Could high school students help the child care workforce shortage? – Ashland Source

Report on Early Childhood Education Workforce Challenges and Initiatives in Ohio

An Analysis Through the Lens of the Sustainable Development Goals

This report examines the critical challenges facing the early childhood education (ECE) sector in Ohio, focusing on workforce compensation, retention, and the direct implications for achieving key Sustainable Development Goals (SDGs). It further analyzes local career and technical education programs as a strategic intervention to build a sustainable and qualified ECE workforce, thereby supporting progress towards SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 5 (Gender Equality).

ECE Sector Challenges and Contradictions to SDG Targets

The ECE sector in Ohio is characterized by conditions that fundamentally challenge the principles of several Sustainable Development Goals. Staffing shortages, driven by low compensation and difficult working conditions, undermine the provision of quality education and create economic precarity for a predominantly female workforce.

SDG 8 (Decent Work) and SDG 1 (No Poverty): The Crisis of Low Compensation

The compensation for ECE professionals in Ohio fails to meet the standard of “decent work” as outlined in SDG 8, pushing many workers towards economic instability, which is counterproductive to SDG 1 (No Poverty).

• Median Wage: According to Policy Matters Ohio, the median hourly wage for child care workers is $13.57.
• Annual Salary: This wage equates to an annual salary of approximately $28,000 for a full-time employee, placing them among the lowest-paid professionals in the state.
• Impact: Such low wages undervalue a physically and mentally demanding profession and create significant barriers to retaining a skilled workforce, directly impeding progress on Target 8.5 for equal pay for work of equal value.

SDG 4 (Quality Education): The Impact of Workforce Instability

A stable, qualified workforce is essential for achieving SDG Target 4.2, which aims to ensure all children have access to quality early childhood development and pre-primary education. Ohio’s ECE sector faces severe instability.

• Staffing Shortages: In 2024, Groundwork Ohio reported that 58% of child care programs in the state experienced staffing shortages.
• Workforce Decline: The number of child care workers declined by approximately 32% between 2017 and 2023.
• Consequences: This chronic instability leads to a shortage of thousands of child care slots in regions like north central Ohio, limiting access to foundational education for children and disrupting the workforce participation of parents.

SDG 5 (Gender Equality): The Undervaluation of a Female-Dominated Sector

The ECE field is predominantly staffed by women. The systemic low pay and minimal benefits reflect a broader societal undervaluation of care work, which presents a significant barrier to achieving SDG 5 (Gender Equality). Addressing these compensation issues is a critical step toward the economic empowerment of women.

Strategic Interventions: High School Career Programs and SDG Alignment

In response to these challenges, local school districts are implementing career and technical education programs to create a pipeline of trained professionals, directly contributing to multiple SDG targets.

Preparing a Future Workforce for SDG 4 and SDG 8

Pioneer Career and Technology Center (PCTC) and Madison Local School District offer Early Childhood Education programs that provide a direct pathway to employment, aligning with SDG Target 8.6 (reduce the proportion of youth not in employment, education or training) and SDG 4 (Quality Education).

1. Pioneer Career and Technology Center (PCTC): This program has operated for over two decades, consistently running at or near its capacity of 25 students. It provides hands-on experience and classroom instruction for juniors and seniors.
2. Madison Local School District: This program enrolls an average of 20 students annually and is integrated within the Madison Early Childhood Learning Center. An estimated 50-60% of graduates pursue careers in ECE or related fields like social work.

Professional Credentialing to Advance Quality and Decent Work

A key component of these programs is preparing students to earn industry-recognized credentials, which professionalizes the workforce and supports both SDG 4 and SDG 8.

The Child Development Associate (CDA) Credential

The CDA is the most widely recognized credential in early childhood education. Its benefits include:

• Career Advancement: Provides a clear path for professional growth.
• Quality of Care: Ensures educators meet a core set of competency standards.
• Credibility and Confidence: Professionalizes the role of the early childhood educator.

Students can also earn credentials in CPR, first aid, and child abuse recognition, further enhancing the quality and safety of care provided.

Building a Sustainable Local Workforce

These programs demonstrate a sustainable model for community development. The Madison program, for instance, has successfully integrated its graduates into the local workforce. Last year, eight of the 24 staff members at the Madison ECLC were current or former students of the program. This model creates a self-reinforcing cycle that supports local economic stability (SDG 8) and ensures a consistent supply of qualified educators to provide quality education (SDG 4).

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The article’s primary focus is on early childhood education, both in terms of providing care for young children and training the future workforce. It discusses the importance of quality care and the programs designed to prepare high school students for careers in this field, which directly aligns with ensuring inclusive and equitable quality education.
2. SDG 8: Decent Work and Economic Growth
   • The article heavily emphasizes the working conditions of child care professionals. It highlights issues of low wages, minimal benefits, and the physically and mentally demanding nature of the job, which are central to the concept of “decent work.” The resulting staffing shortages and high turnover rates impact the stability and growth of the child care sector.
3. SDG 5: Gender Equality
   • Although not explicitly stated, the child care sector is a field predominantly occupied by women. The article’s discussion of the profession being “undervalued” with low pay directly relates to the broader issue of recognizing and valuing care work, which is a key component of achieving gender equality and empowering women economically.
4. SDG 10: Reduced Inequalities
   • Access to quality early childhood education is crucial for reducing developmental inequalities among children from different socioeconomic backgrounds. Furthermore, the vocational programs mentioned in the article provide opportunities for young people to gain skills and secure employment, thereby promoting their economic inclusion and reducing inequality.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4 (Quality Education):
   • Target 4.2: “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” The article addresses this by highlighting the severe staffing shortages and lack of child care slots (“north central Ohio is short thousands of child care slots”), which directly threaten access to this essential service.
   • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.” The programs at Pioneer Career and Technology Center and Madison Local School District are explicit examples of this target in action. They are designed to “prepare high school juniors and seniors for a career in the care and instruction of infants, toddlers and preschool-age children” by providing them with credentials like the Child Development Associate (CDA).
2. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.5: “By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.” The article directly contradicts the achievement of this target for the child care sector, stating that the job is “undervalued” and that workers receive low wages (“the median hourly wage for child care workers in Ohio is $13.57”). This points to a lack of decent work and pay for work of significant value.
   • Target 8.6: “By 2020, substantially reduce the proportion of youth not in employment, education or training.” The career tech programs discussed are a direct mechanism to address this target. They provide a clear pathway from education and training during high school into the workforce, with the article noting that “roughly 50 to 60 percent” of graduates from one program continue in the field.
3. Under SDG 5 (Gender Equality):
   • Target 5.4: “Recognize and value unpaid care and domestic work through the provision of public services… and the promotion of shared responsibility…” While the work described is paid, the article’s central theme that child care is an “undervalued and misunderstood” profession with extremely low pay reflects a societal failure to properly value care work, which is foundational to this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Indicators for Decent Work (SDG 8):
   • Wage Levels: The article provides a precise figure: “the median hourly wage for child care workers in Ohio is $13.57,” which translates to an “annual salary of about $28,000.” This serves as a direct indicator of earnings in the profession.
   • Labor Force Stability: The article mentions that “The number of child care workers in Ohio declined by about 32 percent from 2017 to 2023” and that “58 percent of Ohio child care programs faced staffing shortages” in 2024. These statistics are clear indicators of the challenges in retaining workers in the field.
2. Indicators for Quality Education (SDG 4):
   • Access to Early Childhood Care: The statement that “north central Ohio is short thousands of child care slots” is a direct indicator of the gap in access to early childhood care and education services.
   • Participation in Vocational Training: The article notes the enrollment numbers in career tech programs, such as “on average about 20 juniors and seniors each year” at Madison’s program, which measures the participation of youth in skills development.
   • Skills Acquisition and Transition to Employment: The article mentions the credentials students can earn (“Child Development Associate credential,” “CPR, first aid, child abuse and neglect recognition”). Furthermore, the statistic that “roughly 50 to 60 percent” of graduates from Madison’s program enter the early childhood education field is a key indicator of the effectiveness of vocational training in preparing youth for employment.

4. Table of SDGs, Targets, and Indicators

Source: ashlandsource.com