“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

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.

Assessment of the Sustainability of Community-based Preprimary School Teaching Program on Education Empowerment to Children in Longido District, Tanzania

“…Moreover, data in table 1 portray that a great majority of teachers (89.3%) indicated great extent and very great extent, whereas an extreme minority (10.7%) were against the possibility that teachers in the Oke (2021) that the likelihood of a practitioner obtaining a degree in Early Childhood Education and Care depends largely on the practitioner's financial status. This implies that teachers in schools visited wish to attain better academic qualifications beyond standard Seven, but they fail to do so due to inadequate funds to cater for studies and family needs.…”