A major UK report is calling for all early childhood education staff to be qualified – or working towards qualifications – in a bid to tackle a recruitment and retention crisis and improve quality across the sector.
Led in Scotland by Emeritus Professor Aline-Wendy Dunlop of the University of Strathclyde, the study urges governments across the four nations to introduce minimum qualification standards, clear career pathways and improved pay and status for early years professionals.
Fragmented policy
Funded by the Nuffield Foundation and produced by the charity Early Education, the research draws on literature reviews, international comparisons and insights from more than 80 stakeholders across the UK.
It finds that a fragmented policy approach in all four nations has created ongoing instability in the workforce, threatening the quality of early years education and care.
Emeritus Professor Dunlop said: “Pay parity has become a huge issue in recruiting and retaining educators in the early years. Many people have advanced their qualifications to degree level and beyond, but currently there is little recognition in remuneration and they feel undervalued despite their passion for the work and their commitment to children and families.
“The Early Years Sector in Scotland needs a national pay scale. Pay parity could bring stability to staff teams allowing for capacity building in terms of pedagogical leadership and sustaining and or improving quality of provision and better outcomes for children.”
Shared ambition
Professor Verity Campbell-Barr of the University of Plymouth, the study’s Principal Investigator, said: “While the four nations are starting from different points, we believe the shared ambition should be for a fully graduate-led workforce. In return for upskilling, early years professionals should have access to pay and career progression equivalent to those in primary education.”
Beatrice Merrick, Chief Executive of Early Education, said: “This work reinforces what we already know – that early childhood education demands complex skills and deep knowledge. To attract and retain the right people, we need to reward and recognise their expertise appropriately.”
Eleanor Ireland, Programme Head for Education at the Nuffield Foundation, added: “This report offers a clear, phased roadmap for addressing the systemic issues affecting the early years workforce and ensuring sustainable, high-quality provision.”
Strathclyde offers a Master’s in Education (MEd) in Early Years Pedagogue and a Master’s in Education (MEd) in Early Years Pedagogue reflecting a longstanding commitment to advancing professional practice in the sector to improve outcomes for children and families through high-quality research and education.