The SSSC were given a target for childcare partnerships to have 85% of the workforce qualified for registration with the Council by 2009. There has been a phased approach to registration of service employees with registration opening for managers in early education and childcare in October 2006 and for practitioners in early education and childcare in March 2007. Recent Scottish Government census information has shown an increase in the number of nursery staff qualified and a rise in the level of qualifications achieved. The number holding qualifications at SVQ Levels 2, 3 and 4 and at HNC level has increased from 2005 to 2007. This process of raising quality through education, training and a requirement on qualifications for early years’ employees is designed to lead to more positive outcomes for children.
The National Review of the Early Years and Childcare Workforce5 led to proposals for all centres to be led by qualified leaders at SCQF level 9 (ordinary degree or work-based equivalent). The expectation was for programmes offering the new qualification to be in place for leaders by autumn 2008 and to raise the criteria for managers to a new level by 2011. The work is being led by SSSC in delivering the programme for the new qualifications and professional development framework in partnership with key stakeholders.
This new development in a qualification for leadership is designed to raise further the quality and competence of staff working in and managing centres. This level of qualification has the potential to work well in enhancing the professional skills mix of staff in the sector.
A few universities have customised courses to meet demands from local education authorities to develop further their staff’s skills and knowledge in child development and pedagogy in pre-school education. Some local education authorities are working with universities to develop different types of qualification. For example, a transition course for teachers in nursery and P1 working with children aged 3 to 6 is aimed at assisting teachers to take nursery children on to P1 and, in turn, help P1 teachers work with nursery children. In addition, local authorities and schools are providing professional staff development and ensuring the provision of workplace mentoring to support trainee nursery teachers.