Directions For Improving The National Model Of Personnel Training In The Preschool Education System

Abstract

This thesis proposes a coherent set of directions for improving a national model of personnel training in preschool education. Building on developmental science, sociology of education, and policy studies, it argues that the quality of early learning hinges on a workforce whose initial preparation and continuing professional development are competency-based, clinically rich, and aligned with standards for process quality and equity. The paper synthesizes international evidence and contextualizes it within system-building logics: governance, funding, quality assurance, and labor-market alignment. It advances a framework in which teacher education is integrated with practice schools, mentoring, formative assessment literacy, inclusion, and multilingual pedagogy, while career pathways, remuneration, and leadership preparation foster retention and organizational learning. The results indicate that a modernized model requires curricular coherence across qualification levels, micro-credentialing for specialized skills, data-informed improvement cycles, and research–practice partnerships that localize global knowledge. The conclusion outlines actionable priorities for ministries, higher education institutions, and preschool providers to professionalize the workforce and secure equitable outcomes for children.