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UNICEF report: Quality of ECE Services in Albania, Bosnia and Herzegovina, Kosovo* and Montenegro
Abstract
As many countries in the CEECIS region, Albania, Bosnia and Herzegovina, Kosovo* and Montenegro are facing pronounced and pressing challenges related to access, quality and equity in ECE services. Following the collapse of the communist systems and the loss of social subsidies, these countries were unable to sustain their early childhood education (ECE) and care services because of lack of funds, structures and institutions and political will. In this consultancy for UNICEF the author has visited during five days each of the four countries. He talked to policymakers, university professors, directors, teachers and children from kindergartens. He used the European Quality Framework for analysing the quality of the services for children from 3 to 5 years of age. In this report you will find a general overview of the strenghts and weakenesess of the four countries and of each country separately.
Education systems in democratic countries are characterized by the application of democratic principles in the organization, administration, and realization of education; from the intentions to be as open and flexible as possible. School management leads to increased internal and external effectiveness, improved provision, and combination of resources in dynamic structures to meet the basic goals of the system or institution. The aim of this study is devoted to the method of staff selection based on criteria and testing, material needs, field and facility services, health and safety, purchases and finances, information systems and transport, social security, liaison and communication with the public, legal services, etc., which have taken on the values of professionalism. The management of the school is seen not only in the vertical aspect, but also in the horizontal one that has to do with the creation of suitable conditions in everyday life and management of the school, at every level, including the following social actors: teachers, parents, students, leaders, professional or non-governmental associations, personalities of culture, economy, business, etc. Identifying the needs of effective school management makes us sensitive in processing work mentalities and professional relationships to simultaneously identify possible changes. Education employees, scholars and other activists of Albanian life considering new ideas and experiences in school reform from developed countries will present them with efficient choices that will produce inherent values. Received: 30 October 2021 / Accepted: 2 December 2021 / Published: 9 December 2021
Starting from the assumption that CPD has a strong
impact on both the quality of ECEC and the experiences of parents and children, especially those from families living in
vulnerable situations, we want to provide new insights on the kinds of approaches to CPD that improve practice. We
aim to unravel some of the multi-levelled mechanisms that foster positive effects of ECEC. Continuous Professional
Development refers to all planned programmes of learning opportunities for staff members of ECEC services that complement,
update and consolidate the professional knowledge and competence of individuals and teams at different levels and in specific in-service training or lifelong learning initiatives related to ECEC (Jensen &
Iannone, 2015). Hence, CPD is not narrowed down to a technical discussion on skills, competencies, methods and
procedures, but is understood as an ongoing process that requires constant dialogue and negotiation with practitioners
in order to address their specific needs in their work context (Lazzari, Picchio, & Musatti, 2013). Indeed, research has
shown that isolated and short-term CPD initiatives had a limited impact on daily practices or on the development of
sustainable high quality ECEC (Fukkink & Lont, 2007; Peeters et al., 2016)
ResearchGate has not been able to resolve any references for this publication.