E AR L Y
words Vol. 6 No. 3
In this edition
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Getting the Government’s “tick of approval” IEUA-QNT requests QKFS review
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Productivity Commission report into ECE workforce
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Inadequacies rampant in the QKFS
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ECE members in action Member Snapshot: Debbie Brown
September 2011
The newsletter for the Early Childhood Education sector
Becoming an “approved kindergarten provider” IEUA-QNT recommends all kindergartens attain the Queensland Government’s “tick of approval” Under the new Queensland Kindergarten Funding Scheme (QKFS), all funded kindergarten providers must attain “approved” status from the Queensland Government by January 1, 2012. A kindergarten which is “approved” is also eligible to use the Queensland Government’s “tick of approval” in its marketing. Approved kindergartens that qualify to receive additional loading (e.g. the 50 per cent loading for remote areas or the 25 per cent loading for low socio-economic areas) may receive a higher level of funding under the new formula than under ‘legacy’ funding. IEUA-QNT therefore recommends that all kindergartens apply for “approved” status. There are several criteria that kindergartens must meet in order to be “approved”. According to the Department of Education and Training’s Office for Early Childhood Education and Care, an approved kindergarten must: • hold a current Queensland Licence for a Centre Based Child Care Service under the Queensland Child Care Act 2002 • hold an appropriate public liability insurance of at least $10 million • demonstrate that the fee structure is not a barrier to access • offer a learning program that: • is provided for children in the year prior to Prep for at least 15 hours per week and 40 weeks per year • is aligned with the Queensland Kindergarten Learning Guideline or an education program accredited by the Queensland Studies Authority • is delivered by an early childhood education teacher who meets the reformed qualification criteria Legacy funded centres yet to implement a “15 hour” program should also apply to gain “approval” status. To gain approval
these centres must demonstrate that they will meet the new QKFS program duration criteria by January 2012. Kindergartens can apply for approval through the Department’s website at http://deta.qld.gov.au/earlychildhood.
Registering with a Central Governing Body (CGB) This is an essential step for kindergartens wishing to become “approved”. The Queensland Government has nominated five organisations to act as CGBs. These organisations are intended to provide support to kindergartens as they transition to the new QKFS. The five CGBs are: • C&K phone: 3552 5333, email: cgb@candk.asn.au • Independent Schools Queensland phone: 3228 1515, email: isqcgb@aisq.qld.edu.au • Queensland Catholic Education Commission phone: 3336 9310, email: cgb@qcec.catholic.edu.au • Queensland Lutheran Early Childhood Services phone: 3511 4079, email: admin@qlecs.org.au • The Gowrie (Qld) Inc phone: 3252 2667, email: jane. bourne@ladygowrie.com.au Central Governing Bodies will act to ensure that kindergartens continue to meet with the Government’s “tick of approval” conditions. Kindergartens must notify the Department of Education and Training as soon as a service agreement has been signed with a CGB.
IEUA-QNT Requests Review of Kindergarten Funding Scheme IEUA-QNT has formally requested the Queensland Government that the adequacy of funding provided by the Queensland Kindergarten Funding Scheme (QKFS) be reviewed. The review, if it is carried out, will be conducted by a working group which includes employee and employer representatives, and the various Central Governing Bodies as outlined above. Our union has questioned the adequacy of the QKFS since the scheme was first announced (see page three for a further analysis). IEUA-QNT will keep our members updated in relation to this issue.
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Productivity Commission Draft Report into ECE Workforce
Key Findings
The Productivity Commission has made a draft report regarding the workforces of the Early Childhood Education (ECE) sector available to the public. The recently released draft report outlines the implications of the extensive agreed Government reforms within the ECE sector. The report considers the current and future demands on the ECE workforce, the skills employees will require to meet new regulations, and the necessity of professional development planning. Questions are raised over the viability of the Government’s “15 hour” kindergarten scheme. The report states that “achieving this goal will require a considerable increase in…attendance rates and the number of hours…offered” (page xxiv).
Implementing the lengthened kindergarten program will also be complicated by the need for additional staff with higher average levels of qualification, meaning that the cost of kindergarten services will increase considerably. Workforce supply, in the short term at least, will be unable to meet with demand. Another key issue for the ECE sector is the recruitment and retention of staff, as employees in the sector have long been affected by low wages and poor conditions. If the sector is to attract and retain its workforce, providing aboveaward wages is the only way to do so. The strategy of making training accessible and affordable is, according to the report, “not… adequate to stimulate supply sufficiently to meet demand...” (page xxviii). The changing standards, including the guidelines surrounding staff qualifications and program duration, will also mean that many kindergartens will be unable to increase wages without increasing fees. The increased demand for qualified ECE workers will require a large amount of training to be delivered in a short amount of time. This issue highlights the need for professional development programs to help ECE staff meet the new standards. This is particularly pertinent to rural and remote areas that already have severe issues in attracting and retaining staff. The draft report is accessible via the Productivity Commission’s website. The final report on the Early Childhood Development Workforce will be delivered in October.
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The report highlights several important implications for employees within the ECE sector: •
In order to meet targets, additional ECE workers will be required
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The sector has a systemic deficiency in recruiting and retaining staff
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The average level of worker qualifications will need to increase
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The wages of workers are expected to rise as a result of the above factors
Professional development training is essential to ensuring that ECE staff can meet with the changing qualification standards
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In order to lure appropriately qualified teachers, wages must match those of primary school teachers
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It is likely to be some time before employee demand is met
The costs arising from increased staff labour will be shared by governments, but will most visibly be passed onto parents through higher fees
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Government timelines for reform are potentially overambitious
Parents under financial pressure will likely reduce their children’s participation in ECE programs due to cost increases
What the report means for our members The Productivity Commission’s report highlights yet again that employees in the ECE sector are undervalued for the extensive work that they perform. The cost impact of Government requirements has clearly not been factored into the funding provided. Expecting parents to shoulder these additional costs will work against the goal of higher participation in kindergarten education. Negotiating a contemporary federal agreement through collective bargaining is essential to ensuring that your wages and conditions are protected. IEUA-QNT members have called on the Queensland Government to show their support for the value of early childhood education through the action of appropriate funding. Please visit the IEUA-QNT website at www.qieu.asn.au/912.html to access a sample letter to the Queensland Minister for Education which calls for adequate funding.
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Inadequacies Rampant in Kindergarten Funding Scheme O . ur union has requested a review of the Queensland Kindergarten Funding Scheme (QKFS) as the proposed level of funding is inadequate for the overwhelming majority of kindergartens. Most community kindergartens (those not receiving an additional loading) are set to be burdened with a funding shortfall that equates to $400 per child per year. As a result many kindergartens will be placed beyond the financial means of some families. The situation is exacerbated by seemingly illogical decisions regarding the locations of new kindergartens, which will weaken numbers within existing kindergartens and potentially result in redundancies. Recent area meetings held throughout Queensland were utilised as an opportunity to inform IEUA-QNT early childhood education members about the current changes affecting community kindergartens, including the importance of ensuring all centres had a contemporary collective agreement. IEUA-QNT Senior Industrial Officer John Spriggs said kindergarten teachers already suffer the largest workload of a teacher in an educational setting in Queensland, with 27.5 contact hours per week.
Shortcomings in the “15 hour” model The key issue with the QKFS is the erroneous decision not to take the costs associated with the introduction of the 15 hour universal access model into account. The “15 hour” model will require additional teaching hours in community kindergartens and will result in additional labour costs. The Queensland government has failed to implement any concrete measures to ensure that employers cannot impose the additional costs resulting from this scheme on employees. The state government’s shortcoming in this area seriously undermines any assertions that they value early childhood education employees. “The limitation on contact hours does not belong to one individual teacher. Any reduction in this standard can be utilised to attack the conditions of every kindergarten teacher in Queensland, which is why negotiating a federal agreement is important,” John said. Without a contemporary federal agreement, kindergartens will default to an older state agreement covering the sector. Our union will provide necessary assistance to reach an agreement with every kindergarten committee. For further information please contact our Brisbane union office on FREECALL 1800 177 937 or by email at enquiries@qieu.asn.au.
ECE members in action BELOW: Sunshine Coast ECE members meet in Nambour to discuss the current issues affecting the sector
ABOVE: IEUA-QNT members from the Metropolitan and North Metropolitan areas discuss the current changes affecting community kindergartens during the recent Early Childhood Education Network meeting
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Member Snapshot However, after twenty years at Rosewood, Yvonne and I are still facing new challenges. As a teacher you put so much of yourself into your centre and it’s encouraging to see the children enjoying their learning and play environment. Particularly working in a small town like Rosewood, you are able to become part of the community. Our kindy has been operating for 48 years and we have many children of past students attending, which is a unique and special experience. Community kindergarten teachers are contending with an everincreasing workload, which makes things difficult sometimes. Most of us just get through it and don’t complain, but I think in the past few years teachers have become more vocal about this issue. I think this is a very positive step forward. Work load is definitely a concern in the next year with the roll out of the National Quality Framework. We will also have to organise a new Enterprise Agreement to allow for pupil free and non-contact days amongst other conditions.
Debbie Brown,
Rosewood and District Kindergarten and Preschool
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M y father used to joke when I was younger that I should become
a teacher because they had great holidays. After starting work in a Brisbane preschool in 1982, I found this to be true; but I also realised that teachers usually spend these holidays doing work. I always thought that I wanted to be a teacher which is why I was excited to graduate from the Brisbane Kindergarten Teachers College in 1981. After working in state preschools in Brisbane and then Ipswich, I resigned to have my two children who are now aged 21 and 24. I was pleased to be able to return to teaching in 1990 on a part-time basis, working three days per week. It was at this time that I took up the post of Co-Director at the Rosewood and District Kindergarten and Preschool. At Rosewood I am greatly supported by my Co-Director Yvonne as well as our capable assistant Sue. I was initially working three days per week but with the introduction of the universal access model this year, I needed to drop to a five-day fortnight. I was well supported in this process by our union’s Senior Industrial Services Officer John Spriggs. He assured me that no staff members should be left worse off by this new model. This advice prompted me to request of the committee that I have one administration day per month. The extra day enables me to attend monthly committee meetings and complete all the other admin work which is now a part of my job. Our committee was very receptive to the idea and prepared to fund it out of our budget. Together with John’s assistance, we were able to draft a new contract for me that included this extra condition. Having the support of our union in this matter was an invaluable help. Working as a community kindergarten teacher is very fulfilling. It’s wonderful to see the awe on children’s faces as they make a new discovery or recount the tales of their adventures. In my younger days I often thought it would be difficult to remain at one centre for a long time and not get bored with it.
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While our committee is very supportive, these reforms will most likely mean that our kindy has to raise fees, which in turn could lead to a loss in enrolments. We will definitely need to keep on top of these reform issues to make sure that our working conditions are protected, and that adequate payment is provided for any extra work we perform. I joined our union in 2003, and it is comforting to know that our union is there to support us not only through the easy times, but also particularly when we have issues. I try to attend branch meetings as often as possible to keep up-to-date with current issues and to network with other teachers. Being in our own centres can be isolating so it is good to have these meetings to support one another. I would encourage every teacher to join our union so that they have access to information as well as support from union organisers on any issue that might arise. Our union organiser Craig Darlington and John have been a great support for our centre this year in answering our many questions and guiding us through the Enterprise Agreement. The union is there to look after our best interests and over the years has improved our working conditions and pay rates. They have fought for our right to be recognised as “teachers” and they continue to make sure that we are compensated for the loss of non-contact time due to the longer hours required under the universal access model. I believe that as a community kindergarten teacher, I have the privilege of working in the most rewarding education sector. Our sector will undoubtedly face challenges in the future, but I know that my colleagues and I will continue to supply a high standard of education.” ISSN 1446-8972 early words was prepared by Elise Cuthbertson and John Spriggs Editor: Mr Terry Burke, Branch Secretary IEUA-QNT PO BOX 418, FORTITUDE VALLEY QLD 4006 PH: (07) 3839 7020 FX: (07) 3839 7021 Email: enquiries@qieu.asn.au Website: www.qieu.asn.au ABN: 74 662 601 045