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Strengthening ECEC Workforce Systems in Low-Resource Contexts: Insights from a Delphi Study.

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Title: Strengthening ECEC Workforce Systems in Low-Resource Contexts: Insights from a Delphi Study.
Authors: Pearson, Emma1 (AUTHOR) emma.pearson@mu.ie, Siraj, Iram1 (AUTHOR)
Source: Education Sciences. Apr2025, Vol. 15 Issue 4, p420. 17p.
Subject Terms: *Delphi method, *Teacher education, *Child development, High-income countries, Budget, Mentoring, Middle-income countries
Abstract: Even though the majority of the world's under 5-year-olds live in low- and middle-income countries (LMIC), our knowledge about the systems and architectures which support and sustain ECEC workforce quality is dominated by evidence from high-income countries (HIC). Drawing on a three-round Delphi study of consensus around essential training needs for early childhood staff in low-resourced contexts conducted among fourteen global experts over a period of four months, this paper highlights challenges faced when resources for teacher preparation are severely constrained, and unique approaches for sustaining quality in workforce preparation in such contexts. Key findings that inform efforts to build a strong ECEC workforce in resource-constrained contexts, include consensus among experts around (i) clear professional pathways which offer practitioner-centred flexibility through initial training, followed by on-going mentoring and supervision. A strong emphasis on the importance of strong systems of high-quality and supportive mentoring and supervision reflects recognition that initial training in such contexts is often relatively short-term; (ii) recognition of the importance of diverse roles (for example, community-based practitioners) in working with communities to deliver ECEC in complex communities; and (iii) systems supported by centralised financing, budget allocation and established professional pathways, but open to support and involvement of non-government entities in supporting workforce development. [ABSTRACT FROM AUTHOR]
Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Strengthening ECEC Workforce Systems in Low-Resource Contexts: Insights from a Delphi Study.
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  Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Apr2025, Vol. 15 Issue 4, p420. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Delphi+method%22">Delphi method</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22High-income+countries%22">High-income countries</searchLink><br /><searchLink fieldCode="DE" term="%22Budget%22">Budget</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Middle-income+countries%22">Middle-income countries</searchLink>
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  Data: Even though the majority of the world's under 5-year-olds live in low- and middle-income countries (LMIC), our knowledge about the systems and architectures which support and sustain ECEC workforce quality is dominated by evidence from high-income countries (HIC). Drawing on a three-round Delphi study of consensus around essential training needs for early childhood staff in low-resourced contexts conducted among fourteen global experts over a period of four months, this paper highlights challenges faced when resources for teacher preparation are severely constrained, and unique approaches for sustaining quality in workforce preparation in such contexts. Key findings that inform efforts to build a strong ECEC workforce in resource-constrained contexts, include consensus among experts around (i) clear professional pathways which offer practitioner-centred flexibility through initial training, followed by on-going mentoring and supervision. A strong emphasis on the importance of strong systems of high-quality and supportive mentoring and supervision reflects recognition that initial training in such contexts is often relatively short-term; (ii) recognition of the importance of diverse roles (for example, community-based practitioners) in working with communities to deliver ECEC in complex communities; and (iii) systems supported by centralised financing, budget allocation and established professional pathways, but open to support and involvement of non-government entities in supporting workforce development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184834072
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        Value: 10.3390/educsci15040420
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        Text: English
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              Text: Apr2025
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