“Who Would Bother Getting a Degree When You Would Be on the Exact Same Pay and Conditions . . .?” Professionalism and the Problem With Qualifications in Early Childhood Education and Care: An Irish Perspective

Ayooluwa Oke,Cian O’Neill,Judith E Butler

doi:10.1177/21582440211031883

Abstract

Although the literature is replete with research that indicates the importance of qualified and highly skilled practitioners in the provision of quality Early Childhood Education and Care (ECEC), challenges to the retention of highly skilled graduates and the establishment of a professional ECEC workforce persist. This study investigates the barriers that hinder practitioners from obtaining higher level ECEC qualifications. It presents findings from the perspectives of practitioners ( n = 18) participating in the Early Childhood Care and Education (ECCE) Scheme using semi-structured interviews. This article is part of a doctoral study with practitioners and parents on quality in ECEC and the impact of technology on quality practice. Importantly, this article presents findings from the practitioner interviews as they relate to the barriers faced by practitioners in obtaining higher level qualifications. Findings indicate that practitioners value the role of qualifications in the provision of quality practice. Despite this, findings suggest that the likelihood of obtaining an ECEC degree is largely dependent on the practitioner’s financial situation. For example, in the absence of appropriate pay scales and occupational profiles, practitioners are forced to avail of social welfare services.

Highlights

This article contributes to the debate on the role of qualifications and the barriers that hinder practitioners from professional advancement within the Early Childhood Education and Care (ECEC) field
As highlighted by T15, the Early Childhood Care and Education (ECCE) Scheme (DCYA, 2010), for instance, required ECEC leaders to have a Quality and Qualifications Ireland (QQI) Level 6 in “Childcare.” funding directly related to increasing staff wages for those who obtained higher level qualifications was not evident (DCYA, 2018), think about it this way
As highlighted by T15, the ECCE Scheme (DCYA, 2010), for instance, required ECCE leaders to have a QQI Level 6 qualification in “Childcare.” funding related directly toward increasing staff wages for those who obtained higher level qualifications was not evident (DCYA, 2018), think about it this way. They are screaming for higher qualifications in ECCE but did it not cross anyone’s minds that we need to be helped to get these qualifications or at least, like every other profession, pay us depending on our years of experience and level of qualification. (T15)

Summary

Introduction

This article contributes to the debate on the role of qualifications and the barriers that hinder practitioners from professional advancement within the Early Childhood Education and Care (ECEC) field. Findings from this study were informed by a doctoral study that investigated quality in ECEC, from the perspectives of 18 Irish practitioners and 15 parents participating in the Early Childhood Care and Education (ECCE) Scheme (Department of Children and Youth Affairs [DCYA], 2010). This scheme “provides children [aged 2.8 to 5.6 years] with their first formal experience of early learning prior to commencing primary school” (Government of Ireland, 2019).

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