‘International perspectives on early years’ suggests that almost all OECD countries are facing similar challenges with recruitment and retention of staff.
The report states, ‘Workforce shortages are a challenge in many countries. In almost all OECD countries, more children are attending early years settings.
‘The workforce is struggling to keep up. Across the OECD there is an aging early years workforce. Almost a third of OECD pre-primary teachers are over 50. As these teachers begin to retire, workforce shortages are likely to worsen.’
The report, which draws on evidence from international research, as well as a survey and roundtable discussion with representatives of inspectorates and early years academics from various European countries, considers recruitment and retention challenges to be down to low wages, feeling undervalued, poor working conditions and limited opportunities for professional development.
It suggests that for many who choose a career in the early years, it is a stepping-stone to primary teaching.
During a roundtable discussion, Susanna Mantovani, an academic from Italy, said, ‘In my country, recruiting [early years] professionals has become very difficult in the last years. It’s a threat for the development of [early years]. An emergency.’
According to the research, as a result of workforce shortages, Germany has been unable to meet demand after expanding the legal entitlement to an early years place to cover all children over the age of one.
Differences and similarities between countries
The report, published by Ofsted, covers four themes - availability and access, workforce, curriculum and pedagogy, inspection and regulation.
It highlights a number of differences across OECD countries compared to England, they include:
- Inspections not being routine or education-focussed in other countries.
- Mandatory professional development being less common for early years staff than for primary or secondary teachers across Europe.
Similarities include:
- In most countries, it is considered important for early years education to focus on communication and language, social and emotional development, and physical development, as they provide the foundations for wider learning and later educational success.
- Many countries have implemented strategies to improve participation in early years provision, ensuring all children have access to high-quality early years education. Many also target specific groups, such as children from low-income backgrounds.
Ofsted’s chief inspector Amanda Spielman said the report identified some differences in early years systems, however indicated a ‘shared sense of purpose and a common aim to ensure that all children have access to a high-quality education.’
She added, ‘I welcome this opportunity to learn from international early years experts. The findings in this report will inform our own inspection practice so we can play our part in giving children the best start in life.’