1. Dennis Sinyolo, PhD. EI Senior Coordinator Education and Employment Dennis.Sinyolo@ei-ie.org EI Perspective on the ILO Policy Guidelines on the Promotion of Decent Work for ECE Personnel

2. Summary of presentation 1.EI Policy on ECE 2.Main elements of the ILO Policy Guidelines and EI’s perspective 3.What can we do to promote the ILO Policy Guidelines?

3. EI Policy on ECE 1. 1998 EI Congress Resolution: Education, including ECE, is a fundamental human right “Early childhood education is of great value to all children and should be available to all” “ The same status of pedagogical training should be provided for all teachers, including early childhood teachers.... Appropriate measures should be taken to ensure that both men and women are recruited and trained as early childhood teachers. Teachers in early childhood education should have the same rights, status and entitlements as teachers in other sectors”.

4. EI Policy on ECE (cont.) 2. The 2015 EI Congress Resolution on ECE mandated EI to establish an advisory body/working group to: support ongoing ECE work (research, advocacy, information sharing etc.) promote the ILO Policy Guidelines on the Promotion of Decent Work for Early Childhood Education Personnel  ECE Working Group to continue the work done by the ECE Task Force set up in 2007, and given a renewed mandate in 2011

5. Main elements of the ILO Policy Guidelines The ILO Policy Guidelines were initiated by EI, negotiated among the ILO tripartite constituents (Governments, Employers and Workers), and adopted by the ILO Governing Body in March 2014 The Guidelines incorporate basic principles of international labour law set out in international labour standards adopted by the ILO They are intended for use by governments, employers, ECE personnel and their organisations etc. They cover a wide range of issues, including:  the responsibilities of governments, employers and ECE personnel  Training and professional development  Recruitment, deployment and retention  Employment terms and conditions etc.

6. Purpose The Guidelines set out principles for the promotion of decent work for ECE personnel in order to ensure universal access to high quality ECE services They are designed to inform policies, strategies, legislation, administrative measures and social dialogue mechanisms, including collective bargaining agreements  Can be used to develop or review national legislation, policies and programmes “Where ECE personnel enjoy conditions more favourable than those set out in these guidelines, the terms of the guidelines should not be invoked to lower already established condition s” (par. 4)

7. ECE objectives and policies (chapter 3) ECE is a public good, a fundamental right and service of general interest  “A priority should … be the establishment of universally accessible, and where possible, free ECE services of the highest quality” (par. 22)  ECE should provide holistic, child-centred educational approaches (play, creativity, exploration, open curriculum…)  ECE personnel and institutions should enjoy autonomy to choose and organize learning practices To what extent are the ECE objectives in line with Target 4.2 of the new SDG 4 on Quality Education? By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

8. ECE objectives and policies (cont.) ECE financing key for quality, equity and sustainability: “Evidence from good practices in ECE systems shows that sustained public funding, combined with standard setting and regulation are essential factors to achieve quality goals, especially ensuring the recruitment of highly qualified ECE personnel” (par. 29). But the Guidelines allow for private investment in ECE to complement public funding

9. On preparation for the profession Initial preparation for all ECE teaching personnel should be comparable to that of primary school teachers (equivalent professional status and responsibilities)  minimum qualification: first-level tertiary (bachelor’s) degree and, on a progressive basis, a master’s degree or higher level qualification “ Initial education and training should, as far as possible, be financed by public investments, or a mix of public and voluntary private sources so as to offer education that is free of charge or at minimal cost…” (par. 36) The Guidelines propose the content of teacher education, licensing and accreditation of ECE programmes The Guidelines also emphasise initial training for leaders, managers and support personnel

10. On recruitment, deployment and retention Governments to develop and implement comprehensive recruitment, development and retention policies and strategies  Have a clear career structure  Remuneration and other benefits comparable to other occupations  Attractive teaching and working conditions  Diversity (female and male ECE personnel)  Equitable and fair deployment  Background checks  Induction and mentoring

11. Professional and career development Comprehensive and free CPD (where not possible, on a cost-sharing basis with the employer) Ensure a guaranteed number of CPD days per year Ensure leave time and relief staff for CPD provided outside the institution are provided Authorities should involve ECE staff and their organisations in the design and implementation of CPD programmes Ensure clear career paths that promote staff mobility Comment: The Guidelines state that the career path should be based on a staff appraisal system)

12. On employment terms and conditions Salaries and working conditions should be determined on the basis of negotiations and collective bargaining agreements with the organisations representing ECE personnel Remuneration levels should be comparable to that of primary teachers and other comparator professions Remuneration should provide a decent standard of living There should be equal remuneration for women and men for work of equal value Paid leave (annual, sick, maternity, parental, study…) Disciplinary procedures – right to be represented by the union

13. Learning and teaching conditions (chapter 8) Learning and teaching conditions should be negotiated with organisations representing ECE personnel (special boards to consult workers and employers’ organisations) The conditions covered in the Guidelines include working time, staff-child ratios, health and safety, infrastructure and resources

14. Evaluating ECE personnel (chapter 10) Evaluation and appraisal systems should:  Be designed in consultation with ECE personnel  Make a distinction between formative and summative evaluation  Use diagnostic and formative evaluation with the primary purpose of identifying professional development needs  Be fair, objective, constructive and holistic in approach  Not diminish the freedom, initiative, creativity and responsibility of ECE personnel Comment: The Guidelines provide for parental involvement in institutional assessment. What are the advantages and disadvantages of this approach?

15. Evaluating ECE personnel (cont.) The Guidelines promote the development and application of professional codes of ethics The professional codes of ethics are developed and administered by the profession Comments: the basic principles of professional ethics covered in the Guidelines are in line with those found in the EI Declaration on Professional Ethics. Self-regulation and mutual accountability is likely to help move ECE towards professionalisation.EI Declaration on Professional Ethics

16. ECE Governance and social dialogue (chapter 11) Policy coherence and coordination among various government ministries/agencies, central and decentralised education authorities essential The Ministry of Education should be the lead government agency in charge of ECE (ECE should be an integral part of the education system) Promote social dialogue to ensure decent work for ECE personnel and to support ECE policy formulation, implementation and evaluation

17. Promoting the ILO Guidelines: what can we do? Ensure alignment between the Guidelines and national ECE legislation, policy and programmes Ensure that the Guidelines are covered in the existing ILO monitoring mechanism (Joint ILO/UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel – CEART) Use the occasion of World Teachers Day (5 October) to promote the Guidelines 2016 WTD theme/slogan: “Valuing teachers, improving their status”

19. Thank you!