Transcript Item 4: Overview of country responses on “Integration of Early Childhood Education and Care” 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
6th Meeting of the OECD Network on ECEC
7 December 2009
2. Overview of country responses
Integrated system
Split system
Chile (EDU)
Belgium - Flanders
Finland (SOC for 0-6; EDU for 6+)
Belgium - French Community
New Zealand (EDU)
Czech Republic
Norway (EDU)
Hungary
Scotland - U.K. (EDU)
Ireland
Slovenia (EDU)
Italy
Sweden (EDU)
Japan
Mexico
Portugal
Turkey
Other system
Australia (Federal - States
and Territories)
Canada (Federal – Provinces
and Territories)
1. Why integration/ not integrate?
Why integration?
Politics, public opinions
Why non-integration?
Politics, history, values, and administration
Policy goals
System management
Funding
But some countries are moving towards
integration….
Curriculum and pedagogy
Policy goals
System management
Funding
2. What to integrate
Under the integrated system…
Target Components
Policy, policy goals
CHL
FIN
NZL
NOR
SCO
SLN
SWE
Done
Done
Done
Done
Done
Done
Done
Administration
Done
Done
Done
Done
Done
Done
Done
Legal framework and regulations (teachers,
buildings, hours, etc.)
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Quality assurance (Inspections, monitoring,
etc.)
Done
Done
Done
Done
Done
Done
Done
Teacher salaries
Done
Done
Done
Done
Done
Done
Done
Fees for parents
Done
Done
Done
Done
Intended
Done
Done
Teacher qualifications; Teacher education
and training
Done
Done
No plan
Done
Done
Done
Done
Done
Done
No plan
Done
Intended
Done
Done
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Funding
Curriculum and pedagogy
Delivery of services; joint location; age;
staff / child ratio, etc.
Others
Under the split system and other systems…
* administration; framework; delivery (programme, access points, opening hours,
etc.); primary and kindergarten teachers; national curriculum)
3. How to integrate?
Stakeholder
buy-in
Political
commitment
Effective
implementation
would require…
Adequate
funding
Coherence for
children/parents
local needs
Realistic
time
frame
For affordable and equal access to quality ECEC, integration of …
Governance,
administration,
funding
Policy, goals,
legislation,
regulations
• 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…
• 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 selfevaluation
• 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
Curriculum and
pedagogy
• 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…
• 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…
Questions for Discussion
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 / doesn’t work?
– If it works, under what conditions?
– If not, what alternatives are available?