Professionalisation of Childcare Assistants in Early Childhood Education and Care: Pathways towards Qualification . NESET II / Analytical Report

European Commission identified staff professionalization as one of the key issues for the ECEC field. In many countries, part of the workforce is represented by low-qualified ECEC assistants. Studies have shown that assistants have fewer chances for qualification and professional development and are not taken into account in policy documents. Improving the competences of all staff (core practitioners and assistants) would improve the services’ quality, which would in turn help eliminate barriers in front of families in using ECEC services.

The Education and Care Divide: the role of the early childhood workforce in 15 European countries

The early childhood education and care (ECEC) workforce plays a critical role in the quality of provision. There has been growing interest by policymakers at the local and international levels and ample research has shown a clear consensus about the importance of quality in ECEC. This research article focuses on the role of assistants in ECEC based on a holistic conceptualization of education and care and examines 15 European country profiles.

State of the Social Service Workforce 2018: Trends and Recommendations for Strengthening the Workforce

This 4th annual report includes a multi-country, four region review of the state of the social service workforce. Through Alliance-led mappings and assessments in three regions in collaboration with UNICEF, and information from mappings and assessments in a fourth region, this report consolidates trends and data and makes recommendations for better planning, development and support to this frontline workforce. The report also makes connections to the Alliance's Call to Action for Strengthening the Social Service Workforce to Better Protect Children and Achieve the SDGs.

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:

The Social Service Workforce as Related to Child Protection in Southeast Europe: A Regional Overview

The Social Service Workforce as Related to Child Protection in Southeast Europe: A Regional Overview

This regional (Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Kosovo, Moldova, Romania and Serbia) overview aims to sketch the social service workforce—with a focus on those engaged in the child protection system—in southeast Europe. Specific research areas include, but are not limited to the following:
1. Perceptions and understandings of social service work
2. Who does what and where
3. Policy and regulatory frameworks
4. Organization and funding of child protection systems

Workforce Profiles in Systems of Early Childhood Education and Care in Europe


Below you may download one of the 30 Workforce Profiles (country reports) on the current status quo regarding the qualification requirements for early childhood education and care professionals (pedagogues, teachers, educators), the composition of the workforce, the systems of initial professional education and continuing professional development, current reform initiatives and research projects and selected aspects of the working conditions of staff in each of the 30 participating countries.The initial Workforce Profiles in Systems of Early Childhood Education and Care in Europe w

Realising Children’s Rights: A training manual for care professionals working with children in alternative care