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'The current state of national ECEC quality frameworks, or equivalent strategic policy documents, governing ECEC quality in EU Member States' NESET II ad hoc question No. 4/2017
Abstract
This report provides an overview of the status of early childhood education and care (ECEC) quality frameworks — or equivalent strategic policy documents — that govern ECEC quality at national, regional or local level in EU Member States. The review was commissioned by the Directorate General for Education and Culture (DG EAC) as an ad hoc question for the Network of Experts on Social Aspects of Education and Training (NESET II).
http://nesetweb.eu/wp-content/uploads/AHQ4.pdf
https://www.schooleducationgateway.eu/en/pub/viewpoints/experts/improving-the-quality-of-ecec.htm
The democratisation of early childhood education and care and the promotion of plurilingualism across Europe have facilitated the implementation of educational projects and research on early language learning at the pre-primary stage. However, in Spain and similar foreign language (FL) education contexts, it is not clear who should be implementing this early introduction of the FL, what their qualifications should be, or what preparation they require. The objective of this study was to identify the most adequate teacher profile for this language education. A Delphi research design was applied focusing on three main concerns: the most suitable teacher profile, the required qualifications, and the necessary preparation. Ninety-nine experts participated in two rounds of questioning: one qualitative with an open-ended online questionnaire and another quantitative, wherein experts’ degree of agreement was recorded on a Likert scale online questionnaire. Results suggest that an early childhood educator with at least an upper-intermediate level in the FL seems to be the most suitable profile. However, experts considered adequate preparation is necessary at both the pre-service and in-service stages, covering language improvement, specific pedagogy, and child’s development.
Il presente lavoro mira a fornire delle linee guida teoriche e pratiche per la progettazione e implementazione di un servizio 0-6. Tali linee si fondano sull’analisi in profondità di buone pratiche adottate da strutture presenti nelle regioni in cui è stata anticipata l’offerta di servizi 0-6. Il rapporto di ricerca è suddiviso in tre parti. Nella prima si propongono i quadri di riferimento empirici e teorici sul tema della “Early Childhood Education and Care” in Europa e in Italia. Nella seconda parte si esaminano in profondità le caratteristiche di due Cooperative presenti nel territorio della Regione Toscana: la Cooperativa Sociale Pane & Rose e la Cooperativa Alice. Nell’ultima parte si propongono i risultati di uno studio esplorativo nel quale sono state prese in esame le buone pratiche di sei strutture che operano nel contesto pubblico e privato di due regioni: Toscana ed Emilia-Romagna.
Il presente lavoro mira a fornire delle linee guida teoriche e pratiche per la progettazione e implementazione di un servizio 0-6. Tali linee si fondano sull’analisi in profondità di buone pratiche adottate da strutture presenti nelle regioni in cui è stata anticipata l’offerta di servizi 0-6.
Il rapporto di ricerca è suddiviso in tre parti. Nella prima si propongono i quadri di riferimento empirici e teorici sul tema della “Early Childhood Education and Care” in Europa e in Italia. Nella seconda parte si esaminano in profondità le caratteristiche di due Cooperative presenti nel territorio della Regione Toscana: la Cooperativa Sociale Pane & Rose e la Cooperativa Alice. Nell’ultima parte si propongono i risultati di uno studio esplorativo nel quale sono state prese in esame le buone pratiche di sei strutture che operano nel contesto pubblico e privato di due regioni: Toscana ed Emilia-Romagna.
Article 1 paragraph 5 UUHT mentions that, "the granting of the right of liability shall be the certificate of PPAT which contains the granting of the right of liability to a particular creditor as a guarantee for the repayment of its holder". Furthermore, article 1 Figure 1 UUJN mentioned that, "notary is a general official authorized to make an authentic deed and have other powers as intended in this law or under other laws". But in practice, due to the loading of the rights that have not completed the process in Notary/PPAT The cover note is issued notary/PPAT to be a description that the deed is still in the process of completion by notary/PPAT, so that the creditors can directly provide a loan to the debtor on the basis of collateral for the cover note notary/PPAT. This research aims to explain the consequences of the bank credit agreement based on the cover note made by notary/PPAT that can be used as evidence has occurred to load the rights in the Bank credit agreement. This type of research approach uses normative juridical type of research, which is research aimed at researching legal systematics, legal synchronisation, legal history, and legal comparisons. The approach used by the authors in this thesis, namely by the approach of legislation (of approach), a case approach (of approaches). Conceptual approach (conseptual approach). Data is collected through the literature research study. Data is analyzed in a qualitative analysis way. The results showed that, due to the law of the Banking Credit agreement based on the cover note, if it can be canceled by the credit agreement bank then the debtor is obliged to return the disbursement of credit facilities given to the debtor, if the credit agreement is not cancelled by the bank, then the credit agreement remains valid so that the debtor remains obliged to fulfill the promised achievement in a , Flowers and others. Paid to the notary before issuing the cover note first checking the object of the warranty, so it is certain that the certificate is in a clean state. Notary is expected to be able to be careful about the warranty object that wants to be tied with the rights and poured in a cover note.
Keywords: Draft, Act Carefully, Making Notarial Deed.
While the benefits have been widely evidenced of high-quality early childhood education and care (ECEC) for young children, especially those from vulnerable groups, it is clear that efforts to improve the holistic development and well-being of children and families must involve a wide range of policies, services and actions. No single intervention, service or sector on its own can hope to achieve sustainable improvements. There is a growing recognition among researchers, policy makers and practitioners that policies and services need to become better integrated if they are to effectively address complex issues such as poverty and promote social inclusion. Only multi-dimensional, aligned and integrated responses and interventions in early years can address the complex and multi-faceted needs of all children and their families, especially those in vulnerable situations, such as families living in poverty, Roma families, or families in the contexts of migration or asylum.
As a concept, integrated working covers a multitude of cooperative systems and models. It is context-specific: different models exist, starting from the specific needs of children and families, with different partners and/or sectors involved in distinct policy settings. Integrated working approaches are often seen as a continuum ranging from cooperation, through collaboration and coordination, to full integration, in which different services are united into a single organisation in order to enhance service delivery. A wide range of sectors and services can be involved in integrated working, depending upon the needs of children and their families. These include: early childhood education and care services; preventive health centres; preventive family support services; schools; out-of-school care; as well as services from the cultural sector (such as libraries, community centres). Integrated working can refer to specific types of integration (vertical integration, e.g. linking childcare to early education, with both being part of an integrated ECEC system); or it can go broader, linking ECEC provision to services in other sectors such as health or social services (horizontal integration). In this report, we consider integrated working to be a form of professional cooperation within a network or partnership, which provides a range of support services for families and children, accessible to all, in which families and children can participate and where parents are respected as first educators (Gordon et al., 2016).
The main purpose of this report is to examine the added value provided by, and the prerequisites for, integrated working – as well as the crucial role played by ECEC services – in order to better serve all families, but especially vulnerable and disadvantaged children and families. Separate attention is devoted to Roma children and their families as one of the most vulnerable groups in Europe, often trapped in a vicious circle of poverty, exclusion and discrimination.
The report is written for policy makers and professionals working in the field of early childhood education and care. It is guided by the following questions:
What services or functions should be involved in integrated working, paying specific attention to the role that ECEC can play?
What inspiring examples of integrated working already exist in Europe?
What is the added value of integrated working (for children and families, for professionals, for policy makers) in general, and specifically for Roma?
What are the prerequisites for integrated working in general, and specifically for integrated working aimed at addressing the needs of Roma?
The report focuses on different groups of vulnerable children and families – and, in particular, on Roma. It is based on a literature review and six case studies illustrating different ways of integrated working in a variety of contexts. Specifically, the case studies look at the Early Years Children and Family Centre in Newry (the UK); bridging professionals in Ghent pre-schools (Belgium); the Sprungbrettangebote in Berlin, which links centres to childcare (Germany); Sure Start Children’s House in Porcsalma (Hungary); the municipal kindergarten network in Tundzha municipality (Bulgaria); and the ‘Ready Set Go!’ project (Romania). The evidence from the case studies (Part II) frames and supplements the more theoretical part of the report (Part I). It serves as a basis from which to discuss the added value of, and prerequisites for, integrated working (covered respectively in Parts III and IV), and feeds into the report’s policy recommendations.
Disruptive innovation in education
The idea of scientific advice has become a key element in the policy-making process in the EU. Governance mechanisms have a significant impact on how scientific knowledge is turned into policy, a process which involves many different institutions and individuals. ECEC is a relatively new field in European policy cooperation, and thus can have an innovative impact on the current structures and mechanisms by which scientific evidence and knowledge are channelled into policy making, in general, and in the education field, in particular. In addition, being - at least partially- outside the confines of compulsory education systems, but aiming to be recognised as part of education, ECEC systems can lead to a change in the school education discourse, in the policy making process, on the one hand, and in the education process itself, on the other, including curriculum, and assessment. The European or international context can accommodate out-of- the box thinking and processes, and, if these can be linked to bottom up demand, they then trickle down into the national policy-making systems. These processes have the potential to develop more effective policy learning and policy formation mechanisms at national, regional and local level.
Aujourd’hui de nombreuses publications scientifiques et professionnelles soulignent l’importance des compétences professionnelles pour accueillir de jeunes enfants (Urban et al., 2011). Elles sont relayées par une série d’organismes internationaux tels que l’Organisation de Coopération et de Développement Économiques (OECD, 2012) et la Commission Européenne (European Commission, 2014). Elles reconnaissent la complexité d’une activité qui a très longtemps reposé sur des qualités présupposées féminines alors qu’elle fait appel en réalité à des savoirs pluridisciplinaires de haut niveau, évolutifs, mobilisables en fonction de la singularité des situations et amenant les professionnel-le-s à gérer des dilemmes éthiques. Elles relèvent l’importance d’assurer un niveau et une orientation adéquats de la formation ainsi que des conditions statutaires et de travail à la hauteur des exigences du métier, en cohérence avec les conditions de professionnalisation octroyées aux autres professionnel-le-s de l’éducation, en particulier les enseignant-e-s préscolaires. En Fédération Wallonie-Bruxelles (FWB), région pionnière dans l’élaboration et l’accompagnement de curriculums pédagogiques (Pirard 2013 ; 2014) qui font transparaître une dimension psychoéducative des services d’accueil dans un secteur marqué historiquement par le poids d’une tradition hygiéniste, il n’existe paradoxalement aucune formation de niveau supérieur spécifique à l’accueil de l’enfance. Ce rapport de recherche financé par l’Office de la Naissance et de l’Enfance vise à mieux définir les compétences nécessaires pour l’accueil des enfants de 0 à 12 ans en dehors de l’enseignement ainsi que pour les fonctions d’encadrement et de direction. Il propose une série de principes et de recommandations pour une réforme des formations initiales et des conditions nécessaires à un développement professionnel continu en FWB. Pour ce faire, il s'appuie sur une démarche de recherche participative qui a impliqué différents acteurs de l'accueil, de la formation et de l'enseignement qui ont eu l'occasion de se décentrer des réalités locales et de découvrir d’autres systèmes éducatifs et de formation européens : la France, dont la formation d’éducateurs de jeunes enfants est largement reconnue sur la scène internationale (François et al., 2014) ; la Flandre, où un bachelier développant des compétences d’accueil pour les enfants de 0 à 12 ans et de coaching pour les professionnel-le-s a été créé en 2011 (François et al., 2015) ; l’Angleterre, où une série de réformes des services d’accueil et de la formation ont été initiées dès la fin des années 90 (Pools et al., 2015a) et enfin la Suède, caractérisée par une offre intégrée de services universels et un système de formation cohérent pour l’ensemble des professionnel-le-s orientés vers un educare qui combine soin et éducation (Pools et al., 2015b).
N° EAC/17/2012 Study on the effective use of early childhood education and care in preventing early school leaving
The Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) aimed to collect evidence on how equitable and high-quality early child education and care can influence the performance of children in the subsequent stages of education and possibly contribute to the prevention of early school leaving.
In order to achieve this, the following steps were undertaken:
The research review stage focused on synthesising the already existing evidence on the links between quality of ECEC and children’s learning progress. This allowed major gaps in existing research to be identified and directions for future studies to be provided. The synthesis included an overview of literature and policy documents in the languages of 34 European countries.
The policy mapping stage helped to update policy information available from the previous studies and to make an assessment on the quality of ECEC and on the balance and continuity between the earliest and the later stages in education in the analysed European countries. It also helped in selecting the countries for case study analysis, taking into consideration the principles of diversity and representativeness.
The case study analysis was carried out in Austria, Belgium, Croatia, Finland, France, Italy, Lithuania, Spain, Sweden and the UK. The case studies analysed the influence of ECEC policies on the learning of children in a particular country context. They complemented country-specific evidence collected during the research review stage and tried to assess how declared national policies are implemented in practice.
The synthesis of the research review, case studies and policy mapping reports helped to revisit the role of early childhood education and care in children’s development in a new light by bringing together the research findings from different levels of education, different disciplines, and different country contexts in this report and identifying the areas that need to be considered in further research.
There is a broad consensus among researchers, practitioners, and policymakers that the quality of early childhood services – and ultimately the outcomes for children and families – depends on well-educated, experienced and ‘competent’ staff. But what exactly makes a competent early childhood practitioner? How can competence be understood, and its development supported, in the highly complex and demanding field of working professionally with young children, families and communities? What approaches do different countries take, and what lessons can be learnt from practices developed by practitioners, training institutions and policymakers across Europe? The ‘Study on competence requirements in early childhood education and care’ (CoRe) explored conceptualisations of ‘competence’ and professionalism in early childhood practice, and identified systemic conditions for developing, supporting and maintaining competence at all layers of the early childhood system. This study is a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent).
Pathways to professionalism in ECEC is concerned with a growing interest from policy and research in the professionalisation of the early childhood workforce. Illustrated by in-depth case studies of innovative and sutainable pathways to professionalisation, it recognizes the importance of a systemic approach to professionalisation across all levels of the ECEC sector. The authors of this wide-ranging book share insights of professionalism from various European countries and suggest that professionalism in EC unfolds best in a 'competent system. '
ECEC in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion
- J Bennett
- J Gordon
- J Edelmann
Bennett, J., Gordon, J. & Edelmann J. (2012). ECEC in promoting educational attainment including social development of
children from disadvantaged backgrounds and in fostering social inclusion. European Commission: DG EAC.
Internationale Tagung "Frühe Bildung und Betreuung in internationaler Perspektive: Was können wir voneinander lernen?
- Bundesministerium Fur Familie
- Senioren
- Jugend Frauen Un
Bundesministerium fur Familie, Senioren, Frauen un Jugend [German Federal Ministry for Family Affairs, Senior Citizens,
Women and Youth (BMFSFJ)] (2013). Internationale Tagung "Frühe Bildung und Betreuung in internationaler Perspektive: Was
können wir voneinander lernen? Retrieved on 17 August 2017 from http://www.fruehe-chancen.de/themen/kinderbetreuunginternational/icec-tagungen/icec-tagung-2013/.