Gender Balance in Outside of School Hours Care

Calum Waldegrave

But why? I wanted to write a piece on promoting males in the OSHC industry and really thought this would be best coming from a male OSHC educator themselves and from their perspective.

Calum Waldegrave, a long time OSHC Educator, took the time out of his day to write a piece on his thoughts on men working in OSHC:

“In a world where gender equality is at the forefront of world news today, the childcare sector still heavily weighs in favour of women educators. It can be hard to find men willing to work in the industry. We have always been a centre that will search for quality educators of all genders as we believe this is the way forward to benefit all our children.

Come in on any morning or afternoon and you will see a fair percentage of our educators are male. Whilst we don’t have a 50/50 split, out of our current team, 12 out of the 26 educators are male. We aren’t here to fill a quota. We know that gender isn’t binary. But a diverse workforce is one that will be more effective.

We want our children to see men in caring roles and that it isn’t just something a woman does.

Whilst you may see and equate that our male educators love to be outdoors (have you seen the handball courts lately!?), you will always see our team doing the same jobs. Reading, cooking, playing with dress ups; are all part of what we do. We want to break down any of those preconceived ideas that certain activities are for certain genders.

I love where I work and I love that we attract all kinds of people to work with us. It’s these small things that we do that pushes our centre into the right direction and future.”

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Acknowledgement of Country

At Firefly HR, we acknowledge the traditional owners of the land we work & connect with you from today. As a base, Firefly HR connects from the land of the Garigal or Caregal people, and would like to acknowledge all 29 clan groups of the Eora Nation.

At Firefly HR, we connect – although online, and meet by story sharing, learning, taking on non verbal queues, deconstruct and reconstruct information, and move in non linear directions at times. We use symbols without realising, and link with our own land and community.

This is all interconnected. We are utilising Aboriginal pedagogy with these processes and in our daily work.

We acknowledge the land that we are on today has been the core of all spirituality, language, knowledge, and sacred sites. This knowledge is what us and others need to embrace to ensure a future for our children and our children’s children.

We need to hear, respectfully, and listen.

As a guiding principle to the National Quality Framework that Australia’s Aboriginal and Torres Strait Islander cultures are valued, we are working on building the foundations here and believe a strong, meaningful acknowledgement of country is important.