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  • Evaluating ECEC Systems

    Miho Taguma, Senior Policy Analyst Early Childhood and Schools Division

    Directorate for Education and Skills OECD

  • Today’s Focus

    • OECD’s evaluation of ECEC systems

    • OECD’s analysis on policy levers to enhance “Quality”

    • OECD’ current and future work on “Quality”

  • Today’s Focus

    • OECD’s evaluation of ECEC systems

    • OECD’s analysis on policy levers to enhance “Quality”

    • OECD’ current and future work on “Quality”

  • OECD Policy Reviews: system evaluations

    • ECEC issues in general

    • Access

    • Equity

    • Quality

    • Policy suggestions

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    Observed performance gap

    Performance gap after accounting for socio-

    economic factors

    International comparative analysis has shown that participation in

    ECEC is associated with better student outcomes at age 15.

    Performance difference in PISA between students who attended pre-primary school for more than one year and those who did not

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    Chart C2.1. Enrolment rates at age 4 in early childhood and primary education (2005 and 2011)

    2011 2005

    1. Year of reference 2006 instead of 2005. 2. Year of reference 2010 instead of 2011. Countries are ranked in descending order of the enrolment rates of 4 year-olds in 2011. Source: OECD. Argentina: UNESCO Institute for Statistics (World Education Indicators Programme). Table C2.1. See Annex 3 for notes (www.oecd.org/edu/eag.htm).

    %

    In a majority of OECD countries, ECEC participation at age 4

    has increased from 2005 to 2011.

  • However, participation at age three varies considerably

    across countries

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    Source: OECD, Education at a Glance 2013 – data mainly from 2011 with Canada 2010

  • Today’s Focus

    • OECD’s evaluation of ECEC systems

    • OECD’s analysis on policy levers to enhance “Quality”

    • OECD’ current and future work on “Quality”

  • Policy Toolbox: 5 policy levers

    • Focus on Quality

    • 5 policy levers

    • Practical FAQs

    • what does research say?

    • how do we compare with other countries?

    • etc…

  • Policy goals and minimum standards

    Curriculum (and learning standards)

    Family and community engagement

    Data, monitoring and research

    Workforce

    5 policy levers to encourage quality in ECEC:

    It is essential to align separate, complementary policy levers.

  • Policy goals and minimum standards

    Curriculum (and learning standards)

    Family and community engagement

    Data, monitoring and research

    Workforce

  • Research says…..

    Setting out clear quality goals can… • Consolidate political will • Strategically align resources with priority areas • Build shared vision and consensus

    Minimum standards can… • For providers - can level the playing field • For parents - can help them to make informed choices • For children - can guarantee the health, safety, learning and well-being of children in high-quality environments • Support transparent regulation of the private sector

  • International overview: Staff-child ratio

    Regulated staff:child ratio in kindergarten

  • Policy goals and minimum standards

    Curriculum (and learning standards)

    Family and community engagement

    Data, monitoring and research

    Workforce

  • Research says….

    Curriculum and learning/well-being standards can… • Ensure an even level of quality • Reinforce positive impact on children’s learning and development • Give guidance to staff on how to enhance children’s learning and well-being • Show parents what their children are doing at ECEC centres/how they could interact with their children at home

    Most frequently researched question

    • Academic approach vs comprehensive approach • Teacher-directed approach vs child-initiated approach

  • Mapping of existing research on the effects of

    academic vs. comprehensive curriculum

    Source: Barnett et al. (2010), "The Effects of Preschool Education: What We Know, How Public Policy Is or Is Not Aligned With

    the Evidence Base, and What We Need to Know", Psychological Science in the Public Interest, Vol.10, No. 2, pp. 49-88;

    Eurydice (2009), Early Childhood Education and Care in Europe: Tackling Social and Cultural Inequalities, Eurydice, Brussels;

    Laevers, F. (2011), "Experiential Education: Making Care and Education More Effective Through Well-Being and Involvement",

    Encyclopedia on Early Childhood Development, Centre of Excellence for Early Childhood Development, Montreal;

    Schweinhart, L.J. and D.P. Weikart (1997), “The High/Scope Preschool Curriculum Comparison Study Through Age 23”, Early

    Childhood Research Quarterly, Vol. 12, pp. 117-143.

    Which "model" is most likely to improve

    a child's... Academic Comprehensive

    IQ scores X

    Motivation to Learn X

    Literacy and Numeracy X

    Creativity X

    Independence X

    Specific Knowledge X

    Self-confidence X

    General Knowledge X

    Initiative X

  • Subject areas or topics included in country’s curriculum framework

    International overview: Content areas

  • Policy goals and minimum standards

    Curriculum (and learning standards)

    Family and community engagement

    Data, monitoring and research

    Workforce

  • Research says….

    Qualifications, education and training… • Determine staff’s pedagogical quality, which will influence child development through staff’s knowledge, skills and interactions

    • Research suggests that high staff quality includes:

    - Good initial education; continuous professional development - Good understanding of child development - Good knowledge of curriculum elements - Ability to praise,