There is considerable debate over the value of raising qualification requirements with some arguing that this will have no effect on program effectiveness and others arguing that highly qualified teachers are one key ingredient of a highly effective (Zigler, Barnett, & Gilliam, 2011).
Policy maker reluctance to raise qualifications is primarily due to cost.
The reforms involved a planned investment of $73.5 million over four years to raise qualifications of child care workers, including targets of one early childhood teacher for six hours per day at long day care1 (LDC) and preschool services operating 50 hours or more per week and licensed for 25 or more children (Australian Children's Education and Care Quality Authroity 2014).
Measure after measure has been rolled out: reducing (in theory, anyway) the number of skilled migrant workers allowed in; raising the qualifications for foreign students; consulting on rules that would make it harder for immigrants to import their families.
These changes can be regarded as a great leap forward in building the infrastructure of Hong Kong early childhood education, including raising teachers' qualifications and establishing a quality assurance mechanism (Rao & Li, 2009).
However, simply raising teacher qualifications requirements without increasing compensation to more competitive levels is likely to fail to accomplish the ultimate goal which is to attract and keep higher performing teachers.
The House bill raises the qualifications for teacher aides and prevents schools from expanding such positions.
Like most of the other candidates, Mr. Ferrer has promised to raise the qualifications of New York's public school teachers.
These include an increase in their contributions to 8.5%, raising the qualification for early retirement from 25 to 30 years of service, moving the normal retirement age to 65 and ending future inflation adjustments.
These reforms are part of the Improving Head Start for School Readiness Act of 2007, which required programs to raise teacher qualifications, improve classroom offerings and broaden access to vulnerable groups, including children who are homeless.
