Ukraine

The SEEPRO-3 study presented here is the fourth in a series of research projects based at the State Institute of Early Childhood Research and Media Literacy (IFP) in Munich and funded by the German Federal Ministry for Family and Youth Affairs (Bundesministerium für Familie, Senioren, Frauen und Jugend). The new SEEPRO-3 study¹ focuses on the 27 member states of the European Union and six non-EU countries - a total of 33 countries. Reports on the early childhood workforce and the early childhood education and care (ECEC) systems in Norway, Switzerland and Serbia are presented for the first time in this context.

Learn more about the history of the SEEPRO project.

Throughout Europe, early childhood education and care (ECEC) systems are continuously evolving through expansion and consolidation, with reforms and innovations shaping many countries. ECEC staff are essential for quality interactions, stimulating environments, and supporting children's wellbeing and learning. However, nearly all countries report staff shortages, highlighting the need to update data on the qualifications and competencies of early childhood leaders, pedagogues, and assistants.

This homepage presents results from the fourth SEEPRO-3 project, with documents for 33 countries. Each country's profile includes:

1. ECEC Workforce Profile (Country Report): Details on qualification requirements, workforce composition, professional education systems, reform initiatives, research projects, and working conditions. These reports, provided by long-term partners, were compiled based on a research specification and reflect extensive collaboration.
2. Key Contextual Data Synopsis (Country-Specific Background Information): Overview of the ECEC system and demographic data, compiled by the project team and reviewed with supplementary data from partners.

Documents are available in English and German, serving a wide audience including educators, government officials, employers, researchers, early years staff, and other stakeholders across Europe and beyond.

Access the country profiles here.

SEEPRO-3

2024

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.

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.

The Early Childhood Workforce Initiative

2018

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.