Systeme der Elementarerziehung und Professionalisierung in Europa Systems of early education/care...

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






Professional education/training ofearly childhood educators:

convergence or divergence across Europe?

1







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







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

http://upload.wikimedia.org/wikipedia/commons/3/32/Fintopo_de.jpg

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.

http://upload.wikimedia.org/wikipedia/de/6/68/Daenemark.png

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?






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?

http://www.weiterbildungsinitiative.de/






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


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



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


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

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