Early Childhood Education in Ireland - Teresa Heeney, CEO of Early Childhood Ireland

Early Childhood Educationin Ireland

OverviewThe ECE Journey in Ireland

The Arguments for investment in ECE

The Principles which should underpin a Montenegrin ECE System

The components of a Competent ECE System

Country Profile – Republic of IrelandPopulation 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)

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

2006 – Early Childcare 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

After the Boom

Temporary nature of investment should have resulted in immediate retrenchment of State funding

BUT

Whilst there were clouds.....

There is a Silver Lining.....

Universal Free Preschool Year

Why?

Because it was 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

Legacy of Investment

Built up 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.

Participation in the Free 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)

Children’s Early Care & Education –Why it Matters

What values will underpin an ECE system? Social & Educational Lens

Economic Lens

Child Development Lens

Early Childhood is a Distinct and Significant Time in a Child's Life

Which Lens?

Educational Outcomes

The Higher the Quality, the Greater the Benefits

An Economic Lens? Children’s early years - an economic priority?

Cost Benefits

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”.

Brain Development lens

Typical Public Expenditure

Bio-Ecological Model of Child Development

8 Key Considerations

1. Acknowledge

the importance

of play

2. Education as a common and

social good and not just an economic

imperative

3.Progressive

Universalism

2.

Quality Is Key

5.Equality of

access; including

affordability

6. 0-6 years

approach & early

intervention

7. Children within

families and communities

8. Evidence informed

Importance of a Play based curriculum

Play is Children’s work, the way they discover and make sense of the world

‘The Competent System’

…the competent 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).

Competent System Indicators•Promoting networking 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

Co-constructing with all stakeholders 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.

Family Supports

Workforce Development

Investment in Supply

Developing A Competent 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

5 peaks over 5, 10, 15 years?

Increasing InvestmentExtending Paid Parental leave

Increasing Supply

Systems to assure quality and governance

Systems to extend and enhance quality

Extending

Discovering

Opportunities

WOW!

Hvala Thank you Go Raibh Maith Agat