Exploring Roles in the ECE Community

Exploring Roles in the ECE Community

The organizations that I chose were all government agencies as I feel that I can make the most impact as an advocate and at the policy level where education is concerned.

The first organization in Jamaica that appealed to me was the Ministry of Education.  The Ministry of Education is the Jamaican government entity responsible for the management and administration of public education in Jamaica.   It appealed to me as a community of practice because it carries out the Government of Jamaica’s mandate of ensuring a system which secures quality education and training of all citizens of Jamaica.   The functions of the Ministry of Education facilitated through qualified individuals include:

• Planning, developing, and implementing educational policies and programmes.
• Developing and supporting programmes, services and activities geared towards personal and national development.

These functions are important in the development of any early childhood curriculum. 

A current job opportunity in the Ministry of Education is that of an Assistant Chief Education Officer in the Special Education Unit.  The key responsibility areas of this Officer include:

1. Conducting research in areas of interest to the special needs population; disseminating research.
2. Reviewing psycho-educational assessments to determine appropriate placement.
3. Counselling parents of children with special needs; where indicated, redirecting them to agencies/entities where further support is available.

To competently fill this role, I would need the following competencies:

·       Sound knowledge of the Education Act and Regulations.

·       Sound knowledge of the ministry’s policies, rules and regulations.

·       Sound knowledge of the Education System.

·       Sound knowledge of the Child Care and Protection Act.

·       Sound knowledge of special needs education.

·       Good knowledge of the latest trends in curriculum development.

·       Highly developed planning, decision-making and coordinating skills.

·       Ability to communicate effectively, both orally and in written forms with persons at different levels.

·       Strong ability to interpret psycho-education assessment.

The second organization was the Child Development Agency which is a leader in Jamaica’s child protection system.  It has a growing regional reputation for its work in promoting child-friendly policies and ground-breaking programmes to strengthen families.

I was interested in the Child Development Agency because in carrying out its mandate because it:

• Provides support to children in need of care and protection (those who have been, abused, abandoned, neglected or vulnerable due to disability).
• Carries out advocacy/public education programmes to prevent child abuse.
• Investigates reports of child abuse, abandonment and neglect to determine the best interest of the child which supports the Courts and the Police.
• Provides quality care for children who are brought into the care of the State (those who live in children’s homes and places of safety).
• Advises government on policy and legal issues relating to children.

The advocacy and advising on policy and legal issues appeals to the attorney in me.   A recent job vacancy at the Child Development Agency was that of Regional Director.  The Regional Director had responsibility for effectively and efficiently planning and managing all matters relating to programme delivery and services by:

•        Directing, assigning, coordinating and monitoring the work of team leaders, monitoring officers, residential facility managers, and other staff of the Region to achieve the Agency’s goals and objectives through team work.

•        Translating agency goals and objectives into regional targets, work programmes, and schedules for execution and communicating these to team leaders in the region.

•        Arranging for appropriate training and taking necessary action to correct deficiencies in work methods, performance, report writing and attitudes.

•        Providing guidance to Team Leaders, Residential Facility Managers and Monitoring Officers to ensure efficiency, consistency and effectiveness in programme outcomes.

•        Monitoring and evaluating performance of field staff and institutional staff supervised to meet agreed performance targets and standards.

To competently fill this role, I would need:

•        In-depth knowledge of the Child Care and Protection Act and the Children (Adoption of) Act.

•        Knowledge of Human Resources Policy and Procedures.

•        Excellent management, coordination and decision making skills.

•        Effective leadership skills.

•        Excellent analytical and problem solving skills.

•        Excellent interpersonal and human relations skills.

•        Excellent oral and written communication skills.

The third organization that interests me is the Early Childhood Commission.   The major responsibilities of the operational body include:

•        Leadership for Early Childhood Development services

•        Leadership for strategic work for children

•        Regulation and Monitoring of early childhood institutions

•        Leadership for development of training, certification and accreditation systems.

•        Leadership for co-ordination of activity at the regional and community levels

•        Leading partnerships in support of interventions to raise public and parental awareness and education on Early Childhood Issues.

•        Leaderships for integrated research in Early Childhood Development.

The job of interest would be that of Supervisor.  To carry out the role the following mandate would have to be looked at:

•        Supports the development and/or strengthening of governance systems for Early Childhood Institutions (ECIs) by developing and implementing regional strategies to enhance ECI management bodies, through training and other methods;

•        Identifies regional systemic deficiencies in the knowledge and skills of operators and practitioners and recommends strategies for improvement;

•        Identifies regional systemic deficiencies impairing the ability of ECIs to meet legal and regulatory requirements and recommends strategies for improvement;

•        Assists with the implementation of in-service professional development programs as required to address developmental needs of Early Childhood Practitioners in ECIs and liaises with external specialists to support professional development;

•        Oversees curriculum development and implementation in ECIs;

•        Oversees delivery of training programs at Resource Centers;

•        Provides technical guidance to Development Officers (EC Resource Centers) in areas of development of teaching and learning materials, parenting and community involvement; reviews emerging trends based on reports from Development Officers (Resource Center) and recommends strategies to address systemic issues; 

•        Supports parenting and community development by attending regional stakeholder meetings.

The competencies required are:

•        Expert knowledge of the Early Childhood Commission Act, the Early Childhood Act (2005) and Regulations, the Standards for the Operation and Management of Early Childhood Institutions and other laws and policies governing the Early Childhood Sector;

•        Expert knowledge of the early childhood sector, child development and parenting.