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Insights from the OECD’s work on
early childhood education and care
(ECEC)
Arno EngelEarly Childhood and Schools DivisionDirectorate for Education and Skills OECD
Insights from the OECD’s work on
early childhood education and care
(ECEC)
• Why does early childhood education and care matter?
• What can be done at the national and local level to boost access, equity & quality?
• How can the international data gap be closed?
Today’s Focus
• Why does early childhood education and care matter?
• What can be done at the national and local level to boost access, equity & quality?
• How can the international data gap be closed?
Today’s Focus
Maternal employment is higher in countries with higher enrolment in ECEC
Source: OECD Education at a Glance, 2014; OECD Family Data Base ,2014
The early years are pivotal for children’s brain development
Source: Council for Early Childhood Development, 2010
Children that attended pre-primary education score higher in maths at age 15
PISA score-point difference in mathematics between students who attended pre-primary school for more than one year and those who had not attended
Source: OECD PISA 2012
• Why does early childhood education and care matter?
• What can be done at the national and local level to boost access, equity & quality?
• How can the international data gap be closed?
Today’s Focus
• National examples:– Earmark grants to expand places in ECEC– Establish legal entitlements to a place (targeted
v. universal)– Allow ongoing admissions to ECEC settings
• Local examples:– Adapt provision to local needs (e.g. flexible
opening hours, language support, transportation)– Create information systems to estimate future
demand (e.g. parent surveys, birth statistics)– Mobilise local funding to ensure supply
Ensuring access
• National examples:– Establish progressive fee structure and free
access (targeted v. universal)– Align cash benefits and service provision to
encourage participation– Earmark funding to support disadvantaged
children and ensure even levels of quality
• Local examples:– Establish one-stop-shops (e.g. job counselling
and childcare)– Increase outreach to families (e.g. calls, door-to-
door campaigning)– Cooperate with health and child welfare sector
Ensuring equity
Preschool helps children of less skilled parents to raise literacy skills
EPPE: The contribution of social class and pre-school to literacy attainment (age 7)
Source: Institute of Education 2007
• National examples:– Establish minimum standards and raise staff
qualification levels– Design curricula and support implementation
Ensuring quality
Country/ age
0 1 2 3 4 5 6 7
Finland National curriculum guidelines on early childhood education
Core Curriculum for Pre-primary education
France Orientations code de la santé publique et projets
d'établissements
L'école maternelle : un cycle unique, fondamental
pour la réussite de tous
Ireland Early Childhood Curriculum Framework: Aistear Korea Standardised childcare
curriculumNuri Curriculum
Norway Framework Plan for the Content and Tasks of Kindergartens
Portugal The Curriculum Guidelines for Pre-School Education
UK-England
Early Years Foundation Stage Statutory Framework
UK-Scotland
Pre-birth to three - staff guidelines
Curriculum for Excellence
up to 18
• National examples:– Establish minimum standards and raise staff
qualification levels– Design curricula and support implementation– Ensure objective external monitoring and
support research
• Local examples:– Adapt national standards to local circumstances– Ensure monitoring for quality improvement and
coaching– Engage families and communities
Ensuring quality
• Why does early childhood education and care matter?
• What can be done at the national and local level to boost access & quality?
• How can the international data gap be closed?
Today’s Focus
Agreed policy questions/ policy needs
OECD ECEC data development strategy
What’s the RoI?
Increased public spending => Return on investment?
What works for young children? What works best?•Learning and well-being environment, in particular, staff practices and pedagogy and quality of staff-child interactions
•Children’s experiences and outcomes
•Leadership
2015/16 projects – Measuring Quality in ECEC
POLICYStarting Strong I, II,
IIIEducation at a Glance (yearly)
Monitoring Quality Survey
CHILD DEVELOPMEN
T & OUTCOMES
cognitive & non-cognitive measures
ECEC Environment(Staff Survey)
Pilot 2015/16Main Study 2017/18
Home-learning
Environment
Parental Survey
Analytical alignment staff & outcomes surveys
Analytical alignment staff & outcomes surveys
ECEC Environment(Staff Survey)
Pilot 2015/16Main Study 2017/18
Collects data on•Staff beliefs/attitudes•Pedagogical practices/ staff-child interactions•Workforce development•Conditions of employment•Staff characteristics
CHILD DEVELOPMEN
T & OUTCOMES
cognitive & non-cognitive measures
Home-learning
Environment
Parental Survey
Collects data on •Quality of the child’s home learning environment•Extent to which ECEC can enhance parents’ support for their children’s learning•Family characteristics, eg parents’ education, socio-economic status
Collects data on Social and emotional , cognitive and other learning outcomes, as determined by participating countries.
Contact:Arno Engel ([email protected])OECD ECEC team ([email protected])
Thank you – questions & comments?