152 | Quality Early Learning
Choosing among Quick Actions This chapter provides a long list of potential actions that countries and leaders can take to improve the quality of the ECE workforce. The sequence of these actions depends on the realities of the context, and policy makers should not necessarily undertake these activities sequentially. Instead, policy makers should consider initially implementing a small set of essential activities to more rapidly capitalize on quick wins that can increase the viability of future actions. Two priorities could be selected initially to show that the system can be responsive to the needs of the ECE educator workforce; these priorities can provide the foundation for a broader ECE educator intervention package. The initial two priorities should be based on the results of the diagnostic analysis described at the beginning of this section.
CONCLUSION A high-quality ECE workforce is essential to ensuring ECE quality. This chapter highlights the importance of attracting, preparing, supporting, and retaining suitable individuals as ECE educators. Table 3.1 provides more specific information on these four principles along with suggestions for implementing these principles. The chapter also emphasizes the importance of mandated, high-quality preservice training; opportunities for continuing PD; emotional support; and adequate compensation for a quality workforce. Policy makers are encouraged to undertake the evidence-based steps discussed in the “Quick Actions” section as soon as possible. These practical steps, which can be implemented right away, have the potential to generate substantial positive impacts on the quality of the ECE workforce and, in turn, young children’s learning outcomes. However, a singular focus on the workforce is simply not sufficient to effectively promote development and learning in early childhood centers. A systems approach is essential in LMICs where standards for operation of early childhood programs are nonexistent, relatively low, or simply not implemented. Early childhood educators need to have suitable physical environments for teaching, manageable class sizes, appropriate educational materials, and supportive families and communities; and they need to operate within a child-friendly policy environment to ensure that they can provide nurturing care for all young children. Table 3.2 provides a review of the key takeaways in this chapter.
