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Best Practices in ECE Development: In this series, early childhood officials from various provinces shared promising initiatives aimed at supporting the early childhood education workforce and expanding access to child care.

Tracking changes in the ECE delivery. The UK model
Kerry McCuaig, Fellow in Early Childhood Policy, Atkinson Centre/OISE.

An overview of how the UK provides annual updates on ECE access and workforce changes.

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Best Practices in ECE Development: In this series, early childhood officials from various provinces shared promising initiatives aimed at supporting the early childhood education workforce and expanding access to child care.

Tracking changes in the ECE delivery. The UK model
Kerry McCuaig, Fellow in Early Childhood Policy, Atkinson Centre/OISE.

Excerpt: "La penurie d'educateurs de la petite enfance (EPE) qualifies a freine les efforts d'expansion des places dans le cadre du systeme pancanadien d'apprentissage de la petite enfance et de garde des jeunes enfants (système d'AGJE). Cette pénurie d'educateurs a incite certains decideurs politiques de l'Ontario a chercher des raccourcis, notamment a remettre en question la necessite d'un diplôme de deux ans pour être admissible comme educateur de la petite enfance. La reduction des qualifications des éducateurs ou d'autres stratégies de déqualification, comme l'augmentation des ratios, ne sont pas des solutions."

The shortage of qualified early childhood educators (ECEs) has stifled space expansion efforts under the Canada-Wide Early Learning and Child Care (CWELCC) plan. This scarcity of educators has caused some Ontario policymakers to look for shortcuts, including questioning the need for a two-year diploma to qualify as an ECE. Reducing educator qualifications or other de-qualification strategies, such as increasing ratios, are not solutions. ECEs are critical to positive child and family outcomes and are the foundation of a high-quality early learning and child care system.

Excerpt: "The shortage of qualified early childhood educators (ECEs) has stifled space expansion efforts under the Canada-Wide Early Learning and Child Care (CWELCC) plan. This scarcity of educators has caused some Ontario policymakers to look for shortcuts, including questioning the need for a two-year diploma to qualify as an ECE. Reducing educator qualifications or other de-qualification strategies, such as increasing ratios, are not solutions. ECEs are critical to positive child and family outcomes and are the foundation of a high-quality early learning and child care system."

Excerpt: "La penurie d'educateurs de la petite enfance (EPE) qualifies a freine les efforts d'expansion des places dans le cadre du systeme pancanadien d'apprentissage de la petite enfance et de garde des jeunes enfants (système d'AGJE). Cette pénurie d'educateurs a incite certains decideurs politiques de l'Ontario a chercher des raccourcis, notamment a remettre en question la necessite d'un diplôme de deux ans pour être admissible comme educateur de la petite enfance. La reduction des qualifications des éducateurs ou d'autres stratégies de déqualification, comme l'augmentation des ratios, ne sont pas des solutions."

Excerpt: "The project, Anishnawbek Cultural Values and Well-being Based Early Childhood Development, will work to engage children in the community to learn Anishnawbek culture, laws, language and traditions from Elders and traditional knowledge keepers as part of their early childhood development. Moreover, it will advance the vision and goals of the Indigenous Early Learning and Child Care Framework by: developing a vision or framework for a high-quality, culturally appropriate early learning and child care system in an Indigenous context; building and strengthening local Indigenous early learning and child care licensing rules and procedures; supporting ongoing education and training for Indigenous early learning and child care leaders, management and staff; and/or creating new tools, curriculum or training to support Indigenous early learning and child care staff working with children with special needs."

Excerpt: "The world is witnessing some of the highest levels of conflict in decades, with more than 110 armed conflicts occurring across Africa, the Middle East, Asia, Latin America and Europe. The impact of these wars on children is vast and multifaceted. The trauma inflicted is enduring and will shape the rest of their lives — and by extension, the societies in which they, and we live. As researchers who study how public policies can intervene to reduce adverse outcomes for children, we contend that wars are not bound by geography. Airstrikes terrorize children in conflict zones, while those living in the nations involved in these conflicts also experience trauma in the form of poverty, neglect, and discrimination."