Policy makers must embrace the European Quality Framework

Ireland must uphold its commitment to children’s rights

That ‘children have the right to affordable early childhood education and care of good quality’[1] is one of 20 key principles of the European Pillar of Social Rights, which was agreed by the heads of 27 EU Member states in 2017 as a means of strengthening the living and working conditions of people in the EU. As a signatory of this Pillar, the Irish government bears responsibility for its implementation in Ireland, including the principle on early childhood. 

Quality of Early Years got lost in the political debate

In the run up to last year’s general election, and ahead of Budget 2026, our Early Years system was to the forefront of political discourse due to waiting lists and high fees faced by families with young children across the country. While these significant issues must be addressed, the importance of quality in Early Years got lost in the debate. Accessible and affordable Early Years provision must be underscored by high-quality experiences for every child.

The European Quality Framework for Early Years

In response to the European Pillar of Social Rights’ commitment on early childhood, a non-binding governance tool for European Union Member States to improve the quality of their Early Years systems was introduced. The European Quality Framework (EQF) for Early Childhood Education and Care (ECEC) provides 10 quality statements, based on good practices, that can provide high-quality Early Years care and education for all children. They are grouped together under five themes:

1.  Accessibility

• Universal and Affordable Access: Early Years provision should be available from birth until school age, affordable for all families, and especially beneficial for disadvantaged groups.
• Inclusive Participation: Services must embrace diversity and inclusion, making all families feel welcome and respected regardless of background, status, or ability.

2.  Workforce

• Professional Training: Staff should be well-qualified, with ongoing training tailored to their roles and the needs of vulnerable groups.
• Supportive Conditions: Good working conditions, including leadership, teamwork, and fair wages, are vital for staff well-being and effective child engagement.

3.  Curriculum

• Holistic Goals: The curriculum should promote children’s full potential through integrated care, education, and play, respecting diverse needs and interests.
• Collaborative Practice: Staff should work closely with children, parents, and colleagues, reflecting on and improving their practice through shared learning.

4. Monitoring and Evaluation

• Child-Centred Assessment: Evaluation should focus on the child’s best interests, involving all stakeholders and prioritising process quality over structural metrics.

5.   Policy and Financing

• Clear Roles and Collaboration: Stakeholders must understand their responsibilities and work together to ensure high-quality outcomes.
• Universal Entitlement: Legislation and funding should support universal access to Early Years services, with targeted support for disadvantaged groups and regular progress reporting.

The European Quality Framework and Ireland

Early Childhood Ireland considers early childhood education and care to be a children’s right. All children should have access to high quality Early Years and School Age Care. Staff play a crucial role in shaping high-quality learning environments and it is our position that in order to successfully implement the European Quality Framework and to support children’s rights, there must be a concentration of government policy efforts on addressing staffing challenges.

Currently, the Early Years and School Age Care system has a staff turnover of 25 per cent, rising to 52 per cent in some areas. Without a sufficient level of qualified educators, the government’s capacity and affordability plans for the system will be impeded, leading to a reduction in quality and children’s accessibility to this vital provision, particularly for those experiencing disadvantage.

As a first step in ensuring the successful implementation of the European Quality Framework and to improving staff recruitment and retention challenges, Early Childhood Ireland calls on policy makers to bring Early Years and School Age Care graduates under public sector pay and conditions, in line with primary school teachers. This would give Early Years educators recognition for the value of their work and provide stability for the system.

Professional development is crucial in recognising the professionalisation of the Early Years workforce and has a huge impact on the quality of staff pedagogy and children’s outcomes. The European Quality Framework quality statement calls for staff to be well-qualified with ongoing training tailored to their roles and needs of vulnerable groups, and for good working conditions, including leadership and fair wages. At the very least, Nurturing Skills, the government’s plan for the Early Years and School Age Care workforce, particularly those regarding Continuous Professional Development, should be fully implemented.

High-quality Early Years experiences lay the foundation for lifelong learning and child development. If fully implemented, the European Quality Framework would be transformative for our Early Years and School Age Care system. Our policy makers must continue to be guided by this framework when deciding on policies or a course of action that will affect our youngest children, including the most vulnerable.

If you would like to get in touch, or have any queries about our work, please contact [email protected]

[1] https://employment-social-affairs.ec.europa.eu/policies-and-activities/european-pillar-social-rights-building-fairer-and-more-inclusive-european-union/european-pillar-social-rights-20-principles_en