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The development of digital technologies has changed the educational landscape, requiring educators to upgrade their skills to remain relevant and effective. Competency-based training is important in this context because of its focus on developing practical skills that can be directly applied in teaching. This paper discusses the role of competency-based training in improving educators’ productivity in the digital era. The method used is a literature study, which includes analysing various studies and articles related to this topic. The findings show that competency-based training acts as: 1) Skills Development; 2) Teaching Quality Improvement; and 3) Evaluation of Teaching Effectiveness. The purpose of this study is to provide insights into the importance of competency-based training in improving the productivity and teaching quality of educators in the digital era, and to encourage wider and more sustainable implementation of training.

This research aims to describe the management of early childhood education at RA Annur Babalan. This research uses a qualitative approach and is descriptive in nature. The selection of research subjects was carried out using purposive sampling technique. Research subjects are managers, educators, students and parents. Data was collected through observation, interviews and documentation. Checking the validity of the data is carried out through diligent observation, participation and adequacy of references. The research results show that the RA Annur Babalan management program has been prepared in accordance with the institution's vision and mission by carrying out management functions including; implementation, supervision and guidance. Managers as leaders in carrying out management functions place great emphasis on cooperation based on sincerity, enthusiasm and high loyalty. Planning is carried out with strategic planning, preparing learning plans ranging from yearly, semester, monthly, weekly to daily. Organizing is carried out by coordinating tasks, opportunities, experiences and insights with open communication, holding regular meetings to discuss efforts to improve performance. Supervision is carried out by direct observation, through supervision, regular meetings with educators. Collaboration ends with parents, through monthly meetings (parenting), and partners related to RA. Assessment and evaluation is carried out by giving assignments, observations, daily notes, anecdotes, performance, work results and educational visits.