Europe and Central Asia

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

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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.


Vision for Specialised Child Protection Services in the Republic of Moldova

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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.


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

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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

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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

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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

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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:


Inclusive early childhood education environment self-reflection tool

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Inclusive Early Childhood Education

Inclusive early childhood education environment self-reflection tool was developed in order to identify, analyze and promote the main characteristics of quality Inclusive early Childhood Education for all children. This tool was designed to address the need for professionals and staff in early years settings to reflect on their inclusiveness. The tool consists of eight sets of questions, which address the following aspects of inclusion:


Quality through Professionalisation: Local Evaluation of the Tallaght National Early Years Access Initiative

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Quality and professionalisation

Quality through Professionalisation: Local Evaluation of the Tallaght National Early Years Access Initiative is a report on the evaluation of the Quality through Professionalisation programme, one of 11 projects under the National Early Years Access Initiative. This three-year initiative aimed to improve the quality and outcomes of services in the early years sector. At the national level, the initiative focused on the establishment of an evidence base contributing to improvements in practice and influencing policy changes.


Supporting Families for Nurturing Care | Supervision: supporting professionals and enhancing service quality

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Proper supervision enables home visitors to form supportive relationships with families. Supervision: supporting professionals and enhancing service quality focuses on supporting the supervision of home visitors in order to guide home visitors in their work.

Through these modules, readers may: 


Report on the Working Conditions of the Early Years Education and Care Sector 2017

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Working Conditions of the Early Years Education and Care Sector

Report on the Working Conditions of the Early Years Education and Care Sector 2017 primarily focuses on the poor working conditions and below average pay scales of all those working in the early years sector in Ireland. Diving into several issues impacting services across all provinces, in both rural and urban areas, the report includes sections on: