Training & professional development

Supporting the Early Childhood Workforce at Scale: Community Health Workers and the Expansion of First 1000 Days Services in South Africa

Supporting the Early Childhood Workforce at Scale Community Health Workers and the Expansion of First 1000 Days Services in South Africa
The National Integrated Early Childhood Development Policy (NIECDP) (2015) is an important step in South Africa’s shift from a health system focused on curative, disease-based services to one based on prevention and health promotion. The NIECDP identifies a comprehensive vision of early childhood development (ECD) services to be delivered by 2030, seeking to strengthen and integrate these services across all government departments.

Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review

Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe Findings from a comparative review

Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review explores innovation as an aspect of in-service continuous professional development in ECEC.


Early Childhood Care and Education in five Asian countries

Early Childhood Care and Education in five Asian countries

Early Childhood Care and Education in Five Asian Countries seeks to consolidate early childhood developments in Asia as a basis for The Head Foundations further research and advocacy in this area.

A general overview of the ECCE landscape in the Asia-Pacific region is introduced by this resource. Country profiles are included as a way to share data on individual countries. These country profiles are presented through five aspects:


Child protection workforce strategy 2017-2020

Child protection workforce strategy 2017- 2020

The Child protection workforce strategy 2017-2020 recognizes the difficulties that can be encountered by child protection practitioners and the vital role practitioners play in working with children and families.
In recognition of the fact that a strong workforce must be supported in order to protect children, Victorian Government focused on five major priorities:


Vision for Specialised Child Protection Services in the Republic of Moldova

Vision for Specialised Child Protection Services in the Republic of Moldova

The Vision for Specialised Child Protection Services in the Republic of Moldova lays out a common vision on the system of child protection services and includes a variety of specialized services needed in order to form an integrated and coherent system to meet the complex needs of children victims and witnesses of child abuse and neglect.


Fostering Effective Early Learning (FEEL) Study

Fostering Effective Early Learning Study

The 2018 Fostering Effective Early Learning (FEEL) study focuses on the importance of quality, and how to strengthen it in early childhood education and care (ECEC) settings. Extensive research demonstrates that the benefits of ECEC for children are increased when the service provider and educators are highly skilled and participate in professional development (PD), and the service is of high quality.


Recommendations for common policy across the EU regarding professional development as an element of quality in ECEC and child wellbeing for all

Recommendations for common policy across the EU regarding professional development as an element of quality in ECEC and child wellbeing for all

This report is the final report of the CARE project (Curriculum Quality Analysis and Impact Review of European ECEC). It aims to highlight priorities in ECEC professional development and develop recommendations regarding high-quality provisions for common EU policies. Six policy priorities are identified in throughout the report:


Report on “good practice” case studies of professional development in three countries

Report on good practice case studies of professional development in three countries

This report presents ‘good practice case studies’ of exemplary approaches to innovative in-service Professional Development (PD) of Early Childhood Education and Care (ECEC) practitioners in three countries: Denmark, Italy and Poland.


Supporting the Early childhood Workforce at Scale: Preschool Education in Ukraine

Preschool education in Ukraine
This study, the second in this series, focuses on the role of preschool teachers in Ukraine. The country, with a predominantly public network of preschool education, has achieved coverage for a significant proportion of the population. Nevertheless, it struggles to meet demand and ensure quality of services. In addition, Ukraine is at a unique moment where increasing attention is being paid in the country to improving the quality of preschool education and supporting inclusion, which have been elevated in recent policy reforms. Taking into account the significance of preschool teachers to the system of preschool education, this study aims to gain a better understanding of their experiences, including their backgrounds, the support that they receive, as well as the challenges that they encounter. By illustrating the experiences of preschool teachers in Ukraine and identifying the size and scope of the challenges they face, it is hoped that this study will support officials within the Ministry of Education and Science (Ministerstvo osvity i nauky) in Ukraine as well as local education departments to strengthen and support preschool personnel through targeted policies and programs and contribute to the knowledge base around the early childhood workforce.

Kindergarten teachers' perceptions on in-service training and impact on classroom practice

Kindergarten teachers in-service training and impact on classroom practice

Professional development is essential for early years teachers. Recognizing this fact, the Romanian education system aims to promote high quality professional development programs for teachers in order to improve their work. This study investigated kindergarten teachers’ perceptions of their in-service training programs; including the impact these programs had on their professional development processes and classroom practices. Eighty-four kindergarten teachers responded to an online, structured questionnaire focused on: