Advantages in and barriers to gaining ece qualifications and registration Publications
This page summarises the findings about advantages and barriers to gaining a qualification within the ECE workforce from the 2003 survey.
Author(s): Claire Harkess and Debbie Small, Education Information and Analysis, Ministry of Education.
Date Published: October 2004
A survey of employees in early childhood education (ECE) teacher-led services was carried out in August 2003. 9,725 members of the workforce responded from Education and Care services, Kindergartens, Home-based services and the Correspondence School.
An analysis project is currently underway with the data from the survey. The analysis will be available in stages as each stage is completed. The focus of the first stage is on what the survey tells us about qualifications and registration in the ECE teacher workforce. The focus of the second stage is on what the survey tells us about the different ethnic groups that make up the ECE teacher workforce. The third stage will focus on the experience of teaching. This paper is part of the third stage.
Summary of Findings
The wide range of responses that were given is the key finding from this section of the survey. These highlight the issues that are important to Education and Care teachers and Home-based co-ordinators in terms of advantages and barriers to obtaining ECE qualifications and registration.
The more common advantages mentioned in relation to qualification were improved knowledge, better job or career prospects and financial advantages related to better pay. The more frequent advantages mentioned in relation to registration had one in common with those for qualification - better job or career prospects. Other more prevalent advantages for registration were improved ECE quality and recognition related statements.
When looking at barriers the most common barrier for qualifications was financial whilst for registration the most common barrier was time. Time was the next most frequently quoted barrier for qualifications whilst for registration it was getting qualified first.
- For registration, Home-based co-ordinators reported particular barriers related to being co-ordinators due to lack of contact time with children. Being a co-ordinator was not an issue for obtaining qualifications.
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