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  • 1.
    book
    Early childhood education and care : key lessons from research for policy makers. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2009.
    Summary
    This report offers an overview and an interpretation of the evidence about Early Childhood Education and Care (ECEC) services. It aims to inform those responsible for policy development and implementation in related fields. It summarizes existing knowledge from international research on several important dimensions of ECEC and highlights policy lessons that can contribute to successful ECEC policy development and implementation. This report is a review of a very large body of research in this field and it is partly a review of reviews. It reviews evidence from a variety of fields, including child development, family and social policy studies, gender studies, educational research and economics. Yet, it does not pretend to cover all aspects of this complex topic. The report is written in a simplified, non-academic language accessible to nonspecialists. It has been revised in the light of the discussions held at the October 2008 European Symposium Early Matters-Improving Early Childhood Education and Care1 which brought together researchers, European and national policy-makers and advisers, European-level non-governmental organisations, practitioners, and international organisations working in this field. The report has been revised again to take advantage of the data made available in the 2009 Eurydice Report Early Childhood Education and Care in Europe: Tacking Social and Cultural Inequalities.
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  • 2.
    book
    Education and training monitor 2012. European Commission. Directorate-General for Education and Culture
    Publication
    Luxembourg : Publications Office, 2012.
    Summary
    This is the first-ever Education and Training Monitor. It is a new analytical tool that provides empirical evidence to underpin the reform agenda. It gives a comprehensive overview of the main indicators on education and training systems in Europe, enabling policy-makers to compare progress as well as to identify the immediate challenges for Member States.
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  • 3.
    book.ebook
    Competence requirements in early childhood education and care [er] : final report. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2011.
    Summary
    This report presents the findings of a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The ‘study on competence requirements in early childhood education and care’ (CoRe) explored conceptualisations of ‘competence’ and professionalism in early childhood practice, and identified systemic conditions for developing, supporting and maintaining competence in all layers of the early childhood system. The European Commission Directorate-General for Education and Culture commissioned the research conducted between January 2010 and May 2011. In the light of the research findings, and intensive consultation with key stakeholders in ECEC in Europe, CoRe has developed policy recommendations, which are also part of this report.
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  • 4.
    book.ebook
    Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion [er]. Appendix I. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2012.
    Summary
    This literature study explores the role of early childhood education and care in addressing and promoting social inclusion. Complementing the review of evidence on the effects of ECEC on children’s cognitive and socio-behavioural outcomes, this section focuses specifically on the analysis of the contribution of ECEC to the social inclusion of disadvantaged groups. In recent times the EU has shown an increasing concern for poverty and social exclusion (European Commission, 2008a) with policy priority being given to the reduction of child poverty. Survey data indicates that that the risk of poverty among children is, in general, higher than among the population as a whole in most of the Member States.
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  • 5.
    book.ebook
    Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion [er] : 1997-2010. Appendix II, Early childhood education and care and child poverty : a case study of England under the Labour government. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2012.
    Summary
    This case study focuses on England and the period of the Labour government from 1997 to 20101, under the premiership of Tony Blair (1997-2007) and Gordon Brown (2007-2010). In particular it examines developments in early childhood education and care (ECEC) during this period – the first time, as will be discussed further, that an English government had treated ECEC as a policy priority – and its relationship with disadvantaged children and another government priority, that of reducing child poverty. The study is in four main sections. Section 2 sets the scene by describing the situation – both for ECEC and child poverty – that confronted the incoming Labour government, the legacy of the long-serving preceding Conservative government, first under the premiership of Margaret Thatcher (1979-90), then under her successor, John Major (1990-96). Section 3 examines what the Labour government did both for ECEC and child poverty. It begins by giving an overview of policy developments during the 13 years of Labour government, then within this context looks in more detail at five areas in ECEC: governance and finance; the organisation and management of services; supply of services and participation in them by children; the workforce; and engagement with families. The section ends by reviewing evaluations of what the Labour government achieved in the two areas of child poverty and ECEC, and what can be said about the impact of the latter on the former. Section 4 offers some conclusions from the author about the Labour administration’s record: what it achieved and what it failed to do.
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  • 6.
    book.ebook
    Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds [er] : findings from a European literature review and two case studies. Final report European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2012.
    Summary
    This study has been carried out for the Directorate General Education and Culture in response to a request for services under the Framework Service Contract No EAC/02/2010 with the overall objective of supporting the work of the Commission and Member States, within the Education and Training work programme, in the field of ECEC and social inclusion. For the purposes of the study it was decided to focus on the following groups of vulnerable and disadvantaged children: children living in poverty or at risk of poverty; children of migrant or refugee families; Roma children and children at risk of educational failure. The study is informed by two literature reviews based on existing studies from EU Member States. These reviews address barriers to, and best practice in engaging disadvantaged children and families in ECEC services and on children’s acquisition of cognitive and noncognitive (including social skills) through participation in ECEC services and their importance to social development, successful transition to school and social inclusion. In addition, two case studies were commissioned: the first on the government initiatives for young children in the UK (1998 - 2010), and the second from the International Step by Step Associations and Open Society Foundations focusing on teacher education and pedagogy. The study first sets the scene by providing current data on child poverty in Europe and on the access rates of disadvantaged children to high quality early childhood services. According to the Eurostat Newsrelease (http://ec.europa.eu/Eurostat) of 8 February 2012, 23.4% (115 million people) of the population of EU-27 were at risk of poverty or social exclusion. For the moment in Europe, the overall poverty trend is negative: the numbers of unemployed and poor have increased significantly since 2008. Children particularly exposed to the risk of poverty include those from large, low-income families; households with a migrant background; Roma children; street children and those who are exposed to a series of social risks such as homelessness, violence and trafficking. In all countries except Denmark, Finland, Norway, Slovenia and Sweden, children are at greater risk of poverty or social exclusion than adult populations (http://ec.europa.eu/Eurostat). Children born into severe poverty are disproportionately exposed to factors that impede their psycho-motor development, socio-emotional growth and cognitive processes. When linked with deprived or neglectful family backgrounds and poorly educated parents, poverty becomes the single greatest barrier to educational achievement (Coleman, 1996; Duncan et al. 1998; Heckman, 2008; Ladd, 2011).
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  • 7.
    book
    CORE, competence requirements in early childhood education and care : research documents. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2011.
    Summary
    There is a broad consensus among researchers, practitioners, and policymakers that the quality of early childhood services – and ultimately the outcomes for children and families – depends on well-educated, experienced and ‘competent’ staff. But what exactly makes a competent early childhood practitioner? How can competence be understood, and its development supported, in the highly complex and demanding field of working professionally with young children, families and communities? What approaches do different countries take, and what lessons can be learnt from practices developed by practitioners, training institutions and policymakers across Europe? The ‘Study on competence requirements in early childhood education and care’ (CoRe) explored conceptualisations of ‘competence’ and professionalism in early childhood practice, and identified systemic conditions for developing, supporting and maintaining competence at all layers of the early childhood system. This study is a European research project jointly conducted by the University of East London (UEL) and the University of Ghent (UGent). The European Commission Directorate-General for Education and Culture commissioned the research, which was conducted between January 2010 and May 2011.
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  • 8.
    book
    Education and training monitor 2013. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2013.
    Summary
    The 'Education and Training Monitor 2013' is a tool that will prove invaluable in facilitating decision-makers across Europe to reform their education systems, guaranteeing high-quality and equitable education and training for all citizens. Education and training are a source of future growth and employment and are becoming key success factors for the Europe 2020 strategy.
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  • 9.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : final report. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The aim of the study is to get a better understanding of the evidence base behind the relationship between good-quality early childhood education and care and early school leaving rates and to support the work of the European Commission and Member States, within the Strategic framework Education and Training 2020. Specific objectives of the study include: - development of a state of the art conceptual framework for analysis, reviewing existing research across Europe and beyond (all previous research that is available in European languages – most importantly longitudinal); - collecting new data and analysing relevant policies and their effects across Europe; - providing recommendations for actions that could be taken at European and national level to improve the effectiveness of ECEC services, to promote ECEC and to contribute to the development of a more comprehensive approach to tackling underachievement and early school leaving.
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  • 10.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 1 : literature review. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The aim of the study is to get a better understanding of the evidence base behind the relationship between good-quality early childhood education and care and early school leaving rates and to support the work of the European Commission and Member States, within the Strategic framework Education and Training 2020. Specific objectives of the study include: - development of a state of the art conceptual framework for analysis, reviewing existing research across Europe and beyond (all previous research that is available in European languages – most importantly longitudinal); - collecting new data and analysing relevant policies and their effects across Europe; - providing recommendations for actions that could be taken at European and national level to improve the effectiveness of ECEC services, to promote ECEC and to contribute to the development of a more comprehensive approach to tackling underachievement and early school leaving.
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  • 11.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : executive summary in German. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    Diese Studie über den effektiven Einsatz frühkindlicher Erziehung und Betreuung (ECEC) zur Vermeidung vorzeitigen Schulabbruchs (ESL) sollte Belege dafür sammeln, wie gerechte und qualitativ hochwertige frühkindliche Erziehung und Betreuung die Leistung von Kindern in den folgenden Phasen der Bildung beeinflussen und positiv dazu beitragen kann, vorzeitige Schulabbrüche zu verhindern. Um das zu erreichen, wurden folgende Analyseschritte unternommen: Die Phase der Forschungsüberprüfung konzentrierte sich auf schon vorhandene Beweise der Verknüpfungen zwischen der Qualität der ECEC und der Lernentwicklung von Kindern. Dadurch wurden wesentliche Forschungslücken festgestellt und Richtungsvorschläge für künftige Studien geliefert. Die Synthese hat einen Überblick über die Literatur und Grundsatzdokumente (in 34 europäischen Sprachen) umfasst. Der Bereich der politischen Kartierung half, politische Informationen, die aus den vorherigen Studien verfügbar waren, zu aktualisieren und eine Prüfung der Qualität von ECEC vorzunehmen sowie eine Bewertung der Balance und der Kontinuität zwischen den frühesten und den späteren Erziehungsphasen in den untersuchten europäischen Ländern durchzuführen. Der Schritt half außerdem dabei, die Länder der Fallstudienanalyse auszuwählen, wobei die Prinzipien von Vielfalt und Repräsentation beachtet wurden. Die Fallstudienanalyse wurde in Österreich, Belgien, Kroatien, Finnland, Frankreich, Italien, Litauen, Spanien, Schweden und Großbritannien durchgeführt. Die Fallstudien untersuchten den Einfluss von ECEC-Maßnahmen auf das Lernen von Kindern in einem bestimmten Länderkontext. Sie vervollständigten länderspezifisches Beweismaterial während der Forschungsüberprüfungsphase und prüften, wie erklärte nationale Politik in der Praxis implementiert wird. Die Synthese von Forschungsüberblick, Fallstudien und politischer Maßnahmenkartierung rückte die Rolle frühkindlicher Erziehung und Betreuung für die Entwicklung der Kinder in ein neues Licht, indem sie die Forschungsergebnisse von verschiedenen Ebenen der Erziehung, verschiedenen Disziplinen und unterschiedlichen Länderkontexte in diesem Bericht zusammenführte sowie die Bereiche identifizierte, die in der weiteren Forschung besonders zu berücksichtigen sind.
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  • 12.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : executive summary in English. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) aimed to collect evidence on how equitable and high-quality early child education and care can influence the performance of children in the subsequent stages of education and possibly contribute to the prevention of early school leaving. In order to achieve this, the following steps were undertaken: The research review stage focused on synthesising the already existing evidence on the links between quality of ECEC and children’s learning progress. This allowed major gaps in existing research to be identified and directions for future studies to be provided. The synthesis included an overview of literature and policy documents in the languages of 34 European countries. The policy mapping stage helped to update policy information available from the previous studies and to make an assessment on the quality of ECEC and on the balance and continuity between the earliest and the later stages in education in the analysed European countries. It also helped in selecting the countries for case study analysis, taking into consideration the principles of diversity and representativeness. The case study analysis was carried out in Austria, Belgium, Croatia, Finland, France, Italy, Lithuania, Spain, Sweden and the UK. The case studies analysed the influence of ECEC policies on the learning of children in a particular country context. They complemented country-specific evidence collected during the research review stage and tried to assess how declared national policies are implemented in practice. The synthesis of the research review, case studies and policy mapping reports helped to revisit the role of early childhood education and care in children’s development in a new light by bringing together the research findings from different levels of education, different disciplines, and different country contexts in this report and identifying the areas that need to be considered in further research.
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  • 13.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : executive summary in French. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    L’étude sur l’utilisation efficace des services d’éducation et d’accueil des jeunes enfants (EAJE) comme outil pour limiter la déscolarisation précoce vise à collecter des éléments probants sur la façon dont l’enseignement et l’accueil préscolaires équitables et de haute qualité peuvent influencer les performances ultérieures des enfants et éventuellement contribuer à prévenir la déscolarisation précoce. À cette fin, les démarches suivantes ont été entreprises: L’étape d’analyse de la recherche s’est concentrée sur la synthèse des éléments probants existants déjà concernant les liens entre la qualité des services d’éducation et d’accueil des jeunes enfants et les progrès en matière d’apprentissage chez ces derniers. Cette démarche a permis d’identifier les principales lacunes de la recherche actuelle, et a apporté des orientations pour de futures études. La synthèse comporte notamment tout un ensemble de documents politiques rédigés dans les langues de 34 pays européens. L’étape de cartographie politique a permis d’actualiser les informations politiques disponibles dans les études précédentes et d’évaluer la qualité des services d’éducation et d’accueil des jeunes enfants ainsi que l’équilibre et la continuité existant entre les premiers niveaux d’enseignement et les niveaux suivants, dans les pays européens analysés. Elle a également permis de sélectionner les pays pour les études de cas, en tenant compte des principes de diversité et de représentativité. Les études de cas ont été menées en Autriche, en Belgique, en Croatie, en Finlande, en France, en Italie, en Lituanie, en Espagne, en Suède et au Royaume-Uni. Les études de cas ont analysé l’influence des politiques en matière de services d’éducation et d’accueil des jeunes enfants sur l’apprentissage chez les enfants dans le contexte d’un pays donné. Elles ont complété les éléments probants spécifiques aux pays collectés durant la période d’analyse de la recherche, et ont aidé à évaluer la manière dont les politiques nationales déclarées sont concrètement mises en oeuvre. La synthèse de l’analyse de la recherche, des études de cas et des rapports de cartographie politique a contribué à apporter un nouvel éclairage sur le rôle qu’ont les services d’éducation et d’accueil des jeunes enfants sur l’apprentissage chez les enfants, en compilant dans ce rapport les résultats des recherches effectuées à différents niveaux d’enseignement, dans différentes disciplines et dans différents pays; elle a également permis d’identifier les domaines qui doivent être pris en compte dans de nouvelles recherches.
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  • 14.
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    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 2 : European Union policy context. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    As indicated in ToR, the study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) is expected to provide evidence and support the work of the Commission and Member States, within the Education and Training 2020 work programme. It is based on the assumption that high quality ECEC services have a positive impact on both attainment level and ESL. Although the argument that high quality ECEC services positively contribute to educational achievement and reduce risk to leave school early is widely used in public discourse, the Member States only recently recognised the ECEC as one of the effective measures in preventing ESL and important measure to decrease the number of underachievers at the school level. Therefore it is important to review how the EU policy context evolved over years regarding these issues. In this section we focus on EU policy context. First, we briefly discuss the priorities set up by the ET 2010 and ET 2020 mainly in the field of pre-primary, primary and secondary education. Second, we concentrate on the recent policy discourse at the EU level concerning the ECEC, attainment level and reducing the ESL. Education and Training work programme Education is seen as a crucial component in achieving growth and creating more and better jobs for EU citizens. As a part of the Lisbon Strategy, adopted in 2000, the Council set out broad common objectives for the education and training systems of the EU. The Strategic Framework for Cooperation in Education and Training (ET 2010) included the following objectives: - improving the quality of education and training systems; - making access to learning easier; - opening education and training to the world.
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  • 15.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 3 : case studies. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
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  • 16.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 4 : group size and practitioner to child ratio in Europe. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
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  • 17.
    book.ebook
    Study on the effective use of early childhood education and care (ECEC) in preventing early school leaving (ESL) [er] : annex 5 : monitoring, length of compulsory education and learning support during compulsory education in Europe. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
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  • 18.
    book
    Education and training monitor 2014. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2014.
    Summary
    The third annual Education and Training Monitor assesses the evolution of education and training systems across Europe. It does so on the basis of targets set at the European level, as well as other indicators, studies and reports. The Monitor looks at investment in education and the wider reasons for this investment; the learning outcomes of education as measured by qualifications and competences; and the policy levers that can help to improve learning outcomes for all and to strengthen returns to education investment.
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  • 19.
    book
    Education and training monitor 2015. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2015.
    Summary
    This first edition of the Education and Training Monitor developed under the Juncker Commission is published when Europe's need for long-term solutions to a growing social crisis has once more been thrown into sharp relief. Education is the foundation of Europe's future economic vitality, driving the employability, productivity, innovativeness and entrepreneurial spirit of tomorrow's working population. But equipping people for employment is only part of the picture. Education has an equally important role in creating a better society. Well-educated people are less at risk of marginalisation and social exclusion. Effective education is about inclusiveness, ensuring every citizen has an opportunity to develop their talents and to feel part of a shared future. Building effective education and training systems requires a focus on inclusion as part and parcel of the broader quest for excellence, quality and relevance. These objectives are well reflected in the Europe 2020 education headline target. Yet the latest available data shows a worrying decrease in education investment for the third consecutive year, jeopardising the EU's progress towards these objectives. Member States that have seen a spending cut for at least three years in a row are NL, FI, PT, IT, ES, IE and UK – the latter four proving the most problematic from a demographic perspective. The Education and Training Monitor 2015 shows that, in view of improving spending effectiveness and efficiency, mutual learning and evidence-based policy making are of vital importance.
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  • 20.
    book.ebook
    Education and training monitor 2015 [er]. European Commission. Directorate-General for Education and Culture.
    Publication
    Luxembourg : Publications Office, 2015.
    Summary
    This first edition of the Education and Training Monitor developed under the Juncker Commission is published when Europe's need for long-term solutions to a growing social crisis has once more been thrown into sharp relief. Education is the foundation of Europe's future economic vitality, driving the employability, productivity, innovativeness and entrepreneurial spirit of tomorrow's working population. But equipping people for employment is only part of the picture. Education has an equally important role in creating a better society. Well-educated people are less at risk of marginalisation and social exclusion. Effective education is about inclusiveness, ensuring every citizen has an opportunity to develop their talents and to feel part of a shared future. Building effective education and training systems requires a focus on inclusion as part and parcel of the broader quest for excellence, quality and relevance. These objectives are well reflected in the Europe 2020 education headline target. Yet the latest available data shows a worrying decrease in education investment for the third consecutive year, jeopardising the EU's progress towards these objectives. Member States that have seen a spending cut for at least three years in a row are NL, FI, PT, IT, ES, IE and UK – the latter four proving the most problematic from a demographic perspective. The Education and Training Monitor 2015 shows that, in view of improving spending effectiveness and efficiency, mutual learning and evidence-based policy making are of vital importance.
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