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Web-based courses and print-based modules for distance education and training
tend to have a heavy emphasis on reading and comprehension (Bertrand, 2003). For some
students this can be very challenging (Morris, 2003). Tutors, mentors, and multi-media
approaches including audio and video modules could address this issue. Other issues are
more difficult to deal with. Cost, affordability, accountability, and intellectual property
issues need to be addressed by the training institution when implementing a program of
distance education. Language, culture, and access to technology are issues facing the
learner (Bertrand, 2003). If distance education is going to be a viable strategy to improve
the quality of early childhood education services in Canada, further research is required.
Unionization.
Unionization, while not included in the seven strategies suggested by Doherty
(2003a), has been posited as a means to improving the field and the status of the sector
(Kass & Costigliola, 2003). According to Doherty and Forer (2002), unionization is most
prevalent in Quebec (19.2% of centres), Ontario (18.0%), Saskatchewan (15.5%),
Manitoba (10.3%), and British Columbia (8.9%). There is currently a drive in Prince
Edward Island and Manitoba to encourage all child care staff to unionize (Friendly &
Beach, 2005).
In 1998, teaching staff in unionized centres earned an average of $3.32 an hour
more than their colleagues in non-unionized programs (the mean hourly wages were
$14.42 and $10.92, respectively). Unionization and Quality in Early Childhood Settings
(Doherty & Forer, 2002) shows that unionized centres pay 8.3% higher wages for early
childhood educators. Turnover rates are lower in unionized centres with resultant less