This section highlights the academic and professional status of school leaders, which includes ECD Administrators, Principals, Deputy Principals Teachers and ECD Practitioners according to the level education. In the case of the Early Childhood level, leaders are referred as Administrators and teachers and or caregivers as Practitioners. Within some centres Administrators also undertake the role of caregivers. The data in this segment are disaggregated by public and private for comparison purposes.
2.1: Professional Qualifications of Leaders and Teachers
The specific qualifications of administrators and practitioners in the early childhood sector in most Member States were either not available or missing (m) or unknown (UKN). However, available data as reflected in Table 2.1 shows that 46% of persons in this sector (administrators and caregivers) are trained non-graduates . This data points to the urgent need for training for Administrators and practitioners operating in the sector.
2.2 Comparison: Gender Breakdown of Leaders and Teachers
The data show that the teaching service is predominantly staffed with female teachers with a higher percentage of male teachers at the secondary level. It appears that a higher proportion of male teachers serve in the capacity of school leaders - Principals and Vice Principals- in comparison to female teachers.