Early childhood care and education

UNESCO notes, “The period from birth to eight years old is one of remarkable brain development for children and represents a crucial window of opportunity for education. UNESCO believes early childhood care and education (ECCE) that is truly inclusive is much more than just preparation for primary school. It can be the foundation for emotional well-being and learning throughout life and one of the best investments a country can make as it promotes holistic development, gender equality and social cohesion.”

Target 4.2 of Sustainable Development Goal 4 states, "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." The Second World Congress of Education International (EI), meeting in Washington DC, US, from July 25 to 29, 1998 – resolution on ECCE – notes:

* Educational research shows that early childhood education is an important factor in the promotion of equal opportunities, reduces the need for expensive intervention, and leads to a more successful education in later years.

* Public investment in early childhood education is cost-effective, generating both human and economic rewards. Physiological, psychological and educational research confirms the value of developmentally appropriate early childhood education.

It further notes: The changes in family structures and the number of families where both parents work outside the home have increased the demand for early childhood provision, both in the field of care and of education. It is important that such provision is of high quality, based on the needs of the individual child and his/her age group.

EI recommends that:

* Early childhood education should be a public service and form an integral part of the education system.

* Full responsibility for early childhood education should be given to the Ministry of Education at national or regional level.

* Appropriate arrangements should be devised to allow for continuity and co-ordination between early childhood education and primary education.

* Sufficient resources must be made available within the education budget of each country in order to provide for high-quality early childhood education, free of charge and accessible to all.

TT as a member of the United Nations must take cognisance of the guidelines and reports generated by the UN umbrella organisation. Granted that UNESCO cannot dictate an individual government’s policy direction, the various education ministries, including the Ministry of Education, will be well advised to be guided in its approach to ECCE by such globally respected organisations.

TTUTA is a member of EI and therefore was party to the resolutions passed at the world congress. TTUTA agrees with the principle of EI’s resolution of 1998 and has continually advocated for a comprehensive policy and sustainable investment of finances and human resources into this foundational area of our education system.

Currently, our ECCE teachers are employed under contractual arrangements, some for three years, others on a month-to-month basis. The terms of conditions of employment under these contracts leave a lot to be desired and might even be deemed unlawful. The timely payment of salaries for those on these monthly contracts is inconsistent, some not being paid for two months. Payment of gratuity is long in coming, in one instance over ten years.

The Auditor General’s most recent report raised concerns over the quantum of payments to contracted workers in the public sector, the Ministry of Education being the chief culprit – $31 million. There are other aspects of contracted work which the association frowns upon, especially given the important work in which these teachers engage. One cannot ignore the aspect of vacation which was highlighted by the association and which has not been addressed by the authorities.

UNESCO further states, “Extending education rights to include early childhood care can significantly impact developmental outcomes for children. Evidence suggests that legal provisions for compulsory pre-primary education can boost early development.”

We take note that the TT Government has taken steps to amend the Education Act to include ECCE students within the schooling age, but this amendment is like a tennis ball, back and forth between the Ministry of the Attorney General and Legal Affairs and the Ministry of Education.

It appears that the legislative importance of this Government does not include bringing a measure of stability to this sector. In fact, it appears that the Government is not serious about the ECCE sector. TTUTA once again deplores the contemptuous treatment of our ECCE teachers and calls on the population to demand this injustice is corrected.