AARHUS UNIVERSITY AU December 1, 2014 ECEC CARE - WP3 COMPARATIVE REVIEW OF PROFESSIONAL DEVELOPMENT...

AARHUS UNIVERSITYAU December 1, 2014

ECEC CARE - WP3

COMPARATIVE REVIEW OF PROFESSIONAL DEVELOPMENT APPROACHES STUDIES BASED ON COUNTRY-REPORTS

Berlin, Germany

November 29 – December 1, 2014

Curriculum Quality Analysis and Impact Review of European ECEC CARE

WP3

December 1, 2014ECEC CARE - WP3

AARHUS UNIVERSITY

AU

WP3 OBJECTIVES

This WP3 examines systems of Professional

Development (PD) within ECEC in terms of their

potentials to increase child-wellbeing and learning,

particular among disadvantaged children.


AARHUS UNIVERSITY

AU

WP3 OBJECTIVES

This will be achieved by

1) Drawing on data from existing studies and

collecting general information on PD regarding

specific initiatives in the participation countries

2) Analyzing and comparing PD systems (country-

reports) and identifying innovative examples of

‘best practice’ (casestudies)


AARHUS UNIVERSITY

AU

WP3 D3.1

First deliverable D 3.1: A report and web-publication

titled:

Comparative review of professional development

approaches studies based on country-reports

Preliminary results, 1. december 2015

Deadline ultimo march 2015


AARHUS UNIVERSITY

AU

WP3 ANALYSIS DESIGN

This report is based on answers to 13 questions

provided by 10 European participant countries.

The 13 questions centred on pre-service and in-

service professional development of ECEC workers,

as well as ECEC standards, discourses and

innovations.

Preliminary results of the analysis – brief of selected

themes


AARHUS UNIVERSITY

AU

THEME OVERVIEW Qualification requirements, standards and resources Characteristics of professional development Teachers role and reponsibility (by law) Policy developments and reforms Quality assurance regulation, monitoring and evaluation Impressions of innovative approaches Trends, strengths and weaknesses Towards a framework of innovative approaches EXAMPLE: POLAND EXAMPLE: ITALY


AARHUS UNIVERSITY

AU

ECEC ARE… Specialists

Final Qualification

Denmark X BA degree

England X BA + Initial Teacher Training

Finland X BA in Education

Germany X Vocational (3 years)

Greece X Vocational degree; 3.5 in lectures, 0.5 practical training & dissertation.

Italy X BA, including 250 hours of practical work (0-3); 5 years BA (since 2010), including 400 hours of practical work (3-6)

Netherlands X Vocational education (0-4); teacher education (BA level).

Norway X BA degree with 100 days (min.) of practical training, plus a thesis.

Poland X Mid-school education diploma plus 280 hours of training (0-3); BA in education (3-5) * primary school starts at age 6 since 2014.

Portugal X At least one trained teacher with an MA (0-2, 1-3; 3-5); no need for an MA if <1.

QUALIFICATION REQUIREMENTS (PRE-)


AARHUS UNIVERSITY

AU

There is a trend towards the requirement of a bachelor for ECEC worker.

Not all countries report practical experience as a mandatory requirement for qualification;

But is this in fact, the case?

QUALIFICATION REQUIREMENTS (PRE-)


AARHUS UNIVERSITY

AU

QUALIFICATION REQUIREMENTS, STANDARDS & RESOURCES

Broadly, Despite no formal frameworks (e.g. Denmark), in practice, there are standards;

Finland is a country that have national quotas for training that are free to participants;

Italy provides what seems to be the most generous training resources (in time);

Standards differ between pre-service and in-service and differ between roles of ECEC workers (0-2 yrs, 3-6 yrs ) and site of ECEC (i.e. pedagogues vs. assistants; home-based providers vs. schools);

Power over standards is generally guided by a national childcare act, and then diffused to local/regional governments for governance.

Training is also broadly self-organised, with access to some form of subsidy (non-guaranteed).


AARHUS UNIVERSITY

AU

Despite studies that show a positive impact of in-service training (e.g. Danish

report)

The economic crisis has largely impacted (negatively) provisions for in-service

training;

And there is an increasing demand for academic and specialised qualification;

There are increasing numbers of children in the system and ECEC centres are

also becoming more multicultural (both in terms of children and ECEC workers);

There is a lack of researched-based policy to help plan for and strengthen a

systematised, long-term professional development plan.

CHARACTERISTICS OF PROFESSIONAL DEVELOPMENT

Broadly,


AARHUS UNIVERSITY

AU

TEACHERS’ ROLE AND RESPONSIBILITY

To implement national curriculum / meet quality standardsEnglandTeachers have to ensure the 7 areas of learning and development of the child shape educational programmes in early years. OFSTED inspects the quality of the delivery of early years foundation stage framework, how well providers meet the welfare, learning and development requirements.

NorwayThe Framework Plan for the Content and Tasks of Kindergartens (MoE 2006) emphasised that the educational work is based on a tradition of dialogue, curiosity and exploration. Kindergarten teachers are trained to see children in a holistic way, in 7 learning areas.

PortugalNational curriculum guidelines are a set of principles that are very broadly defined and teachers are expected to develop their own curriculum autonomously and with intentionality.


AARHUS UNIVERSITY

AU

There is an increase in demands for pre-service academic qualification;

There is mention of higher child:worker ratios and generally low financing

for ongoing in-service training;

ECEC training is still largely self-regulated and there is unequal distribution;

There is still a lack in evidence-based policies on ECEC education and

training.

Broadly,

POLICY DEVELOPMENTS & REFORMS


AARHUS UNIVERSITY

AU

Pre-service education (formal, vocational and/or university) is regulated by

central governments through accreditation and quality evaluation and

monitoring;

Some mention that in-service training will make greater use of the formal

system, which means PD will be regulated;

Some non-formal providers can obtain accreditation, but few have it;

Generally, quality and monitoring is self-organised, decentralised, and un-

systematised.

Broadly,

QUALITY ASSURANCE REGULATION


AARHUS UNIVERSITY

AU

Social innovation in Danish daycare adressing issues of social inequalities, gaps between disadvantaged and more priviliged peers in terms of outcomes of ECEC (e.g. VIDA initiative in Denmark);

A+ Education uses environment rating scales (England); Use of mentoring systems; fostering student engagement (e.g. ongoing intervention study;

Finland); Language education initiatives (Germany); No current innovative initiatives, despite past successes (e.g. Synergy project in Greece); Increased resources in order to improve ECEC evidence-based practices (tripled since 2006 in

Norway); Collaborative work between teachers in associations, etc. (e.g. “Modern School Movement”,

Portugal). Emphasis on critical reflection and interplay between research and practice (Italy); Innovative teaching methods focusing on language, early reading and writing (e.g Poland)

PROMISING INNOVATIVE APPROACHES

Broadly,


AARHUS UNIVERSITY

AU

A trend towards academisation and specialisation (pre-service requirement & in-service professional development) on the one hand AND LACK OF RESOURCES ON THE OTHER!

We are still dealing with the dilemma of higher child:staff ratios and low in-service training.

There is not one model for regulation of PD in Europe, differences in standards – little facilitation of in-service (continuous PD) in most countries.

Differences between municipality and few centralised standards… what does this mean in terms of quality?

Policy mobility (Bologna), cultural mobility and social mobility are impacting ECEC.

Innovative approaches, what is not being addressed is the organisational level and community of practice for ECEC.

Next step: To identify innovative approaches in research, policy and practices

META-REFLECTIONS ON TRENDS, STRENGTHS & WEAKNESSES


AARHUS UNIVERSITY

AU

INNOVATIVE APPROACHES – PRELIMINARY

By innovative approaches to in-service PD, we

mean inter alia professional development

programmes that go beyond short-term,

specialised on-the-job training courses, but

instead have a long-term/lifelong learning

perspective.


AARHUS UNIVERSITY

AU

TOWARDS A FRAMEWORK FOR INNOVATION

We differentiate innovation in ECEC on two levels

1) The actual approach (content, delivery, modes to

PD) is innovative (system level)

2) PD focused on developing innovative

competences among ECEC professionals (e.g. by

teaching teachers to innovate) (organisation level:

Knowledge, ideas, reflection)


ECEC CARE - WP3

EXAMPLE: POLAND


ECEC CARE - WP3

EXAMPLE: ITALY

AARHUS UNIVERSITYAU

AARHUS UNIVERSITY AU December 1, 2014 ECEC CARE - WP3 COMPARATIVE REVIEW OF PROFESSIONAL DEVELOPMENT...

Documents

Transcript of AARHUS UNIVERSITY AU December 1, 2014 ECEC CARE - WP3 COMPARATIVE REVIEW OF PROFESSIONAL DEVELOPMENT...