Introduction:
Australia's early childhood education and care sector is abuzz with excitement as it welcomes the updated versions of two nationally approved learning frameworks: Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) and the My Time, Our Place: Framework for School Age Care in Australia (MTOP). These frameworks have recently undergone revisions following extensive consultations with the sector and community. In this article, we explore the key changes and guide how trainers and vocational education and training assessors can prepare for these updates.
A Stronger Connection with National Quality Standards:
One of the prominent features of EYLF 2.0 and MTOP 2.0 is their enhanced alignment with the National Quality Standard (NQS). The revisions have strengthened the connection between these frameworks and the NQS in various areas:
Transitions: The new frameworks emphasise smoother transitions for children between different educational stages.
Sustainability: There's a heightened focus on sustainability, encouraging environmentally responsible practices.
Theoretical Approaches: Frameworks now incorporate contemporary theoretical approaches to early childhood education.
Critical Reflection: Critical reflection is highlighted as a crucial practice for educators to enhance their teaching methods.
Aboriginal and Torres Strait Islander Perspectives: These perspectives are more prominently integrated throughout the frameworks.
Inclusion: Inclusion practices have been refined and expanded.
New Principles: Three new principles have been introduced: Aboriginal and Torres Strait Islander perspectives, sustainability, and collaborative leadership and teamwork.
The Consortium Behind the Update:
EYLF 2.0 and MTOP 2.0 result from an intensive review by a consortium consisting of Macquarie University, Edith Cowan University, and Queensland University of Technology. The revisions reflect contemporary research and the practices of high-quality early learning services. This consortium worked diligently to ensure that these frameworks align with the sector's evolving needs.
Implications for Vocational Education and Training:
These updates have significant implications for trainers and assessors in the vocational education and training sector.
Familiarisation: It's essential to familiarise yourself with the revised frameworks to understand the changes, new principles, and updated practices.
Early Engagement: Start engaging with EYLF 2.0 and MTOP 2.0 now, well before their official implementation in February 2024.
Stay Updated: Keep a close watch on resources and guidance provided by regulatory authorities, especially ACECQA, to support a smooth transition.
Encourage Colleagues: Encourage your colleagues to adopt the new principles into their daily practices, fostering discussions and collaboration.
Professional Development: Consider participating in training and professional development programs related to the updated frameworks.
Collaborate for Indigenous Perspectives: Collaborate with Aboriginal and Torres Strait Islander stakeholders to ensure authentic representation.
Assessment Alignment: Prepare educational programs that align with the principles and practices of EYLF 2.0 and MTOP 2.0, as services will be assessed based on these frameworks from February 2024.
National Consistency: Understand that authorised officers responsible for assessments will receive training aligned with the new frameworks, ensuring national consistency.
Conclusion:
The updated EYLF 2.0 and MTOP 2.0 bring a fresh perspective to early childhood education and care in Australia. For trainers and assessors in vocational education and training, embracing these changes and aligning educational programs with the revised frameworks will be vital. By staying informed and proactive, you can contribute to the quality and effectiveness of early childhood education in the country, ensuring a brighter future for future generations.
