Europe and Central Asia

Recommendations for common policy across the EU regarding professional development as an element of quality in ECEC and child wellbeing for all

resource file image: 

This report’s discussion and recommendations build on Workpackage 3’s (WP3) work within CARE,
including: 1) a review of the systems of professional development, pre-service and in-service across
10 European countries and the impact that structural and processual shifts have on European ECEC
quality and child development (D3.1); 2) a meta-review of extant European studies that examine the
impact of professional development on child outcomes, conducted as a meta-analysis (D3.2); and


Report on “good practice” case studies of professional development in three countries

resource file image: 

This report presents ‘good practice case studies’ of exemplary approaches to innovative in-service
professional development of ECEC practitioners in three countries: Denmark, Italy and Poland.
The report is part of the project CARE “Curriculum Quality Analyses and Impact Review of European
Education and Care”, a collaborative project funded by the European Union within the Seventh
Framework Program, to address issues related to the quality, inclusiveness, and individual, social, and
economic benefits of Early Childhood Education and Care in Europe.


Supporting the Early childhood Workforce at Scale: Preschool Education in Ukraine

resource file image: 
Preschool education in Ukraine
This study, the second in this series, focuses on the role of preschool teachers in Ukraine. The country, with a predominantly public network of preschool education, has achieved coverage for a significant proportion of the population. Nevertheless, it struggles to meet demand and ensure quality of services. In addition, Ukraine is at a unique moment where increasing attention is being paid in the country to improving the quality of preschool education and supporting inclusion, which have been elevated in recent policy reforms. Taking into account the significance of preschool teachers to the system of preschool education, this study aims to gain a better understanding of their experiences, including their backgrounds, the support that they receive, as well as the challenges that they encounter. By illustrating the experiences of preschool teachers in Ukraine and identifying the size and scope of the challenges they face, it is hoped that this study will support officials within the Ministry of Education and Science (Ministerstvo osvity i nauky) in Ukraine as well as local education departments to strengthen and support preschool personnel through targeted policies and programs and contribute to the knowledge base around the early childhood workforce.

Kindergarten teachers' perceptions on in-service training and impact on classroom practice

resource file image: 
Kindergarten teachers in-service training and impact on classroom practice

Professional development of teachers has become an essential condition in today's knowledge-based society to sustain the quality of teaching. One of the major goal of the Romanian education system is regarding high quality of teacher professional development programs that should enhance their competences and use of new curricular approaches to facilitate successful practice. It is well-known the axis that improving teachers would improve the teaching and learning in school, which in turn would improve the quality of education at national level.


Inclusive early childhood education environment self-reflection tool

resource file image: 
Inclusive Early Childhood Education

Through participation in early childhood education, all children learn and develop as they experience stimulating and challenging opportunities in the social, learning and physical environment. This Self-Reflection Tool focuses on increasing IECE environments’ capacity to enable all children’s participation. Here, ‘participation’ means attending and being actively engaged in activities and interaction.


Quality through Professionalisation: Local Evaluation of the Tallaght National Early Years Access Initiative

resource file image: 
Quality and professionalisation

Five preschools were invited to participate in the local evaluation of the Tallaght NEYAI, all 5 agreed to take part. It was essential that all early years educators participating in the training were HighScope trained. The geographical spread of the preschools focused on Tallaght in South County Dublin. Each of the five preschools were individually managed by a manager. One preschool withdrew from the project in May 2014 due to the closure of the service.
The evaluation approach focused on the following broad areas of investigation:


Supporting Families for Nurturing Care | Supervision: supporting professionals and enhancing service quality

resource file image: 

After completing this module, you should have:


Report on the Working Conditions of the Early Years Education and Care Sector 2017

resource file image: 
Working Conditions of the Early Years Education and Care Sector

The primary purpose of this report of the Joint Committee on Children and Youth Affairs is firstly, to focus attention on the poor working conditions and below average pay scales of all those working in the early years sector and, secondly, to highlight the major areas of concern currently facing the sector in both rural and urban services across all provinces.


A workforce development plan for the early childhood care and education sector in Ireland

resource file image: 
Workforce development plan for  the early childhood care and education sector

This Workforce Development Plan for the Early Childhood Care and Education (ECCE) sector in Ireland is the culmination of a significant process of research and consultation across the diverse range of stakeholders in the sector. That process has resulted in the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality ECCE service in Ireland and the main challenges associated with achieving these goals (DES, 2009).


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