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Systeme der Elementarerziehung und Professionalisierung in Europa

Implementing quality in early childhood education and care : the staffing dimension. Systeme der Elementarerziehung und Professionalisierung in Europa. Systems of early education/care and professionalisation in Europe. Projektförderung:

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Systeme der Elementarerziehung und Professionalisierung in Europa

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  1. Implementingquality in earlychildhoodeducationandcare: thestaffingdimension Systeme der Elementarerziehungund Professionalisierung in Europa Systems of early education/careand professionalisation in Europe Projektförderung: Bundesministerium für Familie, Senioren, Frauen & Jugend Pamela Oberhuemer (Projektleitung, IFP)Dr. Inge Schreyer (IFP)unter Mitwirkung vonDr. Michelle Neuman, Washington, DC Pamela Oberhuemer State Institute of Early Childhood Research (IFP) Munich / Bavaria Photos: Jochen Fiebig, IFP München Forum on Early Childhood Education and CareTasmanian Early Years FoundationLaunceston, 8 June 2010

  2. Outline Professional education/trainingofearlychildhoodeducators: convergenceordivergenceacross Europe? Curricular frameworks in Germany:regulatoryoremancipatoryeffectsforearlychildhoodstaff? Continuing professional learning and the EC curriculum in Bavaria:promotingsharedunderstandingsacrossproviderdiversity

  3. Systeme der Elementarerziehungund Professionalisierung in Europa Systems of early education/careand professionalisation in Europe 1 Projektförderung: Bundesministerium für Familie, Senioren, Frauen & Jugend Pamela Oberhuemer (Projektleitung, IFP)Dr. Inge Schreyer (IFP)unter Mitwirkung vonDr. Michelle Neuman, Washington, DC Professional education/trainingofearlychildhoodeducators: convergenceordivergenceacross Europe?

  4. Systems of early education/careand professionalisation in Europe Basedat:State Institute of Early ChildhoodResearch (IFP), Munich Fundedby: German Federal Ministryfor Family and Youth Affairs Project team: Pamela Oberhuemer, IFP, MunichInge Schreyer , IFP, Munich Michelle J. Neuman, Washington, DC Systeme der Elementarerziehungund Professionalisierung in Europa Systems of early education/careand professionalisation in Europe Projektförderung: Bundesministerium für Familie, Senioren, Frauen & Jugend Pamela Oberhuemer (Projektleitung, IFP)Dr. Inge Schreyer (IFP)unter Mitwirkung vonDr. Michelle Neuman, Washington, DC

  5. Countryexperts 2007-2009 Systems of early education/careand professionalisation in Europe Systeme der Elementarerziehungund Professionalisierung in Europa Systems of early education/careand professionalisation in Europe Projektförderung: Bundesministerium für Familie, Senioren, Frauen & Jugend Pamela Oberhuemer (Projektleitung, IFP)Dr. Inge Schreyer (IFP)unter Mitwirkung vonDr. Michelle Neuman, Washington, DC

  6. AimsoftheSEEPRO study To map the education/training requirements and workplace settings of early years practitioners in their country-specific context To trace similarities and differences in professional profiles across countries To pinpoint key workforce issues in a cross-national perspective

  7. High degree of convergence in the formal level of professional learning requirements for work with children aged 3 or 4 up to compulsory school age

  8. In 22 ofthe 27 countries… …theformal leveland focusofrequirementforworkas a groupleaderwiththe 3-6 or 4-6 age-groupis an ISCED 5-level qualificationwith a focus on (earlychildhood) pedagogy/education. Bachelor-levelaward3 yearsoffull-time study ISCED – International Standard Classification of Education (UNESCO, 1997)

  9. Convergent but notconsistentapproaches… Higher requirement in Portugal: Since 2007 4- to 4½-year Master’s degree for work in public and private kindergartensCyprus, Greece, Italy, Luxembourg: 4-year courseDenmark, Sweden: 3½ -year courseFrance:Postgraduate professional qualification route Requirement for sub-group only of ECEC workforce 0-5 in England - for teachers in state-maintained sector (3 and 4 year olds) – as well as postgraduate professional routes

  10. Bachelor not (yet) a requirement in… Germany Austria Slovak Republic Czech Republic Malta

  11. High level of divergencein professional learning requirements for work with children below age 3

  12. Differences in… Disciplinaryorientation Pedagogy in the Baltic and Nordic countries and in Slovenia Health/care in Bulgaria, France, Poland, Romania Formal level(ISCED) 5A Baltic countries, Nordic countries, Slovenia 4A Hungary, Poland, Romania 3A Italy 3B Netherlands

  13. Norequirements,but recommendations in… Ireland und Malta largelymarket-led private childcaresectorsBelgium- private infant-toddlercentres Recommendations in Ireland: 5competencelevelsBasic – intermediate – experienced – advanced – expert practitioner ISCED range: 3A/3C to 5A/6 Followingrecentintroductionofentitlementfor 3 yearoldsto 3 hoursdaily, theserviceleader must hold a professional qualificationequivalentto a minimumof ISCED 4C.

  14. Professional profiles 1 Early childhood professional 2 Pre-primary professional 3 Pre-primary and primaryschool professional 4 Socialpedagogy professional 5 Infant-toddler professional 6 Health/care professional

  15. Finland Early childhood professional Lastentarhanopettaja – "Kindergarten teacher“Professional studies:3 yearsuniversity / pedagogy, ISCED 5AFields ofwork: ● Early childhoodcentre (0 to 6) – in a teamwithsocialpedagogyprofessionals and health/careprofessionals● Pre-schoolclass in EC centreorschoolfor 6 to 7 yearolds

  16. Denmark Socialpedagogy professional Pædagog – ꞌPedagogueꞌProfessional studies: 3½ years, universitycollege, ISCED 5A/BFields ofwork:● Early childhoodcentre (0 to 3, 3 to 6, mixed-age) ● Pre-schoolclass in school (6 yearolds)● Out-of-schoolcentresforschoolchildren (6 to 14) ● Diverse socialwork/pedagogicalsettingsforyoungpeople and adultswithspecialsupportneeds Pedagoguesmakeup60 per centofstaff in EC centres (OECD, 2006). Theyworkwithpedagogicalassistantswhomaybewithout relevant trainingorhaveundergone a 19- or 25-month uppersecondarylevelcourse.

  17. New graduate-levelqualificationroutes in England Diverse forms of provision and diverse training requirements and routes across the early years sector Pledge in the Every Child Matters agenda to improve the quality and stability of the early years workforce Early years professional New graduate-level qualification forsupporting the Early Years Foundation Stage since 2008 Diverse entry routes depending on prior qualification Lead practitioner across professional boundaries in integrated, multi-agency children´s centres National Professional Qualification in Integrated Centre Leadership Leadership role in multi-agency settings

  18. Future directions? What kind of balance between pedagogy and other disciplines? What kind of balance between age-focused, specialist and generalist concepts? How will new qualifications (e.g. EYP in England) sit alongside the more established ones?

  19. Future directions? Will decisions be made to create more coherence and consistently high-level requirements across the sector? Will parity be reached with primary school teachers in terms of qualification level and status? Is the gender imbalance in the workforce hereto stay?

  20. Systeme der Elementarerziehungund Professionalisierung in Europa Systems of early education/careand professionalisation in Europe 2 Projektförderung: Bundesministerium für Familie, Senioren, Frauen & Jugend Pamela Oberhuemer (Projektleitung, IFP)Dr. Inge Schreyer (IFP)unter Mitwirkung vonDr. Michelle Neuman, Washington, DC Curricular frameworks in Germany: regulatoryoremancipatoryeffectsforearlychildhoodstaff?

  21. ECEC in Germany Early childhood education and careservices 0 to 6 years are located withinthe Child and Youth Welfare Sectorand not within the Education Sector.

  22. ECEC in Germany Federalismand subsidiarityare key political principles influencing the organisation, funding and regulation of early childhood services.

  23. ECEC in Germany Responsibilityissharedbetweenthefederalgovernment, the 16 regional governments andlocalgovernmentbodies in partnershipwith a widerangeofvoluntaryagencies.

  24. Provider structures in GermanyCentre-based provision, 01.03.09Federal Statistics Office Growth mainly in area of non-church affiliated "free providers" (Schreyer, 2009).

  25. ꞌPISA shockꞌ 2001 School readinessissues First-time curricular frameworksasfrom2003 Common Framework for Early Education agreed (but not mademandatory) at inter-ministerial level in 2004

  26. Curricular frameworks as… a means of raising the status and visibility of early childhood institutions a shared framework of guiding principles fordiverse community and cultural groups a quality improvement and equity measure a common framework for enhancing communication in centre teams and with parents Oberhuemer, 2004

  27. Norway 0-61 France 3-6 Revision Finland 6 year oldsstatutory Finland 0-6non-statutory England 0-5 Early Years Foundation Stage England 0-3 Sweden 1-6 Denmark 0-6 Norway 0-62Revision England 3-5 Curricular guidance FS Germany (2003 →) France 0-3 Guidelines Curricular frameworks Germany in a European context 1996 1998 2000 2002 2004 2006 2008 2010 0 - 6 years but also 3 – 6 (Baden Württemberg) and 0-10 (Hesse, Thüringen)16 federal state framework curricula, 1 Common Framework 2004

  28. Bavarian Early Childhood Curriculum 2005 Principles, e.g. ● Children as agents of their own learning ● Education as a relational and life-long process ● Holistic approach to education, pedagogy, learning ● Education for democracy as underpinning principle Basic competencies ● Personal● Social ● Learning how to learn ● Coping with change and stress Cross-cutting themes Transitions ● individual differences and socio-cultural diversity● gender-sensitive pedagogy● interculturaleducation ● inclusive pedagogy, special needs, giftedness Domain-specific areas of learning Values, ethics, religious beliefs ● Emotionality,social relationships and conflicts● Language andliteracy ● ICT, ● Mathematics ● Scienceand Technology● Ecology ● Ästhetics, art and culture ● Music ● Movement, rhythmics, dance,sport ● Health Key processes for ensuring quality learning Children‘s participation ● Scaffolding ● Co-operation and networking ● Observation, assessment, ongoing quality improvement

  29. The earlychildhoodcurricularepresent bothan endorsementof traditional philosophies and practices andthepromotionofsignificantshifts in ●publicawareness●programmescope●assessment, evaluation, qualityimprovement

  30. With a continuing commitment to an EC sector organised outside the education/school system, new forms of steering and regulation have been accommodated within existing structures.

  31. Regulatory effects Bavaria, Berlin, Saxony, ThüringenEC centresarerequiredbylawtoincludethemainprinciples, aims, areasoflearning in theirowncentre-specificprogrammes – in Berlin combinedwithprescribedself-evaluation and externalassessmentprocedures In themajorityofLändertheframeworksareꞌguidelinesꞌ – mostlycombinedwith a contractofcommitmenttoendorsementbetweenthegovernment and the non-governmentalagencies

  32. Practitioner perspective Questionnaire survey in 104 pilot centres in Bavaria: Should the curriculum be compulsory?63 per cent very positive 30 per cent positive Criticism not of the curriculum document as such but of the working conditions and lack of professional preparation for implementing the wide range of pedagogical activities formulated. Berwanger, Lorenz & Minsel, 2009

  33. Issue: ꞌschoolificationꞌ? Twoyears after introduction: 45 per centof EC centreleaders(N = 319) concernedthattherecouldbe a dangerofꞌschoolificationꞌ, an increaseof 11 per centcomparedwiththepreviousyear. Staatsinstitut für Frühpädagogik, 2006

  34. Emancipatory effects? New chancesfor EC educators Since 2004: over 50 new BA-levelcourseshavebeeninitiated, focusingeither on earlychildhoodor on earlychildhood and beyond.

  35. Emancipatory effects? In progress: a nation-wide initiative co-ordinatedbythe German Youth Institute (DJI) and fundedbythe Federal Ministryfor Education and the Robert Bosch Foundationisseekingtotransformthelandscapeofcontinuing professional development. http://www.weiterbildungsinitiative.de

  36. Systeme der Elementarerziehungund Professionalisierung in Europa Systems of early education/careand professionalisation in Europe 3 Continuing professional learning approaches in Bavaria:promotingsharedunderstandingsacrossproviderdiversity Projektförderung: Bundesministerium für Familie, Senioren, Frauen & Jugend Pamela Oberhuemer (Projektleitung, IFP)Dr. Inge Schreyer (IFP)unter Mitwirkung vonDr. Michelle Neuman, Washington, DC

  37. How to ensuresimilar professional learningopportunities relating to theEC curriculum across thediverse provider structures?

  38. Co-ordinated CPD campaigns across Bavaria CPD steeringgroup MinistryofSocialAffairsThe fivemainserviceproviderorganisations State Institute of EC Research Planning – Training/Trainers – Programme design – Programme evaluation 2004 - 2013

  39. Introducing reforms - sustaining reforms Target group 1 (2004-2007) Centreleaders (approx. 6600) Introducingthenewcurriculumframework 2 dayseminar – approx. 10 weekinnovationphase - 1 dayseminar Seminar evaluation

  40. Introducing reforms - sustaining reforms Target group 2 (2007-2013) EC educators and schoolteachers (approx. 2600 in firsttwoyears) Transition toschool 1 dayseminar – approx. 10 weekinnovationphase - 1 dayseminar Seminar evaluation

  41. Introducing reforms - sustaining reforms Target group 3 (2007-2011) Centreteams(ca. 300) Working withthecurriculumframework 4 sessionsof 4 daysannually in house Evaluation 1: Practitionerperspectives on effectiveness (bi-annual) Evaluation 2: Knowledgetransfer – questionnairesurveybeforefirstlearningactivity in team and 3 months after the last

  42. Thank you for listening. Thankyou.

  43. Issue: access More than 50 per cent of the children living in the western regions who do not speak German at home are concentrated in about 7 per cent of centres.Deutsches Jugendinstitut & Dortmunder Arbeitsstelle 2008 Bock-Famulla & Große-Wöhrmann, 2010

  44. ISCEDqualification levels ISCED 6 ISCED 5A, 5B First stage tertiary ISCED 4A, 4B Post-secondary non-tertiary ISCED 3A, 3B, 3C Upper secondary ISCED 2 ISCED 1 ISCED 0 An instrument for comparing levels and fields of education across countries,developed by UNESCO in the 1970sand revised in 1997.

  45. Ongoing professional learning Broadagreementon thekeygoalsofcontinuing professional development (CPD) Supportingstaff in their professional learning Updating professional knowledge Reflecting on everydaypractices Learning aboutnewtechnologies Implementingreforms Improvingcentre / servicequality … but considerablevariationin translatingthegoalsintopracticeacrossthe EU countries.

  46. Diversityof CPD providers

  47. Obligatory Core practitioners in split ECEC systems

  48. IFP internationalcurriculum review Diversity as the starting point and a characteristic of learning pathways Quality of relationships as the key to well-being and learning Generating positive learning dispositions and a positive self-concept as learner Fthenakis & Oberhuemer, 2004

  49. Continuing professional development:obligatory or optional? In most of the integrated systems of ECEC, CPD is an option, not a requirement. In the education sectors of most central/eastern European countries with split systems there are certain requirements, in other EU countries with split systems CPD is mostly optional. In most of the countries with split systems, opportunities for staff in the childcare sector to participate in CPD are less regulated than for pre-primary staff in the education sector.

  50. CPD linkedtocareeradvancement strategies Two examples Lithuania/Estonia: External evaluation every 5 years  promotion and higher salary Slovenia: Accumulated credit points can lead to promotion toa permanent post as mentor, adviser or counsellor – linked tohigher salary

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