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ECE Special Report - Quality at Risk
ECE Special Report - Quality at Risk
ECE Special Report - Quality at Risk
Background
Although kindergartens have always had a tradition of qualified teachers, the proportion
of qualified teachers in the rest of the sector has varied widely. In recent years, this
has changed markedly, with targets introduced as part of the 10-year strategic plan,
Pathways to the Future - Ngā Huarahi Arataki.
In the space of just eight years, the number of teachers qualifying increased significantly
as the sector responded enthusiastically to the concept of improving quality for children.
While at first there was opposition from many private operators to the idea of employing
qualified teachers - who expected to be paid more - a new funding system which
recognised these additional costs put paid to some of those concerns.
At the same time, there was growing awareness and acceptance both within the sector
and within the community, particularly among parents, about the importance of quality
and the relationship with qualified teachers.
From January 2005, every service had to be led by a “person responsible” who was
qualified. From 2008, every service had to have half the regulated positions filled by
qualified teachers. From 2010, that proportion was to jump to 80%.
However, the election of a new government signalled a change of direction. In October
2009, the government announced that the 80% target was to be deferred to 2012, and
the 100% target was to be abandoned.
This followed a string of other decisions impacting on quality, including the dropping of
proposed slight improvements to ratios, a reduction in new regulatory requirements,
and cuts to professional development funding and to the Discretionary Grants Scheme
(which helps establish or expand new community-based services).
Conclusion
NZEI Te Riu Roa as the voice of teachers and support staff in early childhood education
continues to advocate for quality ECE and the funding that supports this.
New Zealand has been held up around the world as an example of progress with its move
towards an integrated teaching profession, with 100% qualified registered teachers.
Since 2002, we have been on a journey towards goals shared with the sector around
quality, participation and collaboration. We have supported an increasing number of
teachers to qualify each year. We have gained pay parity for kindergarten teachers,
and moved towards parity in the rest of the sector. We have advocated for, and won,
conditions that support a professional teaching workforce. We have accommodated rapid
expansion in the sector, encouraged greater participation, and increasingly collaborated
with professional colleagues to share best practice and research.
All these gains must not be undermined by a return to the mentality of the sector as simply
caring for children. As a recent UNICEF report says, the idea that younger children need
teachers with a lesser level of qualifications is “dangerously out of date”.
References
Carr, M. & Mitchell, L. (2010). Qualified teachers in early childhood centres: do we
need them? (Discussion Paper). Hamilton, New Zealand: University of Waikato, Faculty
of Education.
May, H., Smith, A. & Carr, M. (2010, April 30). Families should beware of the erosion of
quality in early childhood education, according to three professors of education. [Press
Release]
Mitchell, L. (2004, March). Putting children first: a well qualified early childhood
teaching workforce. Ray of Hope: The Littlies Lobby Newsletter, 2-3.
UNICEF Innocenti Research Centre. (2008). The child care transition: A league table of
education in economically advanced countries. Retrieved August 6, 2010, from: http://
www.unicef-irc.org/