhood Program in Kenya, describes the teacher training, which includes mentoring that is implemented through the Madrasa Early Childhood Program, and hear the benefits for both teachers and children.
Based on Walker, Rashid, and Mwitu’s comments, how important would you say it is to have teacher training standards?
What might be some of the major challenges in providing quality training?
How might the benefits of extensive, high-quality training extend beyond the programs themselves?
The Early Childhood Workforce Initiative, a partnership between the International Step by Step Association (ISSA) and Results for Development describes itself as “…a global, multi-sectoral effort to produce new knowledge and equip decision-makers with tools and resources to support the development of a quality early childhood workforce at scale” (ISSA, n.d.).
The group’s stated aims are to strengthen competencies and standards, expand training and professional development, strengthen mentoring and monitoring and improve recognition of the profession. These areas of focus are described in the following reading.
Of these goals, which apply most to your context?
Have conditions for the ECD Workforce improved in the last few years? Why or why not?
How is the early childhood profession viewed by the public?
Their website serves as a knowledge hub and contains a wealth of current information with examples from different countries including studies of the early childhood workforces in Peru, South Africa, and Ukraine.
The final two readings on this page, by Neuman and Roland of Results for Development, continue the conversation about strengthening the ECD Workforce. The first compares workforce challenges in Peru, South Africa, and Ukraine while the second addresses the significant challenge of convincing policymakers to adequately fund a qualified early childhood workforce.
New America has developed an excellent multimedia guidebook based on the report Transforming the workforce for children birth through age 8 produced by the National Academy of Medicine in the United States.
The next reading briefly describes the original report.
