Czech Republic

The Wanda method: overview and steps forward

Summary:

The Wanda method: overview and steps forward  report is the result of an ISSA Peer Learning Activity and involved several members of the ISSA network.

WANDA is a method developed in 2010 in order to support professional group reflection, with specific attention to valuing each other, with respect towards the child, the family, the colleagues, the community. WANDA aims to improve quality in ECEC for children and families.

The specific objectives of the PLA were:

1) Get an overview of what (and how) has been done with Wanda on a local level in each country: which services have been involved, with which frequency did they organize Wanda sessions, what has been the impact, what are the strengths and the critical points that come out, what are the needs of the target groups etc.
2) Co-reflect on the strengths and challenges, with the aim of fine-tuning the different Wanda paths: the aim is not homologating the peculiar experiences of the different contexts, but finding coherency within the differences (agreeing on what is Wanda and what it is not, discussing possibilities and borders, stimulating each other by getting to know the different experiences that took place etc.).
3) Consider all this, thinking together about possible next steps for Wanda, both on a local level in each country involved, and on an international one (f.e. through EU projects).

Early Childhood Policies and Systems in Eight Countries: Findings from IEA’s Early Childhood Education Study

Summary:

Early Childhood Policies and Systems in Eight Countries: Findings from IEA’s Early Childhood Education Study  is an exploration of early childhood education (ECE) provision and its role in children's preparation for school and participation in society. In this context, formal early education and provision of care for young children from birth to the age of primary school is described and analyzed in Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The data was collected by way of a policy questionnaire, which collected basic information about the wider policy context for ECE in the participating countries. This report provides an overview of strategies, as well as systemic and structural results of ECE policy at the national and, where necessary, subnational levels.

This research study, from International Association for the Evaluation of Educational Achievement, presents key findings are presented throughout the report, alongside their supporting evidence. 

Workforce Profiles in Systems of Early Childhood Education and Care in Europe

Summary:

Below you may download one of the 30 Workforce Profiles (country reports) on the current status quo regarding the qualification requirements for early childhood education and care professionals (pedagogues, teachers, educators), the composition of the workforce, the systems of initial professional education and continuing professional development, current reform initiatives and research projects and selected aspects of the working conditions of staff in each of the 30 participating countries.The initial Workforce Profiles in Systems of Early Childhood Education and Care in Europe were provided by mostly long-standing cooperation partners according to a research specification which they received for comment before compilation of the data. The final versions are based on a long period of close collaboration between the editors and the authors. The reports vary in length between approximately 25 pages and 80 pages.SEEPRO-R takes a look at many of the new fundamental reforms including, qualification and competence requirements for early childhood workforce and the structures of professional studies and continuing education. More on the SEEPRO-R project here.

Resource web file:
www.seepro.eu