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What does an early childhood teacher earn? Wages, pay scales, and employment benefits

Home » Public Area » Parent and Professional Guidance » Wage Rates, Training Options and Scholarships » What does an early childhood teacher earn? Wages, pay scales, and employment benefits

Wage rates and pay scales for Kindergarten and Primary school teachers, other ECE teachers and those working in the Home-based ECE sector.

Join our Pay Parity Facebook group and follow us on Instagram for discussions and to follow what’s happening to pay.

Contents – on this page you will find:

• Minimum adult wage and the living wage
• How much does an ECE teacher earn in their first year?
• ECE centre teachers how to work out what pay step you should be on
• Who to contact regarding problems with your pay
• Are you paid a salary but asked to work more than 40 hours a week?
• Early childhood centre teacher minimum pay scales for salary attestation with the Ministry of Education
• Kindergarten Association and Primary School teacher pay parity salaries under Collective Agreements with the Government
• Home-based pay rates
• Employment benefits and job perks
• The value of working in a happy supportive professional atmosphere    
• Should we rely on the Kindergarten Teachers Collective agreement as the benchmark for pay parity ?
• Salary rate changes overtime

(1) Minimum adult wage and living wage

The minimum wage for a worker in NZ will increase from $22.70 to $23.15 an hour from 1 April 2024.

From 1 September 2023, the Living Wage is $26.00 an hour.

(2) How much does an early childhood teacher earn in their first year?

In your first year of teaching after gaining your qualification and registering with the Teaching Council for a practising certificate you may earn as little as the minimum adult wage (see above). But if your centre has opted in to receive funding for the first pay step for pay parity then you should be paid at least $27.58 (rate effective from 1 Dec 2023). After completing a full-time year of work (or equivalent of 2080 hours) you can expect to go to the next pay step.

Teachers can negotiate and ask for higher pay above the minimum pay parity amounts.

(3) How to work out what Pay Step you should be on

There is an official Ministry  pay calculator  if you would like to use it to work out and check what the right pay step is for you. Or to do this without using the calculator, here are the steps:

• Check your qualifications . See in the salary scale what your starting pay step would be depending on if you have a teaching qualification only, or if you also hold a higher qualification(s).
• Next check h ow much previous paid work experience you have had, if any. Previous experience must have occurred within the last 10 years and be directly relevant to your teaching duties and responsibilities. Previous experience can be credited as half-credit up to a maximum of two pay steps. So, 4 years full-time relevant work experience, will put you up two pay steps; or 1 year full-time will count as six months of service. Some examples of relevant work experience include working as an unqualified teacher in an ECE centre, teacher education lecturers, teacher aides, special education workers, social workers, zoo education officers.
• After each full-time year of working as a qualified and certificated teacher in ECE, or the equivalent of equivalent to 2080 hours worked part-time over more than one year, you can progress up one additional pay step.
• When you complete a further qualification(s) you are entitled to be moved to the step reflective of your improved qualification(s) and credited years of service. 

Before accepting any teaching position, clarify with your employer that they offer at least Full pay parity and not partial or no pay parity.  Ideally your centre will provide its teachers with FULL pay parity.  

Read: How to ask for more pay and negotiate a pay increase with your employer Learn more about:  Pay Parity  Join our Pay Parity Facebook group  

(4) Who to contact regarding problems with your pay or what pay step your employer has put you on

Teachers who are not satisfied with what pay step their employer has placed them on can Email:  [email protected]

When a centre does not pay all of its certificated teachers correctly you should inform the Ministry of Education as it could be breaching the conditions of the funding it receives. Email:  [email protected]    When asking questions or reporting a centre you can ask to be anonymous and for the Ministry not to reveal your identity.

There is a ministry list of what level of pay parity (extended, Steps 1-6, Step 1 only, or full pay parity) each ECE service has signed up for. Names of ECE Centres Providing Pay Parity Centres can change their attestation response with the ministry at any time, for example it may have opted-in for extended pay parity funding and then change its mind and tell the ministry it wants to be funded for full pay parity.

(5) Are you paid a salary but asked to work more than 40 hours a week?

QUESTION: Can a centre meet the Ministry of Education salary attestation rules by paying a teacher at the stated salary amount for their pay step when the teacher works 40 hours a week and attends 2 hourly staff meetings each week (total hours per week are 42)?

ANSWER: No, an employer must pay more. The stated salary minimum amount for a pay step should be calculated as a salary or wage for someone working 40 hours, not more than 40 hours.  For example, Step 1 minimum pay rate is a salary of $57,358 or $27.58 hour.  If a teacher is working 42 hours a week, then for the purpose of salary attestation the employer must be able to show they have paid both the minimum salary amount and $24.69 per hour for any hours above 40. So, someone who works 42 hours a week should be earning a minimum of $57,358.00 + $27.58 +$27.58 = $57,413.16.

(6) ECE centre teacher pay scales

Partial Pay Parity (“Extended” Steps 1 – 11 plus manager; or Steps 1- 6 only; or Step 1 only)

Full Pay Parity Salary Scale

(7) Kindergarten Association and Primary School Teacher Pay Rates

Click on this link to view the variation to Kindergarten Collective that includes salary increases from 3 April.

Base Salary Scale for Kindergarten Assn and Primary School teachers

Management scale for teachers in Kindergarten Associations

(8) Home-based pay rates

Visiting teachers must be qualified and certified teachers. Homebased ECE is a teacher-led service. The government does not support pay parity through higher funding for home-based services. But home-based agencies must remain competitive with centres to attract teaching staff, and therefore salaries are usually very similar. Costs that visiting teachers and coordinators incur while carrying out their job, such as phone use and travel, are usually reimbursed by the employer.

Home-based educators are usually independent contractors and therefore don’t have employment protections, provision for sick leave, holiday pay, etc. A home-based educator can have up to 4 children. Educator charges vary widely between $6. – $15 per hour. What an educator earns depends on what they can charge families and what families agree to pay, as well as how much of the subsidy collected by the agency is passed on to them. A home-based educator may find that the money is good (and quite possibly earn more than a teacher who works in an education and care centre), but out of the income received there can be significant costs if the care is taking place within the educator’s own home (some of these costs are tax deductible).

Nannies are often employed directly by families, while homebased agencies can provide support and supervision which is funded by the Ministry of Education

(9) Employment benefits and job perks

In addition to pay, employment benefits may be provided, such as:

• Free tea/coffee and/or lunch
• Paid staff social outings. This is a perk if it is optional for you to participate and not expected by your employer.
• Car park. This is a perk if the employer covers the cost of renting or leasing the park. If it is on land owned by the service or available to staff or users of the service then it’s not technically a benefit that forms part of the pay package.
• Gym membership or subsidised membership at a local gym
• Flexibility in work hours. This is a big benefit for many working in early childhood education, who may have young children or school aged children or elderly parents and other family responsibilities.
• Free or subsidised childcare. It is common for discount of around 50% to be given to staff by employers. Few services offer entirely free childcare except in hard-to-staff areas and not all will allow staff to enrol their child at their service.
• Paid doctor visits
• Health insurance cover
• Income protection insurance cover
• Annual leave
• Sick leave  

What is not a perk or benefit of the job – but rather should be treated as part of the job

• Non-contact time 
• Professional development leave and course fees paid where directly related to the work of the teacher.
• Payment of cost of renewing teaching practising certificate, first aid refresher courses, etc.
• Uniform or items of clothing with the service logo – unless wearing the uniform is optional this is not a perk of the job but a requirement of employment.

(10) The value of working in a happy supportive professional atmosphere  

People who are attracted to working in early childhood education and care usually decide on this occupation for social reasons; they like people and they like children.

Social support, friendship and having colleagues you can rely on really do matter!

Working with children as part of a team is a reason why many people go for early childhood teaching over primary teaching. In primary teaching you can be in a classroom with a group of children alone whereas in early childhood you are part of a team !

(11) Why we should not rely on the KTCA for pay parity

The government has backtracked on being the part-owner of kindergartens and says kindergartens are not state services. It sees teachers as being employed by kindergarten associations even though it negotiates a collective agreement for teacher pay and conditions with the NZEI. Therefore, in case the government ever chooses to walk away from the pay negotiating table with the union at any time in the future, it is necessary for pay parity for ECE teachers to be enshrined in law so no government can renege on the commitment to pay parity.  

The government needs to make a legal commitment to pay parity for teachers in kindergartens and non-kindergarten teacher-led centres pegged to what public school teachers earn.

(12) Attestation rate changes overtime

The table below shows changes in salary attestation rates for teachers in different qualification groups since 2015.

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More male teachers needed in early childhood education

Pyara Singh is passionate about the education and development of young children.

The ex-insurance agent decided to pursue a New Zealand Diploma in Early Childhood Education and Care (Level 5) at New Zealand Tertiary College (NZTC), taking advantage of the online learning to work full-time in an early childhood centre while completing the qualification.

His aim is to become a role model teacher, providing children with the best possible care and learning so they can develop life skills.

“My work in early childhood education allows me to build meaningful relationships, collaborate with families and whānau, and embrace diversity and inclusiveness,” Singh says.

He believes it’s important to have more male teachers train as early childhood teachers, as they bring a unique perspective to the sector and their interactions with tamariki.

“I provide a dynamic learning environment with opportunities to enhance and develop a wide range of physical play,” he explains.

“I absolutely believe it’s important to have more male teachers in ECE.”

Many sector resources, from academic journal He Kupu to the New Zealand Council of Educational Research, state that male educators provide children with opportunities to experience different approaches to play, and act as positive role model figures that break gender stereotypes.

However, the number of male ECE teachers recorded in the 2018 Census was only 3%, with the numbers from the 2023 Census not yet published.

While Singh plans to complete a bachelor degree with NZTC and become a fully qualified and registered teacher, the majority of students who are currently enrolled in Initial Teacher Education (ITE) programs at the college are female.

Dr Sean Dolan, NZTC’s Academic Dean, believes that the numbers are climbing but not at the pace that the sector needs.

“We have a range of cultures and nationalities within the NZTC student and alumni whānau as a result of the global recognition of our programs, but that diversity unfortunately doesn’t extend to gender balances.

“Of all the demographics, it’s men that are the least represented in the sector.”

Many male students are career changers, like Singh, who utilise NZTC’s reduced fees and blended learning to follow an interest in education later in life.

But Dolan says it doesn’t matter how they end up in the sector, just that it is important they do.

“Men bring particular qualities to early childhood education and interactions with children that are beneficial to their development, through both physical play and the perspectives they offer in a female-dominated environment.

“Their presence in ECE centres helps to offer a balanced teaching approach.”

New Zealand Tertiary College is currently offering domestic students a 70% reduction on study fees for the Bachelor of Teaching (Early Childhood Education) and the Graduate Diploma in Teaching (Early Childhood Education). Students must commence study with NZTC by Monday 4 November. Terms & Conditions apply.

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Early childhood educators are not ‘babysitters’. What do their jobs really involve?

Lecturer and Bachelor of Early Childhood Education (Birth to Five Years) (Accelerated) Course Coordinator, Australian Catholic University

Disclosure statement

Victoria Minson is the Course Coordinator for the Bachelor of Early Childhood Education (Birth to Five Years) (Accelerated) at Australian Catholic University, which is mentioned in this article. The Victorian version of the course has received funding from the Victorian government and Victorian Department of Education.

Australian Catholic University provides funding as a member of The Conversation AU.

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There is a new push to make early education and care more affordable for Australian families. The Productivity Commission is due to hand a major report to the federal government at the end of June on how to give all children under five access to three days of early education a week.

But as the draft report notes , this goal “cannot be achieved” without addressing the critical need for more early childhood teachers and educators. At the moment, the sector is hampered by “relatively low pay and unattractive working conditions”.

The Fair Work Commission is examining the pay for early childhood workers, with hopes of a pay rise in the next 12 months.

But on top of not paying early childhood staff enough, research suggests we do not value the important work they do. The families who rely on early childhood education and care services will likely know the people who do this work are skilled and hardworking. Yet childhood education is often misrepresented as just “ babysitting ”.

What do early childhood workers do and what are the different qualifications and roles?

Early education is not just ‘care’

Despite 90% of the brain developing during the first five years , there is a persistent belief children do not start their “real” learning until they go to school.

But early education in the form of long daycare or preschool/kinder helps provide the necessary building blocks to help a child get ready for school.

Play (both initiated by children and their teachers ) has a huge role in young children’s development . It helps to build motor, social, literacy and numeracy skills.

Huge demand for staff

On top of the Productivity Commission’s work, most Australian states and territories are already rolling out free kindergarten or preschool for three and four-year-olds. This is fuelling huge demand for both early childhood teachers and educators, in an already stretched sector.

For example, the Victorian changes alone will create more than 11,000 new jobs .

At the same time, about one third of Australian families lie in “ childcare deserts ”, where there are more than three children per available long daycare place .

Who works in early education?

In your child’s preschool, kinder or long day care centre you will find early childhood teachers and early childhood educators.

The two work together, but there are differences in their training, education and job requirements.

Early childhood teachers

If your child attends a preschool or kinder or does a preschool program within a long daycare centre, this will be led by an early childhood teacher. This is a federal government requirement .

Early childhood teachers need a university qualification. Undergraduate degrees take between three and four years, depending on what prior study has been done. But there are accelerated programs which take 18 months to two years. Postgraduate qualifications (for those who have an undergraduate degree in another area) take one or two years.

Like primary and secondary teachers, early childhood teachers’ study topics including child development, numeracy, literacy, children’s literature, humanities, STEM, Aboriginal and Torres Strait Islander Knowledges and Cultures, the arts and how to teach. They also complete work placements in different early childhood services.

This provides them with specialist knowledge of child development and how to foster children’s wellbeing.

Early childhood educators

If your child attends a long daycare centre, many of the people working there will be early childhood educators. This includes room leaders as well as other staff.

They may also work in a preschool or kinder if there is also an early childhood teacher.

Early childhood educators either need a Certificate III or diploma in early childhood education and care. These courses are usually completed at TAFE or a vocational institution and can take between six to 12 months.

The units completed in a TAFE course have less theory and focus more on practical skills. For example, in a university degree, when learning about how to plan educational experiences for children, students study historical and contemporary theories about childhood, learning and teaching methods. In a diploma unit, students focus on how to plan and implement the education and care curriculum.

What do early childhood teachers and educators do?

Both educators and teachers work together to design and implement an early childhood education program in their service of preschool.

For example, they may notice children are particularly interested in footy, thanks to the AFL season. So they could help children measure both the distance and speeds of different balls when rolled on different surfaces and inclinations. The children could use a timer and a tape measure, to record how far and how quickly a wet tennis ball rolls across grass compared to a footy across a tiled pavement. The children could then plot their information on a graph, to help them test any theories they might have.

Teachers are educators also work with families to communicate where their children are up to and what they may need. And they make sure the centre is meeting regulatory needs around safety and education.

Often the typical days of educators and teachers are very similar, especially when it comes to the work parents and families see.

But the teacher leading the room would likely have more planning time and additional educational programming and administrative responsibilities .

Educators also have planning time, but they may be allocated certain children to plan or evaluate learning activities for. The teacher would then lead and oversee the education for all children.

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City Impact Church Childcare - North Shore Auckland

Registered early childhood teacher

Full time, Permanent

Early learning / kōhanga reo, Certificated teacher  Belonging / Mana Whenua, Contribution / Mana Tangata, Communication / Mana Reo, Exploration / Mana Aotūroa, Well-being / Mana Atua

We are a Christian childcare centre in East Coast Road, Browns Bay looking for a qualified ECE teacher to join our amazing team at City Impact Church Childcare!

We are looking for a motivated teacher with initiative and a passion for working with children. Someone who is passionate about working collaboratively to provide a rich and supportive childcare learning environment, who is keen to be part of a warm, energetic and enthusiastic team who values teamwork and integrity.

We have an exciting opportunity to be part of a team that believes in creating a fun learning place for all children. We have a strong Christian-based philosophy and are committed to providing quality care and education for children and their families. 

We value our team and work to support every educator in their role. We are committed to providing ongoing training and development, to bring out the best in our educators and inspire us to continuously learn, grow and strengthen our practices.

 Other reasons to join our team:

• Commitment to high quality and respectful care and education
• A supportive management team
• Great pay! We offer FULL Pay Parity Rates
• Childcare discount for staff children
• A great Mentoring Programme which supports teachers in their ongoing teaching registration.

We love what we do – we know you will too. So if you are a dedicated professional, who has a passion for providing meaningful learning opportunities and is looking for a rewarding employment opportunity within the ECE sector, we would love to hear from you!

• Applicants for this position should have NZ residency or a valid NZ work visa
• NZ Teaching Registration and NZQA equivalent to Level 7 in ECE.

How to apply

Please send your CV and direct enquiries to:

Almira Remon [email protected] (09) 477 0309

Vacancy reference #: 1HAhDx

City Impact Church Childcare - North Shore NZ

ECE centre details

City impact church childcare - north shore.

Type: Education and Care Service Maximum licenced places: 150

Service ID: 47820 ERO report View more on Education Counts

Physical address: 790-792 East Coast Rd, Browns Bay, Auckland

Postal Address: Browns Bay, Auckland 0753

Related categories

Learning areas and strands.

• Belonging / Mana Whenua
• Contribution / Mana Tangata
• Communication / Mana Reo
• Exploration / Mana Aotūroa
• Well-being / Mana Atua

Position types

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Permanently ceasing to operate

If a service permanently ceases to operate, the Secretary must cancel the service’s licence.

Regulation 32 Cancellation of Licences (external link)

The information on this page will guide you if you are planning to permanently close your service, or you want to know the steps the Ministry will take if the service has already ceased to operate.

There may be occasions where you need to close your service for a period, but you intend to reopen it. If this happens you must apply for a temporary closure. For information on how to apply for a temporary closure go to

Voluntary Temporary Closure

For information on what to do if your service needs to close because of an emergency outside of the control of the service go to

Funding Continuity for Emergency Closures (external link)

Regulatory requirements

What you need to do, key things to note.

A service is considered to have permanently ceased to operate if any of the following apply;

• The service provider notifies the Secretary the service has permanently ceased to operate (Reg 32(1)(da))
• The service has not been operating for a period of three months or more as evidenced by two or more of the following (Reg 32(1)(db))

- there are no children enrolled in, or attending or participating in the service, or - there are no staff employed or engaged in the service, or - the service provider has not claimed any grant that would ordinarily be available in respect of the service

If a service has been granted a temporary closure under Reg 19, it is not considered to have permanently ceased to operate and the service’s licence will not be cancelled unless:

• You decide not to reopen the service following temporary closure, or
• You notify us during the period of the temporary closure that you intend to permanently close the service, or
• there are other reasons to do so

If you have decided to close your service permanently, you are welcome to let us know verbally. However, to avoid any uncertainty, you must also confirm your decision in writing and include the date the service will cease to operate.

Failure to let us know a service has ceased to operate (unless in an emergency) is a breach of Section 28(1) of the Education and Training Act 2020 and the ECE Funding Handbook.

If the service has permanently ceased to operate, the Secretary must cancel the service’s licence.

If you have notified us in writing you intend to close your service permanently (Reg 32(1)(da)), we will acknowledge the closure, cancel the licence and publish the cancellation notice in the Gazette.

If it comes to the Ministry’s attention that a service has not been operating for a period of three months, a temporary closure has not been granted and two or more of the situations described in Reg 32(1)(db) apply, we will consider the service has permanently ceased to operate and issue you with a Notice of Intention to Cancel.

If a Notice of Intention to Cancel is issued, you will be provided with the opportunity to make representation and any representation received will be considered before a final decision is made.  

If the final decision is to cancel the licence you will be notified.

We will endeavour to contact you to discuss the situation and explain the licence cancellation process before a Notice of Intention to Cancel is issued.  

Children must not attend while the service is not operating.  

The service will not be eligible to receive funding when it is not operating.

Under current legislation if a centre-based service closes, anyone wanting to operate a service in the same premises will need to apply for and be granted Network Approval before applying for a licence.

Network Approval (external link)

If you have any questions about the permanent closure of your service, please contact your local Ministry office 

Last reviewed: 26 June 2024 Has this been useful? Give us your feedback

New UNESCO global report highlights critical role of early childhood care and education

Co-published by UNESCO and UNICEF, the new report  delivers on a commitment made at the 2022  World Conference on ECCE , when 155 countries committed to ensuring that every child gets at least one year of free, compulsory pre-primary education and to work towards dedicating at least 10% of education budgets to this crucial life stage.

“Investing in our youngest children brings the greatest returns , both socially and economically. It is the best investment a country can make. The price of inaction can be very high, as our work shows,” said Stefania Giannini, UNESCO’s Assistant Director-General for Education at the launch of the report during the  Stocktake of Transformative Actions in Education event  on 17 June 2024.

Ms Giannini highlighted that the efforts to get early childhood education at the top of the global agenda is paying off: 95% of countries have now reported action on ECCE since the 2022 Transforming Education Summit, up from 40% who made initial national commitments.

Key challenges

The report advocates for the promotion of ECCE to prepare children for school. This includes developing programmes that enhance literacy, numeracy, and social-emotional skills, essential for robust educational outcomes. 

Three key action areas need particular attention: 

• Access : We are in a learning crisis. Without immediate action, 37% of the world’s children –over 300 million – won’t reach minimum reading proficiency by 2030. To reach SDG 4.2 dedicated to early childhood learning, we need to enroll 1.4 million children every year until 2030.
• Teacher shortages and qualifications : Many children, especially the most disadvantaged, are taught by underqualified teachers. In low-income countries, only 57% of pre-primary teachers have the necessary training. We need 6 million more pre-primary educators and teachers by 2030.
• Funding : ECCE is severely underfunded. We need an additional [$21] twenty-one billion US Dollars annually to meet national goals for pre-primary education through to 2030.

Nine recommendations

The report presents concrete recommendations on how governments and the international community can tackle global learning and well-being challenges by promoting an integrated early childhood care and education ecosystem that better supports children and families. 

Key among these are putting young children at the centre of our policies, boosting funding from both domestic and international sources, strengthening global partnerships, and expanding the right to education to ensure every child has a solid educational foundation. 

The report also underscores the need for a legally binding international framework to establish the right to ECCE is underscored, aiming to set clear state obligations, promote accountability, and ensure adequate funding for early education sectors. This is considered as critical to preventing the deepening of the global education crisis. 

The report's key findings and recommendations were presented to stakeholders at a launch event on 17 June. The event will include discussions current initiatives under the  Global Partnership Strategy  to promote ECCE equity and inclusion. 

The new ECCE report was published with the support of GPE, ILO, OECD and The LEGO Foundation.

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Request for Information on Identifying and Tracking Data Related to Early Childhood Education Providers

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Office of Postsecondary Education, Department of Education.

Request for information.

This notice is a request for information in the form of written comments that include information, research, and suggestions regarding operational aspects of the possible inclusion of for-profit early childhood education providers as eligible employers for the purpose of Public Service Loan Forgiveness.

We must receive your comments by July 22, 2024.

Comments must be submitted via the Federal eRulemaking Portal at regulations.gov. However, if you require an accommodation or cannot otherwise submit your comments via regulations.gov, please Start Printed Page 51879 contact the program contact person listed under FOR FURTHER INFORMATION CONTACT . The Department will not accept comments by email or by fax. To ensure that the Department does not receive duplicate copies, please submit your comments only once. Additionally, please include the Docket ID at the top of your comments.

Federal eRulemaking Portal: Go to www.regulations.gov to submit your comments electronically. Information on using Regulations.gov, including instructions for accessing agency documents, submitting comments, and viewing the docket, is available on the site under the “FAQ” tab.

Privacy Note: The Department's policy for comments received from members of the public is to make these submissions available for public viewing in their entirety on the Federal eRulemaking Portal at www.regulations.gov . Therefore, commenters should be careful to include in their comments only information that they wish to make publicly available. We encourage, but do not require, that each respondent include their name, title, institution or affiliation, and the name, title, mailing and email addresses, and telephone number of a contact person for the institution or affiliation, if any.

Greg Marak. Telephone: (202) 401-6250. You may also email your questions to [email protected] , but as described above, comments must be submitted via the Federal eRulemaking Portal at regulations.gov.

If you are deaf, hard of hearing, or have a speech disability and wish to access telecommunications relay services, please dial 7-1-1.

Background:

Congress created the Public Service Loan Forgiveness (PSLF) Program in 2007 as part of the College Cost Reduction and Access Act, Public Law 110-84 , to encourage individuals to enter into and remain employed in public service professions. The program alleviates financial burdens associated with Federal Direct Loans for borrowers working for certain public service providers by forgiving all remaining loan balances following 10 years of public service while the borrower makes qualifying student loan payments. Since its creation in 2007, PSLF has been available to borrowers working for government at all levels, non-profit organizations that are tax-exempt under section 501(c)(3) of the Internal Revenue Code, and other non-profits that provide at least one of the specific services listed in the statute. This includes early care educators who work in the public sector or for non-profit organizations.

A significant share of early care educators, however, are not considered public sector or non-profit employees and current regulations do not provide a pathway for their eligibility for PSLF. Data from the National Survey of Early Care and Education, conducted by the Department of Health and Human Service's Office of Planning, Research, and Evaluation, estimates that extending PSLF eligibility to early childhood education (ECE) workers regardless of the tax status of their employer would allow more than 450,000 additional ECE workers to earn credit toward PSLF—about 68,000 who work in home-based settings and 390,000 who work in center-based settings—if they have student loans. [ 1 ] This reflects roughly one-third of the overall ECE workforce.

On July 13, 2022, the Department published a notice of proposed rulemaking (NPRM) in the Federal Register ( 87 FR 41878 ). [ 2 ] In the NPRM, the Department proposed improvements to PSLF that reduce regulatory and administrative barriers that have historically made it more difficult for borrowers to make progress toward forgiveness under PSLF. This included simplifying criteria to help borrowers certify employment, helping borrowers earn progress toward PSLF for months that did not count before, and providing borrowers with more opportunities to correct problems with PSLF.

Additionally, in the NPRM, the Department asked directed questions about the possibility of allowing ECE providers who are private for-profit businesses to be considered eligible employers for the purposes of PSLF. In response, the Department received many detailed comments about early childhood education as well as a range of comments in support of making other for-profit employers eligible to serve as qualifying employers for PSLF for individuals in certain occupations.

On November 1, 2022, the Secretary published final regulations  [ 3 ] in the Federal Register . Those final regulations did not include regulations regarding whether, and under what circumstances, private for-profit ECE providers employing borrowers working as early childhood educators, should be treated as qualifying employers for PSLF. [ 4 ]

Solicitation of Comments:

Early care educators are among the lowest-paid workers in the country; and the Administration has committed through Executive Order 14095 , to better supporting the care workforce. [ 5 ] The E.O. states that investments in the care workforce are foundational to helping to retain care workers and improving health and educational outcomes for those in their care. The purpose of this Request for Information (RFI) is to gather information about ECE providers. This RFI and the comments received in response to this RFI will not be considered as part the Affordability and Student Loans proposed rule ( 87 FR 41878 ) and any subsequent related final rules. The comments received in response to this RFI will not be used as part of the rulemaking related to the treatment of for-profit employers, including ECE providers, and eligibility for PSLF. Instead, the feedback from this RFI will help inform the Department's understanding of different approaches that might be considered when implementing non-rulemaking solutions related to this issue.

Given the operational and implementation hurdles associated with PSLF, the Department is interested in understanding whether there are ways that eligibility could be streamlined if all ECEs became eligible. The Department is soliciting information and data from the public on how the Department could determine employer eligibility and related considerations if for-profit ECE employers were to be considered eligible employers if they provided one of the services listed in the statute. The Department encourages Start Printed Page 51880 comments from researchers, academics, policy experts, and other individuals familiar with ECE employer data; organizations that work directly with ECE workers; State and Tribal government officials who oversee and administer ECE programs; ECE practitioners; and other members of the public. The Department will review all comments received, but does not intend to respond to comments.

The Department seeks feedback on the following questions:

(1) The Department has always relied upon employer identification numbers (EINs) to identify whether an employer is a non-profit under IRC 501(c)(3). This approach has allowed the Department to create a comprehensive list of eligible employers and use a consistent identifier system. However, some for-profit businesses may be sole proprietors or other providers that do not have an EIN. Are there other uniform sources that the Department might consider using for determinations of qualifying employers?

(2) If there are not other uniform sources, how should the Department address eligibility determinations of a for-profit ECE employer?

(3) If in consultation with the Department, the U.S. Department of Health & Human Services (HHS), issued a voluntary Public Records Act request from the States to create a nationwide registry of EINs of ECE providers, are State and Tribal agencies that oversee and administer ECE programs in a position to collect this information? Do commenters believe that all States would provide this information? Are there any additional considerations the Department should be aware of should HHS issue this request?

(4) What feedback can be provided concerning the time it would take a State or Tribe to undertake the collection of EINs for licensed and regulated providers, including the process, privacy, administrative, or other considerations that the Department should take into account?

(5) Should the Department consider a process that relies on unique identifiers associated with licensure as opposed to EINs to identify eligible employers?

This is a request for information only. This RFI is not a request for proposals and does not commit the Department to take any future administrative, contractual, regulatory, or other action. The Department will not pay for any information or costs that you may incur in responding to this RFI. Any documents and information submitted in response to this RFI become the property of the U.S. Government and will not be returned.

Accessible Format: By request to the program contact person listed under FOR FURTHER INFORMATION CONTACT , individuals with disabilities can obtain this document in an accessible format. The Department will provide the requestor with an accessible format that may include Rich Text Format (RTF) or text format (txt), a thumb drive, an MP3 file, braille, large print, audiotape, or compact disc, or other accessible format.

Electronic Access to this Document: The official version of this document is the document published in the Federal Register . You may access the official edition of the Federal Register and the Code of Federal Regulations at www.govinfo.gov . At this site you can view this document, as well as all other documents of this Department published in the Federal Register , in text or Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site.

You may also access documents of the Department published in the Federal Register by using the article search feature at www.federalregister.gov . Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department.

Nasser Paydar,

Assistant Secretary, Office of Postsecondary Education.

1.  These estimates are from the Administration for Children and Families' National Survey of Early Care and Education, both the 2019 Home-Based NSECE chartbook and the 2019 Center-Based NSECE chartbook. These data show that approximately three-fourths of home-based providers had at least some college, and 72 percent of for-profit ECE workers had some college or higher.

2.   https://www.federalregister.gov/​documents/​2022/​07/​13/​2022-14631/​student-assistance-general-provisions-federal-perkins-loan-program-federal-family-education-loan .

3.   https://www.federalregister.gov/​documents/​2022/​11/​01/​2022-23447/​institutional-eligibility-under-the-higher-education-act-of-1965-as-amended-student-assistance .

4.  Section 103(8) of the Higher Education Act contains a definition of ”early childhood education program” that includes public preschool, Head Start, and State licensed and regulated child care programs. It does not speak to the tax-status of providers. Unlike the public Kindergarten through 12th grade system, which provides free access to education for all age-eligible children and youth, there is no parallel system for our country's youngest children. As a result, ECE is delivered through a system of mixed delivery that includes public programs, non-profit settings, and for-profit settings. https://www.acf.hhs.gov/​ecd/​policy-guidance/​dear-colleague-letter-mixed-delivery . The vast majority of ECE settings are home-based, and do not carry non-profit tax designations. Compensation across settings is low generally, regardless of the tax-status of the ECE provider. https://www.bls.gov/​oes/​current/​oes_​va.htm .

5.   Federal Register : Increasing Access to High-Quality Care and Supporting Caregivers.

[ FR Doc. 2024-13446 Filed 6-18-24; 8:45 am]

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 01 Jun 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development .

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy , with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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