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Early Years
An International Research Journal
Volume 42, 2022 - Issue 1: Building a Competent Early Childhood Education and Care Workforce in the Asia-Pacific Region
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Research Article

Workforce diversity and quality improvement policies in early childhood education in East Asia

Joce Nuttalla Institute for Learning Sciences and Teacher Education, Australian Catholic University, Melbourne, AustraliaCorrespondence[email protected]
,
Susan Grieshaberb School of Education, La Trobe University, Melbourne, Australia
,
Sirene Limc SR Nathan School of Human Development, Singapore University of Social Sciences, Singapore
,
Yun Eunjud Division of Child Welfare and Studies, Graduate School, Sookmyung Women’s University, Seoul, South Korea
,
Oh Jooeune Department of Early Childhood Education, College of Education, Incheon National University, Incheon, South Korea
,
Ahn Hyojine Department of Early Childhood Education, College of Education, Incheon National University, Incheon, South Korea
,
Chee Wah Sumc SR Nathan School of Human Development, Singapore University of Social Sciences, Singapore
,
Weipeng Yangc SR Nathan School of Human Development, Singapore University of Social Sciences, SingaporeORCID Iconhttps://orcid.org/0000-0002-8057-2863
ORCID Icon &
Kim Soojungf Department of Child Development and Guidance, Graduate School, Hannum University, Daejeon, South KoreaORCID Iconhttps://orcid.org/0000-0003-0162-4264
ORCID Icon show all
Pages 6-22 | Received 07 Dec 2020, Accepted 06 Feb 2021, Published online: 13 Apr 2021
 
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ABSTRACT

This paper explores the relationship between workforce competence, migration, and quality improvement in the Asia-Pacific through analysis of Early Childhood Education (ECE) policy texts from three East Asia Summit countries. Content (word level) analysis of salient policy texts was undertaken to address two questions: How are culture and diversity conceptualized in these texts? How are diverse educators positioned in these texts? We show that, despite differing historical trajectories of ECE, policy frameworks in all three countries fail to sufficiently acknowledge the potential contribution of migrant educators to quality improvement initiatives. We conclude by calling for greater attention to workforce mobility and diversity in ECE policies, and for further research into the untapped competence of migrant educators.

Disclosure statement

No potential conflict of interest was reported by the authors.

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