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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
Implementing quality in early childhood
education and care: the staffing dimension
Forum on Early Childhood Education and CareTasmanian Early Years FoundationLaunceston, 8 June 2010
Photos: Jochen Fiebig, IFP München Pamela OberhuemerState Institute of Early Childhood Research (IFP)
Munich / Bavaria
Professional education/training of early childhood educators: convergence or divergence across Europe?
Curricular frameworks in Germany: regulatory or emancipatory effects for early childhood staff?
Continuing professional learning and the EC curriculum in Bavaria: promoting shared understandings across
provider diversity
Outline
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
Professional education/training ofearly childhood educators:
convergence or divergence across Europe?
1
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
Systems of early education/careand professionalisation in Europe
Based at:State Institute of Early Childhood Research (IFP), Munich
Funded by: German Federal Ministry for Family and Youth Affairs
Project team:Pamela Oberhuemer, IFP, MunichInge Schreyer , IFP, MunichMichelle 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
Systems of early education/careand professionalisation in Europe
Austria Marisa Krenn-Wache Latvia Ženija Bērzina
Belgium Jan Peeters et al. Lithuania Regina Rimkiene, Regina Sabaliauskiene
Bulgaria ElenaRoussinova, Emil Buzov Luxembourg Marc Wantz
Cyprus Eleni Loizou Malta Valerie Sollars
Czech Rep. Milada Rabušicová Netherlands Suzanne Prins-Tamis
Denmark Jytte Juul Jensen Poland B.Murawska, M. Żytko, T. Ogrodzinska
Estonia Tiia Õun, Aino Ugaste Portugal Joao & Júlia Formosinho
Finland Eeva-Leena Onnismaa Romania Romita Iucu, Laura Ciolan et al.
France Sylvie Rayna Slovakia Zita Baďuríková, L. Šimčaková
Greece Elsie Doliopoulou Slovenia Tatjana Vonta
Hungary Márta Korintus Spain Irene Balaguer
Ireland Maresa Duignan Sweden Maelis Karlsson Lohmander
Italy Susanna Mantovani UK Liz Brooker
Countryexperts2007-2009
Aims of the SEEPRO 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
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
… the formal level and focus of requirement for work as a group leader with the 3-6 or 4-6 age-group is an ISCED 5-level qualification with a focus on (early childhood) pedagogy/education.
Bachelor-level award3 years of full-time study
In 22 of the 27 countries…
ISCED – International Standard Classification of Education (UNESCO, 1997)
Higher requirement inPortugal: 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 inEngland - for teachers in state-maintained sector (3 and 4 year olds) – as well as postgraduate professional routes
Convergent but notconsistent approaches…
Bachelor not (yet) a requirement in…
Germany
Austria
Slovak Republic
Czech Republic
Malta
High level of divergencein professional learning
requirements for work with children below age 3
Disciplinary orientation
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, Slovenia4A Hungary, Poland, Romania3A Italy3B Netherlands
Differences in…
Ireland und Malta largely market-led private childcare sectors
Belgium - private infant-toddler centres
Recommendations in Ireland:5 competence levels Basic – intermediate – experienced – advanced – expert practitionerISCED range: 3A/3C to 5A/6
Following recent introduction of entitlement for 3 year olds to 3 hours daily, the service leader must hold a professional qualification equivalent to a minimum ofISCED 4C.
No requirements,but recommendations in…
1Pre-primary professional
Professional profiles
2
3
4
5
6
Pre-primary and primary school professional
Early childhood professional
Social pedagogy professional
Infant-toddler professional
Health/care professional
Early childhood professional
Finland
Lastentarhanopettaja – "Kindergarten teacher“Professional studies:3 years university / pedagogy, ISCED 5AFields of work: ● Early childhood centre (0 to 6) – in a team withsocial pedagogy professionals and health/care professionals● Pre-school class in EC centre or school for 6 to 7 year olds
Social pedagogy professional
Denmark
Pædagog – ꞌPedagogueꞌProfessional studies: 3½ years, university college, ISCED 5A/BFields of work: ● Early childhood centre (0 to 3, 3 to 6, mixed-age)● Pre-school class in school (6 year olds)● Out-of-school centres for school children (6 to 14) ● Diverse social work/pedagogical settings for young people and adults with special support needs
Pedagogues make up 60 per cent of staff in EC centres (OECD, 2006). They work with pedagogical assistants who may be without relevant training or have undergone a 19- or 25-month upper secondary level course.
New graduate-levelqualification routes in England
Diverse forms of provision and diverse training
requirements and routes across the early
years sector
Pledge in theEvery Child Matters
agendato improve the
quality and stability of the
early years workforce
Early years professionalNew graduate-level qualification for
supporting theEarly Years Foundation Stage since 2008
Diverse entry routesdepending on prior qualification
Lead practitioner across professional boundaries
in integrated, multi-agency children´s centres
National Professional Qualification in
Integrated Centre LeadershipLeadership role in multi-agency settings
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?
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?
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
Curricular frameworks in Germany: regulatory or emancipatory
effects for early childhood staff?
2
Early childhood education and careservices 0 to 6 years are located within
the Child and Youth Welfare Sectorand not within the Education Sector.
ECEC in Germany
Federalism and subsidiarity are
key political principles influencing the
organisation, funding and regulation ofearly childhood services.
ECEC in Germany
Responsibility is shared
between the federal government,the 16 regional governments and
local government bodies in partnership
with a wide range of voluntary agencies.
ECEC in Germany
German Red Cross2%
Workers' Welfare Association
4%
Paritätischer Welfare Association
9%
Other "free providers"15%
Public providers34%
Affiliated to Protestant church
17%
Affiliated to Catholic church
19%
Provider structures in GermanyCentre-based provision, 01.03.09
Federal Statistics Office
Growth mainly in area of non-church affiliated "free providers" (Schreyer, 2009).
First-time curricular frameworks as from 2003 Common Framework for Early Education
agreed (but not made mandatory) at inter-ministerial level in 2004
PISA shock 2001ꞌ ꞌSchool readiness issues
a means of raising the status and visibility of early childhood institutions
a common framework for enhancing communication in centre teams and with parents
a quality improvement and equity measure
Curricular frameworks as…
a shared framework of guiding principles fordiverse community and cultural groups
Oberhuemer, 2004
Curricular frameworksGermany in a European context
1996 1998 2000 2002 2004 2006 2008 2010
Sweden 1-6
Germany (2003 →)
France 3-6Revision
Finland 0-6non-statutory
England 0-3
Denmark 0-6
Norway 0-62
RevisionEngland 3-5Curricular guidance FS
France 0-3Guidelines
Norway 0-61
Finland 6 year oldsstatutory
England 0-5Early Years
Foundation Stage
0 - 6 years but also 3 – 6 (Baden Württemberg) and 0-10 (Hesse, Thüringen)16 federal state framework curricula, 1 Common Framework 2004
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
Cross-cutting themes
Transitions ● individual differences and socio-cultural diversity ● gender-sensitive pedagogy● interculturaleducation ● inclusive pedagogy, special needs, giftedness
Basic competencies
● Personal● Social● Learning how to learn● Coping with change and stress
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 learningChildren‘s participation ● Scaffolding ● Co-operation and networking ●
Observation, assessment, ongoing quality improvement
Bavarian Early Childhood Curriculum 2005
The early childhood curricula representboth an endorsement of traditional philosophies and practices
and the promotion of significant shifts in ●public awareness ●programme scope ●assessment, evaluation, quality improvement
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.
Regulatory effects
Bavaria, Berlin, Saxony, ThüringenEC centres are required by law to include the main principles, aims, areas of learning in their own centre-specific programmes – in Berlin combined with prescribed self-evaluation and external assessment procedures
In the majority of Länder the frameworks areꞌguidelinesꞌ – mostly combined with a contract of commitment to endorsement between the government and the non-governmental agencies
Practitioner perspectiveQuestionnaire 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 ofprofessional preparation for implementing the wide range of pedagogical activities formulated.
Berwanger, Lorenz & Minsel, 2009
Issue: ꞌschoolificationꞌ?
Two years after introduction:
45 per cent of EC centre leaders (N = 319) concerned that there could be a danger of ꞌschoolificationꞌ, an increase of 11 per cent compared with the previous year.
Staatsinstitut für Frühpädagogik, 2006
New chances for EC educators
Since 2004: over 50 new BA-level courses havebeen initiated, focusing either on early childhood or on early childhood and beyond.
Emancipatory effects?
In progress: a nation-wide initiative co-ordinated by the German Youth Institute (DJI) and funded bythe Federal Ministry for Education and the Robert Bosch Foundation is seeking to transform the landscape of continuing professional development. http://www.weiterbildungsinitiative.de
Emancipatory effects?
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
Continuing professional learning approaches in Bavaria:
promoting shared understandingsacross provider diversity
3
How to ensuresimilar professional learningopportunities relating to the
EC curriculum across thediverse provider structures?
Co-ordinated CPD campaignsacross Bavaria
CPD steering group
Ministry of Social AffairsThe five main service provider organisations
State Institute of EC Research
Planning – Training/Trainers – Programme design – Programme evaluation
2004 - 2013
Target group 1 (2004-2007)
Centre leaders (approx. 6600)
Introducing the new curriculum framework
2 day seminar – approx. 10 week innovation phase - 1 day seminar
Seminar evaluation
Introducing reforms -sustaining reforms
Target group 2 (2007-2013)
EC educators and school teachers (approx. 2600 in first two years)
Transition to school
1 day seminar – approx. 10 week innovation phase - 1 day seminar
Seminar evaluation
Introducing reforms -sustaining reforms
Target group 3 (2007-2011)
Centre teams (ca. 300)
Working with the curriculum framework
4 sessions of 4 days annually in house
Evaluation 1: Practitioner perspectives on effectiveness (bi-annual)
Evaluation 2: Knowledge transfer – questionnaire survey before first learning activity in team and 3 months after
the last
Introducing reforms -sustaining reforms
Thank you for listening.Thank you.
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
Federal state Participation rateGerman-speaking
%
Participation rate Non-German-
speaking%
Schleswig-Holstein 91 60
Bavaria 95 75
Bremen 96 75
Berlin 100 80
Bock-Famulla & Große-Wöhrmann, 2010
ISCEDqualification levels
An instrument for comparing levels and fields of education across countries,developed by UNESCO in the 1970sand revised in 1997.
ISCED 6ISCED 5A, 5B First stage tertiaryISCED 4A, 4B Post-secondary non-tertiaryISCED 3A, 3B, 3C Upper secondary ISCED 2ISCED 1ISCED 0
Ongoing professional learning
Broad agreement on the key goals of continuing professional development (CPD)
Supporting staff in their professional learningUpdating professional knowledge Reflecting on everyday practicesLearning about new technologies Implementing reformsImproving centre / service quality
… but considerable variation in translating the goals into practice across the EU countries.
Diversity of CPD providers
National institutes of professional development, mostly attached to the Ministry of Education
Local authority regional centres (ʺmethodological centresʺ)
Higher education institutions
Adult and further education colleges
Professional organisations
Freelance consultants and trainers
Obligatory
Education sectorCzech Republic 12 days/year
Cyprus state employees only
Greece state employees: 3 months before commencing first post
Hungary 120 hours/7 years
Malta 5 days/2 years
Portugal state employees: 50 hours/2 years
Romania 90 ECTS credits / 5 years
Slovak Republic courses run by Ministry of Education
Childcare sectorBelgium Flanders (4-60 hours/year)
Hungary 60 hours/5 years
Romania 40 hours/year
Core practitioners in split ECEC systems
Generating positive learning dispositionsand a positive self-concept as learner
IFP internationalcurriculum review
Quality of relationships as the key to well-being and learning
Diversity as the starting point and acharacteristic of learning pathways
Fthenakis & Oberhuemer, 2004
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 splitsystems 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 toparticipate in CPD are less regulated than forpre-primary staff in the education sector.
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
CPD linked to career advancement strategies