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1.
Parental leave and early childhood education and care (ECEC) are two policies widely proposed and implemented to support working parents with young children. This article examines entitlement to leave and ECEC in 25 European countries, including 22 EU Member and Accession States, and the relationship between them, in particular to what degree entitlements are aligned to provide parents with integrated support. In most countries, there is a substantial gap between the end of well-paid leave and the start of an entitlement to ECEC. Only five countries, four Nordic States plus Slovenia, are aligned and the article considers some of the reasons for this. It highlights the common approach to ECEC adopted by all five countries, resulting in a fully integrated system, rather than the much more common split system that divides responsibility for children under and over 3 years between welfare and education. The article ends with some speculations about future developments.  相似文献   

2.
There is broad consensus amongst researchers and international organisations that the quality of early childhood education and care (ECEC), which means the wellbeing of children and families, depends on well-educated and competent staff. This remains a challenge in Europe, since part of the workforce is also represented by low-qualified ECEC assistants in many EU countries. In the CoRe study (2011), assistants are defined as ‘invisible workers’, meaning that their presence is usually not taken into account in policy documents and that they have far fewer possibilities of qualification and professional development than core practitioners. Building on the findings of the CoRe study, a recent NESET II report reviewed the profiles of ECEC assistants in 15 European countries and their professionalisation opportunities. This article describes the report's findings, with a focus on the roles of assistants and on how to create coherent pathways towards their qualification and continuous professional development (CPD) opportunities. The latter is shown through the examples of three case studies carried out in Denmark, France and Slovenia. Recommendations for policy makers are included in the conclusions. The framework of the article is the ‘competent system’: as pointed out in the CoRe study, individual competences alone are not sufficient to create quality. A ‘competent system’ is needed which includes collaboration between individuals, teams and institutions and has competent governance at policy level. This means working within a holistic ‘educare’ approach that is able to value the educative role of caring and the caring role of education.  相似文献   

3.
This article explores innovation as an aspect of in-service continuous professional development (CPD) in ECEC. Based on a literature review and a cross-country analysis conducted in ten European countries, we found that innovation in CPD was understood as a way to improving quality in ECEC. CPD no longer solely deals with practitioners’ knowledge and skills. Rather, it encompasses processes such as critical thinking, reflexivity and co-creation within and across ECEC systems. Two overall approaches to innovation in CPD emerged: one can be characterised as developing in systems that lack a national definition for innovation, where there is nevertheless a growing awareness of the need to finding new solutions for ECEC; and one as highly innovative in systems that have a history, culture and societal tradition of innovation. Also, three additional insights were identified as crucial aspects of CPD in terms of innovation: (a) critical reflection; (b) communities of practice; and (c) a growing focus on politics that address social inequality through ECEC. This analysis contributes to filling the gaps in research on innovative CPD in ECEC at three levels: system (macro), inter-organisational (meso) and individual, organisational (micro). Further research is needed to explore more in-depth the identified approaches to innovation related to CPD and their impact on quality development in European ECEC.  相似文献   

4.
‘Securing the rights articulated in the Convention is an effective approach to improving the quality of early experiences.’ 1 1 Early Childhood Rights Indicators, A guide for Monitoring the Convention on the Rights of the Child, http://earlylearning.ubc.ca/media/uploads/documents/internationalresearchbriefjan2012.pdf , p2
This article analyses early childhood education and care and child rights in early childhood and their relationship in the European Union. Both are primarily national competencies. The EU has limited access and tools to influence policies and practices, while there are many ways in which indirect interventions are not only possible, but greatly used, often in areas that do not seem to be closely related to the issues discussed here. Yet there is a strong desire and interest of the different EU institutions to encourage and support Member States to implement both ECEC targets and child rights. In this article, we show that, while ECEC has become an essential part of different policies at EU level, there have been efforts to implement and mainstream child rights, with special attention paid to specific dimensions in relation to early childhood policies and practices, but a child rights based approach is missing.  相似文献   

5.
This article aims at raising awareness of the key role the EU already plays in matters of teacher policy. It takes stock of European teacher policy related documents and activities, such as relevant strategies, presidency priorities, Council Conclusions, Commission working documents, the activities of thematic working groups, of networks, of data gathering and research, and the available supports of the Lifelong Learning Programme and of the European Social Fund. Based on this, the article provides a clear picture of the labour market need-driven, pragmatic context of teacher policies and also the main shared European teacher policy concepts, such as teacher competence profiles, the continuum of professional development and the support of teacher educators. These fundamental concepts were shared, developed and fine tuned in the process of Member States peer learning, a crucial and highly effective method of cooperation, which is also presented in the article. The article concludes by identifying both sides of the two-way interaction process of Europeanisation taking place between Member States and the EU in teacher policy development.  相似文献   

6.
In recent times, a growing consensus has emerged, among researchers and policy-makers, that a well-educated, competent and adequately supported workforce is crucial for the quality of early childhood education and care (ECEC). Despite governmental initiatives aimed to enhance the professional preparation and continuing development of early years practitioners being high on the political agenda of many EU member states, very few studies are analysing professionalisation policy developments and their implications within the national contexts of ECEC. Against this background, the article describes the key features of ECEC policies in Italy and their current trends by focussing specifically on the professionalisation of early childhood practitioners working across 0–3 and 3–6 services. Drawing on the data collected from documentary sources and interviews with key informants, this paper will critically review policy discourses as well as recurring themes and tensions arising from the academic and political debate. The findings from our analysis highlight that the increasing discontinuity characterising professionalisation initiatives across the 0–3 and 3–6 sector might lead to widening the gap among professionals working in such services. The risks that are associated with this trend are, on the one side, to devalue the educational role of 0–3 services and, on the other, to produce the schoolification of educational practices in 3–6 services. In addition, our analysis identified inconsistencies between initial and continuing professional development policies, which are progressively creating a dichotomy between initial and in-service training. The consequences of this process might produce, on the long term, the fragmentation of the ECEC system across public and private not-for-profit provision with the subsequent risk of impoverishing the local culture of childhood on which the Italian ECEC system has traditionally built its strength.  相似文献   

7.
Recent anniversaries remind us of the lengthy history of the European Union’s involvement in ECEC, from the early work of the European Commission’s Childcare Network, from 1986–1996, to the European Commission’s publication in 2015 of an indicative Roadmap outlining potential new initiatives. European-funded research and policy reviews are numerous, frequently highlighting the significance of integrated ECEC systems in developing services and other areas of provision. This article looks back on three decades of EU policy initiatives and suggests that whilst key EC reviews have advocated integrated systems for member states, the Commission’s own fragmented approach has impeded the development of an effective framework at an EU level. It is argued that a tougher approach to improving ECEC, as suggested by recent developments, requires an integrated policy framework, unified targets and a strong single lead able to initiate and not just support actions at an EU level.  相似文献   

8.
This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes.  相似文献   

9.
The evolution in Europe towards more competence-based curricula in the last ten years or so is the result of several exogenous factors and a determined European policy. The Reference Framework of Key Competences for Lifelong Learning, a Recommendation approved by the European Parliament and the Council in 2006, and the work carried out within the Open Method of Coordination as well as by European research bodies have had a significant impact on Member States' curriculum reforms. This article shows that some terminology issues, both conceptual and practical, may explain, together with other causes, the diverse formulations of key competences and the way in which they are being integrated into the compulsory education curricula by the Member States or at intra-national levels. The focus of the article is on cross-curricular competences because these are the key competences which require the most significant innovations in teaching and learning practices, on assessment tools and procedures, and school organisation. The analysis illustrates the main differences and convergences in policy formulation and implementation strategies among the EU Member States. It also identifies key obstacles that must be overcome for an effective implementation before suggesting some policy recommendations.  相似文献   

10.
Researchers and international organisations recognise that the quality of ECEC services is related to a professional and competent workforce. The latter should be part of a ‘competent system’ that is capable of linking staff's initial good education to the possibility of constantly reflecting on ideas and practices. Continuous professional development initiatives (CPD) are crucial in this discourse. This article explores possibilities for CPD paths, with a focus on group-reflection methods in which the team/group reflects on its own practice. More specifically, it presents the Wanda method which was developed by VBJK and Artevelde University College in Belgium (Fl.) through a European Social Fund (ESF) project and then adapted to the contexts of four European countries (Czech Republic, Hungary, Croatia, Slovenia) within the ISSA (International Step by Step Association) network. In 2016, VBJK was appointed by Unicef to offer a Training of the Trainers (TOT) on CPD in Albania with the possibility of re-adapting the Wanda method to the Albanian preschool context. The article ends by presenting this Albanian experience in greater detail.  相似文献   

11.
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management.  相似文献   

12.
Abstract

While there is growing recognition and acceptance of Open Educational Resources (OER) and Open Educational Practices (OEP) in teaching and learning, designing for their integration remains very challenging for educators. Adopting OER and OEP in their profession requires significant changes in practitioners’ pedagogical thinking and practices, which can be supported by the design of appropriate professional development experiences. At the Open University of Sri Lanka (OUSL), significant successes in addressing this challenge have been achieved with the design and development of a rigorous approach and a robust model to support adoption of OER and OEP by practitioners using Scenario-based Learning (SBL). In this paper we explore the efficacy of a scenario-based approach to learning in the integration of OER by practitioners, reflecting on how the SBL approach was tested and refined over three continuing professional development (CPD) interventions conducted at the OUSL over 2013–2017. Based on the findings, we discuss what design strategies of the three CPD interventions best supported the adoption of OER and OEP by practitioners, how effective have been the theoretical constructs and the strategies adopted in the design of CPD interventions, the impacts of the CPD interventions and implications of these experiences for the future.  相似文献   

13.
According to the European Commission’s “Europe 2020” strategy, the early school leaving (ESL) rate in European Union (EU) Member States must be reduced to a maximum of 10 per cent by 2020. This paper proposes a nonlinear distribution method based on dynamic targets for reducing the percentage of early school leavers. The aim of this method is to provide policymakers with alternatives in terms of transferring the EU-wide headline target to individual national targets. Weighting was based on four indicators: ESL rate, unemployment rate, expenditure on education as a percentage of the gross domestic product (GDP), and expenditure on schools per student. As a result, nine possible scenarios for ESL reduction have been constructed for each of the EU Member States in three groups: the whole EU up to June 2013 (EU27), EU Member States which joined before 30 April 2004 (EU15) and EU Member States which joined after 30 April 2004 (EU12). This method allows the European policy to be translated into specific national targets that would converge in the aggregate goal.  相似文献   

14.
In 2015, the United Kingdom government harnessed Early Childhood Education and Care (ECEC) providers to its anti-terrorism strategy by placing them within the scope of the Counter Terrorism and Security Act 2015. They became subject to the ‘Prevent Duty’ which requires them to have due regard to prevent people from being drawn into terrorism. However, the promotion of Fundamental British Values (FBV), as a specific measure to prevent young children being drawn into terrorism, has raised questions about the role of the ECEC sector as an instrument of counter terrorism policy. This paper analyses the ways in which early childhood practitioners mediated the requirement to promote FBV through their pedagogical practice. Although practitioners are commissioned to mediate specific values formulated in the political arena their response was complex and multi-layered. Whilst a public display of compliance to FBV was performative values education was an everyday pedagogical practice unconstrained by the instituted definitions of FBV. Practitioners deployed a contextual moral pedagogy where children construct understandings of moral values and practices characterised by rich democratic dialogues.  相似文献   

15.
In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead – in the long term – to a risk of ‘schoolification’ of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate.  相似文献   

16.
ABSTRACT

This study aimed to investigate the characteristics of early literacy beliefs held by early childhood education and care (ECEC) teachers in Japan by developing a novel scale. We believed that overviewing ECEC teachers’ beliefs about early literacy from ecological perspectives would contribute to understanding the underlying factors influencing the quality of early literacy instruction and involvement in ECEC. To this end, 349 ECEC and 45 primary school teachers were asked to complete a two-part questionnaire dealing with (1) ECEC teachers’ literacy beliefs and (2) teachers’ general pedagogical beliefs. Exploratory factor analysis extracted three sub-categories of literacy belief – Direct instruction, Natural development, and Social interaction – and two sub-categories of general pedagogical belief – Adult-centred and Child-centred – and the relations between these sub-categories and background factors were then discussed. The results implied that considering the ecological perspectives of ECEC teachers affords a better understanding of effective practices to facilitate the early literacy experiences of young children in ECEC settings beyond differences in their educational tradition concerning early literacy. These perspectives include the influence of the educational tradition in each region, how ECEC teachers differ from primary school teachers, and the values shared by a particular ECEC facility.  相似文献   

17.
The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to contexts. Now most Member States have incorporated key competences, or similarly broad learning outcomes, into their school curriculum frameworks. This is a necessary but insufficient step towards implementation; for the effective development of learners' key competences, assessment must also change. This article focuses on the challenge of assessing cross-curricular key competences in primary and secondary education. It is based on a major study for the European Commission (Gordon, et al., 2009), which drew on information gathered and validated with the help of experts in each of the 27 EU Member States. The study's typology of assessment provides a basis for reviewing some recent developments in Member States. Present challenges and innovative responses are addressed, including ‘unpacking’ key competences, ‘mapping’ them to contexts and ‘accessment’ of their full scope and range. Policy developments are considered in the context of the author's work with the European Commission's Thematic Working Group on the assessment of key competences. The article concludes with considerations for policy and practice.  相似文献   

18.
When achieving long‐term sustainable growth, the key role is assigned to ­knowledge‐based competitiveness. The new EU Member States therefore face a double challenge on the Lisbon road. On the one hand, higher expenditure is required to improve the quality of research and education input and infrastructure, and on the other, innovation system changes are necessary to increase the efficiency of expended resources. At the same time, both supply and demand sides must be adequately balanced in policy supporting knowledge‐based competitiveness. On the supply side, the position of the new Member States in EU‐25 has been defined in the competitiveness matrix; on the demand side, specific attention is given to the quality of human resources as a prerequisite of competitiveness in the EU as assessed by Czech companies. Finally, recommendations are formulated for the competitiveness support both in the form of a comprehensive innovation policy and a more specific support to human resource supply for innovation.  相似文献   

19.
Just over a decade ago, an OECD Starting Strong team reviewed the system of early childhood education and care (ECEC) in Germany. Regarding the staffing of early childhood provision and referring in particular to resistance at the political level to raise the formal qualification level of educators in alignment with European trends, the evaluative report noted in 2004 that the chosen approach may be overlooking the issue of the sustainability. The article explores key discourses and paradigmatic shifts which have shaped early years professionalisation initiatives and workforce developments since this time. One of the most notable changes has been a remarkable growth in the size of the workforce, which has almost doubled over the past eight years. What are the reasons for this fast-paced expansion, and can it be sustained? Have qualification requirements been lowered, and has the composition of the workforce changed? What are current challenges facing the sector? As ECEC provision develops across Europe, other countries face similar issues. Exploring how they are played out in one particular country context may help to stimulate critical analysis in others.  相似文献   

20.
欧盟教育计划的发展及其实施组织   总被引：2，自引：0，他引：2  
欧盟教育计划是欧盟在全盟层面上推进教育一体化发展的基本组织实施模式。随着欧盟政治、经济和文化一体化发展的不断深化,欧盟在普通教育和职业教育方面创设和推行的教育计划也经历了日趋成熟的三个发展阶段。欧盟委员会、欧盟理事会等机构共同确定教育计划的发展方向和标准,各成员国设立国家计划代理署具体组织协调欧盟教育计划在本国的实施。欧盟机构与成员国组织遵从辅助性原则,分工明确,各司其职,共同有力地保障教育计划的落实。  相似文献   

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