Continuing Professional Development (CPD) is now a priority for all those who want to progress in a workforce which is becoming more complex and challenging.
With the roll-out of Every Child Matters and the introduction of the Early Years Foundation Stage in 2008, any existing practitioner who wants to enhance their long-term career prospects needs to consider undertaking accredited CPD qualifications.
It's true to say the early years sector does not currently share the commitment of other professions such as nursing and teaching when it comes to updating skills. Take-up of CACHE's CPD courses, for example, suggests that not enough experienced practitioners are seeking to map their careers to changes in the workplace.
While around 105,000 candidates embark on initial training courses each year, only 1,500 to 2,000 established childcarers undertake accredited CPD awards. CACHE chief executive Richard Dorrance believes that, with a workforce of around 500,000, this is potentially worrying.
CACHE currently runs a level 3 Certificate of Professional Development, which allows practitioners to mix and match units. Some units - such as registration and inspection under the Childcare Act - provide an update on changing practices and legislation in the sector, while others are designed to extend particular areas of specialist knowledge.
While short courses and workshops are undoubtedly worthwhile, Mr Dorrance feels there is a growing need for practitioners to undertake accredited courses that can demonstrate knowledge to a range of employers.
'We are currently developing a new level 4 CPD course, for launch in September next year, which is written for those working in children's services, covering the 0 to 16 age group,' he says. 'It will teach the skills of leadership, and is a course which we hope will appeal to established practitioners in both large and small settings, who will need to upskill to meet the new leadership requirements.'
Avoiding dead ends
At the Pre-School Learning Alliance, director of training and quality assurance Michael Freeston would like to see greater momentum for CPD so the workforce can meet the challenge of increased professionalism.
'But it comes down to who will pay for this training,' he says. 'Levels 2 and 3 are funded through the Learning and Skills Council as part of mainstream education, but not all employers can afford to make a substantial investment in CPD, and for hard-pressed practitioners, it can be a struggle to find either the time or the money.'
While the long-term stated aim of the Children's Workforce Development Council (CWDC) is to have level 3 practitioners working in all full daycare settings by 2015, Mr Freeston identifies a chasm between this and the graduate level 6, which the sector is now very much focused on. He believes that the Qualifications and Curriculum Authority's development of the Framework for Achievement could help to bridge the gap.
This unit-based qualification framework, underpinned by a system of credit accumulation and transfer, is designed to be demand-led and market-led. It supports a national record of learner achievement and enables movement between awarding bodies and providers. According to the QCA, an important feature is that there are 'no dead ends'. Each unit can contribute towards at least one qualification.
'It will enable people working in all areas of childcare to build up to different levels from their existing qualifications,' says Mr Freeston.
'Students will be able to study in bite-sized chunks and spread the cost as well. In this way it could provide a boost for CPD.'
Meeting employer needs
With the availability of Transformation Fund money, the National Day Nurseries Association (NDNA) is hoping for healthy take-up this year of its new Business Support and Continuous Professional Development Programme. The range of training is its most wide-ranging yet, reflecting key trends, such as the move to integrated working, the need to support families and negotiating the changes in Every Child Matters. Courses cover many facets of management such as team leadership, recruitment, selection and retention, and managing change, as well as issues such as health and safety, providing for nutritional needs and observing practice.
Courses vary from one to 40 days. More lengthy courses include the ILM Diploma in Management, which runs across 40 days, can be spread over a one- to three-year period and represents 45 credits at level 5.
Stella Ziolkowski, head of workforce development at the NDNA, says, 'Important areas we have identified include health and safety, leadership and integrated working. All the courses have been guided by feedback from employers and settings, who know exactly which areas their staff need to brush up on.'
Partnerships in local authorities provide the bedrock of funding and the NDNA has to tender for each authority individually to maximise take-up. A minimum of 12 participants are required to make each course viable.The NDNA believes that its current package will prove highly effective in meeting local CPD needs.
At City College Plymouth, tutor Wendy Stephens corroborates that CPD courses are driven by local employer needs.
'What we have seen in recent years is huge demand for the advanced baby practitioner unit of the CACHE level 3 Certificate of Professional Development,' she says. 'Ofsted's inspection requirements mean that many experienced practitioners have had to brush up their skills in this area.
The unit builds on their previous knowledge and understanding of the care and development of babies under one year of age. It extends the working practice of anyone in a supervisory role in a baby room.'
Although this unit is always popular, Ms Stephens reports that not many students opt to take the mandatory unit which would give them the complete qualification. 'The focus tends to be very much on specific units, such as working with babies or special needs. Students still get accreditation for this work, although not the full qualification,' she says.
When it comes to Early Years Professional Status, the CWDC has yet to resolve how it will formalise CPD for the role. When it does, this will undoubtedly provide further impetus for ongoing training.
Time and money will always be an issue for practitioners, but the pace of change now means that few can afford to let their credentials slip.
Further information
* www.cache.org.uk
* www.ndna.org.uk
* www.qca.org.uk