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Transforming practice: Policy lessons from an evaluation of New Zealand’s ECE strategic plan
Linda MitchellUniversity of Waikato
Presentation to Dáil, 19 September 2012, Dublin
This presentation• The New Zealand
context
• New Zealand’s strategic plan
• Evidence of the impact of the strategic plan
Aotearoa New Zealand in the Pacific
• Diversity of regulated ECEC services - Māori and Pacific immersion, family daycare, playcentre, kindergarten, childcare
• Mandated bicultural curriculum birth to school starting age
• All ECEC services integrated within Ministry of Education
Pathways to the Future: Ngā Huarahi AratakiGovernment visionFor all children to have theopportunity to participatein quality early childhood education, no matter their circumstances
Goals and supporting strategies•Increase participation in quality ECE• Improve quality of ECE services•Promote collaborative relationships
(parents, schools, health and welfare)
•Four supporting strategies: reviewing regulations and funding, undertaking research and evaluation, involving the sector in policy development.
•Action steps for each goal and strategy
Action steps to increase participation in quality ECEC (Funding)•Government expenditure increased
almost four fold
•New funding system based on cost drivers
•20 hours “free” ECEC for 3 and 4 year-olds
Impact on participation•Increase in hours of attendance of 3 and 4
year-old children
•20 hours ECE contributed to parental decisions to use ECE
•ECE more affordable
•Many ECE services adapted hours to better meet family needs
Action steps to improve quality ECECProfessional resources•Assessment resources• ICT strategies•Self review resourcesProfessional capabilities•Professional development •Teacher registration targets and incentives
– 100% registered teachers by 2010•Centres of Innovation
Marked shifts in parents’ involvement in assessment and planning
Parents’ involvement in assessment and planning
•2004 – 36%•2006 – 47%•2009 – 60%
Increase in registered teachers (national figures)•2004 - 37.3 % registered
•2006 - 56.4 percent
•2009 – 64% registered
•2011 – 69% registered
Quality enhanced
In 2009, positive shifts in overall quality had occurred. Overall “good” and “very good” quality was strengthened between 2006 and 2009 in most ECEC services.
Coherence of policy initiativesThe key points of difference between
services that were low quality and services that improved their quality or were of consistently high quality were:
• the proportion of early childhood qualified teachers
•the range and depth of professional development engaged in, and
•conditions for teachers/educators to develop professionally.
ReferencesMitchell, L., Meagher Lundberg, P., Mara, D.,
Cubey, P., & Whitford, M. (2011). Locality-based evaluation of Pathways to the Future - Nga Huarahi Arataki. Integrated report 2004, 2006 and 2009. from http://www.educationcounts.govt.nz/publications/ece/locality-based-evaluation-of-pathways-to-the-future-ng-huarahi-arataki
Mitchell, L., Wylie, C., & Carr, M. (2008). Outcomes of early childhood education: Literature review. Report to the Ministry of Education. http://www.educationcounts.govt.nz/publications/ece/25158/48867
Mitchell, L. et al. (in preparation). An evaluation of MOE Participation Programme. Baseline report.