Policies to Improve Quality
When asked what government policies, if any, should be changed or added to improve ECE in the next 10 years, 307 respondents made suggestions for change. These addressed three areas: regulations, funding policies and other government policies.
Regulations
77 responses (20% of all responses) identified the need for improved regulations in the area of staffing ratios and group size. This was one view:
Total group sizes should not exceed 30 for over 3 year olds. Infants and toddlers not more than 9 to a group. The group size for children between 2 and 3 years needs to be a special size, less than the 30 for 3 year olds. (267)
72 responses (18%) recommended that regulations should require all educators to be trained or qualified, or in the process of training or becoming qualified. This view was expressed in one submission:
Regulation changes should include . . . . well-monitored and accredited pre-service and professional development provision. (163)
48 responses (12%) wanted regulation changes to ensure that planning, assessment and/or evaluation happens.
Other suggestions for changes to regulations made by more than 5% of respondents were also concerned with having registered teachers 29 (7%), and having regulations that recognise that quality is also to be found in parent-staffed centres 27 (7%).
Funding policies
The most frequent suggestion for changes to funding policies was that funding should be increased. 120 responses (31%) of the total made this recommendation. Here is one argument put forward for increasing funding:
Quality education requires adequate, stress-free funding (not what we have now) to enable qualified teachers to provide nurturing, stimulating creative environments. (95)
The second most frequent suggestion made by 48 responses (12%) was for changes to the bulk funding model. Here is one expression of this view:
If the MoE paid salary and wages to centre staff centres wouldn't have to charge parents high fees. (396)
Other suggestions proposed by more than 5% of respondents included opening up Rate 3 to all ECS 36 (9%); revising discretionary grants scheme criteria 33 (8%); giving incentives for qualified staff 29 (7%); and revising the access to Rate 2 23 (6%).
Other government policies
82 responses (21%) mentioned the need for pay parity in ECE. This submission was in favour of pay parity:
Pay parity for all early childhood educators with Diploma of Teaching qualification. We are delighted to see this is already underway with the staged progress of the Collective Kindergarten Teachers Award. (206)
The need for improvements to teacher education were mentioned in 71 submissions (18%). The need for quality pre-service training is highlighted in this comment.
The professional qualification of early childhood diploma should be offered only by quality providers. This qualification should be recognised and valued and the people working in early childhood should be paid a decent wage for the work they do. (44)
The importance of professional development was another issue that emerged as important in 57 submissions (15%). Here is one suggestion for improvement:
An improvement would be to ensure that all centres get professional development - this would mean more funding. (224)
The need for policies to support research in ECE was identified by 32 (8%) of responses.
The other government policy issues noted by more than 6% of respondents was the value of linking health services to ECE provision.