A graduate-led workforce is a worthy ambition for Ireland

In a recent article in the Irish Independent, the question was raised of whether Ireland needs a graduate-led Early Years workforce. Countries that are considered ‘best in class’ do not ask this question. They understand that highly qualified educators are the cornerstone of a high-quality Early Years system, and this is backed by their investment in the workforce.

Ireland has made significant progress in raising qualification levels and investment across the Early Years and School Age Care system. Thousands of educators hold degree-level qualifications and continue to invest in their professional development. While expectations of the workforce have increased, recognition of its professional status has not kept pace.

This month, thousands of babies, toddlers and young children return to Early Years and School Age Care settings across the country. Yet for many families, accessing a place remains out of reach. Latest figures show up to 46,000 children under the age of three are on a waiting list for a place. These numbers are a consequence of the biggest challenges facing the Early Childhood and School Age Care system: recruitment and retention of staff.

With a quarter of Early Years professionals leaving their jobs each year, we are losing too many talented educators to other sectors that often offer better pay and conditions, many of whom are qualified to degree levels. Turnover rates of this level have a direct impact on young children, with many missing out on stable, consistent relationships that are fundamental to their early learning and development.

If the government is serious about reducing fees and increasing access, it must first address the exodus of educators from the system. Any efforts to expand capacity will fall short unless the government can provide a high level of security for staff and settings.

Investing in the workforce

Valuing the Early Years and School Age Care workforce means recognising the vital role it plays in children’s lives by providing educators with adequate salaries and improved working conditions that attract and retain high-quality staff.

One must question why this essential workforce remains at the mercy of two annual processes: the Joint Labour Committee’s deliberations and the Budget. No other part of the education system is expected to rely on year-to-year funding decisions. Yet every year, one group of educators waits to learn what lies ahead, while key benefits such as annual increments, pensions, and maternity leave top-ups continue to remain out of reach.

This cycle must be ended with a commitment from the Government to provide a pathway to bring the Early Years and School Age Care workforce into public-sector pay and conditions, starting with graduates.

Doing so will offer immediate reassurance to educators, providers and families and would stem the tide of qualified staff leaving for better-paid jobs in other sectors. Similarly, doubling the Graduate Premium is a necessary measure to immediately offer a fair and proper financial incentive. Since its introduction, there has been no increase in the Graduate Premium, which amounts to a pay cut when considering inflation and the cost-of-living crisis.

Why professionalisation of the workforce matters for children’s outcomes

High-quality Early Years and School Age Care can make an extraordinary difference in children’s lives, especially for those experiencing disadvantage. This includes significantly enhancing children’s cognitive, social and emotional growth as well as maximising the impact of later education.

A highly trained and qualified workforce is imperative for delivering such a system. Currently, many staff participate in Continuous Professional Development (CPD) in their own time and often at their own expense. The government must invest in 3 in-service days per year, on par with in-service days in primary schools. This would allow settings to have dedicated time for staff to complete CPD, which is essential in delivering quality for children.

The question is no longer whether Ireland needs a professionalised workforce. The question is how much longer we can afford to wait until those professionals are recognised and valued for their vital contributions to the lives of young children.

If you have any questions or would like to know more about our work, please contact policy@earlychildhoodireland.ie.