tag:theconversation.com,2011:/au/topics/early-childhood-education-policy-69106/articlesearly childhood education policy – The Conversation2021-11-23T18:58:23Ztag:theconversation.com,2011:article/1694632021-11-23T18:58:23Z2021-11-23T18:58:23ZA failure at 6? Data-driven assessment isn’t helping young children’s learning<figure><img src="https://images.theconversation.com/files/432551/original/file-20211118-15-scwi3p.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C5863%2C3896&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Children’s <a href="https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf">early years</a> from birth to the age of eight are crucial for their social, emotional and intellectual development. However, early years education in Australia is fragmented. It operates across two spaces, the pre-compulsory period, often called early childhood education, and the first three years of compulsory schooling.</p>
<p>In recent times the focus in these three years has been on assessment that produces numerical data. Teachers need to demonstrate children are meeting standards. </p>
<p>In contrast, in the pre-compulsory years the focus is on observing and interacting with the child. Practices are based on the belief that all children have agency and are capable learners.</p>
<p>A chasm has opened up between these <a href="https://www.routledge.com/Early-Childhood-and-Compulsory-Education-Reconceptualising-the-relationship/Moss/p/book/9780415687744">separate education systems</a>. Children go from playing to being tested in the blink of an eye. This abrupt change in young children’s education is problematic.</p>
<h2>What does research tell us about the early years?</h2>
<p>A <a href="https://research-repository.griffith.edu.au/bitstream/handle/10072/391647/Dunn356707Accepted.pdf?sequence=2&isAllowed=y">2015 review</a> of research on best practices in the early years identified key factors in successful teaching and learning. The review noted the importance of:</p>
<ul>
<li><p>a smooth transition between pre-school education and compulsory school education</p></li>
<li><p>play-based learning</p></li>
<li><p>seeing children as capable and having agency in their learning</p></li>
<li><p><a href="https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/speakinglistening/Pages/teachingpracdialogic.aspx">dialogic interactions</a> involving <a href="https://earlychildhood.qld.gov.au/earlyYears/Documents/language-dialogic-in-action.pdf">rich discussions</a> between children and between
children and teachers. </p></li>
</ul>
<p>Australia has introduced a mandated curriculum and a national assessment program in primary schools. The review noted this meant many early years teachers have adopted a more formalised and narrow approach to learning in schools. It isn’t appropriate for young children. </p>
<p>We can see the resulting <a href="https://researchnow.flinders.edu.au/en/publications/where-are-the-early-years-of-school-in-contemporary-early-childho">divide between non-compulsory and compulsory</a> early years education in Victoria. On the one hand, teachers need to acknowledge the needs of children from birth to eight years. On the other hand, for those between the ages of five and 12, the <a href="https://victoriancurriculum.vcaa.vic.edu.au/">Victorian Curriculum</a> requires teachers to assess and report against curriculum standards. </p>
<p>The focus on formal assessment and numerical data in the early years of schooling means children as young as six can be labelled as failing. In countries like Finland and Singapore, which have been <a href="https://www.oecd.org/pisa/pisaproducts/strongperformers/">identified</a> as <a href="http://timssandpirls.bc.edu/pirls2016/international-results/pirls/student-achievement/pirls-achievement-results/">high-performing</a>, children do not even <a href="https://expatchild.com/school-starting-ages-around-world/">begin formal schooling</a> before the age of six or seven. </p>
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<p><a href="https://journals.sagepub.com/doi/pdf/10.2304/ciec.2014.15.2.185">One study</a> has described the early years in countries like the United Kingdom, America and Australia as being at the mercy of top-down policy development, leading to “a highly prescriptive and assessment-driven early years climate”. <a href="https://www.routledge.com/The-Datafication-of-Primary-and-Early-Years-Education-Playing-with-Numbers/Bradbury-Roberts-Holmes/p/book/9781138242173">UK researchers</a> have identified the “datafication” of early years education and its impacts on children and teachers. And <a href="https://researchoutput.csu.edu.au/en/publications/a-sociological-analysis-of-australias-naplan-and-my-school-senate">Australian researchers</a> used the term “adultification” to describe the unrealistic expectations placed on young children.</p>
<h2>So what happens in our schools?</h2>
<p>My doctoral <a href="https://minerva-access.unimelb.edu.au/handle/11343/268186">research</a> found “datafication” and “adultification” defined the early years of schooling in Victoria. I engaged with more than 100 early-years teachers to explore their literacy teaching and assessment practices. The recurring theme was these teachers were expected to frequently assess young children in formal ways that provided numerical data. </p>
<p>Teachers voiced frustration. One described the early years as “death by assessment”. Another lamented that community expectations were unreasonable, saying “people are hung up on data, numbers”. </p>
<p>There was an overwhelming sense that the teachers knew their children best and should be given the agency to assess and plan for literacy teaching rather than being required to use a suite of commercially produced assessment tools. </p>
<p>The Victorian Early Years Learning and Development Framework (<a href="https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf">VEYLDF</a>) is designed to support early years teachers working with children and families. Its premise is that children have the greatest opportunities to develop neural pathways for learning and are also most vulnerable to negative experiences from birth to eight years. </p>
<p>The framework is based on research into best practice for children in these years. Rather than formal assessment based on numbers, the VEYLDF advocates for assessment that is authentic and responsive to how all children can best demonstrate their learning and development.</p>
<p>The Victorian Education Department <a href="https://www.education.vic.gov.au/childhood/professionals/learning/Pages/veyldf.aspx">encourages</a> teachers in schools to use the framework. However, little is known about how many actually use the framework to inform teaching and learning.</p>
<p>Making it mandatory to report against curriculum standards from the time children begin compulsory schooling sets the boundaries for how many teachers operate. It is hard to have a foot in both camps when reporting against these standards is mandatory and you feel compelled to prepare children for what comes next – which includes <a href="https://www.nap.edu.au/">NAPLAN</a>, the national assessment program.</p>
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<img alt="Group of laughing and smiling children together among trees" src="https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/432555/original/file-20211118-18-1xgrfo5.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">‘Death by assessment’ threatens the joy young children find in learning.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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<h2>Schools can still let children be children</h2>
<p>However, some schools are turning their backs on the relentless measuring of young children’s attainments. <a href="https://www.sjfootscray.catholic.edu.au/">St John’s</a>, a multicultural primary school in Melbourne’s inner west, is one example. You only need to look at the school <a href="https://www.sjfootscray.catholic.edu.au/learning/">website</a> to see its philosophy differs from many others. </p>
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<p>“St John’s Horizon [a school community-developed vision] clearly states ‘KIDS AT THE HEART’ which encapsulates our focus and belief in the image of the child – the child who is capable, curious, full of wonder, rich in knowledge, able to construct and co-construct his or her own learning. We believe in JOY – Joy in learning.” </p>
</blockquote>
<p>A conversation with the then principal, Gemma Goodyear, gave me an insight into these beliefs, which are inspired by teaching and learning in schools in <a href="https://www.reggiochildren.it/en/reggio-emilia-approach/">Reggio Emilia</a>, Italy. Goodyear said children do not come to school to be “fixed”, and the teachers engage them by providing meaningful, contextualised learning experiences. And, yes, through their focus on rich learning they still get great results without relentless testing.</p>
<p>It is time to revisit the early years of schooling and ensure teachers have the skills and understandings they need to support learners in this phase. These years should be a time when children become engaged and excited about learning, a time of great joy, and a time when children are allowed to be children.</p><img src="https://counter.theconversation.com/content/169463/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Martina Tassone does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A chasm has opened up between early childhood learning and the first years of compulsory schooling. Kids go from playing to being tested in the blink of an eye, and their learning is poorer for it.Martina Tassone, Early Childhood and Primary Course Coordinator and Language and Literacy Lecturer, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1700912021-10-28T01:15:21Z2021-10-28T01:15:21ZEarly childhood educators feel burnt out and undervalued. Here’s what we can do to help<figure><img src="https://images.theconversation.com/files/428665/original/file-20211027-27-2y814x.jpg?ixlib=rb-1.1.0&rect=0%2C0%2C6989%2C4663&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Australian early childhood educators feel burnt out and undervalued. <a href="https://link.springer.com/article/10.1007%2Fs10643-021-01203-3">Our research</a> reports on more than 200 educators’ experiences during the COVID-19 pandemic, which exposed existing strains on the system and further eroded their well-being. </p>
<p>However, educators also identified three important ways their well-being can be restored. As one educator told us:</p>
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<p>“You cannot pour from an empty cup. Our well-being needs to be supported so we can do the best job possible.”</p>
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<p>The pandemic has brought into sharp focus the <a href="https://eprints.qut.edu.au/101622/1/Brief_report_ECEC_Workforce_Development_Policy_Workshop_final.pdf">challenging working conditions</a> the profession faces. Educators have to navigate emotionally complex work. They work <a href="https://theconversation.com/early-childhood-educators-are-slaves-to-the-demands-of-box-ticking-regulations-167283">long hours, with poor pay</a> and a lack of status or public recognition. Their opportunities for professional development or career progression are limited. </p>
<p>As a result, levels of work-related stress and burnout are high. Many are <a href="https://theconversation.com/insulting-and-degrading-budget-funding-for-childcare-may-help-families-but-educators-are-still-being-paid-pennies-160610">choosing to leave the sector</a>. </p>
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Read more:
<a href="https://theconversation.com/early-childhood-educators-are-leaving-in-droves-here-are-3-ways-to-keep-them-and-attract-more-153187">Early childhood educators are leaving in droves. Here are 3 ways to keep them, and attract more</a>
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<p>Well-being is essential for educators to do their job well. Their well-being affects the well-being, learning and development of children across the country. <a href="https://snapshots.acecqa.gov.au/workforcedata/demand.html">A stable, qualified and healthy workforce </a> is essential for families, communities and societies.</p>
<p>In <a href="https://link.springer.com/article/10.1007%2Fs10643-021-01203-3">our research</a>, more than 85% of educators reported the pandemic had negative impacts on their well-being. However, three key findings detail how well-being can be supported. Educators talked about the importance of: </p>
<ol>
<li><p>self-care</p></li>
<li><p>relationships with children, families and colleagues (and in educators’ personal lives)</p></li>
<li><p>recognition for their essential work.</p></li>
</ol>
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<h2>Self-care has to be a priority</h2>
<p>Educators spoke about a renewed focus on self-care to support their own well-being. </p>
<blockquote>
<p>“We’ve all finally realised that taking the dog for a walk has huge merits and having some meditation and doing some mindfulness and having our weekly yoga sessions are all actually working.” </p>
</blockquote>
<p>Self-care involved more than exercise and meditation. Creativity was also a support for well-being, including activities such as baking, clay-making and knitting. Educators took proactive steps for their health, to strengthen their own well-being. </p>
<p>Service supports also matter. Counselling and professional development services were helpful. Educators made use of (mostly online) professional services such as <a href="https://www.beyondblue.org.au/the-facts/what-is-mental-health?gclid=CjwKCAjw_L6LBhBbEiwA4c46uuoS6y280V1GdPD7PneU8-Ztq5yaWW4zVWJtSD2ev-HznnStH0GO3hoCngAQAvD_BwE">Beyond Blue</a> and the <a href="https://eapassist.com.au/?gclid=CjwKCAjw_L6LBhBbEiwA4c46ujIeZX2VPOEumDU3_aHcjNVYaOw93GznuNpy07qewR7cO0D1cPLy9RoCNQ4QAvD_BwE">Employee Assistance Program</a>. Some services provided additional resources to support mental health. </p>
<blockquote>
<p>“The psychologist was extremely powerful and she’s given a few presentations of how to look after ourselves.”</p>
</blockquote>
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Read more:
<a href="https://theconversation.com/early-childhood-educators-are-slaves-to-the-demands-of-box-ticking-regulations-167283">Early childhood educators are slaves to the demands of box-ticking regulations</a>
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<h2>Supportive relationships lighten the load</h2>
<p>Personal and professional relationships are key to educators’ well-being. Supportive professional relationships provided solidarity and shared understanding. The value of being able to unload, debrief or talk with others at work increased throughout lockdowns.</p>
<blockquote>
<p>“That sense of belonging to a team and all the educators really caring very strongly for each other.”</p>
</blockquote>
<p>Despite reporting that the pandemic had a negative impact on their well-being, educators <a href="https://link.springer.com/article/10.1007/s10643-021-01203-3">reported strong relationships with the children</a> they work with. Teaching and engaging with children is central to educators’ well-being. Connection to other aspects of children’s lives is also important: </p>
<blockquote>
<p>“COVID has taught us that it’s the relationships we have with parents, with families, with everybody in our community that’s the most important thing.”</p>
</blockquote>
<h2>Recognise their essential work</h2>
<p>Educators in our research rated their sense of contribution high. <a href="https://www.oecd-ilibrary.org/education/providing-quality-early-childhood-education-and-care_301005d1-en">Workforce studies</a> reflect this, showing educators value and recognise the importance of their work with children. But their professional contribution is not always acknowledged. </p>
<blockquote>
<p>“[Being told by government] we are here to support ‘essential workers’ without actually being referred to as essential ourselves was a real blow to the industry and self-esteem of educators.”</p>
</blockquote>
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Read more:
<a href="https://theconversation.com/insulting-and-degrading-budget-funding-for-childcare-may-help-families-but-educators-are-still-being-paid-pennies-160610">'Insulting' and 'degrading': budget funding for childcare may help families but educators are still being paid pennies</a>
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<p>Acknowledgement at the local level was even more important to educator well-being during the pandemic: </p>
<blockquote>
<p>“Families [are] really, really appreciating the work that we do. I think they got an extra insight into, and appreciation, for the work that the educators do for their children.”</p>
</blockquote>
<p><a href="https://journals.sagepub.com/doi/10.1177/183693911303800203">Research</a> in child development shows us the continuum of vital learning between birth and eight years of age. However, the Australian education system treats school and pre-school settings very differently. Educators felt ignored in government decision-making throughout the pandemic, and have long argued for early learning to be recognised as pivotal for life trajectories.</p>
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<p>“A system that acknowledges the absolute fundamental truth that unless you get early childhood right, you never get it. That child then struggles into adulthood. And as educators, we know that. So that affects our well-being as well.” </p>
</blockquote>
<h2>Let’s listen to educators</h2>
<p>The pandemic has added to existing strains on the system. Educators’ well-being has continued to suffer as a result. As one educator said:</p>
<blockquote>
<p>“The stress of COVID-19 exacerbated any of the stresses and difficulties that were going [on], it didn’t create them. The precedent that we have, there were always going to be problems.” </p>
</blockquote>
<p>We know there’s a problem, we know the problem affects the community more broadly, but to support well-being effectively, we need to understand the experiences of educators themselves. We need to keep listening to them and act on what they’re telling us. </p>
<p>Here’s a good place to start: encourage self-care and provide access to resources; support and sustain relationships; acknowledge educators’ essential role in society and recognise that their well-being matters.</p><img src="https://counter.theconversation.com/content/170091/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>The pandemic highlighted Australia’s reliance on early childhood educators, while adding to their existing stresses. A study of how educators fared identifies three key factors in their well-being.Penny Levickis, Senior Research Fellow, REEaCh (Research in Effective Education in Early Childhood) Hub, The University of MelbourneAmelia Church, Senior Lecturer, Melbourne Graduate School of Education, The University of MelbourneJane Page, Associate Professor, Melbourne Graduate School of Education, The University of MelbourneLisa Murray, Research Fellow, REEaCh (Research in Effective Education in Early Childhood) Hub, The University of MelbournePatricia Eadie, Professor & Director of REEaCh (Research in Effective Education in Early Childhood) Hub, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1570952021-03-29T16:10:38Z2021-03-29T16:10:38Z‘Generation C’: Why investing in early childhood is critical after COVID-19<figure><img src="https://images.theconversation.com/files/391845/original/file-20210325-21-12hbffc.jpg?ixlib=rb-1.1.0&rect=9%2C121%2C6221%2C4007&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">COVID-19 has led to global shut-downs which have rattled economies and families and will affect children for years to come. </span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>Conversations are beginning <a href="https://www.ctvnews.ca/health/coronavirus/meet-gen-c-the-covid-19-generation-1.5343747">about Generation C, the COVID-19 kids</a>. <a href="https://www.cnn.com/2021/03/11/us/covid-generation-gen-c/index.html">While exactly which ages should be included in this generational label</a> is under debate, what’s clear to researchers of child development is that COVID-19 has led to global shutdowns that have rattled economies, communities and families, and will affect children for years to come.</p>
<p>UNICEF reports the COVID-19 pandemic has upended the lives of children and their families around the world, and <a href="https://www.unicef.org/press-releases/across-virtually-every-key-measure-childhood-progress-has-gone-backward-unicef-says">that across virtually every key measure of childhood, progress has gone backward</a>. The number of children who <a href="https://www.breakfastclubcanada.org/covid-impacts/">are hungry</a>, isolated, <a href="https://globalnews.ca/news/7414689/child-abuse-concerns-higher-during-covid-19-pandemic/">abused</a>, anxious and <a href="https://www.unicef-irc.org/publications/1165-supporting-families-and-children-beyond-covid-19-social-protection-in-high-income-countries.html">living in poverty</a> has increased. Children’s access to <a href="https://theconversation.com/4-strategies-to-support-vulnerable-students-when-schools-reopen-after-coronavirus-136201">learning environments, socialization</a>, essential services, health, nutrition and protection has decreased. </p>
<p>More and more, we will see <a href="https://babylab.brookes.ac.uk/research/social-distancing-and-development">the impact of social isolation, the loss social skill development</a> and trauma on young children. Some children will bear the scars of the pandemic for years to come. Addressing those scars, especially for our more vulnerable and at-risk children, is an urgent priority. Access to high-quality early childhood education and kindergarten is not the singular solution to these problems, but is a cornerstone.</p>
<h2>Invest now for lifelong gains</h2>
<p>When children receive quality <a href="https://theconversation.com/new-research-shows-quality-early-childhood-education-reduces-need-for-later-special-ed-112275">early childhood education — quality learning from birth to about age five — this pre-emptively lessens the need for later special education</a> and lowers the intensity of support required. </p>
<p>Two years ago, colleagues and I demonstrated a correlation between the dominant benefits of early childhood education: boosted literacy/numeracy, language skills and social/behavioural regulation, especially for children with low socio-economic status. We published <a href="https://research.library.mun.ca/13571/">new research</a> that identified 60 per cent of students enrolled in special education are there due to lags in these aforementioned areas.</p>
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Read more:
<a href="https://theconversation.com/coronavirus-school-closures-could-widen-inequities-for-our-youngest-students-136669">Coronavirus school closures could widen inequities for our youngest students</a>
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<p>This research inspired a special edition of <a href="https://ojs.lib.uwo.ca/index.php/eei/issue/view/1054"><em>Exceptionality Education International</em></a>, which featured nine academic articles exploring the impact of early childhood education on special education. </p>
<p>The research was significant for ministries of education attempting to deal with growing special education budgets and abysmal outcomes for children enrolled in it. Today, in light of the pandemic, politicians, business leaders, educators and economists have a renewed interest and motivation to respond by advocating for and investing in the benefits of quality early childhood education. </p>
<h2>Canada: Child-care strategy</h2>
<p>In Canada, the impact of COVID-19 continues to reverberate. Mothers are <a href="https://www150.statcan.gc.ca/n1/pub/45-28-0001/2020001/article/00091-eng.htm">bearing a disproportionate burden</a> as the damage to their careers becomes a growing economic concern. <a href="https://thoughtleadership.rbc.com/pandemic-threatens-decades-of-womens-labour-force-gains/">An RBC report found that the employment rate for mothers</a> has fallen to its lowest level in over three decades due to their loss of child care and the resultant need to become home teachers and child-care providers.</p>
<p>The COVID-19 economic crisis has exposed the fragility of the patchwork quilt of fractured child care. This month, Chrystia Freeland, deputy prime minister and finance minister, announced a <a href="https://deputypm.canada.ca/en/news/news-releases/2021/03/08/government-announces-members-new-task-force-women-economy">Task Force on Women in the Economy</a> to explore the impact of COVID-19 on women’s careers, including the need for a more stable child-care sector. The <a href="https://www.chatelaine.com/news/task-force-women-economy-canada/">task force begins</a> as the federal government’s <a href="https://www.canada.ca/en/early-learning-child-care-agreement/agreements-provinces-territories.html">Early Learning and Care Bilateral Agreements</a> are about to expire, and negotiations with the provinces and territories for their renewal resume. </p>
<p><a href="https://www.cbc.ca/news/politics/federal-budget-coming-question-period-1.5960695">Canada’s upcoming federal budget</a> is an opportunity to direct needed investments to quality early child care and education. Collectively, we have a chance to balance capacity with quality and create an <a href="https://earlyyearsstudy.ca/eceforcanada/introduction/">informed national model of child care</a> that meets families’ needs. Research on renewed economic arguments for quality early childhood education can help direct this. </p>
<h2>Renewed economic arguments</h2>
<p>My 2019 report cited studies in the <a href="https://ojs.lib.uwo.ca/index.php/eei/article/view/9385">United Kingdom identifying that quality early education can lower enrolment in special education between 40 to 55 per cent</a>. A similar study in Ontario found that <a href="https://ojs.lib.uwo.ca/index.php/eei/article/view/9386">children without high-quality early education were three times more likely to require special supports</a> for behaviour, one and a half times more likely to require language supports and twice as likely to require reading supports. </p>
<p>While these rates will not lead to a parallel reduction in special education budgets, due to the higher costs of students with more complex needs, the potential for savings is significant. This research is now receiving the attention of top economists in Canada.</p>
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Read more:
<a href="https://theconversation.com/child-care-after-the-coronavirus-pandemic-should-be-more-inclusive-of-children-with-disabilities-141172">Child care after the coronavirus pandemic should be more inclusive of children with disabilities</a>
</strong>
</em>
</p>
<hr>
<figure class="align-center ">
<img alt="Two toddlers playing." src="https://images.theconversation.com/files/391852/original/file-20210325-13-1p8iu0r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/391852/original/file-20210325-13-1p8iu0r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=471&fit=crop&dpr=1 600w, https://images.theconversation.com/files/391852/original/file-20210325-13-1p8iu0r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=471&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/391852/original/file-20210325-13-1p8iu0r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=471&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/391852/original/file-20210325-13-1p8iu0r.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=592&fit=crop&dpr=1 754w, https://images.theconversation.com/files/391852/original/file-20210325-13-1p8iu0r.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=592&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/391852/original/file-20210325-13-1p8iu0r.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=592&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Canada has a chance to create quality national childcare.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Importance of kindergarten</h2>
<p>A recent economic report on <a href="https://www.etfo.ca/AboutETFO/Publications/PositionPapers/PositionPapersDocuments/Ontario%27s%20Kindergarten%20Program%20a%20Success%20Story%20-%20Full%20Report,.pdf">Ontario’s two-year kindergarten program</a> published by the Elementary Teachers’ Federation of Ontario discussed the impact of quality early childhood education on special education. Economists argued that early supports for child development through a strong two-year early learning program will save significant money by limiting special education enrolment and altering the trajectories of vulnerable and at-risk children.</p>
<p>A failure to alter the life trajectories of vulnerable and at-risk children is well researched in Canada. Research from The Conference Board of Canada presents a solid argument for the lost income, lower tax base and high draws on social programs across a life span <a href="https://www.conferenceboard.ca/temp/e2ba0188-fc22-40ff-8cd7-da92f93cf253/9231_Ready-for-Life_RPT.pdf">for vulnerable children who don’t attain optimal education levels</a>. </p>
<p>Reducing enrolment in special education means more students exit school with the marks, skills and confidence to pursue post-secondary education. I participated in research with economists with Deloitte who are expanding on this argument for investing in early childhood education with a particular look at the ability to lower special education costs. Deloitte explored significant budgets for special education in three provinces (Newfoundland, Nova Scotia and British Columbia) and <a href="http://mwmccain.ca/reports/2021/03/26/early-learning-and-childcare-key-economic-infrastructure/">identified an opportunity to reclaim millions of dollars</a> that can be proactively reinvested in early child care and education.</p>
<h2>International evidence</h2>
<p>Internationally, evidence is mounting for this economic argument of reclaiming and redirecting special education budgets towards renewed investments in quality early childhood education. This doesn’t mean sudden cuts to special education, but rather investing in early years now to see improved outcomes for the most vulnerable children and eventual cost savings in special education.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/scotlands-outdoor-play-initiative-has-some-lessons-for-the-rest-of-the-world-132429">Scotland’s outdoor play initiative has some lessons for the rest of the world</a>
</strong>
</em>
</p>
<hr>
<p>A <a href="https://www.telethonkids.org.au/projects/HPER/how-aus-can-invest-in-children-and-return-more/">recent Australian study</a> argued that without quality early learning we are spending significant money on ineffective late-stage interventions. Researchers posit that this failure to intervene at an early stage allows these initial learning needs to disrupt development and escalate. </p>
<p>While Canada reels from the effects of COVID-19, discussions on the critical importance of the early years and the entire Generation C are growing. The year 2021 is indeed a call to action. That action has to be informed as much by the recent experience of families in Canada as by the mounting economic evidence for wise, proactive fiscal investments.</p><img src="https://counter.theconversation.com/content/157095/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>David Philpott does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Particularly after the devastation of COVID-19, evidence is mounting for the economic argument of reinvesting in high-quality early childhood education.David Philpott, Professor, Special Education, Memorial University of NewfoundlandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1255502019-10-23T21:07:56Z2019-10-23T21:07:56ZInvestment in child care yields countless social and economic returns<figure><img src="https://images.theconversation.com/files/298342/original/file-20191023-119463-9s4uqd.jpg?ixlib=rb-1.1.0&rect=2%2C7%2C950%2C471&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">A child and family’s access to high-quality child care is an issue that impacts all of society.</span> <span class="attribution"><span class="source">(Shutterstock)</span></span></figcaption></figure><p>Children are born with a desire to learn about the world around them. Infants learn and develop by exploring their environments with their senses. In the first few years of life, a baby’s brain makes <a href="https://www.ffyf.org/new-research-shows-significantly-neural-connections-formed-early-years-previously-thought/#targetText=The%20Center's%20Dr.%20Jack%20Shonkoff,1%20million%20connections%20per%20second.">one million neural connections</a> per second. </p>
<p>Positive relationships are what build these neural connections and set children up for success beyond childhood. The <a href="https://brucecounty.on.ca/sites/default/files/Connexions%20-%20Spring%20Summer%202017.pdf">relationships between early childhood educators and children</a> in high-quality early learning and care programs help establish these neural connections — and are <a href="https://www.scientificamerican.com/article/what-me-care/">important for the future of humanity</a>.</p>
<p>A child and family’s access to high-quality child care is not just an issue for families: It is an issue for all of society.</p>
<h2>Ripple effects</h2>
<p>Let’s consider what happens when you throw a stone into a body of water. The stone creates ripples that spread across the water.</p>
<p><a href="http://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf">Responsive and stimulating high-quality early learning programs</a> influence children’s development and long term well-being. Quality early learning and care programs should be designed to foster critical elements of a child’s development, including: self-regulation, empathy, the ability to gain and take new perspectives, creativity, critical thinking, acquiring knowledge and developing skills. </p>
<p>These elements influence a child’s school readiness. School readiness before and throughout kindergarten matters because it helps to <a href="https://doi.org/10.1016/S0749-3797(02)00655-4">prevent adverse outcomes associated with early academic failure and school behavioural problems</a>: these include dropping out of school, unemployment, psychological and physical illness in young adulthood, and involvement with criminal justice systems.</p>
<h2>Family learning</h2>
<p>Positive partnerships <a href="http://www.parentsmatter.ca/index.cfm;jsessionid=7027D0E18BDC984C2F1A65CC52CA59C6.cfusion?fuseaction=document.viewDocument&documentid=995&documentFormatId=1734&vDocLinkOrigin=1&CFID=41129354&CFTOKEN=53cef2d4afbd321f-00FB142B-1C23-C8EB-80C0C092ACEDDB6C">between families</a> and early childhood professionals impacts the family’s understanding of their child, through understanding the child’s development, behaviour and learning styles. </p>
<p>The parents can observe professionals who model successful techniques for teaching and guiding behaviour, which can impact the way they parent. </p>
<p>More importantly, when families have meaningful relationships with the child’s early childhood educators, these professionals help families see themselves as a vital part of their child’s life and learning. That understanding lasts a lifetime.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/297905/original/file-20191021-56207-18v5l5c.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/297905/original/file-20191021-56207-18v5l5c.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=379&fit=crop&dpr=1 600w, https://images.theconversation.com/files/297905/original/file-20191021-56207-18v5l5c.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=379&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/297905/original/file-20191021-56207-18v5l5c.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=379&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/297905/original/file-20191021-56207-18v5l5c.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=477&fit=crop&dpr=1 754w, https://images.theconversation.com/files/297905/original/file-20191021-56207-18v5l5c.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=477&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/297905/original/file-20191021-56207-18v5l5c.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=477&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Early childhood educators help families see themselves as a vital part of their child’s life.</span>
<span class="attribution"><span class="source">Edward Eyer/Pexels</span></span>
</figcaption>
</figure>
<h2>Economic investment</h2>
<p>High-quality early learning and care programs also impact personal finances and the economy. These can increase parental earnings and employment, by providing the opportunity for <a href="https://www.childcareontario.org/wage_gap_fact_sheet">both parents to work, thus reducing the wage gap</a>. </p>
<p>This leads to <a href="https://eric.ed.gov/?id=ED479989">greater educational attainment and earnings for children</a> in adulthood. These programs also benefit taxpayers and strengthen the economy. </p>
<p>The benefits of quality early learning and care as <a href="https://doi.org/10.1080/02568543.2016.1273285">prevention and intervention</a> programs
boost the child’s capacity to manage future adversity. Such interventions are less costly than when people are older and behavioural patterns are ingrained and change is more difficult.</p>
<p>Economists estimate that for every dollar spent on early childhood education, there is <a href="https://www.td.com/document/PDF/economics/special/di1112_EarlyChildhoodEducation.pdf">up to a seven-dollar return on investment for at-risk children.</a></p>
<h2>National child-care strategy</h2>
<p>There is an established and growing body of evidence demonstrating that early engagement with children and their families delivers strong outcomes for whole communities. In response, federal, provincial and territorial ministers have <a href="https://www.canada.ca/en/employment-social-development/programs/early-learning-child-care/reports/2017-multilateral-framework.html">agreed on principles for early learning and child care across the country</a>: it should be high-quality, affordable accessible, flexible and inclusive. </p>
<p>But governments haven’t forged a national child-care policy. That means there are no agreements and related financial commitments that would translate this vision into a cross-Canada reality.</p>
<p>Many provinces have taken taken steps to increase the quality of early learning and care programs. But these initiatives are compromised by inadequate funding to develop and support the childcare workforce. </p>
<p>High-quality early learning and care programs, and the experiences offered to the children are defined by the value, respect, confidence and experience of early childhood educators. </p>
<h2>Ontario realities</h2>
<p>In Ontario, early childhood educators are required to <a href="https://www.college-ece.ca/en">register with a professional body</a>. Ontario’s registered early childhood educators (RECEs) are responsible for developing and facilitating inclusive play-based learning programs to promote <a href="https://www.ontario.ca/laws/statute/07e07">holistic development of children</a>.</p>
<p><a href="https://www.aeceo.ca/professional_pay_decent_work_for_all">In Ontario</a>,
16 per cent of RECEs working in licensed child-care programs earn between $11.40 and $15 per hour, and 45 per cent earn between $15 and $20 hourly. Hourly wages in full-day kindergarten programs are higher, but educators are laid off in the summer and face <a href="https://d3n8a8pro7vhmx.cloudfront.net/aeceo/pages/930/attachments/original/1477442125/MoreThanJustanECE_Sept16.pdf?1477442125">challenging working conditions</a>. </p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/a-team-approach-makes-full-day-kindergarten-a-success-113339">A team approach makes full-day kindergarten a success</a>
</strong>
</em>
</p>
<hr>
<p>The expectations and responsibilities of RECEs have increased through legislative and regulatory changes, but there have been few improvements to wages and working conditions. A lack of <a href="https://www2.ed.gov/about/inits/ed/earlylearning/files/ece-low-compensation-undermines-quality-report-2016.pdf">adequate compensation for RECEs undermines the quality</a> of education and care children receive.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/298332/original/file-20191023-119423-yjhdvk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/298332/original/file-20191023-119423-yjhdvk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/298332/original/file-20191023-119423-yjhdvk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/298332/original/file-20191023-119423-yjhdvk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/298332/original/file-20191023-119423-yjhdvk.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/298332/original/file-20191023-119423-yjhdvk.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/298332/original/file-20191023-119423-yjhdvk.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Society needs to value both the women and men who enrich children’s learning and development.</span>
<span class="attribution"><span class="source">(Shutterstock)</span></span>
</figcaption>
</figure>
<h2>Undervalued</h2>
<p>Early childhood educators are overworked and undervalued. The profession is primarily <a href="https://www.childcareontario.org/around_1_percent_of_early_childhood_educators_are_men">represented by women</a> and issues of equity and equality are often discussed.</p>
<p>Female early childhood educators <a href="http://www.ccsc-cssge.ca/sites/default/files/uploads/Projects-Pubs-Docs/1.1portraitbrochure_e.pdf">represent 98.2 per cent</a> of the industry’s staff and directors across Canada. They are among the professions with the <a href="https://d3n8a8pro7vhmx.cloudfront.net/aeceo/pages/2462/attachments/original/1542404578/AECEO_Submission_to_Standing_Committee_Bill_47.pdf?1542404578#targetText=The%20valuable%20and%20socially%20important,to%20impact%20early%20years%20programs.">lowest wages and poorest working conditions</a>. Additionally, child-care staff earn only <a href="https://www.childcarecanada.org/sites/default/files/StateofECEC2012.pdf">69 per cent of the average wage</a> for all occupations, despite being part of a regulated profession.</p>
<p>These conditions lead to a high employee turnover rate which impacts the quality of children’s experiences. Children require strong and reliable relationships. When they are able to trust in their caregivers, they are able to feel confident in their environment and themselves, thus allowing them to explore and grow. </p>
<p>Children require experiences with both men and women to understand who they are and how to develop relationships in life. <a href="https://doi.org/10.1525/si.2000.23.2.135">Men and women bring different and diverse perspectives</a> and experiences. Where there are still gender norms expecting men to be primary bread winners, or enter occupations of prestige, many men perceive that they cannot afford to work as early childhood educators. Men are often regarded suspiciously for transgressing such gender norms. </p>
<p>Society needs to value the women and men who so enrich children’s learning and development in quality early childhood programs. So let’s <a href="https://www.childcareontario.org/ccwad_2019">celebrate and appreciate the dedicated work</a> of their profession! </p>
<p>[ <em>Deep knowledge, daily.</em> <a href="https://theconversation.com/ca/newsletters?utm_source=TCCA&utm_medium=inline-link&utm_campaign=newsletter-text&utm_content=deepknowledge">Sign up for The Conversation’s newsletter</a>. ]</p><img src="https://counter.theconversation.com/content/125550/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>High-quality early child care and education affects children’s overall health and well-being, and is key for all the qualities children need to contribute to society and the economy.Elena Merenda, Assistant Program Head of Early Childhood Studies, University of Guelph-HumberNikki Martyn, Program Head of Early Childhood Studies, University of Guelph-HumberLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1175292019-08-23T10:39:05Z2019-08-23T10:39:05ZClosing attainment gap is not about ‘character’ and ‘grit’ – children need a place to excel and thrive<figure><img src="https://images.theconversation.com/files/289046/original/file-20190822-170922-1d9x3jp.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.shutterstock.com/download/success?u=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTU2NjQ5NzA1NywiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTczNTMzNjkxIiwiayI6InBob3RvLzE3MzUzMzY5MS9odWdlLmpwZyIsIm0iOjEsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwiQ0dLclNqNjFhSTNSMHc1S1FMOVRORVhDMjVJIl0%2Fshutterstock_173533691.jpg&pi=33421636&m=173533691&src=SkquprCbHlnFbEYoUK1nYA-1-59">Shutterstock/Pressmaster</a></span></figcaption></figure><p>Recent statistics from The Education Policy Institute suggest <a href="https://epi.org.uk/wp-content/uploads/2018/07/EPI-Annual-Report-2018-Executive-Summary.pdf">it will take another 100 years</a> to bridge the academic attainment gap between rich and poorer students in the UK. And <a href="https://www.suttontrust.com/newsarchive/8-schools-send-as-many-pupils-to-oxbridge-as-three-quarters-of-all-schools/">according to the Sutton Trust</a>, eight elite schools sent as many pupils to Oxbridge between 2015 and 2018 as three-quarters of all the state schools in the country. </p>
<p>The Department of Education claims <a href="https://www.gov.uk/government/publications/developing-character-skills-in-schools">teaching “character” to poorer pupils</a> will help to raise their academic standards – as though somehow students from more disadvantaged backgrounds lack “grit”, “perseverance” and “resilience”. There is no research to support this argument. Poorer students <a href="https://www.theguardian.com/commentisfree/2016/jan/15/state-school-pupils-confidence-lessons-personality-private-education">lack opportunities, not character</a>.</p>
<p>My research suggests an alternative route – a route which begins in primary school, through extra-curricular activities. The benefits obtained by children and young people who participate in these activities are <a href="https://edexec.co.uk/school-clubs-matter-delivering-outlets-for-activity-and-creativity/">well documented</a>. Benefits include greater self-esteem, resilience and a chance to make new friends. Extra-curricular activities have also been shown to <a href="https://www.bbc.co.uk/news/av/uk-36090537/after-school-clubs-boost-grades">boost grades</a>.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/can-after-school-activities-help-reduce-attainment-gap-for-poorer-pupils-43952">Can after-school activities help reduce attainment gap for poorer pupils?</a>
</strong>
</em>
</p>
<hr>
<p>But <a href="https://www.suttontrust.com/wp-content/uploads/2014/09/Extracurricular-inequality.pdf">studies show</a> that disadvantaged children are less likely to participate in these groups. And beyond the age of 11, participation in them diminishes for all pupils. By this age, a child who has never participated in extra-curricular activities never will. So early introduction and positive experiences are key to sustaining participation.</p>
<p>I wanted to discover what triggers and sustains extra-curricular activities for children in primary school and what the benefits were of this sustained participation. To do this, I documented 20 stories of disadvantaged Free School Meal children who were judged by their school to be facing significant adversity in their lives, between the ages of nine and 11, who had never engaged in extra-curricular activities before. </p>
<h2>Competition and feedback</h2>
<p>The first notable discovery was that 16 of the 20 stories featured a disadvantaged child being invited or selected to participate, rather than choosing to do so out of their own volition. Eight of the schools incorporated their activities into the school day – usually at lunchtime – in order to be available for those children who never habitually remain for after-school clubs when historically most of these activities occur. </p>
<p>Other notable findings were that each club in my research was structured by competition or projects. Many of the extra-curricular activities I studied – for example, debating, football, art and running clubs – competed against other schools and gave the children an opportunity to represent their school. Improving competence was important to compete successfully. My research revealed not only the importance of feedback from the adult structuring the activity, but equally the importance of the feedback received from other children, which really enhanced their enjoyment of the experience and raised their competency levels.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/289057/original/file-20190822-170941-8vp4j1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/289057/original/file-20190822-170941-8vp4j1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/289057/original/file-20190822-170941-8vp4j1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/289057/original/file-20190822-170941-8vp4j1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/289057/original/file-20190822-170941-8vp4j1.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/289057/original/file-20190822-170941-8vp4j1.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/289057/original/file-20190822-170941-8vp4j1.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Football and other sports are often taken up by pupils in extra-curricular clubs.</span>
<span class="attribution"><a class="source" href="https://www.shutterstock.com/image-photo/running-soccer-football-players-footballers-kicking-792838930?src=qACbtUCJbM1KUQNZvqfcsg-1-5">Shutterstock/matimix</a></span>
</figcaption>
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<p>In many cases, within six months of starting the activity, the children featured had developed into an ambassador for it and were encouraging and initiating new members. Seven of the 20 children had better school attendance after participating and a quarter of the children improved academically in class.</p>
<p>Six of the children subsequently chose to participate in other extra-curricular activities. Four children had immediate improvement in their academic work. Nineteen of the 20 children were perceived by their school to be more resilient and confident as a result of participating. </p>
<h2>Educational implications</h2>
<p>It is clear from this research that many children do not always habitually chose to participate in activities. So activity provision is not enough. A helping hand to guide a child to participate is required. It isn’t “character education” that poor and disadvantaged pupils require, but pathways to positive experiences to succeed and feel valued.</p>
<p>Extra-curricular activities provide a rich vein of positive experiences which may be particularly significant for children struggling to succeed in the classroom. </p>
<p>The findings also illustrate that success breeds success. Once a child has experienced achievement in one domain, there is a tendency for it to spread into other areas of school life. Extra-curricular activities may provide a valuable catalyst for schools to bolster a child’s sense of identity and belonging in the school, offering them a meaningful experience that allows them to excel and thrive.</p><img src="https://counter.theconversation.com/content/117529/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Dr. David Glynne-Percy does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>New research shows that extra-curricular activities do more to help close the attainment gap between richer and poorer pupils than nebulous lessons in ‘character’.Dr. David Glynne-Percy, PhD researcher and lecturer, University of BrightonLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1200992019-07-18T19:19:10Z2019-07-18T19:19:10ZOne-third of all preschool centres could be without a trained teacher in four years, if we do nothing<figure><img src="https://images.theconversation.com/files/284644/original/file-20190718-147288-hlkrhq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Currently, half of all early childhood teachers have a bachelor degree, with a further one-third still working towards one. </span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p>One-third of all preschools may lack a qualified teacher in the next four years if nothing changes, my new modelling shows. </p>
<p>Currently, <a href="https://www.education.gov.au/2016-early-childhood-education-and-care-national-workforce-census">half of all early childhood teachers</a> have a bachelor degree, with a further one-third still working towards one. With many expected to drop out, my modelling shows a significant shortfall by 2023.</p>
<h2>What are the numbers?</h2>
<p>To lift <a href="https://www.education.vic.gov.au/Documents/about/research/LiftingOurGame.PDF">children’s outcomes</a>, early learning needs to be high quality, which includes being delivered by trained staff. This is why a focus on supporting the workforce to grow is so important.</p>
<p>The Department of Employment, Skills, Small and Family Business predicts Australia will need around <a href="https://joboutlook.gov.au/Occupation?search=Industry&Industry=P&code=2411">49,000</a> preschool teachers by 2023. That means we’ll <a href="https://joboutlook.gov.au/Occupation?search=Industry&Industry=P&code=2411">need an extra 29,000</a> from where we’re at now (some of the current workforce is expected to drop off). </p>
<p>We are a long way from meeting the shortfall given the current shortage of teachers and low numbers of teachers in training. Across Australia, <a href="https://www.aitsl.edu.au/docs/default-source/research-evidence/ite-data-report/2018/ite-data-report-2018.pdf?sfvrsn=e0b6f33c_2">around 4,000</a> students are enrolled in early childhood education teaching degrees per year. </p>
<p>Assuming the pass rate for these teachers is <a href="https://www.aitsl.edu.au/docs/default-source/research-evidence/ite-data-report/2018/ite-data-report-2018.pdf?sfvrsn=e0b6f33c_2">around the average of 56%</a> (as for other teaching students), this would mean around 11,200 additional teachers would be available by 2023. That would leave a shortfall of 17,800.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/report-finds-every-1-australia-spends-on-preschool-will-return-2-but-this-wont-just-magically-happen-120217">Report finds every $1 Australia spends on preschool will return $2, but this won't just magically happen</a>
</strong>
</em>
</p>
<hr>
<p>It’s worth noting many of these degrees are for teaching from birth to eight years of age, or birth to 12 years of age, so not all graduates would seek to work in an early childhood setting. If more teachers choose school teaching with its higher wages and better conditions, the shortage will be far worse.</p>
<p>If we assume there is one qualified teacher per preschool service, this means by 2023 at least one-third of all services could be without the trained teacher they need.</p>
<h2>We’re not meeting the goal</h2>
<p>This is a far cry from the <a href="http://www.federalfinancialrelations.gov.au/content/npa/education/other/past/early_childhood_education_NP_2009.pdf">2009 agreement made by all Australian governments</a> to provide four-year-olds with access to preschool delivered by a trained teacher from 2013.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=402&fit=crop&dpr=1 600w, https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=402&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=402&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=505&fit=crop&dpr=1 754w, https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=505&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/284682/original/file-20190718-116596-fac7on.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=505&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Many children are starting school behind their peers.</span>
<span class="attribution"><a class="source" href="https://unsplash.com/photos/-Ux5mdMJNEA">Charlein Gracia/Unsplash</a></span>
</figcaption>
</figure>
<p>Early childhood teachers perform a variety of roles including planning and delivering learning programs and providing support for diploma and certificate-qualified educators, who make up the bulk of the early childhood workforce.</p>
<p>One outcome of the 2009 agreement was:</p>
<blockquote>
<p>All children have access to affordable, quality early childhood education in the year before formal schooling.</p>
</blockquote>
<p>And one of the performance indicators was:</p>
<blockquote>
<p>The number of teachers delivering preschool programs who are four-year university trained and early childhood qualified.</p>
</blockquote>
<p>In 2012, governments put <a href="https://thesector.com.au/2019/07/01/latest-education-council-meeting-elects-to-again-extend-ect-provisions/">transitional provisions</a> in place. This was to give early childhood providers time to meet workforce provisions in hard-to-staff locations. </p>
<p>These provisions permitted educators working towards qualifications to be counted as teachers in remote and very remote areas. They also allowed services in these areas to remotely access teachers to meet their ratios.</p>
<p>The provisions were due to expire after five years, <a href="https://thesector.com.au/2019/07/01/latest-education-council-meeting-elects-to-again-extend-ect-provisions/">but were extended</a> until 2020 given little attention was paid to workforce development for rural and remote services.</p>
<p>The Education Council, the meeting of all state and territory and Commonwealth education ministers, met recently to discuss early childhood. </p>
<p>Instead of deciding a workforce strategy to ensure these extensions end, <a href="http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Communiques%20and%20Media%20Releases/2019%20media%20releases/Education%20Council%20Communique%2028%20June%202019%20final.pdf">they agreed another extension</a> until 2021 in most states except Victoria, and until 2023 for Western Australia and the Northern Territory.</p>
<h2>What is the potential impact on children?</h2>
<p>Trained teachers and educators in early childhood <a href="https://www.education.vic.gov.au/Documents/about/research/preschoolparticipationandqualissummarypaper2013.pdf">make a difference</a> to children’s academic outcomes in school. One study showed students who attended preschool led by a diploma or degree-qualified teacher were ahead the equivalent of <a href="https://www.education.vic.gov.au/Documents/about/research/preschoolparticipationandqualissummarypaper2013.pdf">15 to 20 weeks</a> of schooling at Year 3, based on their NAPLAN results.</p>
<p>Many children – more than <a href="https://www.aedc.gov.au/resources/detail/2018-aedc-national-report">one in four</a> from remote areas, compared to one in five from major cities – are starting school behind their peers. In very remote areas, <a href="https://www.aedc.gov.au/resources/detail/2018-aedc-national-report">nearly half of children</a> start behind.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/preschool-benefits-all-children-but-not-all-children-get-it-heres-what-the-government-can-do-about-that-117660">Preschool benefits all children, but not all children get it. Here's what the government can do about that</a>
</strong>
</em>
</p>
<hr>
<p>In addition to children living away from city centres, children from low socio-economic areas are most likely to be affected. They are already less likely to attend the <a href="https://www.tandfonline.com/doi/abs/10.1080/10409289.2015.1076674">highest-quality centres</a> and more likely to start school behind their more advantaged peers.</p>
<p>A decade after all four-year-olds received their right to preschool, a shortage of trained teachers could mean one in three children miss out and start school further behind their peers as a result.</p>
<h2>What could we do differently?</h2>
<p>Governments have a few choices to make.</p>
<p>One choice is to accept the transitional provisions are actually an ongoing reality for many services and many children will miss out on trained teachers and fall further behind.</p>
<p>A better option would be to take workforce planning seriously and commit to investing in making sure every child has access to a trained teacher and a chance to succeed.</p>
<p>This would require efforts on a number of fronts. Attrition is a major issue in the early childhood education and care sector. Trained staff average just <a href="https://docs.education.gov.au/node/45126">7.4 years of experience</a> and around <a href="https://eprints.qut.edu.au/101622/1/Brief_report_ECEC_Workforce_Development_Policy_Workshop_final.pdf">20% of the workforce</a> intend to leave the profession within 12 months. </p>
<p>A key focus needs to be on keeping the current workforce. A raft of research has confirmed the major <a href="https://education.nsw.gov.au/media/ecec/pdf-documents/2017/Workforce-Literature-Review.pdf">issues</a> that need to be addressed to achieve this, including pay and conditions, professional status, and career and professional development.</p>
<p>A secondary focus needs to be on attracting, up-skilling and retaining new entrants to the profession. This includes examining what supports would be needed to up-skill educators to diploma and degree level. </p>
<p>Some of this work is happening in individual jurisdictions. For example, scholarships are available in <a href="https://www.education.vic.gov.au/childhood/professionals/profdev/Pages/scholarships.aspx#link11">Victoria</a> to support the roll-out of three-year-old preschool.</p>
<p>A national workforce strategy is needed to build a workforce to ensure that all children, no matter where they live, are able to benefit from quality early learning.</p><img src="https://counter.theconversation.com/content/120099/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Megan O'Connell consults for Community Early Learning Association. She is a director of, and acting spokesperson for, the Parenthood. Megan is affiliated with the Melbourne Graduate School of Education at the University of Melbourne.</span></em></p>In 2009, Australian governments made an agreement to provide all four-year-olds with access to preschool delivered by a trained teacher from 2013. We’re a long way from this goal.Megan O'Connell, Honorary Senior Fellow, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1139212019-04-08T06:58:07Z2019-04-08T06:58:07ZHow has education policy changed under the Coalition government?<figure><img src="https://images.theconversation.com/files/268008/original/file-20190408-2912-10gjzew.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">The Coalition made some major promises in the 2016 election. Has it delivered?</span> <span class="attribution"><span class="source">from shutterstock.com</span></span></figcaption></figure><p><em>This article is part of a series examining the Coalition government’s record on key issues while in power and what Labor is promising if it wins the 2019 federal election.</em></p>
<hr>
<h2>School’s policy and funding</h2>
<p><strong>Glenn C. Savage, Senior Lecturer in Education Policy and Sociology of Education, University of Western Australia</strong></p>
<p>The Coalition’s approach to schooling policy since the 2016 election has primarily focused on its <a href="https://www.education.gov.au/quality-schools">Quality Schools</a> agenda. This centres on <a href="https://www.education.gov.au/quality-schools-package">increased funding</a> (A$307.7 billion in total school recurrent funding from 2018 to 2029). It also attempts to <a href="https://www.education.gov.au/schooling-0">steer national reform</a> in areas such as teaching, curriculum, assessment and the use of evidence. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/268010/original/file-20190408-2918-qcvap0.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The Coalition wants to steer reform in teaching, curriculum, assessment and the use of evidence.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
</figcaption>
</figure>
<p>The government’s policies are strongly informed by the 2018 <a href="https://www.education.gov.au/review-achieve-educational-excellence-australian-schools">Review to Achieve Educational Excellence in Australian Schools</a> (aka Gonski 2.0) which examined how <a href="https://www.education.gov.au/quality-schools-package">record levels of federal funding</a> could be better tied to evidence-based practices.</p>
<p>The review’s recommendations are central to the <a href="https://www.education.gov.au/national-school-reform-agreement-0">National School Reform Agreement</a>. This ties federal funding from 2019-2023 to a number of new <a href="https://docs.education.gov.au/system/files/doc/other/what_is_the_national_school_reform_agreement_0.pdf">national reform initiatives</a>, which include:</p>
<ul>
<li>changes to the Australian Curriculum through the development of <a href="https://theconversation.com/gonski-review-reveals-another-grand-plan-to-overhaul-education-but-do-we-really-need-it-93119">“learning progressions”</a>. These describe the common development pathway along which students typically progress in their learning, regardless of age or year level</li>
<li>developing an online assessment tool to help teachers monitor student progress</li>
<li>reforms to improve the consistency and sharing of data</li>
<li>a review of senior secondary pathways to work, further education and training</li>
<li>establishing a national evidence institute to undertake research on “what works” to improve schooling outcomes</li>
<li>developing a national strategy to support teacher workforce planning.</li>
</ul>
<p>While the Coalition sees the agreement as <a href="https://ministers.education.gov.au/tehan/victoria-board-national-school-reform-agreement">heralding a positive new reform era</a>, deals done with states to get it over the line are <a href="https://theconversation.com/what-the-next-government-needs-to-do-to-tackle-unfairness-in-school-funding-110879">far from ideal</a>, especially in the fraught area of school funding.</p>
<p>The <a href="https://theconversation.com/what-the-next-government-needs-to-do-to-tackle-unfairness-in-school-funding-110879">agreement ensures</a> that by 2023, private schools will receive 100% of the recommended amount under the Schooling Resource Standard (SRS) funding model, whereas most government schools will be stuck at 95%.</p>
<p>The states share a great deal of the blame. But it’s not a good look for a federal government promoting <a href="https://www.abc.net.au/news/2018-10-04/school-funding-sector-blind-catholic-education-gonski/10333090">a commitment to needs-based funding</a>. </p>
<p><strong>What about Labor?</strong></p>
<p>A Labor government would change some elements of the national reform conversation. But the extent to which it would radically shift the current trajectory is debatable.</p>
<p>Labor has promised <a href="https://www.abc.net.au/radio/programs/am/plibersek-will-restore-every-funding-dollar-cut-from-education/10450374">further school funding increases</a> and flagged other reforms such as <a href="https://www.theguardian.com/australia-news/2018/oct/04/bill-shorten-reveals-17bn-plan-to-fund-access-to-preschool-or-kindergarten">universal access</a> to early childhood education for three and four year olds, <a href="https://www.abc.net.au/news/2019-01-06/low-scoring-atar-students-to-be-barred-from-becoming-teachers/10687746">tougher requirements</a> for entry into teaching degrees, and the creation of a <a href="http://www.tanyaplibersek.com/media_release_labor_to_establish_new_national_principals_academy_wednesday_20_february_2019">National Principals’ Academy</a> to provide leadership training.</p>
<p>But Labor also shares a great deal in common with the Coalition.</p>
<p>Both preference a strong federal role in schooling. Both support (at least in theory) the principles of the SRS, and there is significant alignment between parties when it comes to reforms in the National School Reform Agreement. </p>
<p>Labor has also been promoting the idea of a national evidence institute <a href="https://www.theguardian.com/australia-news/2018/feb/16/labor-pledges-280m-research-institute-to-take-politics-out-of-the-classroom">for some time</a> and many reforms in the school reform agreement build directly on those established by Labor as part of its <a href="https://www.tandfonline.com/doi/full/10.1080/02680939.2016.1202452">“education revolution”</a> agenda from 2007-2013.</p>
<p>While the parties will draw dividing lines to make a choice between them look stark, they <a href="https://theconversation.com/labors-struggle-to-remain-the-education-party-53309">have more in common</a> than they would like to admit.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/what-the-next-government-needs-to-do-to-tackle-unfairness-in-school-funding-110879">What the next government needs to do to tackle unfairness in school funding</a>
</strong>
</em>
</p>
<hr>
<h2>Higher education</h2>
<p><strong>Tim Pitman, Senior Research Fellow, Curtin University</strong></p>
<p>Since the last federal election, the Coalition has been mostly dealing with the fallout from their ambitious policy agenda conceived under Tony Abbott, as laid out in the <a href="https://www.aph.gov.au/Parliamentary_Business/Bills_Legislation/Bills_Search_Results/Result?bId=r5396"><em>2014 Higher Education Reform Bill</em></a>. The chief aims of this policy were to:</p>
<ul>
<li>cut higher education funding by 20%</li>
<li>increase subsidies to private providers</li>
<li>deregulate tuition fees. </li>
</ul>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=401&fit=crop&dpr=1 600w, https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=401&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=401&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/268013/original/file-20190408-2924-exqosu.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The Coalition started their new government with no clear pathway to enact their vision for higher education.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
</figcaption>
</figure>
<p>The reforms were voted down by the Senate in late 2014 and again in early 2015.
This meant the government had no clear pathway to enact their vision for higher education and fewer options for reducing higher education expenditure. One way to do the latter would be to <a href="https://theconversation.com/university-funding-reform-blocked-theres-a-pretty-obvious-plan-b-34968">increase the maximum student fee payable</a>. </p>
<p>Another option would be to freeze increases to the amount the Commonwealth subsidised the universities to teach students, so in future years it would spend less, in real terms, on higher education. The government <a href="https://theconversation.com/universities-get-an-unsustainable-policy-for-christmas-89307">took this option</a> in 2017, saving an estimated A$2.2 billion. Research funding <a href="https://theconversation.com/myefo-rips-a-130-million-per-year-from-research-funding-despite-budget-surplus-108919">also took a hit</a>. </p>
<p>The government further announced it would introduce performance-based higher education funding, though it is still not clear how, exactly, performance <a href="https://ministers.education.gov.au/tehan/improving-university-funding">will be defined</a>. </p>
<p>Labor says if it is elected, it will <a href="https://www.theguardian.com/australia-news/2018/mar/01/labor-absolutely-committed-to-demand-driven-university-funding-plibersek">end the freeze</a> on increases to the Commonwealth student subsidies. Labor will also conduct an <a href="http://www.tanyaplibersek.com/nationalinquiry">inquiry into post-secondary education</a>, with one aim being to repriotise the importance of vocational education, so it sits alongside, not beneath, higher education. </p>
<p>Labor heads are also promising a A$300 million <a href="http://www.tanyaplibersek.com/speech_address_to_the_universities_australia_conference_canberra_thursday_28_february_2019">University Future Fund</a> to fast-track funding for high priority research and teaching projects.</p>
<p>For both the Coalition and Labor, regional Australia is shaping up as a key battleground and this is already being reflected in higher education policy. In February 2018, the Coalition <a href="https://www.education.gov.au/news/minister-education-announces-16-regional-study-hubs">announced</a> it was funding 22 regional study hubs across regional Australia to provide </p>
<blockquote>
<p>study spaces, video conferencing, computing facilities and internet access, as well as academic support for students studying via distance at partner universities.</p>
</blockquote>
<p>In November 2018, it followed with a <a href="https://www.theguardian.com/australia-news/2018/nov/12/extra-135m-set-to-ease-the-funding-squeeze-on-regional-universities">further A$135 million</a> in additional support for regional universities affected by their freeze on funding. </p>
<p>In response, Labor has upped the ante on the regional hubs, saying it will not only maintain support for the study hubs but will <a href="http://www.tanyaplibersek.com/speech_address_to_the_universities_australia_conference_canberra_thursday_28_february_2019">fund mentoring and pathways programs</a> in the communities that have the hubs. It will also commit an additional A$174 million for equity and pathways funding to support students from areas with low graduation rates, many of which are in regional Australia.</p>
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Read more:
<a href="https://theconversation.com/australia-should-start-planning-for-universal-tertiary-education-110783">Australia should start planning for universal tertiary education</a>
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<h2>Early childhood</h2>
<p><strong>Susan Irvine, Associate Professor, School of Early Childhood and Inclusive Education, Queensland University of Technology</strong></p>
<p>There are some recurring and predictable storylines in early childhood education election policies in Australia. At the last election, the Coalition’s main storyline was affordability.</p>
<p>Its central platform was the <a href="https://www.humanservices.gov.au/organisations/about-us/budget/budget-2017-18/families/jobs-families-package-upper-income-threshold">Jobs for Families Package</a> – a controversial bill that promised a simplified and more generous fee subsidy to help parents cover the rising cost of education and care. </p>
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<a href="https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/268014/original/file-20190408-2924-1li8n8i.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">The Coalition introduced a subsidy for early childhood education, but the means test has some vulnerable children missing out.</span>
<span class="attribution"><span class="source">from shutterstock.com</span></span>
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<p>It was controversial because it tied children’s access to early education with their parents’ participation in the paid workforce. To get the subsidy, families had to meet a new work activity test. Children whose families did not meet this test had their hours of early education cut in half.</p>
<p>A drawn-out battle in the Senate saw the bill <a href="https://www.abc.net.au/news/2017-03-23/governments-childcare-reforms-passed-the-senate/8381908">eventually pass</a> with some hard-fought amendments to support more equitable access for children and families experiencing disadvantage. </p>
<p>On the whole, the <a href="https://www.humanservices.gov.au/individuals/services/centrelink/child-care-subsidy">childcare subsidy</a> has been a positive change for most Australian families. However, there is evidence that the continuing focus on parent work participation means some of our <a href="https://www.abc.net.au/news/2018-08-09/child-care-subsidy-teething-problems/10083392">children in low-income families</a> – who <a href="https://www.everyonebenefits.org.au/why-invest">research shows</a> will benefit the most from access to high quality early education – are missing out.</p>
<p>The Coalition’s other 2016 <a href="http://www.federalfinancialrelations.gov.au/content/npa/education/national-partnership/2016_2017_universal_access_NP.pdf">election commitment</a> was funding for universal preschool education, focusing on four year olds in the year prior to school. However, this has been doled out on an annual basis. The result being no security for children, families and service providers. </p>
<p>In the 2019 budget, the government committed funding for universal preschool for all Australian children only until the end of 2020.</p>
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Read more:
<a href="https://theconversation.com/dont-be-fooled-billions-for-schools-in-budget-2019-arent-new-and-what-happened-to-the-national-evidence-institute-114193">Don't be fooled, billions for schools in budget 2019 aren't new. And what happened to the national evidence institute?</a>
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<p>This is one of two key differences between the Coalition and Labor’s early childhood policies. Labor has committed to secure and sustainable funding for universal preschool. It has also committed to <a href="https://www.alp.org.au/media/1337/181003-preschools-and-kindy-program-fact-sheet.pdf">expanding access</a> to three year olds, providing two years of early education prior to school entry.</p>
<p>The other key difference relates to broader investment in the early years workforce. The single most important factor influencing quality and children’s outcomes are the teachers and educators working with children. Australia urgently needs a new Early Years Workforce Strategy. The Coalition allowed the previous strategy to lapse and has remained silent on matters relating to pay and conditions. </p>
<p>Labor has announced a commitment to investment in the workforce, including funding to train more educators and teachers, and, has <a href="http://www.bigsteps.org.au/bill_shorten_s_childcare_commitment_big_steps_for_children_families_educators_and_australia">previously pledged support</a> for professional wages for professional work.</p><img src="https://counter.theconversation.com/content/113921/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Glenn C. Savage receives funding from the Australian Research Council.</span></em></p><p class="fine-print"><em><span>Susan Irvine has received research funding from the Australian Research Council and Queensland Department of Education. She is a member of Early Childhood Australia.</span></em></p><p class="fine-print"><em><span>Tim Pitman has received funding from the Department of Education and Training for research projects concerning student equity in higher education</span></em></p>The Coalition has had longer than a three year cycle to make some changes to education. But since the 2016 election, what has it actually done? And what is Labor proposing?Glenn C Savage, Senior Lecturer in Education Policy and Sociology of Education, The University of Western AustraliaSusan Irvine, Associate Professor, School of Early Childhood and Inclusive Education, Queensland University of TechnologyTim Pitman, Senior Research Fellow, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.