The document discusses issues and recommendations related to early childhood education (ECE) teachers from a meeting in Mexico. It identifies the main policy issues discussed as the lack of standards around teacher qualifications, training, and professionalization. Additionally, it notes challenges around inequities in teacher quality for less privileged children and governance across education sectors involved in ECE. The recommendations call for the Teacher Task Force to establish an ECE working group to promote partnerships and disseminate guidelines. It also recommends further studying ways to attract more men and youth to ECE work and creating an exchange platform for experiences in teacher development.

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Pre-forum session:
ECE teachers and facilitators
Issues and recommendations
Mexico, 14-17 March 2016
8th Policy Dialogue Forum of the Teacher Task Force for Education 2030

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3. Introduction
• We welcome the organization of a dedicated
session on ECE teachers for the first time at
TTF Forum. ECE teachers are important
actors with fundamental role of laying
strong foundation for wellbeing, learning
and development
• We focused our discussion on ECE teachers
(educators, facilitators, pedagogues…) in
organized programmes with educational
components
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4. Main policy issues (1/4)
• Qualifications, status and training:
—What qualifications to establish for ECE
teachers?
—Lack of standards for teacher education and
preparation
—Unqualified and under-qualified but experienced
teachers (how to bring them into the profession,
upgrade skills and status?)
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5. Main policy issues (2/4)
• Qualifications, status and training (cont’d):
—Low social status of ECE teachers
—Limited professionalization of ECE teachers
—Professional status very important but not often
addressed
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6. Main policy issues (3/4)
• Equity and inclusion:
—Less privileged children are attended by lower
qualified/trained teachers
—Difficulty for having highly qualified teachers
—Teacher profile/competencies – should there be
one single profile? How flexible should it be?
—Gender disparities in the ECE workforce
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7. Main policy issues (4/4)
• Governance and funding:
—Challenge of instituting coordinated and coherent
approach to policy and programme due to multiple
sectors involved (e.g. education, health,
gender/family, welfare/protection; public-private)
—Challenge of securing sufficient funding for equitable
access to quality ECE
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8. Recommendations to TTF
1. To consider establishing an ECE group within TTF that
can:
— promote networking and partnership, sharing of learning and
experiences,
— launch collaboration between national, regional organizations; civil
society, research organizations, private sector, inter-governmental and
international organizations (e.g. ILO, UNESCO, World Bank, GPE,
UNICEF)
1. Through this possible ECE group, to look into modalities to
disseminate/use the ILO guidelines on ECE
personnel, Education 2030 and other relevant
international frameworks and guidelines to:
— provide useful guidance to states on how to improve teaching and
learning conditions in ECE,
— address such issues as equity, appropriate curricula, free preprimary
access, teacher training, professional standards, financing and
governance.
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9. Recommendations to TTF
3. To carry out a study on attracting men
and youth into ECE work
4. To set up a platform to promote South-
South and South-North collaboration and
learning on ECE teaching and learning,
teacher development and management.
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Thank you
Merci