Impact of Scrapping Educator Qualification rule in Home-based ECE

Search Newsroom Posts
cake birthday celebration homebased

Impact of Scrapping Educator Qualification rule in Home-based ECE

November 6, 2024

The minimum requirements for educator qualification in home-based ECE are set to be reduced from next year.

The change will mean a home-based agency with an ECE licence could technically have no educators who have completed even a basic level of childcare training.

The change is being welcomed by the Early Childhood Council which represents the interests of for-profit centre providers, Home-based provider Barnardos, and the NZ Homebase Childcare Association. (Update: 13 November, Kindergartens Aotearoa publicly expressed concern that the changes “mean those caring for young children in their homes don’t need to have any qualifications or knowledge of the needs of young children”.)

Currently, at least 60% of educators within a home-based service must hold a level 4 qualification or higher, and up to 40% of educators can be given 6 months to enrol in training after starting work.  Services with 60% qualified educators are funded at a ‘standard’ rate and services with 80% or more are funded at a higher ‘quality’ rate amount. Next year the minimum requirement was set to increase to 80% educators qualified for all home-based services.

However, the government is amending regulation to remove the percentage requirement.  From 1 January 2025 services will only need to have educators with at least a Level 4 qualification or enrolled in training within 6 months of starting work. Funding for all home-based services will be made the same regardless of whether a service has any qualified educators or not, and all will receive the ‘quality’ funding amount.

Scrapping of the current regulation for 60% qualified is concerning because it could result in a drop of qualified home-based educators.

It removes an incentive for home-based agencies to have a high proportion of educators that have at least a level four basic educator qualification.

Associate Education Minister David Seymour said the 80% requirement would have been “burdensome for providers and make it difficult for those wanting to enter the profession by limiting opportunities”.

Government recognises the volatility for the home-based sector due to educators moving between providers.

But the ‘regulatory relief’ that Minister Seymour says the government has provided, could result in greater movement of educators than ever. 

Service providers could choose to replace educators after 6 months or stop referring children to them to put them out of business, instead of supporting them to enrol in and complete training. 

Educators who don’t have the time or money to undertake a training course could move to a different service every 6 months and never undertake training.

Minister Seymour said that the change would reduce red-tape.

However, home-based providers would still need to keep record and proof of qualified educators as well as keeping track of the progress of those without a qualification so the change will not significantly reduce re-tape.

The scrapping of the minimum percentage for qualified educators was a lost opportunity to improve the professional status of home-based education in the ECE sector.

No consideration was given to how it will affect the care and learning of children in home-based.

The change does not support parent confidence in home-based services providing a professional level of care and education better than what a babysitter may provide.

More on Educator Qualification and Home-based that may interest you

‘Burdensome’ home-based childcare qualification rule set to be scrapped | The Post

What is Home-Based Early Childhood Education? My ECE

Educators left NZ’s largest Home-based Service in droves | OECE

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

iPad technology

Exploring Educator and Parent Perceptions of the Impact of Digital Technologies on Young Children’s Physical Literacies

Full reference: Davis, T. (2025). Exploring educator and parent perceptions of the impact of digital technologies on young children’s physical literacies. NZ International Research in Early Childhood Education Journal, 27, pp. 31-42.

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

ABSTRACT:
Digital technologies are increasingly present in early childhood settings, raising questions about their effects on young children’s physical literacy development. Physical literacy – encompassing physical competence, confidence, motivation, and understanding to engage in physical activity – is crucially developed in the early years. This article reports on a doctoral research project exploring how educators and parents perceive the impact of digital technology use on the physical literacies of children from birth to five years. A literature review highlights international and Australasian perspectives on digital technology integration in early childhood education and the concept of physical literacy in the early years, revealing a gap in research on stakeholder perceptions at this intersection. Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Sociocultural Theory provide the theoretical framework, situating children’s technology experiences within layered environmental contexts and sociocultural interactions. A qualitative, interpretive case study with a phenomenological lens is proposed, using semi-structured interviews with educators and parents in an Australian kindergarten and a long day care centre. The article argues that understanding adult perceptions can support more intentional, balanced integration of digital technologies.

Key words:  Digital technologies; physical literacy; teacher perceptions; parent perceptions.

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

Read More »
Ministry of Education

ECAC: Ministry of Education to Publish Meeting Minutes, But Transparency Questions Remain

ANALYSIS/OPINION – July 3, 2012.

The Ministry of Education has operated an Early Childhood Advisory Committee (ECAC), with membership granted solely by invitation from the Ministry’s Chief Executive.

Until recently, ECAC meetings were held in a largely secretive manner—reporters and others from the early childhood sector were excluded, and minutes and reports were not publicly accessible.

Now, the Ministry has promised that starting with its June 2012 ECAC meeting, agendas, minutes, and papers will be made available online via its website.

This shift raises broader questions about the continued relevance of ECAC and the Ministry’s longstanding reliance on a handpicked group of people/organisations to represent the entire early childhood education (ECE) sector.

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

Read More »
managers workshop

Case Studies of Centres that Successfully Completed Self-Review

Self-Review and The Quality Journey: Is there a Leader at the Helm? By Anne Grey.

This article explores the role of the leader in early childhood centre self-review.

Two case studies of centres that had successfully completed self-review in the previous twelve-month period were undertaken. The leader of each centre was interviewed, the

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