The IEU wrote to Deputy Premier and Minister for Education and Early Learning Prue Car in May about teacher shortages and workload issues in early childhood education and care.

The union suggested increasing salaries for teachers in preschools by tying preschool funding to the making of enterprise agreements. The union gave practical examples from Victoria and Queensland. The Queensland Government pays services an additional subsidy per child to attract and retain early childhood teachers, particularly in remote or outer regional areas.

The Victorian Government pays services that are party to the Victorian Early Childhood Teachers and Educators Agreement 2020 (VECTEA) a higher subsidy per child. bit.ly/VICGovKindyRates

The VECTEA includes salaries of up to $113,766, 15 days paid personal leave per year, paid infectious diseases leave, five days compassionate leave, paid parental leave of 16 weeks, child-free days for professional development and other purposes, maximum face-to-face teaching hours of 25.5 per week with a minimum of 12.5 hours for non-teaching duties including planning and attending meetings: bit.ly/FWCDecisionVIC

We have also requested more support for teacher accreditation, including funding early childhood teachers as mentors for provisionally accredited teachers, funded release to enable teachers to attend professional development and paid practicums.

We proposed that NESA provide some accredited professional development for teachers given the limited availability and expense of courses. The Federal Government recently announced $72 million in funding, including a subsidy to give those studying early childhood education up to 20 days paid leave to undertake practicums and to attend mandatory and recommended training.
For more information about the funding: bit.ly/ECECPDfunding

The union advocated for the NSW Department of Education to develop template policies and forms required under the National Regulations, that services can adapt to their specific contexts.

The IEU also requested that the requirements to access funding for children with special needs should be reviewed and should cover support for the entire duration that the child attends the centre.

NQF Staffing and Qualification Review

ACECQA has released a Public Consultation Document for the Review of the NQF Staffing and Qualification Requirements. The consultation questions allow for feedback regarding options to enhance national consistency, support quality and reduce complexity of qualification requirements.

Included in the review are regulations 131 to 134, which cover the requirements for the employment of early childhood services according to the number of licensed places, describing the review as “…an opportunity to review the national consistency in line with transitional, savings and jurisdictional specific regulations varying these regulations”.

As you are aware, NSW has maintained their superior requirements to employ early childhood teachers in services since the introduction of the National Regulations.

Regulations 239A and 242 cover the attendance of early childhood teachers in remote areas and employees taken to be early childhood teachers. ACECQA explains that these are transitional provisions, and the review provides “…an opportunity to consider the best approach for addressing these, considering ongoing workforce challenges”.

Regulations 272, 324, 343 and 373 reflect early childhood teacher requirements in NSW, SA, Tasmania and WA respectively. The document explains that the “…level of variation in requirements and provisions also presents a challenge for service providers operating across states and territories and can act as a barrier to workforce mobility”.

The IEU maintains that maintaining the requirements to employ university qualified early childhood teachers is essential to ensure the most positive outcomes for children enrolled in ECEC. Our position is that the shortage of early childhood teachers would be better addressed by improving salaries and conditions to levels that will attract and retain qualified teachers, rather than lowering qualification requirements to a minimal national standard.

The IEU encourages members to participate in the survey to ensure the stakeholders seeking to reduce the number of teachers that must be employed in early childhood services are balanced by those who value qualified teachers.

To download the document and access the survey which closes on 4 August:
bit.ly/ECECNQF