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Early Childhood Education in Ireland - Teresa Heeney, CEO of Early Childhood Ireland
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- 2. Overview The ECE Journeyin Ireland The Arguments for investment in ECE The Principles which should underpin a Montenegrin ECE System The components of a Competent ECE System
- 3. Country Profile –Republic of Ireland Population 4.58 million (Census 2011) Land area 68,890 sq km Number of children highest in EU 0-4 years: 367,000 5-9 years: 316,500 Rising birth rate + 16% approx since 2006 (2.07) Unemployment rate 1990: 13.2% 2006: 4.3% 2012: 14.6% 2014: 12.3% Female employment rate 1985: 30% 2012: 55.2% (OECD 2013)
- 4. Investment Trajectory 1994 –Targeted Preschool ‘ Early Start’ – 1500 places for 3 and 4 year olds. €4 million (estimated) 1998 – Childcare Projects – 25 settings nationally €2 million 2000 - 2006 - Equal Opportunities Childcare Programme – €500 million 2006-2008 – National Childcare Investment Programme – €400 million
- 5. 2006 – EarlyChildcare Supplement - €1100 per annum per child 0-6 years - €480 million 2008 – financial collapse! Government resigned – new coalition government elected March 2011 Ireland effectively ‘in receivership’ Minister for Education, July 2011
- 6. After the Boom Temporarynature of investment should have resulted in immediate retrenchment of State funding BUT Whilst there were clouds.....
- 7. There is aSilver Lining..... Universal Free Preschool Year
- 8. Why? Because itwas possible ◦ Infrastructure had been developed ◦ Minister for Children became Minister for Finance Because it was sensible ◦ Retention of capital investment ◦ Retention of employment ◦ International Evidence Because it was popular! ◦ In a time of bad news it was the only glimmer of hope that politicians could offer
- 9. Legacy of Investment Builtup childcare places - emphasis on full day-care Developed administrative infrastructure at local, regional and national level Incentivised development of the workforce Funded research and development ◦ Síolta, the national quality framework ◦ Aistear, the Early Childhood Curricular Framework ◦ Workforce Development Plan – Common Award Standards and Occupational profiles.
- 10. Participation in theFree Preschool Year in Early Childhood Care and Education Scheme September 2013 Approx 4,200 ECCE settings Approx 10% on campus of primary school 19% settings getting higher capitation grant ◦ Payable where preschool leader is a graduate in ECCE 95% of all eligible children (68,000) 2% - other (e.g. Early Start, Special needs provision from DES)
- 12. Children’s Early Care &Education – Why it Matters
- 13. What values willunderpin an ECE system? Social & Educational Lens Economic Lens Child Development Lens
- 14. Early Childhood isa Distinct and Significant Time in a Child's Life Which Lens?
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- 16. The Higher theQuality, the Greater the Benefits
- 17. An Economic Lens? Children’searly years - an economic priority?
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- 19. Employability and Competitiveness NESC(2009): Early care and education should be a policy priority in the recession as it is “a good long-term investment for the state and a sound basis for the move towards a knowledge-based economy”.
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- 22. Bio-Ecological Model ofChild Development
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- 24. 1. Acknowledge the importance of play 2. Education asa common and social good and not just an economic imperative 3. Progressive Universalism 2. Quality Is Key
- 25. 5. Equality of access; including affordability 6. 0-6 years approach& early intervention 7. Children within families and communities 8. Evidence informed
- 26. Importance of aPlay based curriculum
- 27. Play is Children’swork, the way they discover and make sense of the world
- 28. ‘The Competent System’ …thecompetent early childhood system unfolds in the dimensions of knowledge, practice and values. These dimensions are relevant to all of the layers of the system mentioned above: individual, institutional, inter-institutional and governance. (EU, 2011:33).
- 29. Competent System Indicators •Promotingnetworking between ECEC institutions of the same district •Structuring cross-sectoral approaches to care and education services (health care, child protection, social services) •Fostering close collaboration between ECEC institutions and primary schools to ensure smooth transition through organised forms of inter-professional collaboration •Strengthening partnership between ECEC and training institutes •Promoting cooperation between ECEC institutions and local authorities in charge of educational policy- making through systematic political consultation •Adopting an integrated approach to ECEC services at local, regional and national level
- 30. Co-constructing with allstakeholders a coherent pedagogical framework that ensures coordination between: • ECEC curriculum • Qualification framework for professional preparation of ECEC staff • Quality, monitoring and evaluation framework • Governance framework addressing administrative responsibilities(at local, regional and national level) Reference: Competence Requirements in Early Childhood Education and Care: A study for the European Commission Directorate General for Education and Culture. 2011.
- 31. Family Supports Workforce Development Investment in Supply Developing ACompetent System Governance & Quality Supports • Graduate led • Initial education for ECE professionals • Continuing professional development • Appropriate salaries • A mentoring system • Quality assurance • Curriculum frameworks • Transition arrangements • Capital Investment • Local and National Infrastructure • 12 months maternity • Support for families • Support for children with additional needs
- 32. 5 peaks over5, 10, 15 years? Increasing InvestmentExtending Paid Parental leave Increasing Supply Systems to assure quality and governance Systems to extend and enhance quality
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- 37. Hvala Thank youGo Raibh Maith Agat