ABSTRACT

This paper explores the relationship between workforce competence, migration, and quality improvement in the Asia-Pacific through analysis of Early Childhood Education (ECE) policy texts from three East Asia Summit countries. Content (word level) analysis of salient policy texts was undertaken to address two questions: How are culture and diversity conceptualized in these texts? How are diverse educators positioned in these texts? We show that, despite differing historical trajectories of ECE, policy frameworks in all three countries fail to sufficiently acknowledge the potential contribution of migrant educators to quality improvement initiatives. We conclude by calling for greater attention to workforce mobility and diversity in ECE policies, and for further research into the untapped competence of migrant educators.

摘要

本文通过分析三个东亚峰会国家的幼儿教育 (ECE) 政策文本，探讨亚太地区劳动力能力、移民和质量改进之间的关系。对突出的政策文本进行内容（字级）分析是为了解决两个问题：这些文本中的文化和多样性是如何概念化的？多元化的教育工作者如何定位在这些文本中？我们表明，尽管 ECE 的历史轨迹不同，但所有三个国家的政策框架都未能充分承认移民教育工作者对质量改进举措的潜在贡献。最后，我们呼吁在 ECE 政策中更加关注劳动力流动性和多样性，并进一步研究移民教育者尚未开发的能力。