Early Childhood Educationin Ireland
OverviewThe ECE Journey in Ireland
The Arguments for investment in ECE
The Principles which should underpin a Montenegrin ECE System
The components of a Competent ECE System
Country Profile – Republic of IrelandPopulation 4.58 million (Census 2011)
Land area 68,890 sq km
Number of children highest in EU
0-4 years: 367,000 5-9 years: 316,500
Rising birth rate + 16% approx since 2006 (2.07)
Unemployment rate
1990: 13.2%
2006: 4.3%
2012: 14.6%
2014: 12.3%
Female employment rate
1985: 30%
2012: 55.2% (OECD 2013)
Investment Trajectory
1994 – Targeted Preschool ‘ Early Start’ – 1500 places for 3 and 4 year olds. €4 million (estimated)
1998 – Childcare Projects – 25 settings nationally €2 million
2000 - 2006 - Equal Opportunities Childcare Programme – €500 million
2006-2008 – National Childcare Investment Programme – €400 million
2006 – Early Childcare Supplement - €1100 per annum per child 0-6 years -€480 million
2008 – financial collapse!
Government resigned – new coalition government elected March 2011
Ireland effectively ‘in receivership’ Minister for Education, July 2011
After the Boom
Temporary nature of investment should have resulted in immediate retrenchment of State funding
BUT
Whilst there were clouds.....
There is a Silver Lining.....
Universal Free Preschool Year
Why?
Because it was possible◦ Infrastructure had been developed◦ Minister for Children became Minister for Finance
Because it was sensible◦ Retention of capital investment◦ Retention of employment◦ International Evidence
Because it was popular!◦ In a time of bad news it was the only glimmer of hope that politicians could offer
Legacy of Investment
Built up childcare places - emphasis on full day-care
Developed administrative infrastructure at local, regional and national level
Incentivised development of the workforce
Funded research and development◦ Síolta, the national quality framework
◦ Aistear, the Early Childhood Curricular Framework
◦ Workforce Development Plan – Common Award Standards and Occupational profiles.
Participation in the Free Preschool Year in Early Childhood Care and Education Scheme September 2013
Approx 4,200 ECCE settings
Approx 10% on campus of primary school
19% settings getting higher capitation grant◦ Payable where preschool leader is a graduate in ECCE
95% of all eligible children (68,000)
2% - other (e.g. Early Start, Special needs provision from DES)
Children’s Early Care & Education –Why it Matters
What values will underpin an ECE system? Social & Educational Lens
Economic Lens
Child Development Lens
Early Childhood is a Distinct and Significant Time in a Child's Life
Which Lens?
Educational Outcomes
The Higher the Quality, the Greater the Benefits
An Economic Lens? Children’s early years - an economic priority?
Cost Benefits
Employability and Competitiveness
NESC (2009):
Early care and education should be a policy priority in the recession as it is “a good long-term investment for the state and a sound basis for the move towards a knowledge-based economy”.
Brain Development lens
Typical Public Expenditure
Bio-Ecological Model of Child Development
8 Key Considerations
1. Acknowledge
the importance
of play
2. Education as a common and
social good and not just an economic
imperative
3.Progressive
Universalism
2.
Quality Is Key
5.Equality of
access; including
affordability
6. 0-6 years
approach & early
intervention
7. Children within
families and communities
8. Evidence informed
Importance of a Play based curriculum
Play is Children’s work, the way they discover and make sense of the world
‘The Competent System’
…the competent early childhood system unfolds in the dimensions of knowledge, practice and values. These dimensions are relevant to all of the layers of the system mentioned above: individual, institutional, inter-institutional and governance. (EU, 2011:33).
Competent System Indicators•Promoting networking between ECEC institutions of the same district
•Structuring cross-sectoral approaches to care and education services (health care, child protection, social services)
•Fostering close collaboration between ECEC institutions and primary schools to ensure smooth transition through organised forms of inter-professional collaboration
•Strengthening partnership between ECEC and training institutes
•Promoting cooperation between ECEC institutions and local authorities in charge of educational policy- making through systematic political consultation
•Adopting an integrated approach to ECEC services at local, regional and national level
Co-constructing with all stakeholders a coherent pedagogical framework that ensures coordination between:
• ECEC curriculum• Qualification framework for professional preparation of ECEC staff• Quality, monitoring and evaluation framework• Governance framework addressing administrative responsibilities(at local,
regional and national level)
Reference: Competence Requirements in Early Childhood Education and Care: A study for the European Commission Directorate General for Education and Culture. 2011.
Family Supports
Workforce Development
Investment in Supply
Developing A Competent System
Governance & Quality Supports
• Graduate led• Initial education for ECE
professionals• Continuing professional
development• Appropriate salaries
• A mentoring system• Quality assurance• Curriculum frameworks• Transition arrangements
• Capital Investment • Local and National
Infrastructure
• 12 months maternity• Support for families• Support for children with
additional needs
5 peaks over 5, 10, 15 years?
Increasing InvestmentExtending Paid Parental leave
Increasing Supply
Systems to assure quality and governance
Systems to extend and enhance quality
Extending
Discovering
Opportunities
WOW!
Hvala Thank you Go Raibh Maith Agat