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Developing effective monitoring, data collection and research agendas

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General lack of cross-national consensus of what constitutes the policy field of ... National schemes vary greatly in terms of length of leave schemes, tax credits ... – PowerPoint PPT presentation

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Title: Developing effective monitoring, data collection and research agendas


1
Developing effective monitoring, data collection
and research agendas
  • Indicators and Quality of Social Services in a
    European Context
  • Berlin, 16-17 October 2002

2
Overview
  • Incompatibilities and methodological problems of
    present approaches to data collection
  • Recommendations for data and indicator
    development
  • A stable framework and long-term agenda for
    research and evaluation  

3
1.    Incompatibilities and methodological
problems of present approaches to data collection
  • General lack of cross-national consensus of what
    constitutes the policy field of ECEC services for
    young children
  • - ECEC provision is divided into welfare and
    education systems. Models of ECEC
  • Divided system - Children 0-3 years in
    welfare system/3 in pre-school under
    educational system
  • Unified system Children 0-pre-school age
    either in educational or welfare system

4
- As a consequence, the provision for the
under-3s and the provision from the welfare
sector is neglected
  • Present approaches to data collection in the
    ECEC fieldtend to focus on educational services
    for the over-3s.

5
  • The relevance of ECEC services may depend on
    complementary cash benefits
  • - Care needs may be met in other ways than
    providing a service.
  • - National schemes vary greatly in terms of
    length of leave schemes, tax credits and cash
    for care benefits for the purchase of private
    services.
  • - Relevance of ECEC systems may therefore vary.

6
  • Private provision makes up an increasing bulk of
    the overall ECEC services
  • - Pluralism of provision an increasing
    phenomenon.
  • - National statistics, however, mainly report
    public provision.

7
2. Recommendations for data and indicator
development  
  • Comparison of ECEC provision should be built on
    a perspective of functional equivalence in
    adopting a cross-sectional, cross-benefit
    approach of comparison
  • - Taking into account pre-school and welfare
    provisions, cash as well as service benefits,
    including private as well as public
  • - Enables comparisons where high or low
    coverage is not directly translatable to being
    either good nor bad


 
8
  • Implications
  • Comparisons should consider services from the
    educational/welfare/health sectors where the
    objective is to provide day-time ECEC services
    containing an element of care or educational
    development focussed on the child
  • Organised - Day time - Containing an element of
    care or educational activity focussed on the
    child
  • Centre-based activities Age-integrated, day
    centres and nurseries, nursery
    education/pre-school activities
  • Part-time care Play groups
  • Home-based Family day care

9
  • Leave schemes should be included and evaluated
    according to accessibility, length and payment,
    and figures on take-up should be made comparable
  • - Benefits Leave schemes which entitle parents
    to take time off to care for their children
    Maternity, paternity and parental leave, career
    leave
  • - Made comparable weeks, formula for cash
    benefit, no. of beneficiaries
  •  

10
  • Private provision from voluntary organisations,
    employers and for-profit agents should be
    included
  • - Services Regulated or publicly financed, or
    survey- based data

11
  • The inherent structural difference in
    institutional design of the two ECEC models
    necessitates adaptation of hours of attendance
  • - Measures to convert term-time and part-time
    provision into full-time equivalents

12
  • Background indicators should be collected in
    order to understand the variations in need and
    demand for ECEC services and complementary
    benefits available, such as leave schemes
  • - Need for ECEC depends on variations in
    employment patterns, family types and
    availability of informal care
  • - Data required demographic, single parents,
    social need, employment and training patterns

13
  • Indicators on availability and access to ECEC
    services should look at the objective of
    services, the age groups entitled, affordability
    and the number of children attending
  • - Universal or selective services
  • - Parental fees
  • - No of children in ECEC and no of places
    available
  • - Attendance of 0, 1, 2, 3... years old
  • - Waiting lists

14
  • Indicators on quality of ECEC should include
    quantitative data as well as qualitative
    variables
  • - Economic indicators National investments in
    ECEC, per child in a full-time equivalent place
  • - Structural indicators Opening hours, child
    staff ratio, training of staff, full/part-time
    employment, staff turn- over, physical
    surroundings
  • - Soft indicators multi-diciplinary teams of
    staff, collaboration across ECEC provision

15
3. A stable framework and long-term agenda for
research and evaluation
  • Developing a regional focus of social
    reporting
  • - Social services are highly de-centralised (in
    policy- making, financing, administration and
    provision)
  • - Sub- national reporting must be conducted also.

16
Necessary to develop a range of research and
evaluation instruments
  • - Self-evaluation procedures and actions
  • - Cost-benefit analysis
  • - Dissemination procedures
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