The Green Party Has Released its ECE Policy: OECE Provides its Response

Search Newsroom Posts
Early Childhood Education Press Releases NZ

Wednesday, 14 May 2025, 11am
Press Release: Office of Early Childhood Education

The Greens describe their ECE policy as ‘bold’.

It deserves consideration.

Essentially, the Greens are proposing to turn the way the ECE sector is structured and funded on its head. 

The Greens have homed in on two of the most critical problems facing the sector: instability and cost.

The dominance of the sector by private for-profit providers means that, being businesses, most ECEs could close overnight if they decided to, leaving whānau in the lurch. This is not an issue in the community-based part of the sector.

Without fee capping, as the Greens are proposing at $10 per day initially, the prices ECE services charge are, and will remain, at their discretion.

The OECE has spent many years advocating for transparency in ECE services’ financial accounts, so parents can see where money is going and assess whether fee hikes are justified. Opening up the books can also help ensure all families can access high quality early childhood education and care, whatever their household income or ability to pay is.

We also recognise that ECE is a ‘public good’. 

Although the Greens’ policy removes the ability for private enterprise to use ECE as a money making endeavour, it’s not failproof. The policy still leaves room for community organisations running ECE centres to divert public funding to other purposes of their charity or organisation. 

If an external body is managing the finances of centres, through ‘networks’ as the Greens have proposed, individual centres won’t have control over their own spending.

Many current providers might also refuse to become not-for-profits, which could lead to a lack of capacity and a lack of available places for tamariki to meet whānau demand.

There are multiple ways the policy could unravel; whether it’s successful will depend on how it’s implemented.

Other comments from the OECE:

In the documentation they’ve released alongside their policy, the Greens have left some important questions unanswered, such as:

  • Whether the number of teachers at each not-for-profit centre will be capped according to the existing minimum ratios or whether teacher headcounts, and the corresponding salaries, will be determined per centre using a different metric
  • How non-teacher led parts of the sector (EG: Playcentre) will be funded. The Greens have confirmed to the OECE that they’re committed to funding parent-led services like Playcentre, but how to do this hasn’t been costed yet.
  • How this approach would work for home-based services.

Leave a Reply

Already subscribed?
ECE Newsroom

NZ’s own specialist ECE newsroom. 
Access national and local stories, in-depth analysis, & original commentaries.  

Membership Support for Teachers & Educators

(Comes with free Newsroom and Research access)

Membership Support for ECE Service Owners, Managers, & Community Organisations

(Comes with free Newsroom and Research access)

Researchers & Tertiary Education Libraries

Full access to over 25 years of ECE academic research articles – NZIRECE Journal.
Plus, guidance and resources on doing and publishing research

Has this been useful?  Give us your feedback.

You are welcome to add a link to this page on your website. Copyright belongs to the OECE so please do not copy any content without our written permission.

Information provided is of a general nature. It is provided ‘as is’, and we accept no liability for its accuracy or completeness. See our Terms and Conditions.

Related Posts

teacher wages, pay scales, in childcare and early childhood education

What ECE Teachers and Workers Earn: Pay, Benefits and Conditions

Anyone thinking about getting a job in ECE working in ECE or thinking about moving to a different service will find clear, practical information in this article about pay rates, employment conditions, and what to expect in different roles. It explains everything from starting salaries and pay‑step calculations to workplace rights, benefits, and how to recognise a supportive, professional environment.

Read More »
presenting work

Early Childhood Teaching Theories – “Putting the Cog into Cognitive”

Early Childhood Teaching Theories.

During teacher education programmes, lecturers introduce students to the joys of studying a range of theorists. But many teachers appear to put theoretical perspectives of practice behind them immediately the essay-writing is over.

The purpose of this article is to breathe life into the work of t

This is a member/subscriber only post. To access it, please see the message below for details on access and joining.

Read More »
Child and teacher talking at lunch-time table in early childhood centre.

Supervision While Eating – What the Requirements Mean and the Indicators to Help You Meet Them Confidently

The “supervision while eating” criterion is often misunderstood, especially the fact that it covers not only high‑risk choking foods but also allergic reactions, which can create real confusion about what supervision in practice looks like. This article explains the core requirements and provides practical indicators so you can keep children safe, protect yourself from allegations of harm, and ensure your service remains fully compliant.

This is a member/subscriber only post. To access it, please see the message below for details on access and joining.

Read More »
lockdown front doors early childhood centre

Lockdown Policy and Procedures

ECE Service Lockdown Policy Template and Procedures.

The terror incident in Christchurch in March 2019 prompted many ECE services to review their lockdown procedures, leaving us questioning whether we are well-prepared for situations where we may need to go into lockdown. 

Some services in Christchurch found themselves unprepared, part

This is a member/subscriber only post. To access it, please see the message below for details on access and joining.

Read More »
NZ International Research in Early Childhood Education journal

Supporting Teaching Practices to Foster Toddlers’ Emotional Literacy

FULL REFERENCE: Clarke, L.R., McLaughlin, T. W., Aspden, K. & Riley, T.  (2021). Supporting teaching practices to foster toddlers’ emotional literacy.  NZ International Research in Early Childhood Education Journal, 23(1), 52-58

Log-in to read the full research paper below. Or order a pdf copy of the article from the main NZIRECE Journal page.

ABSTRACT: Most teachers of toddlers will be familiar with the challenges toddlers face as they negotiate the social and emotional landscape of an early childhood setting. Toddlers’ emotional literacy skills—including the abilities to recognise, understand, and appropriately express emotions—are just beginning to develop. To manage their emotional wellbeing, toddlers need support from their teachers, however, teachers may also need help to effectively foster toddlers’ wellbeing and their developing emotional literacy. In this research note, we describe a structured observation and feedback professional development project focused on teaching practices to foster toddlers’ emotional literacy. The approach to observation and feedback may be useful in helping teachers develop a repertoire of teaching practices to foster toddlers’ emotional learning.

Key words: Professional development, feedback, emotion, social-emotional learning, wellbeing.

This is a member/subscriber only post. To access it, please see the message below for details on access and joining.

Read More »
The Office of ECE

Share This Information

Table of Contents

Table of Contents

The Office of ECE Login

Take Action!

Help spread this vital ECE information, join our free social and email groups and become a member of OECE.

pay parity funding policy

1. Share This Information

2. Follow Our Social Pages

3. Get Regular Updates

Sign up to our free newsletters.

4. Become a Member