New study of early years qualifications will create a shared benchmark
A new study The Value of Early Years Qualifications: Quality, Skills & Progression will explore the core knowledge and skills that early years qualifications (EYQs)
The Department for Education in England is currently consulting on potential changes to Early Years Teaching Qualifications. It is very welcome news that whichever option is chosen is likely to give teachers qualifying to teach in the early years real parity with their peers elsewhere in the school system.
The Nutbrown Review in 2012 recommended an early years specialist route to Qualified Teacher Status (QTS) to replace Early Years Professional Status. Instead Liz Truss, then Early Years minister, created Early Years Teacher (EYT) Status, perpetuating the divide between teachers in schools and non-maintained settings, meaning EYTs could not work as qualified teachers in schools, and did not have equivalent pay and conditions or career opportunities. We know that while the EYT qualification is valued by many, some felt they had been mis-sold the qualification and had to spend additional time and money undertaking a PGCE to get the teaching qualification they needed.
We warmly welcome the plans to transform Early Years Initial Teacher Training so that future and past graduates will have a route to QTS, creating greater opportunities for career mobility, and potentially increasing the early years and child development components in the training of other teachers, including in primary.
We encourage members to respond to the consultation, referring if helpful to Early Education’s draft response.
A new study The Value of Early Years Qualifications: Quality, Skills & Progression will explore the core knowledge and skills that early years qualifications (EYQs)
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