E W O RK

FRAM
SKILLS
DHOOD
LY CHIL
EAR
FOR
C AT I O N
& E D U
CARE
A GUIDE ON OCCUPATIONS AND SKILLS

GIVING EVERY CHILD A GOOD START

INTRODUCTION The Skills Framework is a SkillsFuture initiative developed for the Singapore
workforce to promote skills mastery and lifelong learning. Jointly developed
by SkillsFuture Singapore (SSG), Workforce Singapore (WSG) and the Early
Childhood Development Agency (ECDA), and together with employers, industry
associations, education and training providers and unions, the Skills Framework
for Early Childhood Care and Education (ECCE) provides useful information on:

Sector and Career Occupations Existing and Training Programmes

Employment Pathways and Job Roles Emerging Skills for Skills Upgrading
Opportunities and Mastery

With the Skills Framework, individuals are equipped to make informed decisions about
career choices, as well as take responsibility for skills upgrading and career planning.

ASSESS CAREER PREPARE FOR FIND AVENUES TO RENEW, UPGRADE

INTERESTS DESIRED JOBS CLOSE SKILLS GAP AND DEEPEN SKILLS

• D iscover employment • Understand skills • Identify relevant • Plan for career

opportunies and competencies training programmes development/
required to equip oneself with transition
• Understand career the required skills
pathways and competencies • Recognise skills
and competencies
• Recognise personal • Participate in required for the
attributes required on-the-job training intended job role
opportunities
provided by • Identify training
companies programmes to
upgrade and
deepen skills

If you have the passion to work with children, we invite you to join the early
childhood profession. As an Early Childhood (EC) educator, you hold the key to
inspiring young minds and preparing them for their future and for life. Join us to
realise our vision of giving every child a good start!

5 MUST-KNOWS For a Fulfilling Career in the Early Childhood

Care and Education (ECCE) Sector

01 02
Why Quality ECCE Where the Opportunities
is Important are for You
Page 01 Page 03

03 04
What it Takes for You to be How the Government
an Inspiring EC Educator Supports You
Page 07 Page 15

05
What’s Next for You
Page 17
 1 WHY QUALITY ECCE IS IMPORTANT

As an EC educator, you are key to creating rich and stimulating learning

environments that ensure the desired learning outcomes for each child.

Quality Early Childhood Education has a strong positive impact on adult outcomes such as
educational attainment, future earnings, health and socio-emotional development. These
outcomes are strongly influenced by the experiences that young children have in their
interactions with other people and with their environment.*

Health Socio-Emotional
Development

QUALITY ECCE
Correlates positively with

Future Educational
Earnings Attainment

*According to research in ECCE, such as the Effective Pre-School and Primary Education (EPPE)
study1 and other studies2.

Sylva, K., Melhuish, E.C., Sammons, P., Siraj, I. and Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project: Technical Paper 12 – The Final
1

Report: Effective Pre-school Education. London: DfES / Institute of Education, University of London.

2
Heckman, J. J., and D. V. Masterov. (2007). “The Productivity Argument for Investing in Young Children.” Applied Economic Perspectives and Policy 29(3): 446–493.

Administration for Children and Families. (2002). Making a difference in the lives of infants and toddlers and their families: The impacts of early head start.
(Final technical report). Washington, DC: US Department of Health and Human Services.

Pence, A. (2008). Introduction. Contemporary Issues in Early Childhood, 9(3),189–90.

Woodhead, M., & Oates, J. (2009). Early childhood in focus. Milton Keynes, England: The Open University. Center on the Developing Child at Harvard University
(2009). In brief: The science of early childhood development. Retrieved from http://developingchild.harvard.edu/.

1 Skills Framework • Early Childhood Care and Education

Ms Alicia Tang Bee Kay
Teacher, … the importance of quality education…
PCF Sparkletots Preschool keeps me motivated in ensuring that
@ Pasir Ris East Blk 216 I do make a difference in the lives of
Winner, young children...
ECDA Outstanding Early
Childhood Teacher Award 2013
In 1996, I made a career switch world through their observations.
to fulfil my dream of being an To provide the best learning
early childhood educator. Over experiences for children, it is
the years, I have grown in my essential for me to continue
appreciation and understanding to upgrade myself and keep
of the importance of quality abreast of developments in
education. This keeps me this field.
motivated in ensuring that I do
make a difference in the lives of With support from my
young children. kindergarten, I obtained a
Diploma in Early Childhood
I believe in the importance of Care and Education (Teaching)
instilling sound values in young in 2004 and received the Best
children, through modelling Academic Performance award.
positive behaviour and attitudes, I am currently pursuing a degree in
to nurture their love for learning. Early Childhood Education to better
Children should grow in respect equip myself to contribute more
and appreciation towards effectively to my kindergarten and
individuals, and understand the sector.
the value of perseverance in
overcoming challenges. As an early childhood educator,
it is my responsibility to equip
I also believe that learning is an the children under my care with
active and ongoing process for skills for living in the 21st century.
both educators and children. Tapping on their boundless
Children, as active and competent curiosity about the world, I
learners, are capable of developing hope to nurture in them a love
a greater understanding of the for learning.

Skills Framework • Early Childhood Care and Education 2

 2 WHERE THE OPPORTUNITIES ARE
FOR YOU
The ECCE sector comprises Early Childhood Development Centres, i.e.
child care centres and kindergartens. You can choose to work in either one.

CHILD CARE CENTRE KINDERGARTEN

PROGRAMME CHILD DEVELOPMENTAL DEVELOPMENTAL

CARE PROGRAMMES PROGRAMMES
SERVICES

For children from For children from

2 7 2 7
BELOW BELOW
AGE GROUP

MONTHS YEARS YEARS YEARS

OLD OLD OLD

OPERATING MON SAT MON FRI

HOURS
Throughout the Year During School Term

PROGRAMME FULL DAY / HALF DAY /

FLEXIBLE PROGRAMMES
4
DURATION
Generally 4 hours

Both offer early childhood development programmes tailored to the

needs of children of various ages. These include learning activities that
develop language and literacy, numeracy, social and emotional skills,
inquiry and problem-solving skills, motor skills, as well as aesthetics and
creative expression.

3 Skills Framework • Early Childhood Care and Education

 Rising Demand for Early Childhood Services
The ECCE sector has seen significant growth over the past few years, and is expected to continue
to grow strongly in line with rising demand for early childhood services.

RISING EARLY
CHILDHOOD ECCE
DEMAND SERVICES SECTOR

Growing Number of Early Childhood Development Centres

Child Care Centres

Number of Early Childhood Development Centres Kindergartens
1400
1200
1000
800
600
400
200
0
2008 2009 2010 2011 2012 2013 2014 2015

Figure 1 : Number of Early Childhood Development Centres in Singapore

Between 2008 and 2015, the number of early childhood development centres (both kindergartens
and child care centres) has increased from about 1,200 to about 1,700 throughout Singapore.

More and Better Employment Opportunities

A wide variety of employment opportunities are available in the sector to fit diverse educational and
skills profiles. As of May 2016, there are about 16,000 early childhood educators, and we expect
about 2,000 more will be needed over the next two to three years.

MAY
2016
16,000
EC Educators
2,000
In 2–3 years time

Improved Remuneration and Benefits

Salaries for qualified early childhood educators have improved in recent years, and fresh graduates
EMPLOYMENT can find employment terms that are competitive with other sectors.
TERMS

IMPROVED

Enhanced Support for New Entrants and In-Service Educators

Early Childhood educators hold the key to inspiring bright, inquisitive young minds and preparing them for
life. The Government is committed to supporting early childhood educators with the passion and heart to
give every child a good start. There are many pathways for prospective entrants to join the sector e.g. place-
and-train programmes or full-time courses. There are also many professional development opportunities
for incumbent educators to prepare themselves for larger roles. Please refer to the infographic
on pages 15–16 for more details.

GOVERNMENT IMPROVE PROFESSIONAL

&
SUPPORT CAREER DEVELOPMENT
For more information on the Skills Framework for ECCE, please visit www.skillsfuture.sg/skills-framework/ecce.

Skills Framework • Early Childhood Care and Education 4

 Mrs Yeong Huimin Clara
Principal,
… I grasped every teachable moment and
St. James’ Church Kindergarten cultivated a deep sense of wonder and
(Leedon) curiosity in the little ones under my care…
Winner,
I am currently developing myself as a
ECDA Outstanding Early mentor to teachers in my capacity as an
Childhood Educarer Award 2013 early childhood leader… I know that with my
current position, I can inspire my teachers to
in turn nurture their children…

I have always enjoyed interacting I believe that every child is unique

with children. Working part-time and it is important to embrace
in a child care centre after my an ecological attitude in building
O-levels affirmed my decision to empathetic relationships with the
be an early childhood educator. community of children and their
families.
To acquire the teaching skills
as an early childhood educator, I am currently developing myself
I pursued a degree in Early as a mentor to teachers in my
Childhood Studies two years capacity as an early childhood
after obtaining a Diploma in Early leader. Although I enjoy working
Childhood Education. directly with children, I know that
with my current position, I can
When I worked with children inspire my teachers to in turn
below 3 years, I was a singing nurture their children.
teacher. I sang my instructions to
encourage engaging cooperation, I aspire to groom dedicated and
and actively facilitated their play passionate educators through
experiences. Every moment was mentoring and empowering
a learning opportunity. I grasped them to be leaders who will
every teachable moment and positively influence other early
cultivated a deep sense of wonder childhood educators.
and curiosity in the little ones
under my care.

5 Skills Framework • Early Childhood Care and Education

 Career Pathways in ECCE
There are 3 tracks covering 13 occupations in the ECCE sector. You can aspire to
progress within each track, as well as laterally between the Educarer and Teacher
tracks in the ECCE sector. You can also choose to build your capabilities in niche
areas of specialisation in teaching and learning. Some examples include learning
support for children, music and movement, arts and creative expression. You can
also specialise in learning support, to be equipped to work with children with
mild developmental needs.

PINNACLE LEADER

LEADER TRACK SENIOR LEAD TEACHER SENIOR CENTRE LEADER

TEACHER TRACK
LEAD TEACHER CENTRE LEADER

EDUCARER TRACK

SENIOR PRE-SCHOOL
SENIOR EDUCARER
TEACHER
Attainment of
competencies to progress

PRE-SCHOOL TEACHER
EDUCARER 2
Attainment of competencies
and professional
qualifications* to progress
BEGINNING PRE-SCHOOL
TEACHER EDUCARER 1

DECCE-T required

INFANT/
BEGINNING
Educators on all three tracks require ECDA-certification to progress along the ECCE career TODDLER
pathways, on top of the competencies and professional qualifications to be attained. In EDUCARER
addition to professional qualifications, capabilities such as language proficiency are taken EDUCARER
into consideration for the certification of EC educators.
*Refer to Annex for more information on these qualifications.
Higher Nitec / ACEY required
ACECCE required

TRACK DEFINITION SALARY RANGE11

Educators on this track will work
Educarer Track with children aged 2 months to 4 years in $1,800–$2,100
both kindergartens and child care centres2.
Educators on this track will work with
Teacher Track children aged 4 to 6 years in both $2,200–$3,000
kindergartens and child care centres3.
Educators on this track will take on centre
Leader Track or teacher leadership positions in both $3,100–$6,000
kindergartens and child care centres.

1
The salary ranges are aggregated from public and private sources and provide a reference of the general monthly salaries for educators at different job
roles, based on information current as of 2015.
[1] Based on the 2014 Graduate Employment Survey (GES) and consultations with operators.
2
Infant/Toddler Educarers will work with children aged 2 months to 3 years, while Beginning Educarers and related job roles will work with children aged
18 months to 4 years.

3
Educators with a Diploma in Early Childhood Care and Education (Teaching), or equivalent, will be able to work with children aged 18 months to 6 years.
The Teacher Track and related job roles are specific to educators currently deployed to work with children aged 4 to 6 years old.

Skills Framework • Early Childhood Care and Education 6

 3 WHAT IT TAKES FOR YOU TO BE
AN INSPIRING EC EDUCATOR

Typical Attributes of an Early Childhood Educator

The early childhood (EC) educator is passionate about helping young children develop
holistically. The EC educator is patient and respectful towards the individual child and his/her
family, forming meaningful relationships with them. Willing to take risks, he/she perseveres
through tasks and challenges, while displaying pragmatism, flexibility and creativity. The EC
educator cultivates critical thinking, and supports the curiosity and love for learning in each
child. With high levels of energy and a great sense of humour, the EC educator is ready to
take on the day.

Dedicated to improving pedagogical practice and supporting the unique needs of each
child, the EC educator is responsible for his/her own professional learning and engages in
reflective practice. The EC educator actively contributes to the building of the EC fraternity
through collaboration with peers.

Above all, the EC educator is a confident and competent professional, displaying integrity
and commitment, and upholding the values of the profession.

Nurturing CURIOSITY PERSEVERANCE through

and a LOVE for learning tasks and challenges
Great sense PASSION for working
of HUMOUR with young children
High level of PATIENT and
ENERGY RESPECTFUL
CREATIVE PRAGMATIC
and FLEXIBLE

7 Skills Framework • Early Childhood Care and Education

Ms Rajwant Kaur
Infant Educarer, … I soon discovered that Early Childhood
Academy Kidz Inc Pte Ltd Education is not just about caring for
Winner,
children, but also about scaffolding their
ECDA Outstanding Early learning and growth…
Childhood Educarer Award 2013

I have been an early childhood My years of professional

educarer for the past 18 years and development led me to excel both
will continue to be one for as long professionally and personally. I
as I can. This is my true calling. apply my learning in my classroom,
reflect on my practice and share
Knowing that I could care for the knowledge with my colleagues
and raise my three children, I did and parents. I also innovate and
not think that being an Educarer create new materials for my
would be a challenge. However, children to explore with.
I soon discovered that Early
Childhood Education is not just The Educarer is a selfless being
about caring for children, but and the rewards are immense.
also about scaffolding their learning Nothing will stop me from learning
and growth. It is about working and excelling in my field.
with parents and providing them
with timely support. It is also about I believe that all children have
being a team player and working the potential to excel. Thus, it is
cohesively with colleagues. my duty to nurture them in their
growth and create an environment
that fosters learning.

Skills Framework • Early Childhood Care and Education 8

 Ms Kartini Binte Sudirman
Teacher,
… A key value that I have learnt… is the
PCF Sparkletots Preschool virtue of patience… Every child is unique and
@ Bukit Panjang Blk 254 needs to learn at his or her own pace… As
Winner,
educators, we also need to see from children’s
ECDA Outstanding Early perspectives to provide them with the
Childhood Teacher Award 2014 appropriate guidance and intervention...

Relief teaching in primary schools The types of professional

ignited my passion for teaching development I have engaged in
young children and inspired me have impressed upon me the
to enrol in the Diploma in Early importance of being a reflective
Childhood Care and Education practitioner who continually
(Teaching) programme. refines her teaching and learning
craft.
My personal philosophy is that
every child deserves a quality Early Childhood Education has
education that is fun and helped shape my life as much as
explorative. As early childhood I aim to nurture the lives of the
educators, we have the privilege of children under my care. A key
being our children’s first teachers value that I have learnt through my
besides their immediate family. experience in this field is the virtue
Therefore, we are key to laying the of patience. Every child is unique
foundation for many more years of and needs to learn at his or her
enjoyable and meaningful learning own pace without being rushed
in their lives. or pressured. As educators, we
also need to see from children’s
I am currently enrolled in an Early perspectives to provide them
Childhood Care and Education with the appropriate guidance
degree programme, to further and intervention. After all, being
develop myself professionally an early childhood educator is
and contribute to the sector. about the children.

9 Skills Framework • Early Childhood Care and Education

For Aspiring Educarers & Pre-school Teachers
If you are passionate about helping young children develop holistically and have the desire to nurture the
curiosity and support the unique needs of infants and toddlers, you can receive training* to acquire the relevant
skills for one of the following occupations:

1 2 3

Infant/Toddler Beginning Pre-school

Educarer Teacher
Beginning Educarer

This is to ensure that all EC educators are equipped with relevant knowledge and skills to nurture the holistic
development of children.
* Refer to Annex for ECCE Career Entry Criteria & Information.

What is the role of the Educarer?

The Educarer works with young children between
the ages of 2 months and 4 years. He/she is
passionate about and committed to helping young
children develop holistically. The Educarer works
closely with families to ensure that the best care
is provided for their children. With dedication,
resilience and confidence, the Educarer nurtures
the curiosity in and supports the unique needs of
each child.

What is the role of the Pre-school Teacher?

The Pre-school Teacher works with children aged 4
to 6 years old. He/she cultivates critical thinking and
supports the curiosity and love for learning in each
child with varying strengths and abilities. The Pre-
school Teacher also forms meaningful relationships
with each child and his/her family to ensure the
child’s holistic development and well-being. The Pre-
school Teacher is dedicated to improving pedagogical
practice and displays professionalism and commitment
in his/her role. A Pre-school Teacher can also take
on additional training to become a Learning Support
Educator (LSEd). The LSEd works closely with children
with mild developmental needs and equips them with
age-appropriate skills to optimise learning.

You may refer to the Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map) for more information on skills and training programmes.

Skills Framework • Early Childhood Care and Education 10

 Ms Suhana Bte Salleh
Executive Principal,
… As a leader now, I realise the need to ensure
My First Skool (Blk 803 Tampines) the professional growth and development of
my teachers. I support and guide them through
Winner,
ECDA Outstanding Early
mentoring, and provide them with opportunities
Childhood Leader Award 2013 to share their reflections and good pedagogical
practices…

My positive experience as an Early Childhood Education.

assistant teacher inspired me to
follow my dream of becoming an I always make the effort to
early childhood educator. I realised translate my learning into
that being an early childhood practice, and feel a great sense
educator was not merely about of satisfaction when children enjoy
teaching children, but also about their learning and show progress.
learning and discovering new In addition, receiving appreciation
insights from them each day. from parents and colleagues
motivates me to continue to give
Through my experience as an my best.
early childhood educator, I
believe that children learn best As a leader now, I realise the need
when they are provided with to ensure the professional growth
hands-on experiences and and development of my teachers.
opportunities to explore and I support and guide them through
engage in meaningful activities. mentoring, and provide them
with opportunities to share their
Through continuous learning and reflections and good pedagogical
upgrading of my knowledge and practices.
skills, I have attained my certificate,
diploma and bachelor degree in

11 Skills Framework • Early Childhood Care and Education

For Aspiring Leaders

If you are currently an in-service EC educator and you would like to take on the occupational role of teacher
leadership or centre leadership, you can receive training* to acquire the relevant skills for one of the following
occupations:

1 2

Lead Teacher Centre Leader

*Refer to Annex for information on ECCE Leader Track Course Requirements.

What is the role of an EC Educator who takes on Teacher Leadership?

An EC educator who takes on teacher leadership
is focused on developing high quality teaching
and learning within his/her centre and/or the
sector. The EC educator is a pedagogical change
agent, building teaching and learning capacity
through bringing to the fore effective teaching and
learning practices. He/she is proficient in facilitating
learning, doing so through various means such as
professional/networked learning communities.

What is the role of an EC Educator who takes on Centre Leadership?

An EC educator who takes on centre leadership
fosters a shared vision among staff and nurtures
professionalism and a culture of care, respect and
collaboration within the centre. He/she sets the
tone for learning in the centre, to ensure the holistic
development of children. The Centre Leader develops
structures and processes to facilitate sustained
collaborative partnerships with stakeholders, and is
also responsible for managing centre operations.

You may refer to the Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map) for more information on skills and training programmes.

Skills Framework • Early Childhood Care and Education 12

 Ms Narayanasamy Pushpavalli
Principal, … passion alone would not suffice, and
Ramakrishna Mission Sarada that skills and knowledge are necessary...
Kindergarten obtained my Master of Education (Early
ECDA Fellow Childhood Education)… embarked on
my leadership journey as Principal… As
Winner,
ECDA Outstanding Early
I reflect on my days in the corporate and
Childhood Leader Award 2013 Early Childhood fields, I realise that making
a career switch was one of the wisest
decisions I had made. Being in the ECCE
sector has given me a strong sense of
fulfilment and meaningful purpose in life...

Eighteen years ago, I made a value of professional development,

mid-life career change from the I also develop my teachers through
corporate world to Early Childhood mentoring, discussions, modelling
Education. While the initial days of lessons, fine-tuning observation
were plagued with doubts and skills and peer sharing. The teachers
adaptation was a challenge, I discuss their aspirations with me
was propelled by my passion for and we plan their professional
teaching and being with young development together.
children.
As I reflect on my days in the
Over time, I learnt that passion corporate and Early Childhood
alone would not suffice, and fields, I realise that making a career
that skills and knowledge are switch was one of the wisest
necessary for me to realise my decisions I had made. Being in the
passion for nurturing the lives ECCE sector has given me a strong
of young children. I enrolled sense of fulfilment and meaningful
in the Certificate in Pre-school purpose in life, allowing me to
Teaching course in my mid- mature even as I help others
40s, and obtained my Master develop and grow.
of Education (Early Childhood
Education) in my mid-50s. During As early childhood educators,
these years, I embarked on my we are blessed with the unique
leadership journey as Principal of gift to inspire and make a long-
the Ramakrishna Mission Sarada lasting impact in the lives of young
Kindergarten. children. Thus, this gift should
be received with a strong sense
I view every situation as a learning of responsibility and valued for
opportunity, and continue to learn the way it can better the lives of
from the children, parents, peers, children, families and oneself.
lecturers and the many people in
my life. As a firm believer in the

13 Skills Framework • Early Childhood Care and Education

To be an Inspiring Leader
Pinnacle Leader

What does the Pinnacle Leader do?

The Pinnacle Leader is a transformational leader who works with ECDA to uplift the quality and image of
the ECCE sector. He/she is an advocate of the mission, vision and values of the ECCE sector. He/she drives
pedagogical excellence and fosters strategic partnerships within the ECCE fraternity and the wider community.
He/she is a proponent of continuous learning and reflective practice, and role models how to establish a culture
of continuous learning and research in teaching and learning. The Pinnacle Leader also serves as advisor and
mentor to educators and leads in fostering a culture of collaboration and professionalism among educators.

Inspirational
Advocate Drive Pedagogical
Excellence

PINNACLE LEADER
Transformational
Passionate

Forge Strategic Establish Culture Of

Partnerships Advisor Continuous Learning
Role Model
Inspire Innovation
Mentor
Catalyst of Change

You may refer to the Skills Framework for ECCE: A Guide on Occupations and Skills (Skills Map) for more information on skills and training programmes.

Skills Framework • Early Childhood Care and Education 14

 4 HOW THE GOVERNMENT SUPPORTS YOU
The Skills Framework also includes an overview of the suite of manpower initiatives to
recognise and support early childhood (EC) educators at every stage of their careers.

PRE-SERVICE IN-SERVICE
For full-time ECCE Polytechnic and ITE students For existing EC educators

UP TO CONTINUING PROFESSIONAL DEVELOPMENT

50%
DISCRETIONARY
(CPD) MASTERPLAN
for centre leaders, teachers and educarers

ADMISSION CPD COURSES Help educators deepen

& MILESTONE knowledge and skills, and
INCREASING for full-time EC Diploma COURSES chart progress

INTAKE
courses at polytechnics.
Allows schools to better From government schemes and
SUBSIDIES
sizes of EC courses at select students based on ECDA for CPD course fees
POLYTECHNICS strengths and aptitudes
SUPPORT FOR Time-off for teachers to attend
AND ITE specific to the sector
OPERATORS training

ENHANCED
INTERNSHIPS PROFESSIONAL DEVELOPMENT PROGRAMME
for polytechnic (PDP) for EC educators Collaboration
and ITE ECCE EARLY CHILDHOOD between:
students CAPABILITY GRANT 180 hours of professional
OPERATORS,
development over 3 years
TEACHERS
$3,500 to $3,800 At least 3 years of relevant AND ECDA
PER STUDENT
teaching experience in the EC Structured 3-year
sector professional
TO STRENGTHEN: development
Nominated by employer to take programme
Students’ learning at the workplace through more on larger job roles
structured learning outcomes and better mentorship
TO SUPPORT: To be rolled out progressively:

from from
Selected operators in hosting students

TO COVER:
2016 2017
onwards

Manpower costs, teaching and learning resources, and FOR EDUCARERS &
FOR TEACHERS
monthly internship stipends LEADERS

ECDA TRAINING AWARD ECDA will offer these at programme milestones:

Cash award of
$16,000– $40,000 New modular courses
$12,000 for PDP
For students who intend to pursue an EC career (Teachers)

SKILLSFUTURE INITIATIVES
N CA
TIO
RE
ER
U CA
ED TR A I N
ING

EDUCATION & CAREER INDIVIDUAL LEARNING SKILLSFUTURE CREDIT

GUIDANCE (ECG) PORTFOLIO Learning credits for all
Counsellors to help individuals An online, one-stop education, Singaporeans aged 25 years and
make well-informed decisions on training and career guidance portal above to pay for course fees
education, training and careers. for every Singaporean to plan their for work-skills related courses
education, training and career paths. supported by public agencies.

15 Skills Framework • Early Childhood Care and Education

This is testament to the government’s commitment to attract, retain and develop talent, as
well as uplift the quality of the Early Childhood Care and Education (ECCE) sector.

MID-CAREER
For back-to-work individuals and career switchers

ECDA SCHOLARSHIPS, TEACHING AWARDS & RESKILLING FOR JOBS

SPONSORSHIPS to upgrade to a higher professional BACK – WORK TRIAL
qualification TO Provides initial working experience
WORK Training allowance and incentives
upon completion of programme and
Sponsorship for Learning Resource staying on in the sector
programme fees Allowances
PROFESSIONAL CONVERSION
PROGRAMME for Teachers
CONTINUING EDUCATION & TRAINING DIPLOMA
in ECCE at Polytechnics PLACE-AND-TRAIN
PROGRAMME for Educarers
New pathway for educators with Certificate in ECCE or
Higher Nitec in ECE
EDUCARERS
Greater opportunities for upgrading
5–14 To allow mid-career individuals to
attain professional qualifications
Recognition of prior learning and on-the-job MONTHS
competencies
TEACHERS Individuals will receive course
Complete course in a shorter duration
10–18 sponsorship and monthly
salary during the duration of the
MONTHS
ENCOURAGE CAREER PROGRESSION & SKILLS programme
DEEPENING through the Skills Framework
Collaboration between SSG, WSG and ECDA to develop RELIEF STAFF PROGRAMME (RSP)
a structured competency-based career pathway for the To equip relief staff with skills to carry out
ECCE sector routine care duties and non-structured activities

ECDA FELLOWS
110-HOUR
developed by SEED Institute, in
• To recognise pinnacle leaders in the sector WSQ training
consultation with SSG, WSG and ECDA
programme
• Uplift sector quality
• Create a fraternity of EC educators
• Targeted at centre leaders/senior centre leaders
and lead teachers/senior lead teachers
Course
FEE GRANT 90% of course fees

Appointed by ECDA,

$360
Annual Service Recognition
and required to contribute
Allowance of $9,000 Training
100 hours of service roles
upon completion of their up to
to the sector a year, in addition
responsibilities ALLOWANCE
to their current employment

$5,000

SKILLSFUTURE MID-CAREER SKILLSFUTURE STUDY AWARD FOR EARLY CHILDHOOD SECTOR

ENHANCED SUBSIDY A bond-free, $5,000 monetary award that supports experienced EC educators
All Singaporeans aged 40 years and to deepen their skills and prepare them to take on larger job roles in the sector.
above to receive a minimum of 90% All EC educators accepted into the Advanced Diploma in Early Childhood
course subsidy for MOE-funded and Leadership (ADECL) may apply for this award.
SSG-supported courses.

Skills Framework • Early Childhood Care and Education 16

 5 WHAT’S NEXT FOR YOU
THEIR LIFELONG JOURNEY OF DISCOVERY BEGINS WITH YOU
You have read the real life experiences of EC educators enjoying a fulfilling career and making a difference in
many children’s lives. Now, you too can take the next step to make that difference!

For Aspiring EC Educators

This is how you can use the Skills Framework for ECCE to find out more about a career in ECCE:

Refer to Skills Framework for ECCE: Refer to Skills Framework for ECCE:
A Guide On Occupations & Skills A Guide On Occupations & Skills
(Skills Map)
Understand the prospects of the sector, job
opportunities and career pathways
Understand skills required for an occupation in
Most importantly, consider if you have the right the ECCE sector
attributes to be an EC educator
Identify relevant early childhood training
programmes to become a qualified EC educator

Embark on your career as an EC educator!

For In-service EC Educators

This is how you can use the Skills Framework for ECCE to chart your career:

Refer to Skills Framework Refer to Skills Framework Refer to Skills Framework

for ECCE: A Guide on for ECCE: A Guide on for ECCE: A Guide On
Occupations and Skills Occupations and Skills Occupations & Skills
(Skills Map) and (Skills Map) Plan for vertical career
SkillsFuture Website Identify relevant training progression within the track
(Skills Standards) programmes that you are currently in, or
to bridge the learning lateral career moves across the
Identify the skills that you are tracks
gaps
lacking in your current or next
occupational role

So, wait no more. Visit www.ecda.gov.sg/eccareers and www.ssg-wsg.gov.sg today!

For more information on the Skills Framework for ECCE, please visit www.skillsfuture.sg/skills-framework/ecce.

17 Skills Framework • Early Childhood Care and Education

ANNEX

ECCE Career Entry Criteria & Information

Age Group
Track Occupation Early Childhood Courses Course Minimum Entry Requirements
of Children

Minimum Secondary 4 education or

Infant/ WSQ Advanced completed 10 years of formal education
2 months
Toddler Certificate in At least average SOA 5 in the Workplace
to 3 years
Educarer Early Years (ACEY) Literacy (WPL) series, including SOA 5 for WPL
(Written)
Educarer
Higher Nitec in Early
Childhood Education/ Minimum 3 GCE ‘O’ level credits
18 months Beginning
WSQ Advanced Certificate including a credit (at least C6) in EL1 OR
to 4 years Educarer
in Early Childhood Care English Language Acceptable Alternatives
and Education (ACECCE)

Diploma in Early
Childhood Care and
Education in Teaching Minimum 5 GCE ‘O’ level credits,
(DECCE-T) / WSQ including a credit (at least C6) in EL1 OR
Professional Diploma in English Language Acceptable Alternatives3
Early Childhood Care &
Education (PDECCE)
Beginning
Teacher 4 to 6 years2 Pre-school 3-year polytechnic diploma with at least
Teacher WSQ Professional Diploma a credit in GCE ‘O’ level English as a first
in Early Childhood Care language (EL1) OR English Language
& Education - Childcare Acceptable Alternatives
(PDECCE-CC) or Diploma OR
(Conversion) in Early
Childhood Teaching
State-recognised university degree
(DCECT)
where the medium of instruction is English

• Be ECDA-certified as a Level 2 pre-school

teacher
Advanced Diploma in
• Have completed an ECDA-recognised
Lead Early Childhood
diploma in early childhood care and
Teacher Teaching & Learning
education
(ADECT)
• Have at least 3 years of trained teaching
experience

• Be ECDA-certified as a Level 2 pre-school

Leader — teacher
• Have completed an ECDA-recognised
diploma in early childhood care and
Advanced Diploma in
Centre education
Early Childhood
Leader • Have met the competency level for Senior
Leadership (ADECL)
Pre-school Teacher (with reference to the
Skills Map)
• Have completed the pre-requisite core
course(s) as identified and offered by ECDA

1
WPL refers to the Workplace Literacy series, part of the Employability Skills Workforce Skills Qualifications (ES WSQ). SOA refers to the Statement of Attainment awarded for the
completion of a WSQ module. For more information on WSQ, please visit www.ssg.gov.sg/wsq.html.

2
Educators with a Diploma in Early Childhood Care and Education (Teaching), or equivalent, will be able to work with children aged 18 months to 6 years. The Teacher Track and
related job roles are specific to educators currently deployed to work with children aged 4 to 6 years old.

3
Applicants with the following qualifications may also apply for the CET DECCE-T programme offered at Ngee Ann Polytechnic and Temasek Polytechnic:
- Higher NITEC in Early Childhood Education with 1 year of relevant work experience
- Certificate in Early Childhood Care and Education (CECCE) / WSQ Advanced Certificate in Early Childhood Care and Education (ACECCE) holders and a credit in G.C.E. ‘O’ level
EL1 (or acceptable alternatives) with 1 year of relevant work experience.

Skills Framework • Early Childhood Care and Education 18

 The Skills Framework for Early Childhood Care and Education was developed jointly by SSG, WSG and ECDA,
and made possible with the commitment and support from many key sector partners.

Special thanks to the following organisations for their support in the development of the
Skills Framework for Early Childhood Care and Education, and active participation in the
validation process:

Agape Little Uni Learning Vision @ Work Pte Ltd SEED Institute

Association for Early Childhood

Living Sanctuary Kindergarten Skool4Kidz Pte Ltd
Educators (Singapore) (AECES)

Ministry of Education, Pre-School

Asian International College Singapore Polytechnic
Education Branch (MOE PEB)

Busy Bees – Odyssey

MOE Kindergarten St James’ Church Kindergarten
the Global Pre-school

Education Services Union My First Skool Temasek Polytechnic

EtonHouse Pre-School Pte Ltd MY World Pre-school Ltd The Acorn Child Care

The Association of Early

Far Eastern Kindergarten Ngee Ann Polytechnic Childhood & Training Services
(ASSETS)

NTUC First Campus The Caterpillar’s Cove Child

Institute of Technical Education
Co-operative Ltd Development and Study Centre

The Little Skool-House

Kinderland Pre-school PAP Community Foundation
International

Ramakrishna Mission
KLC International Institute SIM University (UniSIM)
Sarada Kindergarten

19 Skills Framework • Early Childhood Care and Education

 Jointly developed by SkillsFuture Singapore (SSG), Workforce
Singapore (WSG) and Early Childhood Development Agency (ECDA)

PUBLISHED IN DECEMBER 2016