Transcript ECE participation - Linda Mitchell

Transforming practice: Policy
lessons from an evaluation of New
Zealand’s ECE strategic plan
Linda Mitchell
University 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
Arataki
Government vision
For all children to have the
opportunity to participate
in 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 yearold 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 ECEC
Professional resources
• Assessment resources
• ICT strategies
• Self review resources
Professional capabilities
• Professional development
• Teacher registration targets and incentives –
100% registered teachers by 2010
• Centres of Innovation
Assessment practice ratings improved
2004, 2006 to 2009
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 initiatives
The 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.
References
Mitchell, 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-futureng-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/2
5158/48867
Mitchell, L. et al. (in preparation). An evaluation of MOE
Participation Programme. Baseline report.