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Tackling Social and Cultural Inequalities through Early Childhood Education and Care in Europe

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Title: Tackling Social and Cultural Inequalities through Early Childhood Education and Care in Europe


1
Tackling Social and Cultural Inequalities through
Early Childhood Education and Care in Europe
  • Early Childhood Education and Care
  • in Europe
  • Tackling Social and Cultural Inequalities

Presented at a conference Eurydice i sistemi
educativi europei al traguardo del 2010 (MIUR,
Roma) 2009 Sep 25 by Akvile Motiejunaite
2
Pre-primary education has the highest returns in
terms of the social adaptation of children.
Member States should invest more in pre-primary
education as an effective means to establish the
basis for further learning, preventing school
drop-out, increasing equity of outcomes and
overall skill levelsCommission Communication
Efficiency and Equity in European Education and
Training Systems (September 2006)
3
The study definitions
  • Discusses publicly subsidised and accredited
    provision for children under compulsory school
    age
  • Defines at risk children children with
    disadvantages stemming mainly from
    socio-economic, cultural and/or language factors.
    The need arises from disadvantages attributable
    to these factors (OECD)
  • Covers 30 countries of Eurydice network
  • Refers to year 2006/2007

4
The study structure
  1. a review of scientific literature on the impact
    of high quality education and care on young
    children
  2. a summary of statistical data on relevant
    demographic characteristics of European families
    and the participation rates in ECEC
  3. a comparative analysis of policy measures based
    on information collected from national units of
    the Eurydice network.

5
What does research tell us?
ECEC benefits all children if
intensive, early starting, child-focused, centre
based high qualified staff (specialised BA)
low staff/child ratios parent involvement,
family support
6
European families with young children (under 6s)
  • 12  of total households
  • Potential groups at-risk
  • 17 of households on the poverty threshold
  • (PL, LT, UK, EE, IT, PT, LU gt 20 )
  • Single parent households 9 
  • Non-national children 3
  • (ethnic minority and immigrant?)

Combination
7
What is the current situation
regarding ECEC in Europe?
  • All countries have subsidised and accredited ECEC
  • Limited or no for under 3s in CZ, EL, IE, NL, PL,
    UK, LI
  • Separate model childcare vs. education
  • Unitary model childcare with education

Parental employment status catchments' area
age
universal access
8
Main models of (accredited and subsidised) ECEC
provision according to the age of children,
2006/07
9
Italy Separate settings
0 3 6
Asilo nido
Scuola dellinfanzia
10
Upper or post secondary education
Tertiary education
11
99.8
Participation rate of children from 3-6 years by
agein pre-primary (ISCED 0) and primary (ISCED
1) education, EU-27, 2005/06
Problematic access for under-3s (no Eurostat
data!) rural areas Large variation between
countries
12
What is done for disadvantaged children?
  • FINANCIAL SUPPORT
  • TO SETTINGS
  • Additional resources
  • Incentives for staff
  • More favourable staff/child ratios

TO FAMILIES Decreasing costs SPECIFIC
PROGRAMMES
13
Means of enhancing affordability of ECEC, 2006/07
Level of fees paid for accredited public sector
ECEC services adjusted according to
14
POLICY MAKERS MAY HAVE A DIRECT INFLUENCE ON
15
  • Grazie!
  • The report is available onwww.eurydice.org
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