Policy document
Early childhood education and care workforce development
OECD ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This policy brief examines how early childhood education and care (ECEC) workforce development supports quality learning and well-being for young children. It focuses on policy approaches in Ireland and Luxembourg related to staff education, professional development, and working conditions. The document highlights opportunities for countries to learn from each other about improving ECEC quality through stronger workforce policies.
Key points
- ECEC workforce is foundational for providing high-quality learning, development and well-being experiences
- Policies can address initial education requirements for ECEC staff
- Policies can support continuing professional development for ECEC workers
- Working conditions of ECEC staff are a policy lever for quality improvement
- Cross-country peer learning can enhance process quality in ECEC
Limitations
The document is a policy brief presenting only a framework for workforce development rather than evaluating specific interventions or programmes. No empirical data, outcomes or effectiveness evidence is provided.
Abstract
The early childhood education and care (ECEC) workforce is foundational for providing high-quality learning, development and well-being experiences for young children. Policies can support the development of this workforce by addressing requirements for initial education and continuing professional development, as well as the working conditions of ECEC staff. Examining different policy approaches with a focus on Ireland and Luxembourg, this Policy Brief highlights key opportunities for peer learning across countries interested in enhancing process quality in ECEC through workforce development.