Dear Editor,

The foundation of any strong education system lies in the competence and preparedness of its teachers — especially at the early childhood level, when the earliest cognitive, emotional, and social skills take root. Yet there is a growing concern among educators and stakeholders about the qualifications of individuals entering early childhood classrooms through fast-tracked, six-month training programmes that do not require basic academic credentials such as Caribbean Secondary Education Certificate (CSEC).

While these initiatives may be well intentioned, they often fall short of equipping participants with the essential knowledge and skills required to educate young minds. It is deeply concerning that some graduates of these programmes struggle with reading fluency, written expression, and basic concepts in education theory. Courses such as introduction to education, philosophy of education, sociology of education, psychology of learning and development, and educational technology are either overlooked or minimised, leaving new educators ill prepared for the demands of the classroom.

Early childhood education is not merely supervisory care. It is an intentional, research-driven practice that requires deep understanding and skill. To place underprepared individuals at the helm of a classroom not only short-changes students but also undermines the credibility of the profession. In this regard, I strongly support the Ministry of Education’s proposal to implement teacher licensing from the early childhood level upward. It is a step towards ensuring accountability and raising the professional standard.

Level one to three certification holders should serve as classroom aides or assistants, not as lead teachers. If we are serious about improving the quality of education our children receive, we must begin by improving the quality and depth of training that our educators undergo.

Concerned educator