Interview: Julie Hyde, Executive director of business development at awarding body CACHE
Monday, August 10, 2015
There have been a lot of recent changes by the Government to the entry and exit requirements of Early Years Educator (EYE) qualifications. We asked Ms Hyde for her views.
Do you think the changes have led to confusion among the sector?
Absolutely. Clarity on which age range and funding stream requires learners to have grade C or above in GCSE English and maths (or an accepted equivalent) on entry to or on exit from the EYE qualifications and apprenticeships has been confusing for training providers and learners.
However, regardless of this, it has always been stipulated by the National College of Teaching and Leadership that learners will need to have grade C or above in GCSE English and maths (or an accepted equivalent) on entry to the workforce to be counted in the ratios as an EYE.
The GCSE entry requirement for adult funded and 24+ loan funded learners in 2014/15 is likely to have impacted on decision-making in relation to study in the short term.
What difference do you think the move to scrap GCSE rules for the standalone Level 3 EYE qualifications will have on course take-up?
GCSE rules remain a requirement to be counted in staff:child ratios, but removal of the GCSE rules for Skills Funding Agency or 24+ loan funded learners will encourage more learners to start an EYE qualification and training providers to support learners with their EYE qualifications and GCSEs.
Should functional skills be counted as an equivalent to GCSEs?
There are several reasons for raising the status of the EYE and children deserve to be cared for by staff competent in literacy and numeracy. It is, however, important to remember the need to transfer these skills in a meaningful way in settings. EYEs need to fully appreciate how emergent literacy and mathematical development is nurtured in babies and young children, and encourage this through play.
Due to the contextualised nature of learning with vocational qualifications, functional skills qualifications are very appropriate and should be identified as an additional accepted equivalent to GCSEs in our sector.
What could be done to ensure there are enough highly qualified staff in the sector in coming years, especially given the 30 free hours?
Attracting a highly qualified workforce is crucial to making a difference for babies, young children and their families. Challenges facing the sustainability of a highly skilled workforce for the sector include wider issues. Economic reward and internal opportunities for progression are not always reflected in the sector.
Since this article was published, NCFE has acquired the awarding organisation CACHE and its brand.
