Topic: [Revision] Competency-based Training Approaches for Adult Workers - Singapore
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SF_ECCE_Guide_2016.pdf
CARE & EDUCA
TION
SKILLS FRAME
WORK
FOR EA RLY CHI
LDHOOD
A GUIDE ON OCCUPATIONS AND SKILLS
GIVING EVERY CHILD A GOOD START
The Skills Framework for Early Childhood Care and Education (ECCE) sector is a key initiative under SkillsFuture. It is a forward-looking document to guide interested individuals to join the sector and for educators to work towards larger job roles. It is developed by the Early Childhood Development Agency (ECDA) and the Singapore Workforce Development Agency (WDA), together with educators, employers and unions. It is also part of the SkillsFuture movement to promote mastery and recognition of skills, and to foster a culture of lifelong learning.
Through the Skills Framework, we hope to share with you key information such as wage information, workforce profiles and career pathways, so as to guide you in your decision to become an early childhood (EC) educator.
A key feature of the Skills Framework is the recognition of prior learning and competencies attained on-the-job. Support will be provided to every individual who is interested in joining the sector, or currently in the sector.
This Guide is for you if:
• you are interested in a career in the ECCE sector, or • you are an in-service EC educator
If you have the passion to work with children, we invite you to join the early childhood profession. As an educator, you hold the key to inspiring young minds and preparing them for their future and for life. Join us to realise our vision of giving every child a good start!
For a Fulfilling Career in the Early Childhood Care and Education (ECCE) Sector
INTRODUCTION
01
03
02
04
05
5 MUST-KNOWS
Why Quality ECCE is Important
Where the Opportunities are for You
How the Government Supports You
What’s Next for You
What it Takes for You to be an Inspiring EC Educator
For more information on the Skills Framework for ECCE, please visit
www.skillsfuture.sg/skills-framework/ecce.
Page 01
Page 07
Page 03
Page 15
Page 17
Quality Early Childhood Education has a strong positive impact on adult outcomes such as educational attainment, future earnings, health and socio-emotional development. These outcomes are strongly influenced by the experiences that young children have in their interactions with other people and with their environment.*
As an EC educator, you are key to creating rich and stimulating learning environments that ensure the desired learning outcomes for each child.
1 Sylva, K., Melhuish, E.C., Sammons, P., Siraj, I. and Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project: Technical Paper 12 – The Final Report: Effective Pre-school Education. London: DfES / Institute of Education, University of London. 2 Heckman, J. J., and D. V. Masterov. (2007). “The Productivity Argument for Investing in Young Children.” Applied Economic Perspectives and Policy 29(3): 446–493.
Administration for Children and Families. (2002). Making a difference in the lives of infants and toddlers and their families: The impacts of early head start. (Final technical report). Washington, DC: US Department of Health and Human Services. Pence, A. (2008). Introduction. Contemporary Issues in Early Childhood, 9(3),189–90. Woodhead, M., & Oates, J. (2009). Early childhood in focus. Milton Keynes, England: The Open University. Center on the Developing Child at Harvard University (2009). In brief: The science of early childhood development. Retrieved from http://developingchild.harvard.edu/.
*According to research in ECCE, such as the Effective Pre-School and Primary Education (EPPE) study1 and other studies2.
1
WHY QUALITY ECCE IS IMPORTANT
Skills Framework • Early Childhood Care & Education
1
QUALITY ECCE Correlates positively with
Socio-Emotional Development
Health
Future Earnings
Educational Attainment
In 1996, I made a career switch to fulfil my dream of being an early childhood educator. Over the years, I have grown in my appreciation and understanding of the importance of quality education. This keeps me motivated in ensuring that I do make a difference in the lives of young children.
I believe in the importance of instilling sound values in young children, through modelling positive behaviour and attitudes, to nurture their love for learning. Children should grow in respect and appreciation towards individuals, and understand the value of perseverance in overcoming challenges.
I also believe that learning is an active and ongoing process for both educators and children. Children, as active and competent learners, are capable of developing a greater understanding of the
… the importance of quality education… keeps me motivated in ensuring that I do make a difference in the lives of young children...
2
Ms Alicia Tang Bee Kay
Teacher, PCF Pasir Ris East Blk 216–213
Winner, ECDA Outstanding Early Childhood Teacher Award 2013
world through their observations. To provide the best learning experiences for children, it is essential for me to continue to upgrade myself and keep abreast of developments in this field.
With support from my kindergarten, I obtained a Diploma in Early Childhood Care and Education (Teaching) in 2004 and received the Best Academic Performance award. I am currently pursuing a degree in Early Childhood Education to better equip myself to contribute more effectively to my kindergarten and the sector.
As an early childhood educator, it is my responsibility to equip the children under my care with skills for living in the 21st century. Tapping on their boundless curiosity about the world, I hope to nurture in them a love for learning.
Skills Framework • Early Childhood Care & Education
For children fromFor children from
Throughout the Year
Generally 4 hours
WHERE THE OPPORTUNITIES ARE FOR YOU
2
The ECCE sector comprises Early Childhood Development Centres, i.e. child care centres and kindergartens. You can choose to work in either one.
CHILD CARE CENTRE KINDERGARTEN
Both offer early childhood development programmes tailored to the needs of children of various ages. These include learning activities that develop language and literacy, numeracy, social and emotional skills, inquiry and problem-solving skills, motor skills, as well as aesthetics and creative expression.
3 Skills Framework • Early Childhood Care & Education
AGE GROUP
OPERATING HOURS
PROGRAMME DURATION
PROGRAMME
BELOWBELOW
77 YEARS
OLD MONTHS YEARS
OLD YEARS
OLD
22
MON SAT MON FRI
During School Term
4
CHILD CARE
SERVICES
DEVELOPMENTAL PROGRAMMES
FULL DAY / HALF DAY / FLEXIBLE PROGRAMMES
DEVELOPMENTAL PROGRAMMES
Rising Demand for Early Childhood Services
The ECCE sector has seen significant growth over the past few years, and is expected to continue to grow strongly in line with rising demand for early childhood services.
4Skills Framework • Early Childhood Care & Education
EARLY CHILDHOOD SERVICES
ECCE SECTOR
RISING DEMAND
Improved Remuneration and Benefits
Salaries for qualified early childhood educators have improved in recent years, and fresh graduates can find employment terms that are competitive with other sectors.EMPLOYMENT
TERMS
IMPROVED
More and Better Employment Opportunities
A wide variety of employment opportunities are available in the sector to fit diverse educational and skills profiles. As of May 2016, there are about 16,000 early childhood educators, and we expect about 2,000 more will be needed over the next two to three years.
MAY 2016
16,000 EC Educators
2,000 In 2–3 years time
For more information on the Skills Framework for ECCE, please visit www.skillsfuture.sg/skills-framework/ecce.
Enhanced Support for New Entrants and In-Service Educators
Early Childhood educators hold the key to inspiring bright, inquisitive young minds and preparing them for life. The Government is committed to supporting early childhood educators with the passion and heart to give every child a good start. There are many pathways for prospective entrants to join the sector e.g. place- and-train programmes or full-time courses. There are also many professional development opportunities for incumbent educators to prepare themselves for larger roles. Please refer to the infographic on pages 15-16 for more details.
GOVERNMENT SUPPORT
IMPROVE CAREER
PROFESSIONAL DEVELOPMENT &
Between 2008 and 2015, the number of early childhood development centres (both kindergartens and childcare centres) has increased from about 1,200 to about 1,700 throughout Singapore.
Growing Number of Early Childhood Development Centres
Figure 1 : Number of Early Childhood Development Centres in Singapore
Number of Early Childhood Development Centres
1400
1200
1000
800
600
400
200
0 2008 2009 2010 2011 2012 2013 2014 2015
Kindergartens
Child Care Centres
… I grasped every teachable moment and cultivated a deep sense of wonder and curiosity in the little ones under my care… I am currently developing myself as a mentor to teachers in my capacity as an early childhood leader… I know that with my current position, I can inspire my teachers to in turn nurture their children…
Mrs Yeong Huimin Clara
Principal, St. James’ Church Kindergarten (Leedon)
Winner, ECDA Outstanding Early Childhood Educarer Award 2013
I have always enjoyed interacting with children. Working part-time in a child care centre after my O-levels affirmed my decision to be an early childhood educator.
To acquire the teaching skills as an early childhood educator, I pursued a degree in Early Childhood Studies two years after obtaining a Diploma in Early Childhood Education.
When I worked with children below 3 years, I was a singing teacher. I sang my instructions to encourage engaging cooperation, and actively facilitated their play experiences. Every moment was a learning opportunity. I grasped every teachable moment and cultivated a deep sense of wonder and curiosity in the little ones under my care.
I believe that every child is unique and it is important to embrace an ecological attitude in building empathetic relationships with the community of children and their families.
I am currently developing myself as a mentor to teachers in my capacity as an early childhood leader. Although I enjoy working directly with children, I know that with my current position, I can inspire my teachers to in turn nurture their children.
I aspire to groom dedicated and passionate educators through mentoring and empowering them to be leaders who will positively influence other early childhood educators.
5 Skills Framework • Early Childhood Care & Education
There are 3 tracks covering 13 occupations in the ECCE sector. You can aspire to progress within each track, as well as laterally between the Educarer and Teacher tracks in the ECCE sector. You can also choose to build your capabilities in niche areas of specialisation in teaching and learning. Some examples include learning support for children, music and movement, arts and creative expression. You can also specialise in learning support, to be equipped to work with children with mild developmental needs.
Educators on all three tracks require ECDA-certification to progress along the ECCE career pathways, on top of the competencies and professional qualifications to be attained. In addition to professional qualifications, capabilities such as language proficiency are taken into consideration for the certification of EC educators.
*Refer to Annex for more information on these qualifications.
Attainment of competencies to progress
Attainment of competencies and professional qualifications* to progress
SENIOR LEAD TEACHERLEADER TRACK
TEACHER TRACK
EDUCARER TRACK
[1] Based on the 2014 Graduate Employment Survey (GES) and consultations with operators.
Career Pathways in ECCE
SENIOR CENTRE LEADER
PINNACLE LEADER
6Skills Framework • Early Childhood Care & Education
DECCE-T required
LEAD TEACHER
PRE-SCHOOL TEACHER
BEGINNING PRE-SCHOOL TEACHER
Higher Nitec / ACECCE required
ACEY required
SENIOR EDUCARER
EDUCARER 2
EDUCARER 1
BEGINNING EDUCARER
INFANT/ TODDLER
EDUCARER
CENTRE LEADER
1The salary ranges are aggregated from public and private sources and provide a reference of the general monthly salaries for educators at different job roles, based on information current as of 2015.
2Infant/Toddler Educarers will work with children aged 2 months to 3 years, while Beginning Educarers and related job roles will work with children aged 18 months to 4 years.
3Educators with a Diploma in Early Childhood Care and Education (Teaching), or equivalent, will be able to work with children aged 18 months to 6 years. The Teacher Track and related job roles are specific to educators currently deployed to work with children aged 4 to 6 years old.
SENIOR PRE-SCHOOL TEACHER
TRACK DEFINITION SALARY RANGE11
Educarer Track Educators on this track will work
with children aged 2 months to 4 years in both kindergartens and child care centres2.
$1,800– $2,100
Teacher Track Educators on this track will work with
children aged 4 to 6 years in both kindergartens and child care centres3.
$2,200– $3,000
Leader Track Educators on this track will take on centre
or teacher leadership positions in both kindergartens and child care centres.
$3,100– $6,000
The early childhood (EC) educator is passionate about helping young children develop holistically. The EC educator is patient and respectful towards the individual child and his/her family, forming meaningful relationships with them. Willing to take risks, he/she perseveres through tasks and challenges, while displaying pragmatism, flexibility and creativity. The EC educator cultivates critical thinking, and supports the curiosity and love for learning in each child. With high levels of energy and a great sense of humour, the EC educator is ready to take on the day.
Dedicated to improving pedagogical practice and supporting the unique needs of each child, the EC educator is responsible for his/her own professional learning and engages in reflective practice. The EC educator actively contributes to the building of the EC fraternity through collaboration with peers.
Above all, the EC educator is a confident and competent professional, displaying integrity and commitment, and upholding the values of the profession.
Nurturing CURIOSITY and a LOVE for learning
Great sense of HUMOUR
PRAGMATIC and FLEXIBLE
PERSEVERANCE through tasks and challenges
PATIENT and RESPECTFUL
WHAT IT TAKES FOR YOU TO BE AN INSPIRING EC EDUCATOR
3
Typical Attributes of an Early Childhood Educator
7 Skills Framework • Early Childhood Care & Education
High level of ENERGY
PASSION for working with young children
CREATIVE
8Skills Framework • Early Childhood Care & Education
I have been an early childhood educarer for the past 18 years and will continue to be one for as long as I can. This is my true calling.
Knowing that I could care for and raise my three children, I did not think that being an Educarer would be a challenge. However, I soon discovered that Early Childhood Education is not just about caring for children, but also about scaffolding their learning and growth. It is about working with parents and providing them with timely support. It is also about being a team player and working cohesively with colleagues.
… I soon discovered that Early Childhood Education is not just about caring for children, but also about scaffolding their learning and growth…
Ms Rajwant Kaur
Infant Educarer, Academy Kidz Inc Pte Ltd
Winner, ECDA Outstanding Early Childhood Educarer Award 2013
My years of professional development led me to excel both professionally and personally. I apply my learning in my classroom, reflect on my practice and share the knowledge with my colleagues and parents. I also innovate and create new materials for my children to explore with.
The Educarer is a selfless being and the rewards are immense. Nothing will stop me from learning and excelling in my field.
I believe that all children have the potential to excel. Thus, it is my duty to nurture them in their growth and create an environment that fosters learning.
… A key value that I have learnt… is the virtue of patience… Every child is unique and needs to learn at his or her own pace… As educators, we also need to see from children’s perspectives to provide them with the appropriate guidance and intervention...
Ms Kartini Binte Sudirman
Teacher, PCF Bukit Panjang, Blk 254
Winner, ECDA Outstanding Early Childhood Teacher Award 2014
Relief teaching in primary schools ignited my passion for teaching young children and inspired me to enrol in the Diploma in Early Childhood Care and Education (Teaching) programme.
My personal philosophy is that every child deserves a quality education that is fun and explorative. As early childhood educators, we have the privilege of being our children’s first teachers besides their immediate family. Therefore, we are key to laying the foundation for many more years of enjoyable and meaningful learning in their lives.
I am currently enrolled in an Early Childhood Care and Education degree programme, to further develop myself professionally and contribute to the sector.
The types of professional development I have engaged in have impressed upon me the importance of being a reflective practitioner who continually refines her teaching and learning craft.
Early Childhood Education has helped shape my life as much as I aim to nurture the lives of the children under my care. A key value that I have learnt through my experience in this field is the virtue of patience. Every child is unique and needs to learn at his or her own pace without being rushed or pressured. As educators, we also need to see from children’s perspectives to provide them with the appropriate guidance and intervention. After all, being an early childhood educator is about the children.
9 Skills Framework • Early Childhood Care & Education
10Skills Framework • Early Childhood Care & Education
This is to ensure that all EC educators are equipped with relevant knowledge and skills to nurture the holistic development of children.
* Refer to Annex for ECCE Career Entry Criteria & Information.
The Educarer works with young children between the ages of 2 months and 4 years. He/she is passionate about and committed to helping young children develop holistically. The Educarer works closely with families to ensure that the best care is provided for their children. With dedication, resilience and confidence, the Educarer nurtures the curiosity in and supports the unique needs of each child.
The Pre-school Teacher works with children aged 4 to 6 years old. He/She cultivates critical thinking and supports the curiosity and love for learning in each child with varying strengths and abilities. The Pre- school Teacher also forms meaningful relationships with each child and his/her family to ensure the child’s holistic development and well-being. The Pre- school Teacher is dedicated to improving pedagogical practice and displays professionalism and commitment in his/her role. A Pre-school Teacher can also take on additional training to become a Learning Support Educator (LSEd). The LSEd works closely with children with mild developmental needs and equips them with age-appropriate skills to optimise learning.
If you are passionate about helping young children develop holistically and have the desire to nurture the curiosity and support the unique needs of infants and toddlers, you can receive training* to acquire the relevant skills for one of the following occupations:
For Aspiring Educarers & Pre-school Teachers
What is the role of the Educarer?
What is the role of the Pre-school Teacher?
1 32
Beginning Educarer
Beginning Pre-school Teacher
Infant/Toddler Educarer
You may refer to the Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map) for more information on skills and training programmes.
… As a leader now, I realise the need to ensure the professional growth and development of my teachers. I support and guide them through mentoring, and provide them with opportunities to share their reflections and good pedagogical practices…
Ms Suhana Bte Salleh
Principal, My First Skool (Blk 803 Tampines)
Winner, ECDA Outstanding Early Childhood Leader Award 2013
My positive experience as an assistant teacher inspired me to follow my dream of becoming an early childhood educator. I realised that being an early childhood educator was not merely about teaching children, but also about learning and discovering new insights from them each day.
Through my experience as an early childhood educator, I believe that children learn best when they are provided with hands-on experiences and opportunities to explore and engage in meaningful activities.
Through continuous learning and upgrading of my knowledge and skills, I have attained my certificate, diploma and bachelor degree in
Early Childhood Education.
I always make the effort to translate my learning into practice, and feel a great sense of satisfaction when children enjoy their learning and show progress. In addition, receiving appreciation from parents and colleagues motivates me to continue to give my best.
As a leader now, I realise the need to ensure the professional growth and development of my teachers. I support and guide them through mentoring, and provide them with opportunities to share their reflections and good pedagogical practices.
11 Skills Framework • Early Childhood Care & Education
*Refer to Annex for information on ECCE Leader Track Course Requirements.
If you are currently an in-service EC educator and you would like to take on the occupational role of teacher leadership or centre leadership, you can receive training* to acquire the relevant skills for one of the following occupations:
12Skills Framework • Early Childhood Care & Education
An EC educator who takes on centre leadership fosters a shared vision among staff and nurtures professionalism and a culture of care, respect and collaboration within the centre. He/she sets the tone for learning in the centre, to ensure the holistic development of children. The Centre Leader develops structures and processes to facilitate sustained collaborative partnerships with stakeholders, and is also responsible for managing centre operations.
An EC educator who takes on teacher leadership is focused on developing high quality teaching and learning within his/her centre and/or the sector. The EC educator is a pedagogical change agent, building teaching and learning capacity through bringing to the fore effective teaching and learning practices. He/she is proficient in facilitating learning, doing so through various means such as professional/networked learning communities.
For Aspiring Leaders
What is the role of an EC Educator who takes on Centre Leadership?
What is the role of an EC Educator who takes on Teacher Leadership?
1 2
Centre LeaderLead Teacher
You may refer to the Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map) for more information on skills and training programmes.
… passion alone would not suffice, and that skills and knowledge are necessary... obtained my Master of Education (Early Childhood Education)… embarked on my leadership journey as Principal… As I reflect on my days in the corporate and Early Childhood fields, I realise that making a career switch was one of the wisest decisions I had made. Being in the ECCE sector has given me a strong sense of fulfilment and meaningful purpose in life...
13 Skills Framework • Early Childhood Care & Education
Eighteen years ago, I made a mid-life career change from the corporate world to Early Childhood Education. While the initial days were plagued with doubts and adaptation was a challenge, I was propelled by my passion for teaching and being with young children.
Over time, I learnt that passion alone would not suffice, and that skills and knowledge are necessary for me to realise my passion for nurturing the lives of young children. I enrolled in the Certificate in Pre-school Teaching course in my mid- 40s, and obtained my Master of Education (Early Childhood Education) in my mid-50s. During these years, I embarked on my leadership journey as Principal of the Ramakrishna Mission Sarada Kindergarten.
I view every situation as a learning opportunity, and continue to learn from the children, parents, peers, lecturers and the many people in my life. As a firm believer in the
Ms Narayanasamy Pushpavalli
Principal, Ramakrishna Mission Sarada Kindergarten
ECDA Fellow
Winner, ECDA Outstanding Early Childhood Leader Award 2013
value of professional development, I also develop my teachers through mentoring, discussions, modelling of lessons, fine-tuning observation skills and peer sharing. The teachers discuss their aspirations with me and we plan their professional development together.
As I reflect on my days in the corporate and Early Childhood fields, I realise that making a career switch was one of the wisest decisions I had made. Being in the ECCE sector has given me a strong sense of fulfilment and meaningful purpose in life, allowing me to mature even as I help others develop and grow.
As early childhood educators, we are blessed with the unique gift to inspire and make a long- lasting impact in the lives of young children. Thus, this gift should be received with a strong sense of responsibility and valued for the way it can better the lives of children, families and oneself.
14Skills Framework • Early Childhood Care & Education
The Pinnacle Leader is a transformational leader who works with ECDA to uplift the quality and image of the ECCE sector. He/she is an advocate of the mission, vision and values of the ECCE sector. He/she drives pedagogical excellence and fosters strategic partnerships within the ECCE fraternity and the wider community. He/she is a proponent of continuous learning and reflective practice, and role models how to establish a culture of continuous learning and research in teaching and learning. The Pinnacle Leader also serves as advisor and mentor to educators and leads in fostering a culture of collaboration and professionalism among educators.
To be an Inspiring Leader Pinnacle Leader
What does the Pinnacle Leader do?
You may refer to the Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map) for more information on skills and training programmes.
PINNACLE LEADER Advocate
Transformational Advisor
Mentor
Drive Pedagogical Excellence
Forge Strategic Partnerships
Establish Culture Of Continuous Learning
Catalyst of Change Inspire Innovation
Passionate
Inspirational
Role Model
The Skills Framework also includes an overview of the suite of manpower initiatives to recognise and support early childhood (EC) educators at every stage of their career.
15 Skills Framework • Early Childhood Care & Education
HOW THE GOVERNMENT SUPPORTS YOU4
for full-time EC Diploma courses at polytechnics. Allows schools to better select students based on strengths and aptitudes
specific to the sector
Students’ learning at the workplace through more structured learning outcomes and better mentorship
Selected operators in hosting students
Manpower costs, teaching and learning resources, and monthly internship stipends
$16,000– $40,000 For students who intend to pursue an EC career
ECDA TRAINING AWARD
For full-time ECCE Polytechnic and ITE students For existing EC educators
PRE-SERVICE IN-SERVICE
SKILLSFUTURE INITIATIVES
SKILLSFUTURE CREDIT Learning credits for all Singaporeans aged 25 years and above to pay for course fees for work-skills related courses supported by public agencies.
EDUCATION & CAREER GUIDANCE (ECG) Counsellors to help individuals make well-informed decisions on education, training and careers.
CONTINUING PROFESSIONAL DEVELOPMENT (CPD) MASTERPLAN for centre leaders, teachers and educarers
Help educators deepen knowledge and skills, and chart progress
CPD COURSES & MILESTONE
COURSES
SUBSIDIES
SUPPORT FOR OPERATORS
PROFESSIONAL DEVELOPMENT PROGRAMME (PDP) for EC educators
180 hours of professional development over 3 years
At least 3 years of relevant teaching experience in the EC sector
Nominated by employer to take on larger job roles
from
2016 from
2017 onwards
FOR TEACHERS FOR EDUCARERS &
LEADERS
To be rolled out progressively:
ECDA will offer these at programme milestones:
New modular courses
From government schemes and ECDA for CPD course fees
Time-off for teachers to attend training
Cash award of $12,000 for PDP (Teachers)
EARLY CHILDHOOD CAPABILITY GRANT
ENHANCED INTERNSHIPS for polytechnic and ITE ECCE
students
TO STRENGTHEN:
TO SUPPORT:
TO COVER:
Structured 3-year professional development programme
OPERATORS, TEACHERS AND ECDA
Collaboration between:
TRAINING
CAREER ED
UC AT
IO N
INDIVIDUAL LEARNING PORTFOLIO An online, one-stop education, training and career guidance portal for every Singaporean to plan their education, training and career paths.
UP TO
50% DISCRETIONARY
ADMISSION
$ 3,500 to $ 3,800 PER STUDENT
INCREASING INTAKE
sizes of EC courses at
POLYTECHNICS AND ITE
16Skills Framework • Early Childhood Care & Education
For back-to-work individuals and career switchers
MID-CAREER
SKILLSFUTURE MID-CAREER ENHANCED SUBSIDY All Singaporeans aged 40 years and above to receive a minimum of 90% course subsidy for MOE-funded and WDA-supported courses.
RESKILLING FOR JOBS – WORK TRIAL Provides initial working experience Training allowance and incentives upon completion of programme and staying on in the sector
PROFESSIONAL CONVERSION PROGRAMME for Teachers
PLACE-AND-TRAIN PROGRAMME for Educarers
To allow mid-career individuals to attain professional qualifications
Individuals will receive course sponsorship and monthly salary during the duration of the programme
RELIEF STAFF PROGRAMME (RSP) To equip relief staff with skills to carry out routine care duties and non-structured activities
110-HOUR WSQ training programme
Course FEE GRANT
Training ALLOWANCE
developed by SEED Institute, in consultation with WDA and ECDA
90% of course fees
up to $360
EDUCARERS
5–14 MONTHS
TEACHERS
10–18 MONTHS
BACK TO
WORK
ECDA SCHOLARSHIPS, TEACHING AWARDS & SPONSORSHIPS to upgrade to a higher professional qualification
Sponsorship for programme fees
Learning Resource Allowances
CONTINUING EDUCATION & TRAINING DIPLOMA in ECCE at Polytechnics
New pathway for educators with Certificate in ECCE or Higher NITEC in EC
Greater opportunities for upgrading
Recognition of prior learning and on-the-job competencies
Complete course in a shorter duration
ENCOURAGE CAREER PROGRESSION & SKILLS DEEPENING through the Skills Framework
Collaboration between ECDA and WDA to develop a structured competency-based career pathway for the ECCE sector
SKILLSFUTURE STUDY AWARD FOR EARLY CHILDHOOD SECTOR A bond-free, $5,000 monetary award that supports experienced EC educators to deepen their skills and prepare them to take on larger job roles in the sector. All EC educators accepted into the Advanced Diploma in Early Childhood Leadership (ADECL) may apply for this award.
This is testament to the government’s commitment to attract, retain and develop talent, as well as uplift the quality of the Early Childhood Care and Education (ECCE) sector.
ECDA FELLOWS
• To recognise pinnacle leaders in the sector
• Uplift sector quality
• Create a fraternity of EC educators
• Targeted at centre leaders/senior centre leaders and lead teachers/senior lead teachers
Appointed by ECDA, and required to contribute 100 hours of service roles to the sector a year, in addition to their current employment
Annual Service Recognition Allowance of $ 9,000 upon completion of their responsibilities
$ 5,000
17 Skills Framework • Early Childhood Care & Education
WHAT’S NEXT FOR YOU5
For Aspiring EC Educators This is how you can use the Skills Framework for ECCE to find out more about a career in ECCE:
For In-service EC Educators This is how you can use the Skills Framework for ECCE to chart your career:
Refer to Skills Framework for ECCE: A Guide On Occupations & Skills
Refer to Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map) and SkillsFuture Website (Skills Standards)
Refer to Skills Framework for ECCE: A Guide On Occupations & Skills (Skills Map)
Refer to Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map)
Refer to Skills Framework for ECCE: A Guide On Occupations & Skills
Understand the prospects of the sector, job opportunities and career pathways
Most importantly, consider if you have the right attributes to be an EC educator
Identify the skills that you are lacking in your current or next occupational role
Understand skills required for an occupation in the ECCE sector
Identify relevant early childhood training programmes to become a qualified EC educator
Embark on your career as an EC educator!
Identify relevant training programmes to bridge the learning gaps
Plan for vertical career progression within the track that you are currently in, or lateral career moves across the tracks
So, wait no more. Visit www.ecda.gov.sg/eccareers and www.wda.gov.sg today!
For more information on the Skills Framework for ECCE, please visit www.skillsfuture.sg/skills-framework/ecce.
THEIR LIFELONG JOURNEY OF DISCOVERY BEGINS WITH YOU
You have read the real life experiences of EC educators enjoying a fulfilling career and making a difference in many children’s lives. Now, you too can take the next step to make that difference!
18Skills Framework • Early Childhood Care & Education
ANNEX
ECCE Career Entry Criteria & Information
1WPL refers to the Workplace Literacy series, part of the Employability Skills Workforce Skills Qualifications (ES WSQ). SOA refers to the Statement of Attainment awarded for the completion of a WSQ module. For more information on WSQ, please visit www.wda.gov.sg.
2Educators with a Diploma in Early Childhood Care and Education (Teaching), or equivalent, will be able to work with children aged 18 months to 6 years. The Teacher Track and related job roles are specific to educators currently deployed to work with children aged 4 to 6 years old.
Track Age Group
of Children Occupation Early Childhood Courses Course Minimum Entry Requirements
Educarer
2 months to 3 years
Infant/ Toddler
Educarer
WSQ Advanced Certificate in Early Years (ACEY)
Minimum Secondary 4 education or completed 10 years of formal education
At least average SOA 5 in the Workplace Literacy (WPL) series, including SOA 5 for WPL (Written)
18 months to 4 years
Beginning Educarer
Higher Nitec in Early Childhood/ WSQ Advanced Certificate in Early Childhood Care and Education (ACECCE)
Minimum 3 GCE ‘O’ level credits including a credit (at least C6) in EL1 OR English Language Acceptable Alternatives
Teacher 4 to 6 years2 Beginning Pre-school
Teacher
Diploma in Early Childhood Care and Education in Teaching (DECCE-T) / WSQ Professional Diploma in Early Childhood Care & Education (PDECCE)
Minimum 5 GCE ‘O’ level credits, including a credit (at least C6) in EL1 OR English Language Acceptable Alternatives
WSQ Professional Diploma in Early Childhood Care & Education - Childcare (PDECCE-CC) or WSQ Professional Diploma in Early Childhood Care & Education - Kindergarten Teaching (PDECCE-KT) / Diploma (Conversion) in Kindergarten Education - Teaching (NVKET)
3-year polytechnic diploma with at least a credit in GCE ‘O’ level English as a first language (EL1)OR English Language Acceptable Alternatives
OR
State-recognised university degree where the medium of instruction is English
Leader —
Lead Teacher
Advanced Diploma in Early Childhood Teaching & Learning (ADECT)
• Be ECDA-certified as a Level 2 pre-school teacher
• Have completed an ECDA-recognised diploma in early childhood care and education
• Have at least 3 years of trained teaching experience
Centre Leader
Advanced Diploma in Early Childhood Leadership (ADECL)
• Be ECDA-certified as a Level 2 pre-school teacher
• Have completed an ECDA-recognised diploma in early childhood care and education
• Have met the competency level for Senior Pre-school Teacher (with reference to the Skills Map)
• Have completed the pre-requisite core course(s) as identified and offered by ECDA
The Skills Framework for Early Childhood Care and Education was developed jointly by ECDA and WDA, and made possible with the commitment and support from many key sector partners.
ECDA is the regulatory and development authority for the early childhood sector in Singapore. It oversees key aspects of children’s development below the age of 7, across both kindergartens and child care centres.
WDA works with employers, industry associations, the Union and training organisations to help the Singapore’s workforce advance in their careers and lives. It develops and strengthens skills-based training for adults.
19 Skills Framework • Early Childhood Care & Education
Special thanks to the following organisations for their support in the development of the Skills Framework for Early Childhood Care and Education, and active participation in the validation process:
Agape Little Uni Learning Vision @ Work Pte Ltd SEED Institute
Association for Early Childhood Educators (Singapore) (AECES)
Living Sanctuary Kindergarten Skool4Kidz Pte Ltd
Asian International College Ministry of Education, Pre-School
Education Branch (MOE PEB) Singapore Polytechnic
Busy Bees – Odyssey the Global Pre-school
MOE Kindergarten St James’ Church Kindergarten
Education Services Union My First Skool Temasek Polytechnic
EtonHouse Pre-School Pte Ltd MY World Pre-school Ltd The Acorn Child Care
Far Eastern Kindergarten Ngee Ann Polytechnic The Association of Early
Childhood & Training Services (ASSETS)
Institute of Technical Education NTUC First Campus
Co-operative Ltd The Caterpillar’s Cove Child
Development and Study Centre
Kinderland Pre-school PAP Community Foundation The Little Skool-House
International
KLC International Institute Ramakrishna Mission Sarada Kindergarten
SIM University (UniSIM)
Skills Framework for ECCE Version 2.0 Published in September 2016
Important Points to Note about this Document
This document is intended purely to provide general information to enable individuals, employers and training providers to be informed about the skills for career, training and education purposes. The Singapore Workforce Development Agency and the Early childhood Development Agency provide no warranty whatsoever about the
contents of this document, and do not warrant that the courses of action mentioned in this document will secure employment, promotion, or monetary benefits.
