Frances Fitzgerald (Dublin Mid West, Fine Gael)

There are no plans at present to increase the level of qualifications required under the early childhood care and education, ECCE, programme. However, interim arrangements which applied in the 2010-2012 start-up phase will no longer apply from September 2012. Under the interim arrangements, possession of the four core child care modules of the FETAC Level 5 award have been accepted as qualifying a pre-school leader under the programme, provided that the person concerned is working towards the achievement of a full level 5 qualification by September 2012. From that date, all pre-school leaders will be required to meet this criterion in full.

The literacy and numeracy strategy, however, which was launched by my colleague, the Minister for Education and Skills, in July of this year, contains a commitment to increase the qualifications required for staff working in State-funded ECCE services at some stage in the future. Clearly, this will require assurance that appropriate ECCE training is available to child care staff.

In this context, the workforce development plan for the early childhood care and education sector identifies the way forward in terms of upskilling the existing workforce and ensuring that those who enter the workforce in the future are appropriately prepared for their role. It also identifies career paths and progression routes for those who choose this area of work and provides clarity regarding the core skills and knowledge essential to practice effectively in an ECCE setting. The implementation of the plan is being overseen by the early years education policy unit of the Department of Education and Skills, which is co-located within my Department.

One development associated with the implementation of the plan is the publication of new common award standards for awards made by the Further Education and Training Council, FETAC, at levels 4, 5 and 6 on the National Framework for Qualifications. The changeover to the new award standards is a very positive and welcome development. They promote consistency in quality, content and delivery of programmes of learning leading to these awards nationally, their practice focus ensures that graduates are fully prepared to enter employment upon graduation and their structure ensures that core knowledge and skills are developed across all levels of qualifications which in turn allows for the establishment of clear professional pathways into and through the profession, which is something many of the staff employed in these services have been requesting.

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