Cluster Research Report:
Kootenay Childcare Providers
SPRING 2018

EXECUTIVE SUMMARY
The Kootenay Childcare Providers survey looked at the characteristics of childcare providers in the
Kootenays with a focus on workplace skills and training.
This report presents the findings from the Kootenay Childcare Providers survey completed in the fall of
2017. The survey was divided into five sections: Childcare Centre Characteristics, Labour Force Profile,
Training and Skills Development, Formal Training, Informal Training, and Increasing the Number of
Skilled Childhood Educators.
The first section of the report provides information on the characteristics of the childcare providers. A
total of 33 respondents identified that they provide 1,308 childcare spaces. The most number of
childcare spaces were provided for licensed preschools (431 spaces), followed by licensed group
childcare (30 months to school age) (393 spaces), licensed school age care (255 spaces), and licensed
group childcare (birth to 36 months) (162 spaces). 79% of childcare providers keep a waiting list, with
children most commonly remaining on the list between 6 to 12 months (40% of respondents). Infant and
toddlers (birth to 36 months) is the most common age category to be on a wait list (54% of children on a
wait list).
The section looking at the Labour Force Profile of Childcare Providers, found that the majority of
employees were full time (51%), followed by part time (34%) and casual/temporary/relief (15%).
Childcare centres were most commonly operating as a not-for-profit (55%), while 45% operate on a forprofit basis. Employees were most commonly Certified Early Childhood Educators (37%), followed by
Early Childhood Education Assistants (24%), Managers and Senior staff (12%), Responsible Adults (12%),
and multiple roles (12%). Staff most commonly had over 15 years of experience in Early Learning and
Childcare (32%), and are between the ages of 26 and 50 (69%). The majority of respondents reported
that the number of employees increasing their education and/or credentials (59%), the proportion of
employees taking formal training (training that counts towards certification) (63%), the proportion of
employees engaging in informal skill development (63%), and the number of staff engaging in on-line
studies (59%) would all be increasing over the next 12 months, indicating that a focus on workplace
training and skills development is topical for the majority of childcare providers.
73% of respondents reported that they have had trouble attracting Certified Early Childhood Educators
and 58% reported that they have had difficulty with retention. The top factor cited for these difficulties
was competing with wages from other employment sectors
The Training & Skills Development portion of the survey found that 57% of childcare centres (16
respondents) do have training or professional development plans for employees and 64% have a budget
for professional development. Informal training factors (96 responses) more commonly influenced staff
training and/or skills development initiatives than formal training factors (65 responses). Regulatory
requirements (9 responses), a desire to increase employees skills in general (9 responses), and industry
cluster activities or events (9 responses) were the top three factors for initiating formal training
activities, while professional association (13 responses) and industry cluster activities or events (14
responses) were the top two factors to influence informal training activities. 13 of 22 respondents
indicated that they had not applied for external funding for professional development. Of the 11
respondents who had, applications were most common to provincial funders and professional
associations. Just 29% of applications were approved.
2

With regards to the Formal Training section of the survey, formal training was accessed most commonly
through one-off, short term training opportunities that met a specific need. The most common areas of
training for one-off, short term training was for Health and Safety Training (5 respondents), ECE Specific
(Infant Toddler, Growth & Development, Care, Inclusion, Curriculum Methodologies, Observation &
Recording, Children's Rights, etc.) (4 respondents), and Management, Leadership, Human Resources (4
respondents). Formal training occurred most frequently in-house, provided by another staff member (8
respondents), in the workplace, during paid time (7 respondents), away from the workplace, but paid (6
respondents), and unpaid, away from the workplace (5 respondents). Early Childhood Education
Assistants (24 employees) participated the most in formal training, followed by Early Childhood
Educators (23 employees).
Outcomes of formal training were most commonly reported as benefiting the individual (72 responses),
with the following four areas experiencing the most benefit: increased level of certification or
credentials (10 responses), upgraded job skills and expertise in child development (9 responses) and
early years programming (7 responses), and employment progression and career advancement (7
responses). Areas of unmet training needs include: cultural literacy and awareness (5 respondents),
green skills (4 respondents), information and computer technology (4 respondents), and marketing and
promotion (4 respondents). The top three barriers across all occupation categories were access due to
location or time not being suitable (9 respondents); difficulty in giving staff the time to attend training (7
respondents), and training being too costly (6 respondents).
When considering informal training, job specific content was the most common area of training (9
respondents), and the most frequent mode of delivery was as a one-off event, designed to address a
specific need (7 respondents). The two content areas that were most accessed included job specific
training (such as infant toddler, growth and development, care, inclusion, curriculum development,
observation & recording, children's rights) (14 respondents), followed by workplace communication and
teamwork skills (8 respondents).
Outcomes of informal training were most commonly reported as benefiting the participant (24
responses) and the centre (24 responses). The two outcomes most frequently cited were increased skills
or expertise (10 respondents) and increased innovation (i.e. new/improved services or processes) (8
respondents).
The most important learning partners for informal learning activities are co-workers (10 respondents),
clients/customers (6 respondents), and other childcare providers (6 respondents). Additionally, 4
respondents identified their Child Care Resource and Referral Centre as an “other” partner they have
used for Informal learning.

3

TABLE OF CONTENTS
INTRODUCTION ............................................................................................................................................. 5
METHODS ...................................................................................................................................................... 5
RESULTS ........................................................................................................................................................ 5
Childcare Centre Characteristics ............................................................................................................... 5
Labour Force Profile .................................................................................................................................. 7
Training & Skills Development ................................................................................................................ 15
Formal Training ....................................................................................................................................... 20
Informal Training..................................................................................................................................... 29
Increasing the Number of Skilled Childhood Educators ......................................................................... 36
APPENDIX: DETAILED QUESTION RESPONSES ............................................................................................ 37

4

INTRODUCTION
This report presents the findings from a survey undertaken by the Kootenay Workforce Development
Initiative, a Selkirk College-College of the Rockies partnership, guided by an industry-led steering
committee that seeks to build a workforce that provides a competitive advantage to the Columbia
Basin-Boundary region.
Accessible, skilled and affordable childcare is necessary to the growth and full utilization of a
competitive workforce. The purpose of this project is to better understand the changing labour market
conditions specific to the early years sector in the region, focusing on a training and skills gap analysis of
the sector, including current and future needs, opportunities, and challenges. By better understanding
the nature and scope of the skills gap, organizations will be better equipped to plan and implement
strategies to address the challenges.

METHODS
The survey was developed with input from an advisory group made up of industry representatives and
stakeholders. The survey was distributed through direct contact, and through direct email invitations to
known licensed and unlicensed childcare providers, and included representatives of child care providing
businesses (eg.- day care centres, nursery schools); representatives of early years serving organizations
(eg.- Success by Six, CCRR); and other child care providers (workers or operators of day cares or family
care). Direct follow up was conducted by phone and/or email. The online version of the survey was also
distributed through childcare resource and referral agencies to their registered child care providers. In
total, 44 individuals participated in this research student. Quantitative data was analyzed using
descriptive statistical analysis and full qualitative comments are provided in the report.

RESULTS
Childcare Centre Characteristics
Respondents indicated that the majority of childcare spaces they provide (33% or 431 spaces) were for
licensed preschools, followed by 30% (393 spaces) for licensed group childcare (age 30 months to school
age), and 19% (255 spaces) for licensed school age care (before and/or after school care). A total of
1,308 childcare spaces were identified by the 33 respondents.
Interestingly, the most number of respondents (21 respondents or 64% of respondents) reported that
they provide licensed group childcare (age 30 months to school age), followed by licensed group
childcare (infant toddler) (15 respondents or 45% of respondents) and licensed preschool (15
respondents or 45%). Note that respondents identified all of the categories of childcare that they
provide, resulting in percentages that exceed 100% when looked as a proportion of the number of
respondents.

5

0%

5%

Licensed: Group Childcare- Infant Toddler…

10%

15%

20%

25%

Categories of Childcare Provided

30%
2%

Licensed: Preschool

33%

Licensed: Family Childcare
Licensed: In Home, Multi-age care

35%

12%

Licensed: Group Childcare - children (age 30…
Licensed: Group Childcare - multi-age (birth to…

30%

3%
0%

Licensed: School Age ( before and/or after…

19%

Licensed: Occasional Care

0%

License Not Required (LNR) Family Child Care

0%

Registered, License Not Required (LNR) Family…

1%

Registered, License Not Required (LNR) :… 0%
In child's own home

0%

Figure 1: Category of Childcare (33 respondents)

The majority of respondents (79% or 26 respondents) keep a
waiting list.

No
21%
Yes
79%

Figure 2: Wait List (33 respondents)

The most frequently reported average amount of time that children are on the waiting list before an
opening is available is between 6 and 12 months (12 respondents or 40%), followed by 12 to 18 months
by 23% (7 respondents).
50%
40%
30%
20%
10%
0%

40%
23%
7%

7%

0-3 months

4-6 months

17%
7%

6-12 months

12-18 months more than 18
months

n/a

Average Number of Months on Wait List
Figure 3: Average Number of Months on Wait List (30 respondents)

6

Respondents most commonly (48% or 15 respondents) reported receiving between 1 and 5 requests to
have a child put on a wait list prior to birth in the previous 12 months. The second most common
response (29% or 9 respondents) indicates they never get this request. This may be due to the nature of
the childcare offered by respondents, which may not include infant or toddler care.
60%
50%
40%
30%
20%
10%
0%

48%
29%

0

1-5

6%

10%

6-10

11-20

3%

3%

21-50

over 50

Number of requests in previous 12 months to have a child put on
wait list prior to birth
Figure 4: Number of Requests to Have a Child Put on a Wait List Prior to Birth (31 respondents)

For those childcare operators that do keep a list, the most frequent age group found on the wait list is
infant/toddler with 20 respondents indicating that they have a combined total of 342 children on their
wait list (54% of children on wait list). The second most common age group seeking childcare is for
children between 30 months and school age; 21 respondents indicated they have a combined total of
182 children on their wait list for this type of care. Childcare providers indicated that they have a total of
632 children on wait lists.
60%

54%

50%
40%
30%

29%

20%

7%

10%

2%

7%

0%

1%

0%
infant toddler children (age preschool before school after school
(birth to 36 30 months to
care
care
months) school entry)

occasional n/a - I do not
care
keep a wait
list

Number of Children on the Waiting List
Figure 5: Number of Children on the Wait List by Type of Care (30 respondents)

Labour Force Profile
Childcare centres reported that the majority of their employees were full time (51% or 24 respondents,
with a combined total of 94 employees), followed by part time employees (34% or 23 respondents, with
a combined total of 63 employees.). In total respondents reported 185 employees. Note that 0% of
employees were considered contractors.

7

Casual/
temporary/
or relief
15%

Contractors
(if applicable)
0%

Full time
51%

Part time
34%

Figure 6: Number of Employees (27 respondents)

Yes
7%

Just 7% of respondents indicated that their childcare centre
was unionised (2 respondents).
No
93%
Figure 7: Union (29 respondents)

For
Profit
45%

Not-forProfit
55%

55% of centres (16 respondents) reported that they
operated as a not-for-profit, while 45% (13 respondents)
indicated that they were for profit.

Figure 8: Business Model (29 respondents)

The most common employee position was reported for Certified Early Childhood Educators (37% or 68
employees, reported by 15 respondents), followed by Early Childhood Education Assistants (24% or 45
employees, reported by 15 respondents. Respectively, 12% of employees were Managers and Senior
staff (22 employees, reported by 15 respondents), Responsible Adults (23 employees, reported by 14
respondents), and multiple roles (23 employees, reported by 18 respondents).

8

40%
35%
30%
25%
20%
15%
10%
5%
0%

37%
24%
12%

12%

12%
2%

Managers and Certified Early Early Childhood Responsible
Senior Staff (ie- Childhood
Education
Adults
Supervisors)
Educators
Assistant

Multiple roles
(ie- Manager
and ECE)

Other (ieCooks, Office
Staff, etc)

Number of Staff by Employment Position
Figure 9: Number of Staff by Employment Position (28 respondents)

Managers and Senior Staff were most commonly employed for between 6 to 9 years (4 employers),
Certified Early Childhood Educators (13 respondents), Early Childhood Education Assistants (11
respondents), and Responsible Adults (10 respondents) were all most commonly employed for between
1 and 5 years.

less than
1 year
1 - 5 years
6 - 9 years
10 - 20
years
over 20
years
# of
Responses

Managers
& Senior
Staff

Certified
Early
Childhood
Educators

Early Childhood
Education
Assistants

Responsible
Adults

Multiple
roles
(i.e.
Manager
and ECE)

Other
(i.e.Cooks,
Office
Staff)

0

1

4

1

1

1

3
4
3

13
3
1

11
1
0

10
0
0

2
2
8

1
0
1

3

1

0

0

1

0

13

19

16

11

14

3

Figure 10: Average Length of Time Staff Have Worked (# of respondents varies)

Staff most commonly had over 15 years of experience in Early Learning and Childcare (32% or 64
employees, reported by 17 respondents), followed by 1 to 5 years of experience (26% or 52 employees,
reported by 20 respondents). 24% of staff had between 6 – 10 years of experience.

9

40%

32%

26%

30%
20%

24%

9%

10%

9%

0%
less than 1 year

1 - 5 years

6 - 10 years

11 - 15 years

over 15 years

Number of Years of Experience in Early Learning and Childcare of Staff
Figure 11: Number of Years of Experience (28 respondents)

Percentage

The majority of staff were between the ages of 26 and 50 (69% of staff or 116, reported by 24
respondents).
69%

80%
60%
40%

17%

14%

20%

1%

0%
Less than 25 years old

26 - 50 years old

51 - 65 years old

Over 65 years old

Age of Staff
Figure 12: Age of Staff (28 respondents)

The majority of respondents reported that they had enough
qualified staff to fill licensed childcare spaces (68% or 19
respondents).

No
32%

Refer to the Appendix for a list of descriptions relating to those
centres that do not have enough qualified staff.

Yes
68%

Figure 13: Adequate Number of Staff to Fill Spaces (28 respondents)

The most common reason given for an exemption from Child Care Licensing in the past 12 months was
due to the level of staff credentials (67% or 4 exemptions listed by 4 respondents).
Number and Reason
for Exemption from
Child Care Licensing

0%
Answer Choices

20%

80%

100%

33%
0%

Due to level of staff credentials
Other reasons

60%

0

Due to child's age
Due to number of staff

40%

67%
0%

Figure 14: Number and Reason for Exemption from Child Care Licensing (6 respondents)

10

When considering specific factors that are expected to increase over the next 12 months, the majority of
respondents reported that the number of employees increasing their education and/or credentials
(59%), the proportion of employees taking formal training (training that counts towards certification)
(63%), the proportion of employees engaging in informal skill development (63%), and the number of
staff engaging in on-line studies would all be increasing (59%). The majority of respondents reported
that the following were expected to remain the same: the total number of staff employed (75%), the
number of new staff under the age of 24 hired (74%), and the number of prior-learning assessments
your staff undergo (81%).
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%
14%

Total number of staff employed

75%

11%
15%

Number of new staff under the age of 24 hired

74%

Factors Subject to Change

11%
Number of employees increasing their
education and/or credentials

Proportion of employees taking formal training
(training that counts towards certification)

Proportion of employees engaging in informal
skill development

37%

4%

37%

0%

37%

0%

The number of staff engaging in on-line studies

41%

0%
The number of prior-learning assessments your
staff undergo

Increase

19%
0%

Remain the same

59%

63%

63%

59%

81%

Decrease

Figure 15: Factors Subject to Change over Next 12 Monthsi (28 respondents)

i

Formal Training refers to training that results in credits towards recognized certification. Informal Skill
Development refers to other forms of learning such as mentoring, presentations, etc. that do not lead to
credentials.

11

No
46%

54% of respondents (15 respondents) reported that they
have noticed, or are expecting factors that will impact
our region’s ability to build a strong and skilled
workforce for the childcare sector. For a list of those
factors described by respondents, refer to the Appendix.

Yes
54%

Figure 16: Factors That Will Impact a Strong and Skilled Workforce (28
respondents)

Increase
33%
Remain
the
same
59%

Decrease
8%

59% (16 respondents) don’t plan to change the size of
their workforce over the next 3 years, while 33% (9
respondents) are planning an increase.

Figure 17: Change to Workforce over Next Three Years (27
respondents)

Of those planning an increase, the most common reason given was in order to expand current programs
or services (5 respondents) and to fill a perceived gap in services (4 respondents). For a list of the 2
‘other’ responses provided, refer to the Appendix.

Number of Responses

12
10
8

6
4
2
0
N/A (I do expand add new
fill a
address
expand respond to Other
not plan to current programs perceived changing hours of changing (please
increase) programs or services gap in
needs of operation regulations specify)
or services
services
families

Reasons for Increasing Workforce Over the Next 3 Years
Figure 18: Reasons for Increasing Workforce over the Next 3 Years (18 respondents)

12

Just 4 respondents provided a response when asked if they plan on decreasing their workforce. Reasons
given for reducing the size of the workforce include:





Less days of work per week
Closing the facility
Decrease programs due to staffing
Decrease staffing if enrolment decreases

73% (19 respondents) reported that they have had trouble
attracting provincially Certified Early Childhood Educators in
the last three years.

No
27%

Figure 19: Trouble Attracting Provincially Certified Early Childhood Educators
(26 respondents)
Yes
73%

58% (15 respondents) reported that they have had trouble
retaining provincially Certified Early Childhood Educators in
the last three years.

No
42%
Yes
58%

Figure 20: Trouble Retaining Provincially Certified Early Childhood Educators
(26 respondents)

The top factor impacting the ability to attract or retain Certified Early Childhood Educators was difficulty
providing wages that compete with other employment opportunities (19 respondents for attraction, 12
respondents for retention). The other two frequently cited factors impacting attraction include a
candidates’ skills not matching job requirements (15 respondents), and the inability to provide
competitive employment benefits (i.e. extended health/dental) (13 respondents). Other factors
impacting retention include the inability to provide competitive employment benefits (i.e. extended
health/dental) (9 respondents), a candidates’ skills don’t match the job requirements (7 respondents),
and candidates do not have the required specialized training (7 respondents).

13

Number of Responses
0

2

4

6

8

10 12 14 16 18 20

Factors Relating to Attraction or Retention of ECE Educators

Lack of affordable housing

Candidates do not have the required specialized
training

Cost of living in your community is too high

Candidates' skills do not match job
requirements
Candidates or employees are unable to find
suitable childcare

Lack of employment for spouse of employee

Lack of transportation
You are unable to provide competitive
employment benefits (ie- extended health/
dental)
Difficult to provide wage rates that compete
with other employment opportunities
Difficult to provide continuous full-time
employment

Attracting

Retaining

Figure 21: Factors Relating to Attraction or Retention of ECE Educators (21 respondents)

14

Number of Responses

When looking at the previous 3 years, Early Childhood Educators were most commonly retained on
average more than 36 months (10 respondents), while Early Childhood Educator Assistants were most
commonly retained between 18 to 36 months.
15
10
5

0
Early Childhood Educators

Early Childhood Educator Assistants

Employee Types
less than 3 months

3 to 6 months

6 to 18 months

18 to 36 months

more than 36 months

Figure 22: Average Length of Staff (20 respondents)

Number of Responses

13 respondents provided the following comments and/or recommendations relating to challenges with
attraction and/or retention of workers in the childcare sector, reference to competitive wages was most
frequently cited (6 respondents). Refer to the Appendix for more detail.
8
6
4
2
0
Competitive
wages

Benefits

Professional
Development

Transportation

Childcare
Subsidy

Recommendations
Figure 23: Challenges of Attracting and Retaining Workers (13 respondents)

Training & Skills Development
57% of childcare centres (16 respondents) surveyed have
training or professional development plans for
employees that lead to skills development or career
advancement. Refer to the Appendix

No
43%
Yes
57%

Figure 24: Training or Professional Development Plans For Employees
(28 respondents)

15

64% of childcare centres (18 respondents) have a
budget for professional development. Refer to the
Appendix for the budgeted amount reported that is
available for Professional Development.

No
36%

Yes
64%

Figure 25: Professional Development Budget (28 respondents)

When asked which factors have influenced the childcare centres staff training and/or skills development
initiatives over the previous 12 months, the top factors for formal training activities were:





Regulatory (e.g.- training to meet licensing requirements) by 41% (9 respondents);
Desire to increase employees' skill level in general by 39% (9 respondents);
Professional Association (e.g.- CCRR events) by 36% (8 respondents); and
Industry Cluster Activities or Events (e.g. Early Years Conference) by 33% (9 respondents).

The top factors for informal training activities were:




Professional Association (e.g.- CCRR events) by 59% (13 respondents);
Industry Cluster Activities or Events (e.g.- Early Years Conference) by 52% (14 respondents); and
Regulatory (e.g. training to meet licensing requirements) by 50% (11 respondents).

Informal training factors were generally more commonly cited (96 responses) as influencing staff
training and/or skills development initiatives than formal training (65 responses).
For factors listed as ‘other’ refer to the Appendix.

16

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%

Federal or Provincial Funding Programs (e.g.- Canada
Job Grant)

24%

10%

67%
23%

Regional Programs (e.g.- CBT)

9%

Local Programs (e.g.- council or local government)

30%

Factors That Have Influenced Staff Training and/or Skills Development

23%

90%
36%

Business Networks (e.g.-local business group has a
learning activity)

6%
0%

94%
33%
22%

0%

89%
17%

9%
0%

83%
27%

16%
5%

32%

53%

20%

75%
58%
39%
43%
35%

Desire to increase employees' skill level in general

11%

Adjustments to Environmental Impacts (e.g.learning new skills to increase energy efficiency)

Formal Training

83%

21%
21%

Job/Position adjustments (staff changing positions)

Other Factors

64%

17%

Service Needs (e.g. - you need staff to have
increased credentials to meet demand)
New Service Development (e.g. - you are planning to
offer a new service or expand existing service and…

52%

5%
5%

Local Networks (e.g.- learning activity occurs through
a personal network)
Foundations

59%

18%

Industry Cluster Activities or Events (e.g.- Early Years
Conference)
Value Chain (e.g.- supplier demonstrates how to use
a new product)

50%

5%
5%

Professional Association (e.g.- CCRR events)
Chambers of Commerce

61%
41%

Regulatory (e.g.- training to meet licensing
requirements)
Collective Union Agreements

41%
41%

0%

21%

68%

8%

Informal Training

92%
N/A

Figure 26: Factors Influencing Staff Training and/or Skills Development (28 respondents)

17

Of the 22 respondents, applications for funding to provincial funders and professional association funds
were the most common (27% or 6 respondents, respectively. Interestingly, 59% (13 respondents)
indicated the question was not applicable, indicating that a majority of respondents may not have
applied for any funding from external sources. Note that respondents were asked to choose all sources
of funding for which they applied, resulting in a percentage over 100% when compared with the number
of respondents.
70%
59%

60%
50%
40%
27%

30%
20%

27%

18%

18%

10%

5%

0%

0%
Federal Funds
Provincial
Professional Regional Funds Service Groups
(e.g.- Canada Funds (e.g.- - Association
(e.g.- CBT)
(e.g.-Rotary)
Job Grant)
WorkBC,
Funds, (e.g. Childcare
bursaries, etc)
Incentive
Grants)

N/A

Other (please
specify)

Sources of Funding for Professional Development
Figure 27: Applications for Funding (22 respondents)

Just 29% of the respondents (7 respondents) indicated that their
applications were approved.
Yes
29%
Figure 28: Funding Approvals for Training or Skill Development (24 respondents)
No
71%

When asked which organisations have been used to access staff training and/or skills development
initiatives over the previous 12 months, the top organisations for formal training activities were:




Professional Associations (e.g. ECEBC) by 11 respondents;
Community Organization (e.g. CCRR, or Regional Early Years Conference) by 10 respondents; and
Colleges by 9 respondents).

The top organisations for informal training activities were:

18





Community Organization (e.g. CCRR, or Regional Early Years Conference) by 15 respondents;
Private Training Provider by 5 respondents; and
Professional Associations (e.g.-ECEBC) by 4 respondents.

Number of Respondents
0

2

4

Professional Associations (e.g.-ECEBC)
1

Types of Organisations Accessed for Funding

Colleges
0

Community Futures

0

Chambers of Commerce

0

12

14

16

2
9

2
1
1
1
1

Other Businesses (e.g.- suppliers)

2

0
1
1

Private Consultants or Paid Advisors

3

Private Training Provider

5

Community Organization (e.g - CCRR, or
Regional Early Years Conference)

10

N/A - did not participate in any training or skills
development in the past 12 months

FORMAL

10

11

2

Trade Unions

Other

8

4

Universities

Government

6

1

15

4

0
0
INFORMAL

Figure 29: Types of Organizations Delivering Training and Skills Development (25 respondents)

19

Formal Training
In the past 12 months, formal training was accessed most commonly through one-off, short term
training opportunities that met a specific need. One-off style training was chosen 32 times by
respondents, in comparison with 11 respondents indicating on-line delivery, 10 respondents accessing
training via a regular course, 3 indicating that course content was accessed through a blended delivery
model of classroom and on-line learning, and 2 respondents through a class room delivery format.
The most common areas of training for one-off, short term training was for:




Health and Safety Training (5 respondents);
ECE Specific (Infant Toddler, Growth & Development, Care, Inclusion, Curriculum Methodologies,
Observation & Recording, Children's Rights, etc.) by 4 respondents; and
Management, Leadership, Human Resources by 4 respondents.

10 respondents indicated that they have participated in regular (weekly or monthly classes); these were
evenly spread across the following 10 content areas:











ECE Specific (Infant toddler, Growth & Development, Care, Inclusion, Curriculum Methodologies,
Observation & Recording, Children's Rights, etc.);
Management, Leadership, Human Resources;
Health & Safety (other than First Aid and WHMIS etc. which are part of regulatory compliance);
Language (e.g.- second language);
Cultural Literacy & Awareness;
Workplace Skills (e.g.- communication, team work);
Literacy, Numeracy, Document use, Digital Technology (foundational skills);
Green Skills (e.g.- adjusting to climate change and environmental factors);
Inclusion or Inclusive Practice; and
Truth and Reconciliation.

9 respondents indicated that they accessed ECE Specific training through on-line delivery method.

20

Number of Respondents
0

1

2

3

4

5

6

7

8

9

10

ECE Specific (Infant toddler, Growth &
Development, Care, Inclusion, Curriculum…

Management, Leadership, Human Resources
Business Planning / Entrepreneurship

Content Areas and Delivery Methods of Formal Training

Marketing and Promotion
Accounting & Finance
Information and Computer Technology
Health & Safety (other than First Aid and
WHMIS etc which are part of regulatory…
Language (e.g.- second language)
Cultural Literacy & Awareness
Workplace Skills (e.g.- communication, team
work)

Literacy, Numeracy, Document use, Digital
Technology (foundational skills)
Green Skills (e.g.- adjusting to climate change
and environmental factors)

Inclusion or Inclusive Practice
Truth and Reconciliation
Other (please specify below)

One -off (short term training for a specific need)
Regular (weekly or monthly classes)
Class room delivery
On-line delivery
Blended delivery (classroom and on-line)
Figure 30: Content Areas and Delivery Methods of Formal Training (14 respondents)

21

Satisfaction Level with
Formal Training

The satisfaction level with formal training opportunities indicates that participants were generally
satisfied, and in 4 cases they were very satisfied. Refer to the Appendix for comments on satisfaction
ratings.
Number of Respondents
0

1

1. Not Satisfied

0

2

0

2

3

4

5

3

6

7

8

5

4

7

5. Very Satisfied

4

Figure 31: Satisfaction Level with Formal Training (16 respondents)

Respondents most frequently reported that most of the time, formal training occurred:





In-house, with training provided by another staff member (8 respondents)
in the workplace, during paid time (7 respondents)
away from work, and time was paid for (6 respondents), and
away from work, and time was not paid (5 respondents).

9

8

Number of Responses

8

7

7

6

6

6
5

5
4

4

4

3

3
2

2

2

2

2

2

2
1

1

1

0
Paid on-the-job (paid Paid off-the-job (paid Unpaid, off-the-job
In-House (Formal
time, in the workplace) time away from the
(unpaid time away
training provided by
workplace)
from the workplace) another staff member)

Formal Training Arrangements
most of the time (80-100%)

sometimes (25-79%)

Occasionally (1-24%)

Never or N/A

Figure 32: Training Arrangements (18 respondents)

7 respondents indicated that formal training most frequently occurred on-line or by distance education,
and 6 respondents indicated that it was most uncommon to travel out of the area for formal training.

22

Number of Respondents

8

7

7

6

6
5
4

5
4

4

4

3

3

3

3

2

2

1

1

1

2

1
0

0

0
1 (most frequent)

2

3

4 (least frequent)

Location Frequency
Local ( within 50 km of your community)
Regional (Columbia Basin Boundary)
Out of area
On-line or distance education
Figure 33: Most Frequent Location of FORMAL Training (15 respondents)

Number of Employees

Of the 17 respondents, 64 staff members were identified as having participated in formal training over
the previous 12 months. Early Childhood Education Assistants participated the most (24 employees),
followed closely by Early Childhood Educators (23 employees).
30
25
20
15
10
5
0

24

23
15

Senior
Early Childhood
Management and
Educators
Supervisors

Early Childhood
Education
Assistants

2

0

Responsible
Adults

Others (ie cooks,
office personnel)

Occupation Category
Figure 34: Number of Employees in Formal Training (17 respondents)

Employees who participated in formal training were most frequently in the 25 – 50 year old age group
(39 employees or 60 reported)

23

Number of Employees

50
39

40
30
20

14
6

10

1

0
Less than 25 years old

25 to 50 years old

51 to 65 years old

over 65 years old

Age Group
Figure 35: Age of Employees Participating in FORMAL (15 respondents)

Outcomes for the individual were most commonly reported with 72 responses provided. The most
common outcomes for the individual include:





Increased level of certification or credentials (10 responses);
Upgraded job skills and expertise: Child Development (9 responses);
Upgraded job skills and expertise: Early Years Programming (7 responses); and
Employment progression, career advancement (7 responses).

Outcomes for the childcare centre were the second commonly reported with 60 responses provided.
The most common outcomes for the childcare centre include:




Increased level of certification or credentials (7 responses);
Upgraded job skills and expertise: Early Years Programming (7 responses); and
Upgraded job skills and expertise: Child Development (6 responses).

Just 15 responses were received for outcomes benefiting the sector, 16 indicating that outcomes
benefited the community, and 11 outcomes benefited the Columbia Basin-Boundary Region.

24

Number of Responses
0

2

4

6

8

10

12

Employment progression, career advancement
Increased wage rate
Upgraded job skills and expertise: Cultural
Awareness
Upgraded job skills and expertise: Inclusion and
Inclusive Practice
Upgraded job skills and expertise: Truth and
Reconciliation

Outcomes from Formal Training

Upgraded job skills and expertise: Child
Development
Upgraded job skills and expertise: Relational
Practice
Upgraded job skills and expertise: Observation
and Recording
Upgraded job skills and expertise: Early Years
Programming
Upgraded job skills and expertise: School Age
Programming
Increased productivity
Improved processes or innovation
Increased competitiveness or improved market
position
Increased level of certification or credentials
Mitigation of environment/greening
Increased hours
Other

for Individual (yourself or staff member)

for your Centre

for the Sector

for your Community

for the Columbia Basin Boundary Region
Figure 36: Formal Training Outcomes (13 respondents)

25

Formal training needs that were left unmet over the previous 12 months were reported as follows:





Cultural literary and awareness (5 respondents);
Green skills (e.g. -adjusting to climate change and environmental factors) (4 respondents);
Information and Computer technology (4 respondents); and
Marketing & Promotion (4 respondents).

A total of 51 responses were provided by 10 respondents.

26

Number of Responses
0

1

2

3

4

5

6

Management, Leadership, Human Resources
Business Planning / entrepreneurship
Marketing & Promotion
Accounting and Finance
Research
Health and Safety (other than first aid and
WHMIS etc that are part of regulatory…

Information and Computer technology

Areas of Training Not Accessed

Infant Toddler
Growth and Development
Care
Inclusion and Inclusive Practice
Curriculum Methodologies & Planning
Observation and Recording
Children's Rights and Citizenship
Language (e.g. - second language)
Cultural Literacy and Awareness
Truth and Reconciliation
Workplace skills (communication, team work
etc)
Fundamental skills (literacy, numeracy,
document use, digital technology)
Green skills (e.g. -adjusting to climate change
and environmental factors)
Other (please specify)

Figure 37: Formal Training Needed but Not Accessed (10 respondents)

The top three barriers across all occupation categories were:

27





Access was problematic due to location or time not being suitable (9 respondents);
Difficulty in giving staff the time to attend training (7 respondents); and
Training was too costly (6 respondents).

Number of Responses
0

1

2

3

4

5

6

7

8

Training was too costly

You were able to hire people who already had
the skills required

Barriers to Access Desired Training

Impossible to spare workers to go to training (no
time, no relief workers)

Unsure of training needs

Staff not willing to participate in training

Training is too difficult to implement

Fear of losing newly trained workers to
competitors

Difficult to find suitable training providers

Difficult to access training (location or time is
not suitable)

Senior managers and supervisors

Early Childhood Educators

Early Childhood Educator Assistants

Responsible Adults

Others (ie- cooks, office staff etc)
Figure 38: Barriers to Access Desired Training (14 respondents)

28

When asked what formal training was required over the next 12 months, 5 responses were provided
with ECE certification training, Infant/Toddler certification, First Aid, ECE assistant training by distance
education all listed.

Informal Training
Training that was job specific, such as Infant toddler, growth and development, care, inclusion,
curriculum, observation & recording, and children's right were the most common areas of informal
training, with 9 respondents indicating that they engaged in some form of job specific informal training.
The majority of respondents indicated that training was delivered as a one off event, designed to
address a specific need (7 respondents).

29

Number of Respondents
0

1

2

3

4

5

6

7

8

Job specific ( ie- Infant toddler, Growth and
Development, Care, Inclusion, Curriculum,…
Management, Leadership, Human Resources
Business Planning/ entrepreneurship

Content and Delvery of Informal Training

Marketing & Promotion
Research
Accounting and Finance
Information Technology & Computers

Legal Advice or services
Health and Safety (other than first aid or WHMIS
etc which are required for compliance)
Language (ie second language)

Workplace Social Skills (ie- communication, team
work)
Fundamental skills (literacy, numeracy, document
use, digital technology)
Green Skills (ie- how to adjust to environmental
changes)
Cultural literacy and awareness

One-off (short term training to address a specific need)
Regularly scheduled (ie - weekly or monthly)
On site
On-line
Blended (On site and On-line)
Figure 39: Content Areas of Informal Training and Delivery Methods (11 respondents)

30

The satisfaction level with informal training opportunities indicates that participants were generally
somewhat satisfied (6 respondents), and in 4 cases they were very satisfied. Refer to the Appendix for
specific comments on satisfaction ratings.

Satisfaction Level
with Informal
Training

Number of Respondents
0
1. not satisfied
2.
3.
4.
5. Very satisfied

1

2

3

4

5

6

7

0
0
6
2
4

Figure 40: Satisfaction Level with the Informal training (12 respondents)

Senior management and supervisors were the employee groups who utilized informal training the most,
with 43 persons indicating they had taken informal training. 29 Early Childhood Educators and 20 Early
Childhood Educators Assistants participated in informal training. The content areas that were most
accessed include job specific training (infant toddler, growth and development, care, inclusion,
curriculum development, observation & recording, children's rights) (14 respondents) followed by
workplace communication and teamwork skills (8 respondents).

31

Number of Responses
0

2

4

Areas of Informal Training

0
0
0
0

Marketing and Promotion

0
0
0
0

Research

0
0
0
0

Accounting and Finance

0
0
0
0

Information Technology and Computers

0
0

2
4

1

1
1
1

Green skills (ie adjusting to climate change)
Other

0
0
0
0
0
0

4

5

2

4

2

5

7

3

0
0
0
0
0

3

3

0

Fundamental workplace skills (literacy, numeracy,
document use, digital technology)

2
2
2

Workplace communication and teamwork skills
Business planning and Entrepreneurship

11

4

0
0
0
0
0

12

6

0

Language (ie- second language)

10
8

4

Health & Safety (other than compliance)
Legal Advice and services

8
6

Job Specific (Infant Toddler, Growth and
Development, Care, Inclusion, Curriculum… 0
Management, Leadership, Human Resources

6

1
1
1

2

1
1
1

2

Senior management and supervisors

Early childhood Educators

Early Childhood Educator Assistants

Responsible Adults

others (ie - cooks, office staff)
Figure 41: Occupational Groups Utilized Informal Training by Content Areas (14 respondents)

32

31 Early Childhood Educators participated in informal training, followed by 22 Early Childhood Educator
Assistants, and 20 Managers and Supervisors.

Number of Employees

There are discrepancies between the number of staff who participated as reported by respondents in
Figure 41 and 42. Figure 41 indicates that 43 Senior Management and Supervisors participated, while
Figure 42 indicates that number to be just 20. The number of Early Childhood Educators participating in
informal training varies between 31 in Figure 42 and 29 in Figure 41, while the number of Early
Childhood Educator Assistants varies between 20 in Figure 41 and 22 in Figure 42.
35
30
25
20
15
10
5
0

31
22

20

5
0
Managers and
supervisors

Early Childhood
Educators

Early Childhood
Educator
Assistants

Responsible
Adults

Other (ie- cooks,
office staff)

Occupation Category
Figure 42: Number of Employees participated in Informal training (17 respondents)

Number of Employees

The employees that participated in informal training were most likely between the ages of 25 and 50
years of age (48 employees, or 61% of employees).
60
50
40
30
20
10
0

48

16

14

1
less than 25 years

25-50 years

51-65 years

over 65 years

Age Group
Figure 43: Age Group of Employees - Informal Training (18 respondents)

The two most outcomes most frequently cited were increased skills or expertise (10 respondents) and
increased innovation (i.e. new/improved services or processes) (8 respondents). Outcomes were most
commonly found to have benefited the participant (24 responses) and the centre (24 responses).

33

Number of Responses

Outcomes from Informal Training

0

1

Employment progression or career
advancement

0
0
0
0

Increased hours

0
0
0
0
0

Increased wages

0
0
0

Job change (ie - promotion or mobility within
the sector)

0
0
0
0

2

3

0
0

6

Increased skills or expertise

1

0
0
0

Mitigation of Environment (greening, adjusting
to climate change)

0
0
0
0
0

Other outcomes

0
0
0
0
0

9

10

3

1

2

7

2

7

2
2
2

Increased educational attainment

8

1

1
1
0
0
0

7

1
1

5

Increased innovation (ie- new/improved
services or processes)
Increased competitiveness

5

3

2
Increased productivity

4

2

9

4

For the participant (yourself or staff)

For your Centre

For the Childcare Sector

For your Community

For the Columbia Basin Region
Figure 44: Outcomes of Informal (12 respondents)

34

The most important learning partners for informal learning activities are co-workers (10 respondents),
clients/customers (6 respondents), and other childcare providers (6 respondents). The learning partner
with least amount of importance was the government sectors (3 respondents). Additionally, 4
respondents identified their Child Care Resource and Referral Centre as an “other” partner they have
used for Informal learning.
Number of Respondents
0

2
1
1

Co-workers

Suppliers

0

2

Learning Partners

Other Child Care Providers

1
1

College or University Researchers

1

High Importance

6

3

4
2
2

6

4
3
4
3

2
2

0

6

4

1

Informal Networks

Others

12

3

1
1
0

10

2

1
1

Professional or Sector associations

8

10

2
2

Consultants

6

1

Clients/customers

Government

4

4

3
3

1
1
1

Medium Importance

Low Importance

N/A or No Importance

Figure 45: Importance of Partners to Informal Learning Activities (16 respondents)

Three respondents described additional supports that would help them to make full use of informal
training opportunities. Recommendations include: covering mileage to training, covering wages,
providing wages for substitutes, extra funding, being mindful of timing of School District Professional
Development days.

35

Increasing the Number of Skilled Childhood Educators
Five respondents provided ideas when asked if there were any other initiatives that could enhance the
number of skilled Early Childhood Educators in the region. They include







Providing local educational opportunities;
Providing better wages to retain workers and to entice workers into the field;
Top up funding/grants/ better CCOF funding/government funding;
Investment from CBT in the early years is very exciting and we look forward to that support enhancing the
sector in the Basin;
More funding and health benefits; and
Offering paid training and on line, so they can continue to keep working.

36

APPENDIX: DETAILED QUESTION RESPONSES
Figure 13: Do you have enough qualified staff to fill your licensed childcare spaces? If no, Please
describe.


I don't have staff



Really need subs.



cannot find substitute



I’m the only one. I run my home daycare.



we need one more full time ECE to fill all spaces



No one qualified available



We could open more spots if we had more teachers



But not guaranteed daily---our subs are limited of when they can fill in, we share staff with our Out of
School Program, and some staff have other jobs as well.



we have 2 that are leaving within the next month



We are just making the shifts and my staff work more hours then they would like.



using Responsible Adults as do not have ECE's though all are in process of upgrading

Figure 16: Have You Noticed, or Are You Expecting Any Factors That Will Impact Our Region's Ability to
Build a Strong and Skilled Workforce for the Childcare Sector? If yes, please describe.


Child care workers sometimes leave the profession for higher paying positions in another field.



Wages



Low wages is a major factor in staff turn over, we lose many staff to the school district as EA's
due to the fact that the wage is significantly higher.



Finding staff that will get the training and stay in the field for longer periods than 1-2 years. It's
difficult to find qualified staff



distance is a strong factor in the Slocan Valley



We are spread out in our communities so it is hard to find full time hours at one centre but
difficult to work at two centers but can’t usually work as travel time in between doesn't work
with the shifts.



increasing classrooms with more non-profit funding



Wages for eces are too low and not enough qualified eces to hire

37



Columbia Basin Trust's investment in the early learning and care sector



Decline in students taking ECE due to anticipated wages upon completion of studies.



Low wages, lack of respect for the profession.



the wage is very low for Early Childcare Professionals---it is very difficult to keep staff long term.
Most staff have to find second jobs for more income or move away for employment for a better
wage--which makes staffing daily difficult.



ECEs are underpaid. Licensing regulations restrict the possibility of opening forest preschools



Low respect for the field as demonstrated through low wages, no benefits and increasing cost to
families.



Yes! we are under paid and under appreciated. Our line of work is not recognized as a real
career. We are still viewed and paid as babysitters.

Figure 18: Reasons for Increasing Workforce Over the Next 3 Years. If Other, please specify.


there is no Infant toddler Center in our town anymore, yet there is a great need for one. Our
society would like to one day expand on to our building and add an infant toddler center-----but
so far that has only been talked about----no real plan has been made.



hope to fill spaces left vacant from staff leaving the field

Figure 23: Comments or Recommendations Related to the Challenges of Attraction and Retention of
Workers in Your Sector?











Competitive wages help retain staff. Also, offering lunch/coffee breaks helps maintain staff
wellness and prevent burn out.
We need funds to pay them higher wages
I wish more staff would stay in the field, we work extremely hard and are professionals, we
don't make a lot of money
I’m the only one whom runs and works at my home daycare.
Some Online courses are irrelevant and hours could be better spent in the classroom.
Refine the curriculum to a shorter more useful courses.
Our Daycare is located on reserve, out of town. Hard for transportation for town children and
no bus funding available.
we have lost a few staff to moving to other communities and also there is another licensed
centre in the community that is paying $4 an hour more to ECE so we have lost 2 people to that
facility.
again good wages and working conditions
staff tend to last about a year....with the exception of our senior staff members that do multiple
roles----if they could just do one role---manage/supervise--then their could potentially be more
hours available for other staff----but if we could have qualified staff STAY employed with us long
term, then we would'nt need to do multiple roles.
Our only other long therm staff is our subs---which get better wages at their other jobs and
arent always available when needed.

38




affordable on-line training
Something needs to change. There are no qualified staff in this area and we have more kids then
ever needing care!!! The government needs to recognise us and start wage subsidy and better
childcare subsidy for all families.
Does not apply in my situation
it would be helpful if we were able to pay our employees what they are worth. Government
help for parents with their fees




Figure 25: Does your centre have a professional development budget? If yes, please indicate estimated
annual amount



















$400
$500.00
$750.00 not nearly enough
Not sure
150.00/employee
300
1,000
$1000
$250 approximate
$5,000 per year
$2000
1000.00
500
$1200.00
if we get the approval by our Executive that our fees are paid for--then we go
$100/person per year
$500
$100/person

Figure 26: Factors that have influenced your centre to undertake staff training and/or skills
development. If other factors have motivated training, please specify:



Personal interest has motivated training.
to meet other ece in the field , to find support and share ideas.




Free!!
On an on going basis. I go to workshops to keep up with new knowledge that is out
there referring to Early Learning in child care
Trying to get staff to be motivated in this field is hard! there is no reward except for
personal pride. Most workshops happen on the weekend and at this point staff are
exhausted and need their weekends to regroup, spend time with their own families
and get rest. people are so unaware how physically and emotionally draining our job is.



39

Figure 31: Indicate the satisfaction level with the formal training you or your employees participated in
(16 respondents)












Courses support staff in working with children and families in our care, provide
strategies and understanding of child development and attachment
First Aid course was well presented-Child Safe- but I find it insufficient to response to a
grave emergency, like a broken arm...I end up doing another Occupational First Aid
Level 1course.
I feel like our "senior" staff have the training they need. Do wish there was a formal
training opportunity online that was specific to a topic that was affordable and
accessible for those who just want more knowledge to apply to their experiences.
It is harder to get the younger newer ones to training events on their own time. We only
have professional day on a Friday of the Early Years Conference once every year and a
half or two years.
Did not complete one.
Part of it was good but others seemed repetitive...eg. We all know this already.
Our community has many training opportunities for workshops focussing on the early
years. The online ECE certificate training through Pacific Rim Early Childhood Institute
continues to meet the needs for increasing credentials for staff.
CCRR works very hard to provide training and workshops in this area. They do a very
good job at creating as many opportunities in this area as they can
Did not do any of the above so cannot indicate my satisfaction or did satiffaction

Figure 40: Please indicate your satisfaction level with the INFORMAL training that your or your staff
participated in (12 respondents)



great local convention/training CCRR workshops
not always what was needed, and/or to difficult to use in the centre.

Our early learning and child care community leaders focus on bringing excellent presenters to the
community at no cost to participants to reduce as many barriers to participation as possible.

40