towards a competent system · towards a competent system ... framework for the country that focuses...
TRANSCRIPT
MathiasUrban
TowardsaCompetentSystem
ReviewofOccupa<onalRoleProfilesinEarlyChildhoodEduca<onandCare
DublinCastle,Saturday19thNovember2016
MathiasUrban,UniversityofRoehamptonEarlyChildhoodResearchCentre
MathiasUrban
Introduc<onInterna<onalliteratureIrishpolicydocumentsStakeholderinterviews
Occupa<onalRoleProfiles:keypointsforrevision
MathiasUrban
Ourbrief
• In2010,theDepartmentofEduca<onandSkillspublishedaWorkforceDevelopmentPlanfortheEarlyChildhoodCareandEduca<onSectorinIreland.Thereportacknowledgedthestrongevidencebasethatearlychildhoodexperienceshaveacri<calimpactonthewell-being,learninganddevelopmentofchildrenandthatthecalibreandcapacityofadultsdeliveringthoseearlyyearsserviceswasadeterminingfactorinthequalityofthoseexperiences
• Since2010,thepolicyandprac<celandscapeoftheEarlyYearssectorinIrelandhaschangeddrama<cally.Thischangehasresultedinanewrangeofprofessionalexpecta<onsforstaffinEarlyYearsseTngs
• DES/EYPUhascommissionedaliteratureandpolicyreviewandareviewoftheoccupa<onalroleprofilesforprac<<onersintheearlyyearssector
• ItisintendedthatthedraVsetofrevisedoccupa<onalprofileswillinformconsulta<onwiththesectorandtheforthcomingreviewofeduca<onandtrainingprovision
MathiasUrban
Introduc<onInterna<onalliteratureIrishpolicydocumentsStakeholderinterviews
Occupa<onalRoleProfiles:keypointsforrevision
MathiasUrban
DefiningQuality:contextualised,nego<ated,par<cipatory
• Quality[inECEC]encompasses‘values,implicitideologies,subjec<vepercep<onsandsocialconstruc<onsreflec<ngdifferentcultures[…]experiences,academictradi<ons,socialneedsandexpecta<ons’(Bondioli&Ghedini,2000)
• Quality[…]needstobeconceptualisedasaresultofaprocessofconstantnego<a<onbetweenallactorsinvolvedinECECins<tu<ons(Dahlbergetal.,2007,EuropeanCommissionNetworkonChildcareandOtherMeasurestoReconcileEmploymentandFamilyResponsibili<es,1996)
MathiasUrban
Quality:amaferofgovernance
• OECD(2001,2006):Countriesshould– formulateregulatorystandardsforallformsofprovision,supported
byco-ordinatedinvestment– promotepar<cipatoryprocessesindefiningandensuringquality.– […]definingandassuringqualityshouldbeapar<cipatoryand
democra<cprocess,involvingdifferentgroupsincludingchildren,parents,familiesandprofessionalswhoworkwithchildren
• Par<cipatoryapproachescantakemanyforms.Star<ngStrong(OECD,2001)recommendedtwopolicyapproaches:– Inconsulta<onwithstakeholders,togenerateaguidingcurriculum
frameworkforthecountrythatfocusesonthenormsandvaluesgoverningearlyeduca<onandcare
– Monitoringthatengagesandsupportsstaff,parents,andchildren(OECD,2006,p.126)
MathiasUrban
MathiasUrban
Professionalcompetenceandprofessionalprepara<on:sitesforresearchandcri<calreflec<on?
• Theexistenceofacompetenceprofileisgenerallyofadvantageforthedevelopmentofanearlychildhoodeduca<onandcaresystem–butonlyiftheyavoidbeingoverlyprescrip<veandnarrow.Broaderdefini<onsof‘competence’thatpointtoabodyofknowledgeandoutlinemoregenericskillsprovideorienta<on,butrequirelocal,contextspecificinterpreta<on.Thisfacilitatesexperimenta<on,par<cipa<onandprofessionalautonomyandcanleadtomoreappropriateresponsestolocalneeds.
• Therela<onshipbetweencompetencerequirementsdrivenbythelabourmarketandtheneedforexperimenta<on,crea<vity,innova<onandknowledgedevelopmentinthefieldandinprofessionalprepara<on(e.g.inuniversi<esandtrainingcolleges)pointstoanotherfieldoftension:professionalprepara<onthataimsatmee<ngthedemandsofthelabourmarket,especiallyincountrieswithadominanceofprivateprovision,isunlikelytochallengeprevailingprac<cesandconceptualisa<onsofwhatanearlychildhoodprofessionalshouldbe,andtopromotemoreofthesameapproachestoprofessionalisa<oninstead.
• Thereislifleacknowledgementfortheroleofprofessionalprepara<onasasiteforresearch,cri<calreflec<onandinnova<on.(CORE,Urban,Vandenbroecketal,2011,2012)
MathiasUrban
Systemicapproachesneeded
Thereisliflerecogni<onforthesystemicnatureofearlychildhoodprac<ceintheseprofiles.ThisisincontrasttoabroadconsensusintheCOREcase
studies,andsupportedbyinterna<onalliterature,thatafocusonindividualprac<<onersalonewillnotincreasetheoverallqualityofprovision(CORE,Urban,Vandenbroecketal,2011,2012)
MathiasUrban
Competentsystems(1)
AkeyfindingofCoReisthat‘competence’intheearlychildhoodeduca<onandcarecontextmustbeunderstoodasacharacteris<coftheen<reearlychildhoodsystem.OVen,weassociatetheterm‘competence’withthequali<esofanindividualprac<<oner,assomethingthatcanbeacquiredthroughtrainingandprofessionalprepara<on(i.e.theintegra<onofknowledge,skills,aTtudes,mo<va<on…).Thedifficultywiththisconceptisthatitisrathernarrow.EspeciallyintheEnglishlanguagecontext,‘beingcompetent’(afullyhumanafribute)isoVenreducedto‘competencies’–aseriesofskillsandpiecesofknowledgethatindividualsneedacquireinordertoperformapar<culartask
MathiasUrban
Competentsystems(2)
• Acompetentsystemdevelopsinreciprocalrela<onshipsbetweenindividuals,teams,ins<tu<onsandthewidersocio-poli<calcontext.
• Akeyfeatureisitssupportforindividualstorealisetheircapabilitytodevelopresponsibleandresponsiveprac<cesthatrespondtotheneedsofchildrenandfamiliesinever-changingsocietalcontexts
• Attheleveloftheindividualprac<<oner,beingandbecoming‘competent’isacon<nuousprocessthatcomprisesthecapabilityand
abilitytobuildonabodyofprofessionalknowledge,prac8ceanddevelopandshowprofessionalvalues.Although‘knowledge’and‘prac<ce’arecri<cal,prac<<onersandteamsalsoneedreflec8vecompetencesastheyworkinhighlycomplex,unpredictableanddiversecontexts.
• Acompetentsystemrequirespossibili<esforallstafftoengageinjointlearningandcri<calreflec<on.Thisincludessufficientpaid<mefortheseac<vi<es.Acompetentsystemincludescollabora<onsbetweenindividualsandteams,ins<tu<ons(pre-schools,schools,support
servicesforchildrenandfamilies…)aswellascompetentgovernanceatpolicylevel.
MathiasUrban
Competentsystemsrequiresystemiccondi<ons
Competentsystemsinearlychildhooddonotemergeoutofaspira<onalone.Ifcompetenceistounfoldinreciprocalrela<onships
betweenactorsatalllevelsofthesystem,certaincondi<onsneedtobeinplaceacrosstheen<resystem.Broughttogetherinacoherentframework,theyrenderearlychildhoodeduca<onandcareadeeplydemocra<cprac<ceatthecoreofsociety.
WearguewithJohnDeweythatthekeytoenablingsuchprac<cesliesinthe‘faithinthecapacityofhumanbeingsforintelligentjudgmentandac<onifpropercondi<onsarefurnished’(Dewey,1939,p.227)
MathiasUrban
Systemiccondi<onsforcompetentsystems
1. ECECaspublicgood2. Curriculaandcompetenceprofiles
– Acurriculumframework,addressingoverallgoals,principlesandcompetencesforworkingwithyoungchildrenfrombirthtoatleastcompulsoryschoolage,regardlessoftheins<tu<onalseTng.
– Aqualifica8onframeworkaddressingprofessionalprepara<onandprofessionaldevelopmentforallmembersoftheECECworkforce,includingassistantandsupportstaff.
– Aqualityframeworkaddressingcriteriaforthelevelofqualityrequiredfromallearlychildhoodservices,andwaystodevelopgoodprac<ces.
– Amonitoringandevalua8onframeworkensuringdataontheECECsectorarecollectedsystema<callyandevalua<onsinvolvingallkeystakeholdersareconductedregularly.
– Aframeworkforgovernanceaddressingpolicyresponsibili<esatdifferentlevelsofgovernment(e.g.municipal,regional,na<onal)andlinkingearlychildhoodpoliciestoawiderpolicycontext(e.g.educa<on,welfare,ci<zenship,equality).
3. Employmentandworkingcondi8ons4. Unitarysystemsandgenericprofessionalisa8on5. Supportstructuresandcon8nuouspedagogicalsupport
MathiasUrban
Afocusoncon<nuousprofessionaldevelopment
AstudyconductedbyLighpootandFrost(2015)illustrateshowEnglisheducatorsdemonstratedacommitmenttomakingadifferencetotheirprofessionbutalsoexpressedfrustra<onwithsomeoftheformsofPLDthatwereavailabletothem.Par<cipantsinthestudystatedthatthecoursesdidnotaddresstheirprofessionaldevelopmentandwereseenasa‘wastedmorning’(LighpootandFrost,2015:414).ThesefindingsfromEnglandarevalidatedbyinterna<onalfindingsoftheCoReproject:short-termcoursesthatarenotrootedincoherentpoliciesareques<onableatleastandcontributelifleornothingtoraisingthecompetenceoflearners(Urbanetal.,2011).
ApplebyandPilkington(2014)alsoarriveatsimilarconclusionsillustra<nghowone-offlearningsessionshavealimitedcapacitytotransferknowledgeintowiderlongtermprac<ce.Inisolatedtrainingtheprofessionaldevelopmentisseenasastaffobliga<ontofulfilorganisa<onalrequirementsanditisexperiencedasliflemorethana<ckboxexercise.(Fukkink,Lont,2007).
MathiasUrban
Introduc<onInterna<onalliteratureIrishpolicydocumentsStakeholderinterviews
Occupa<onalRoleProfiles:keypointsforrevision
MathiasUrban
AsummaryreviewofIrishECCEpolicydocuments
• (2010)Aworkforcedevelopmentplanfortheearlychildhoodcareandeduca8onsectorinIreland.
• (2014)BeJerOutcomesBrighterFutures:Thena8onalpolicyframeworkforchildren&youngpeople2014–2020.
• (2015)ReportofInter-DepartmentalWorkingGroup:FutureInvestmentinChildcareinIreland.
• (2016a)AGuidetoEarly-yearsEduca8on-focusedInspec8on(EYEI)inEarly-yearsSeZngsPar8cipa8ngintheEarlyChildhoodCareandEduca8on(ECCE)Programme.
• (2016b)SurveyofEarlyYearsPrac88oners:Consulta8onfortheReviewofEduca8onandTrainingProgrammesinEarlyYears,May2016.
• (2016c)Ac8onPlanforEduca8on2016-2019.• (2016d)ChildCareAct1991(EarlyYearsServices)Regula8ons2016• AndreferencetotheBeJerStartwebsite
hfps://www.pobal.ie/BeferStart/Pages/Home.aspx.Thefocusispar<cularlyonwhateachhastocontributetothedebateonworkforcedevelopment
MathiasUrban
Keypoints:• Theiden<fica<onofthenecessityforclearlyar<culated
professionalpathways,andanagreedsetofna<onalstandardsisappropriate,andworthwhile.However,thecurrentapproachdoesnotencompassallofthoseworkingwithyoungchildren,andmaynotbeeithermateriallyorpsychologicallysuppor=veforpar=cularsectors,forexampleexperiencedworkerswithlowlevelsof,orno,qualifica=ons.
• Theemphasisinensuringaqualityworkforceisonindividualskillsandknowledge,withliBlefocusonthepoten=alofmoresystemicapproachestoprepara<onandupskillingofworkers.Thiscouldbeseenasamissedopportunityfordevelopingquality.
• Thevarietyoftrainingprovidersandaccountablebodiesmakesitdifficulttoensureconsistency,andmayresultinconfusionandextraworkforseTngs.
MathiasUrban
Orienta<ontowardsAistearandSíolta
WithregardtoAistearandSíolta,theAc8onPlanforEduca8on(2016c)emphasisestheimportanceofcon<nuedsupportfortheimplementa<onofbothframeworks.
EvidencefromtheSurveyofEarlyYearsPrac<<oners(2016b)suggeststheneedforthis.42percentofFEcoursemembersand44percentofHEcoursemembersreportedtheyhadnotfeltwellpreparedforAistear,withfiguresof46percentand50percentrespec<velyonpreparednessforSíolta.Thetopthreeareasofinteresttheyiden<fiedforfurtherstudywereAistear,Síoltaandbehaviourmanagement.Inthesamesurvey,whenaskedtoiden<fythecurriculumfollowedintheirseTngs,45percentiden<fiedAistearand12percentcitedSiolta.
Twoissuesarisefromthis:a) neitherisacurriculum,theyareframeworks,sugges<nglevelsof
uncertaintyintheworkforce;b) thehighpercentagessuggestthatprac<<onersmaylackconfidenceandbe
uncertainaboutwhattheyaredoing.ThesefactorssuggesttheneedforareviewofhowAistearandSíoltaarereflectedinthecoreknowledgeelementoftheOccupa<onalRoleProfiles.
MathiasUrban
ResourcesforProfessionalDevelopment
BeferOutcomesBrighterFutures(BOBF)(2014)setsoutagovernmentcommitmenttoincreasinginvestment,subjecttoresourcesbeingavailable.ApriorityforinvestmentisafurtherECCEyear:nospecificmen<onismadeofinvestmentintrainingorCPD,althoughtheReport(2015)iden<fiesaDCYALearnerFundfor2014-15of€3minordertosupporttheexis<ngworkforcetoachieveamandatoryNFQlevel5or6.Thisissignificant,giventhesta<s<csintheSurvey(2016b)that69percentofprac<<onersreporttheyhadfullyfundedtheirowntraining,withonly16percentfullysubsidised.However,thismayonlyaddressthefundingneedsofaspecificgroupofworkers.
MathiasUrban
Knowledgeandprac<cegaps
AlongwithlackofconfidenceintheirknowledgeofAistearandSíolta,prac<<onersfeltalackofpreparednessforworkingwithchildrenfromdisadvantagedbackgrounds,withspecialneeds,andwithEnglishasanAddi<onalLanguage(Survey,2016b).
TheAIMini<a<vepartlyaddressesthis,alongwiththetrainingof900preschoolstaffasinclusioncoordinators(Ac<onPlan,2016c),butthiswillalsoimpactonthecoreknowledgeelementsoftheOccupa<onalRoleProfiles,aswellasthecontentofeduca<onandtrainingprogrammes.
Approximatelyhalfofallrespondentsalsofeltunpreparedinrela<ontotheirawarenessofICTasalearningsupport(Survey,2016b),whichmayagainneedtobereflectedinthecoreknowledgeelementoftheOccupa<onalprofiles,andeduca<onandtrainingprogrammes.
MathiasUrban
Regula<on–oraProfessionalbody?
Akeyaddi<ontopolicydocumenta<onisanemphasisoninspec<onandregula<on,seenaspartofprofessionalisa<on,andthusquality.TheSurvey(2016b)iden<fieseduca<on-focusedinspec<ons,introducedin2016,asafurtherlevertoquality.Itassertsthereisoverwhelmingsupportfromprac<<onersforaregulatorybody.However,theques<onaskedwasabouttheneedforaprofessionalstandardsbodythatpromotesandregulateschildcare,similartotheroleplayedbytheTeachingCouncil.Thisisdifferenttoapurelyregulatorybody.
MathiasUrban
Con<nuousevalua<on,monitoringandinspec<on
WhilstEYEIevalua<onsarenotaprofessionalcompetenceinspec<on(AGuidetoEarly-yearsEduca<on-focusedInspec<on,2016a),itisclearthatini<altrainingandCPDwillneedtotakeaccountofthenewframeworkforinspec<on.ThismayimpactuponcontentofthecoreknowledgeareasoftheOccupa<onalprofiles.However,thisframeworkalsoonlyappliestoseTngsofferingtheECCEprogramme,sugges<ngthattheremaybeaneedforindividualprac<<onersandseTngstobecompetentandconfidentinmanagingtheexpecta<onsofmorethanoneinspec<onregime,eg.theTuslaInspec<ons.
EYEIInspec<onreportsaretypically5-6pages,whilstasampleof19TuslaInspec<onreportsviewedinOctober2016were18-76pagesinlength,averaging38pages.
Thiscouldbereviewed,withaviewtodevelopingoneinspec<onframeworktomeetrequirementsforinspec<ngadevalua<ngalltypesofseTngthiscoulds<llhavethepoten<altohavedifferentfociwithinit,butwouldensurecoherenceininspec<ons,andbemost<meeffec<veforprac<<onersandseTngs.
MathiasUrban
Recogni<on,valueandremunera<on
Itisdifficulttoinferacollec<veviewaboutdes<na<onsfromtheavailablepolicydocumentsOneareainwhichthereseemstobegrowingconsensusisintheneedforabefer-recognisedandqualifiedworkforceandincen<visingprofessionalisa<onofchildcareproviders.Alargenumberofallrespondents(includingparents,NGOsandacademicsaswellasworkers)referredtotheworkforceasundervaluedandunderpaid(Report,2015).CareerpathsandprogressionroutesAmajorthemeisthepercep<onsofworkersinthesectorofbeingundervalued,manifes<ngitselfinaspectssuchaslowpay,lackoffull-<me,secureemploymentandlackofclearcareerstructures.Currentdatarecords71percentofrespondentstoana<onalsurveyasfeelingundervaluedornotvaluedatall(Survey,2016b)Over3370childcareworkerssignedontotheLiveRegisterduringJunetoAugust2014(Report,2015).Thereisathemerunningthroughpar<cipants’responsesintheSurveyofbeing‘secondclass’toteachers,withcommentsaroundlackofrespectinsocietyfortheirrole,lackofnon-contact<me,andapercep<onthatteachershadbefercondi<onsforCPD(andthusforcareerprogression)asmostCPDforearlyyearsworkerswasoutsideofwork<me(Survey,2016b).
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CPD–individualorsystemic?
IndividualaccesstoaffordabletrainingandCPDcon<nuetobeseenasunderpinningquality(Report,2015).However,thereisalsosomeevidenceoftheneedforamorecollec<veapproachtoupskilling,withacommitmenttoestablishpeer-learningnetworks(BOBF,2014),andtheBeferStartQualityDevelopmentService.However,astheReport(2015)iden<fies,thisiscon<ngentuponcon<nuedinvestmentintheservice.Ahighpercentage(66)ofworkersreporttrainingpart-<me(Survey,2016b),notedintheWorkforcePlan(2010)asoVenunder-funded.Futureprovisionwillneedtoconsidera)howpart-<mecoursescanbeprovided,eg.atdifferent<mes/online/distancelearningetc.;b)howthesecanbefundedtoensureaccess.Barrierstotraining
Thesecon<nuetobesimilartothoseiden<fiedinthe2010WorkforcePlan.Asnotedabove,themajorityofworkersarefundingtheirowntraining,intheirown<me,andoVenworkingfull-<measwell.Theamountof<merequired,andlackofappropriatecoursesofstudy,werefrequentlycitedasbarriers.ThisincludeslackofopportunityforRPL,whichmaypar<cularlyimpactonexperiencedworkerswithlowlevelsofqualifica<on.Thereisapercep<onthat,whilstworkersaregenerallyposi<veaboutthequalityofeduca<onandtrainingtheyreceived,comple<ngcoursesmighthavelifleimpactontheirsalaryorcondi<onsofwork.Relatedtothiswerecallsforana<onalpayscale(Survey,2016b).
MathiasUrban
Governance,coordina<onandleadership
TheAc<onPlan(2016c)emphasisestheimportanceofdepartmentsworkingtogether:‘WewillworkcloselywiththeDepartmentofChildrenandYouthAffairstoimproveini<alandcon<nuingprofessionaldevelopmentopportuni<esinthisimportantsector’(2016c:31).Theremaybemuchvalueineffortstobringresponsibilityforalltypesofprovision,andalltraining,underasingleumbrellabody,reflec<ngtheemphasisoncoordinatedprovisionintheNa<onalEarlyYearsStrategy(BOBF,2104),andtheaimofBeferStart,toestablishacohesiveapproachtoqualityacrosstheEarlyChildhoodEduca<onandCaresector.Itisworthno<ngthediverserangeofdepartmentslistedingovernmentcommitmentsinBOBF(2014),eachwithitsownapproachesandpriori<es,albeitthataleaddepartmentisiden<fiedforeachcommitment.Thereisevidenceofdiversityofprac<calexperienceonprogrammes,with20percentoffurthereduca<onstudentsand11percentofhighereduca<onstudentsrepor<ngnoprac<calexperience,andhighlevelsofvariabilityinthenumberofplacementsundertakenaspartofacourse.Thisimpactsonindividualtrainees’feelingsofcompetenceandconfidence,andalsomorewidelyonthesector,andtheirviewsaboutnewstaffquality.Thisispoten<allyanareainwhichna<onalguidancecouldbevaluable,inmanagingvariabilityincourseorganisa<on.Concernsareexpressedaboutthedifficul<esofprovidingtrainingwhichreachesallchildcareworkers,par<cularlythoseinnon-formal,non-rela<vecare,suchaschildminders.Theremaybevalueinlookingtotheexperiencesofothercountries,suchastheUKinthefirstdecadeofthe21stcentury,wherechildminderswereoVensuccessfullyengagedintrainingasaresultoftheirinvolvementinlocalchildren’scentres.
MathiasUrban
Introduc<onInterna<onalliteratureIrishpolicydocumentsStakeholderinterviews
Occupa<onalRoleProfiles:keypointsforrevision
MathiasUrban
Stakeholderinterviews
Todate,interviewswereconductedwith12professionals(academics,policymakers,prac<<oners)includingrepresenta<onfrom,prac<ceandserviceprovision,educa<onandtraining,inspectorateandsectorassocia<ons.InterviewswerecodedusingcategoriesestablishedinthePolicyReview,tosupportcross-referencing:1WhatismeantbyqualityinanIrishEarlyChildhoodcontext?
1.1Askilledworkforce1.1.1Qualifica7onsandupskilling1.1.2Professionalismandprofessionaliza7on1.1.3Inspec7onandregula7on
1.2AistearandSioltaframeworks1.3Investment1.4Occupa=onalRoleProfiles
2Howcanaqualityworkforcebedevelopedandsustained?Whoisinvolved?2.1Collec=veviews2.2Careerpathsandprogressionroutes
2.2.1Qualifica7onsandcareerstructuresThisaspectelicitedthehighestvolumeofcommentsfrompar<cipants.Aconsistentthemerunning2.2.2Percep7onsofvalue
2.3Individualandcollec=veac=vity2.4BarrierstotrainingTrainingprovidersandprovision
MathiasUrban
Professionalismandprofessionalisa<on
• Professionalismandprofessionalisa<onisamajorthemeforallpar<cipants,seenasanareaofconsiderabledevelopmentsincethepublica<onofthefirstitera<onofoccupa<onalroleprofiles
• Professionalisms<llseenbymanyasatemergentlevelinIreland• Anumberofpar<cipantsmeasuredtheearlychildhoodsector
against‘tradi<onal’afributesofaprofession,including– self-determina8onandagency– theexistenceofaprofessionalbodywithresponsibilityforseZngout
corerequirementsandexpecta8ons– andsharedcodesofprac8ce
• Thesewerecitedasvaluableincrea<ngaprofessionaliden<tyandalsoinsuppor<ngacareerstructure
MathiasUrban
Professionalismandprofessionalisa<on:Themesemergingfromtheinterviews
• Earlychildhoodprofessionaliden==esmaybemul=ple,andincludethoseworkinginservicesforchildrenunderthreeandthoseforchildrenoverthree,andthoseworkingintheearlyyearsinprimaryschools
• Suchfragmenta=onmaychallengeacoherentprofessionaliden=tyandideasofprofessionalprac<ce
• Irishculturaltradi=onsmayworkagainstearlychildhoodworkersbeingseenasprofessionals(thismaypar<cularlyaffectchildmindersandthoseworkingwithchildrenunderthree).Thismayleadtothemfeelingbothexcludedandambivalentabouttheirprofessionaliden<ty
• Asenseoffeelingundervaluedimpactsonearlychildhoodworkers’senseofiden<ty,leadingtofeelingsofdisempowerment
• Poorlevelsofpaymaybeequatedwithasenseofearlychildhoodasnotaprofession• TheOccupa=onalRoleprofileswereseenaspoten=ally(andposi=vely)
influen=alonprofessionalprac=ceandprofessionaliden=ty• Agrowingnumberofqualifiedandexperiencedearlychildhoodworkersare
recognisingandvaluingthemselvesasprofessionals,andarebeginningtobemoreproac<veintheiradvocacyforearlychildhood
• Theintroduc<onofEYEImayimpactonprofessionalprac<ceandideasofprofessionalismbya)introducingregulatoryframeworks,oVenseenasahallmarkofprofessionalism;b)crea<nganewoccupa<onalroleofearlyyearsinspector,drawnfromearlyyearsgraduates,withpowertoinfluenceaspectssuchas‘rela<onalpedagogy’
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Monitoringandevalua<on,inspec<onandregula<on:aposi<vedevelopment
Thisareawasdiscussedbythemajorityofpar<cipants,par<cularlyinlightoftheintroduc<onofnewEYEIinspec<onsthisyear
• Introduc<onofEYEIwasgenerallyseenasposi=ve,par=cularlygiventheemphasisonrecrui=nginspectorsfromwithinearlychildhoodprac=ce
• However,thereiss<llsomeresistancetoinspec<on,evenwhenworkerswereassessedashavingmetthecriteria
• EYEIwereseenbyashavingthepoten=altoimpactposi=velyonprac=ce,andfortheprocessofinspec<ontobemoreconsulta<ve
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Inspec<onandregula<on:someconcerns
• Aconcernexpressedbymanywaswithregardtothephenomenonofmul=pleinspec=onsinearlyyears,andwhatwasseenasalackofintegra=onacrossthedifferentinspec=onregimes.Thecostofimplemen<ngbothhealthandeduca<oninspec<onsystemswascitedaspoten<allyresul<nginlessmoneyforotherpartsofthesystem.
• Thesitua<onwasalsocomparedunfavourablytotheeduca<onsector,inwhich‘theteacherisaccreditedwithcommonsense…andtodothingsprofessionally,whereasitappearsthechildcaresectorarenotcompletelytrusted’
• Concernswereraisedthatinspec<onandregula<oncouldbecomeoverlyprescrip<ve,andpoten<allyleadtoprac<<onersbecomingmorecau<ousandriskaverse.Aistearwasseenasposi<veinthepoten<alforittobeinterpretedatlocallevels,andpar<cipantswerekeenforthistocon<nue,andtoavoidnarrowingofprac<ce,andanorthodoxydeveloping
• Poten<alproblemsrelatedtoinspec<onalsoincludedtherequirementtocompletelargeamountsofpaperwork,andtheneedtoavoida‘box=cking’approach
MathiasUrban
Introduc<onInterna<onalliteratureIrishpolicydocumentsStakeholderinterviews
Occupa<onalRoleProfiles:keypointsforrevision
MathiasUrban
TowardsrevisedOccupa<onalRoleProfiles
Areasforrevision:1. Genericcharacteris<csoftheECCEworkforce2. Coreknowledgeareas3. Pathwaystoprofessionalisa<onandsystemic
development
MathiasUrban
TowardsrevisedOccupa<onalRoleProfiles(1)
Genericcharacteris=csoftheECCEworkforce• Five<eredsystemwithstrongfocusonlevelsofformal
qualifica<on• Confla<onbetweenlevelsofexperienceandqualifica<on,
sugges<ngthatoneequatestheother• Thisbecomesproblema<cwhenasmall(butgrowing)numberof
graduateswithlevel7/8qualifica<on(e.g.BAECCE)areexpectedtoexertleadershipandactasindividualchangeagentsinasectorthatisdominatedbyprac<<onerswithexperiencebutlowlevelsofformalqualifica<on.
• Nomenklaturemaynega<velyimpactonallprac<<oners,par<cularlythosewithconsiderableexperiencebuteitherlowlevelsof,ornorecognisedqualifica<on(‘basicprac<<oner’)
MathiasUrban
TowardsrevisedOccupa<onalRoleProfiles
Genericcharacteris<csoftheECCEworkforce:ques<onfordiscussionWhatwouldyouseeasalterna=veapproachestonamingthevariouslevelsof
a) formalqualifica=onb) prac=calexperience
representedintheECCEworkforce?
MathiasUrban
TowardsrevisedOccupa<onalRoleProfiles(2)
CoreknowledgeareasAtpresent,thestra<fiedgenericcharacteris8csoftheECCEworkforceareframedbysixareasofcoreknowledgeandskills:
Childdevelopment–personal,professionaldevelopment–socialenvironment–health,hygiene,nutri8onandsafety–educa8onandplay–communica8on,administra8on,management
SuchanapproachissupportedbythefindingsofCOREthatemphasisetheimportanceofsharedandmatchingknowledge(s),prac8cesandvaluesacrossalllayersofanearlychildhoodsystem.WesuggestthatrevisedOccupa<onalRoleProfilesmaintainthegeneralapproach
MathiasUrban
TowardsrevisedOccupa<onalRoleProfiles
Coreknowledgeareas–fourareasthatneedupda=ng:• Clearorienta<ontowardsAistearandSíolta• Strongeremphasisondiversity,(in)equalityandsocialjus=ce• Clearorienta<ontowardstheaimofbuildingacompetentsystem
(CORE):Itwillbecrucialtoiden<fyandovercomefracturesandmismatchesofknowledge(s),prac<cesandunderpinningvaluesbetweenactorsandins<tu<onsatalllevelsofthesystem,includingprac<ce,professionalprepara<onanddevelopment,evalua<onandmonitoring(inspec<on),research,andgovernance.
• Incorporateevalua<onandinspec<on;withclearlinksbetweencri=cal(self)reflec=onatalllevelsofprac=ceandgovernance,andbothinternalandexternalevalua<onandmonitoring.
MathiasUrban
TowardsrevisedOccupa<onalRoleProfiles
Coreknowledgeareas:ques<onfordiscussionThecurrentProfilesdonotmen=onrecentguidingframeworksfortheECCEsector.Howcanaclearorienta=ontowardsAistearandSíolta,andrespectfordiversityandworkingtowardsequality(equitableoutcomesforallchildren)beincorporatedinthecoreknowledgeandskillsatalllevels?
MathiasUrban
TowardsrevisedOccupa<onalRoleProfiles(3)Pathwaystoprofessionalisa=onandsystemicdevelopment• Rela<onshipbetweenexperienceandformalqualifica<oninthesector:
onedoesnotnecessarilyequatetheother• Towardsacompetentsystem:reflectcontentofOccupa<onalRoleProfiles
moreexplicitlyinprofessionalprepara<onandtraining.– Requiredareorganisedspaces(ins<tu<onalisedstructures)forcollabora<on
betweenpolicy-making,educa<onandtrainingproviders,evalua<onandmonitoringsystemsandresearch
• Strategicleadershipneededatbothpolicyandprac<celevels:RevisedORPtoreflectthisneedmoreclearlyandemphasiseelementsofleadership,systemicthinking,andcri<calreflec<onatlevel7/8qualifica<ons– Graduatesareincreasinglyfacedwiththeques<onofhowtoeffec<velyactas
leaderandchangeagentinworkcontextsthatarecharacterisedbyexperiencedbutlowerqualifiedprac<<oners
• Careerprogressionandreten<on.Withoutaprogressionrouteinprac<ce,theonlyop<ontogainpromo<onandappropriatepayisforgraduatestoleavetheimmediateworkwithchildren.Theresultisa‘braindrain’thatisnotsustainable
MathiasUrban
Pathwaystoprofessionalisa<onandsystemicdevelopment:ques<onsfordiscussion
Howshouldprac=calexperience(beyond,before,oroutsideofformalqualifica=on)bedocumentedandrecognised?Howcantheneedforstrategicleadershipatsystemslevelbereflectedineduca=onandtraining?
MathiasUrban
Howtoimplementacompetentsystem?Acaveat
Implementa8on:HowGreatExpecta8onsinWashingtonareDashedinOakland.Berkeley,CA(Pressman&Wildavsky,1984)
Governancetheoryandsystemstheoryremindsusthata) Noonedoesastheyaretold.Ever.b) Theonlywaytoinfluence(‘govern’)a
complexsystemisthroughinfluencingandshapingitsenvironment
MathiasUrban
Policy
Prac<ce
Implem
enta<o
n
Interestsand(best)inten<ons
Assessment(e.g.‘measuring’quality,outcomesandeffec<veness)
Fromtop-downimplementa<ontodemocra<cinven<onofsocialchange(UmbertoMangabeiraUnger)
Research(‘evidencebase’)
Frustra<on(‘itneverworks…’)
MathiasUrban
Resistance
Interna<onalandna<onalpolicypriori<esandagencies(e.g.EU,OECD,UNESCO,
WorldBank)
Ownhistory,culture,values,individualandgroupiden<ty
Crea<vity
Localknowledge(s)andprac<ces
MathiasUrban
Thank you!
www.roehampton.ac.uk/Research-Centres/Early-Childhood-Research-Centre/