How can the early childhood workforce foster nurturing care?

This year’s World Health Assembly marked a turning point for young children around the world with the launch of the Nurturing Care for Early Childhood Development Framework. Developed by the WHO, UNICEF and the World Bank, in collaboration with many partners, the framework provides both a call to action for governments and other stakeholders to invest in early childhood development and an emerging roadmap for how to do so. Central to the framework is the concept of nurturing care, which encompasses five critical components that enable young children to “survive and thrive.” The framework identifies five strategic actions to support nurturing care and contribute to efforts to reach national and global early childhood development targets.

Teacher well-being is a critical and often overlooked part of school health

As education stakeholders consider improvements to school climate, school safety, and student well-being, many have turned their attention to the role of schools in promoting mental health. While most of this attention focuses on students’ mental health needs, it is also essential to explore ways of supporting teachers and school staff who often experience high levels of stress.

Analysis – Developing the early years workforce: what does the evidence tell us?

There is mounting evidence that high quality early years provision can have lasting positive effects, not only on the children who participate but on society overall. According to a recent study, children who attended high quality childcare with skilled and caring staff started school, on average, three months ahead in literacy and language, were 20 per cent more likely to do better on their GCSEs and earned more as adults than those from low-quality settings.
Developing early years workforce

Four ways policymakers can support the early childhood workforce

Child care workers, preschool teachers, teacher assistants, social workers, community health workers, nurses — these are just a sampling of the many women and men who work with our youngest children to ensure their healthy development. Through their day to day work and interactions, these individuals have the opportunity to transform a child’s developmental trajectory, but often do not receive adequate pay, training, support, or incentives in order to maximize impact. We know that these individuals, collectively comprising the early childhood workforce, need to be better supported, but how?

Teacher Pay in Latin America & the Caribbean

Teachers are an essential component in the success of any education system. High-quality teachers are critical to student learning, and competitive salaries are one of the most effective ways to attract and retain effective teachers. However, teachers in the Latin American and Caribbean (LAC) region have fewer opportunities for salary raises compared with employees in other sectors, and the raises they do receive are often small relative to their compensation. The consequences of these salary policies can be felt throughout the region: rising rates of teachers—especially the most talented—leaving the profession, poor learning outcomes for students across the region, and limited opportunities to recognize effective teachers. A review of current policies reveals that most LAC teachers receive a salary heavily linked to seniority and qualifications, with limited opportunities to earn financial compensation for strong performance, and those opportunities that do exist are often for a one-time bonus rather than a permanent raise.