Presentation is loading. Please wait.

Presentation is loading. Please wait.

Item 4: Overview of country responses on Integration of Early Childhood Education and Care 1. Why integrate/ not integrate (Item 5) 2. What to integrate.

Similar presentations

Presentation on theme: "Item 4: Overview of country responses on Integration of Early Childhood Education and Care 1. Why integrate/ not integrate (Item 5) 2. What to integrate."— Presentation transcript:

1 Item 4: Overview of country responses on Integration of Early Childhood Education and Care 1. Why integrate/ not integrate (Item 5) 2. What to integrate (Item 6) 3. How to integrate (Item 7) Miho Taguma Education and Training Policy Division, Directorate for Education, OECD 6 th Meeting of the OECD Network on ECEC 7 December 2009

2 2. Overview of country responses Integrated systemSplit systemOther system Chile (EDU)Belgium - Flanders Australia (Federal - States and Territories) Finland (SOC for 0-6; EDU for 6+)Belgium - French Community Canada (Federal – Provinces and Territories) New Zealand (EDU)Czech Republic Norway (EDU)Hungary Scotland - U.K. (EDU)Ireland Slovenia (EDU)Italy Sweden (EDU)Japan Mexico Portugal Turkey

3 1. Why integration/ not integrate? Politics, public opinions Policy goals System management Funding Curriculum and pedagogy Why integration? Why non-integration? Politics, history, values, and administration But some countries are moving towards integration…. Policy goals System management Funding

4 Target ComponentsCHLFINNZLNORSCOSLNSWE Policy, policy goals Done Administration Done Legal framework and regulations (teachers, buildings, hours, etc.) Done Funding Done Curriculum and pedagogy Done Quality assurance (Inspections, monitoring, etc.) Done Teacher salaries Done Fees for parentsDone IntendedDone Teacher qualifications; Teacher education and training Done No planDone Delivery of services; joint location; age; staff / child ratio, etc. Done No planDoneIntendedDone Others N/A 2. What to integrate Under the integrated system… Under the split system and other systems… * administration; framework; delivery (programme, access points, opening hours, etc.); primary and kindergarten teachers; national curriculum)

5 For affordable and equal access to quality ECEC, integration of … Realistic time frame Political commitment Stakeholder buy-in Governance, administration, funding Consultation/meetings Inter-ministerial memorandum of understanding Appoint a lead ministry at the national level Delegate/ ensure integration at the local level with a nationally developed framework Set up a cross-ministerial unit in the cabinet office Merge/ restructure ministry of education and ministry of labor and social affairs Earmark funding on ECEC (creating places, improving quality, etc.) etc… Policy, goals, legislation, regulations Set a national clear vision/ strategy for 0-6 or 0-8 Design a national framework / standards for ECEC Sett out a national quality agenda Reconcile policy goals between labour market policy, education policy and social policy etc…. Quality assurance While respecting local authorities, put in a national quality accreditation system Put in place continuous self- evaluation Mainstream external evaluation Develop standards for different ECEC programmes/agenda Establish better cooperation in data collection Better monitoring for national reporting Setting up a national quality rating systems etc… Delivery, qualifications, salaries Create more places with iminimum standards Transform ECEC institutions / centres into self-governing body to meet local needs Develop a model where different stakeholders coordinate/ cooperate Create one location for children and parents where they can access all the educational, care, sports and cultural activities Share rules for operations (e.g. opening hours, programmes) Identify local needs Engage parent and community to plan the delivery service and increase participation Provide joint training courses for staff in ECEC Unify etc… Curriculum and pedagogy Develop a national curriculum with clear goals Develop more detailed, outcomes-based curriculum Integrate more learning into care centres without losing non-cognitive child development Develop a coherent curriculum with compulsory schooling Organise public debates and develop curriculum based on needs/ stakeholder buy-in Develop curriculum by learning from other countries Set up a national commission to advise on pedagogies etc…. Fees for parents Set a ceiling/ cap for ECEC Make free universal access Subsidise for low-income families Provide vouchers – either universal or targeted Make part of ECEC compulsory/ lower the age of compulsory schooling, etc… Coherence for children/parents local needs Adequate funding 3.How to integrate? Effective implementation would require…

6 Item 5: Why integrate/not integrate? –What does integration/non-integration of ECEC mean for child and parents? For ECEC managers and staff? For researchers? For local governments? (vs national governments) –Who will benefit from it? Who will face difficulties? Item 6: What to integrate? –How can countries manage the cost of policies for integration? –Is there an effective alignment order e.g. curriculum before qualifications? Item 7 How to integrate? –What are the major challenges and constraints in implementing integration initiatives? What works / doesnt work? –If it works, under what conditions? –If not, what alternatives are available? Questions for Discussion


Download ppt "Item 4: Overview of country responses on Integration of Early Childhood Education and Care 1. Why integrate/ not integrate (Item 5) 2. What to integrate."

Similar presentations

Ads by Google