This paper examines workforce reform in early childhood education in England, specifically the policy trajectory that led to implementation of the Early Years Teacher Status (EYTS) qualification in 2014. Taking a critical perspective on policy analysis, the paper uses rhetorical analysis to make sense of the how EYTS is understood within workforce reform. From an assemblage of salient policy documents, we report our critical analysis of two key texts: Foundations for Quality and More Great Childcare. Both documents identify policy levers and drivers for reform, but from markedly different perspectives and with contrasting recommendations. By using rhetorical analysis to examine how these policy texts construct not only problems but also preferred solutions, we illustrate the paradoxical nature of early childhood policy in England as it relates to aspirations to raise the status of the sector and improve quality through the implementation of EYTS.

https://www.tandfonline.com/doi/pdf/10.1080/02680939.2019.1637546

Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status

Parents of one in six children were struggling to access child care services in 2014, with just over one half of parents indicating that a failure to secure child care was hindering their ability to meet work commitments, according to this report. Summary In its 2014 review of the child care sector, the Productivity Commission revealed that parents of one in six children were struggling to access child care services in their area, with just over one half of parents indicating that a failure to secure child care was hindering their ability to meet work commitments. Most policy makers would now accept that an improvement in the availability and affordability of child care services would result in an improvement in Australia’s participation rate. However, it is important that policy makers do not lose sight of the fundamental shift that has occurred in recent years, as countries have moved from viewing childcare as simply child minding to viewing it as an important educational service for young children. In the legitimate rush to expand access to childcare, it is important that we do not unduly undermine the quality of our early childhood education system.

Baby steps or giant strides

The sections on early years provision, local authority duties and extended schools cover England only. The sections on tax relief and tax credits apply to the United Kingdom as a whole. The childcare provisions in Universal Credit will apply across England, Wales and Scotland. Social security is a transferred matter under the Northern Ireland Act 1998, although there is a long-standing policy of parity in this area. A Welfare Reform Bill is currently before the Northern Ireland Assembly.

Manjit Gheera

Papers

Government support for childcare and childcare reform under the Coalition Government