the network on early childhood education and care integration of education and care in ecec
TRANSCRIPT
THE NETWORK ON EARLY CHILDHOOD EDUCATION AND CAREINTEGRATION OF EDUCATION AND CARE IN ECEC
Mexico’s early childhood education and care system
Mexico has a split system in ECEC services at national level, directed to children from 0 to 4 years
For children of 5-6 years the national Education System has nearly 100% enrolment in Preschool.
The main providers of ECEC services are Federal and state governments.
Municipal governments have no legal obligation and therefore there are very few municipal ECEC services.
The private sector offers ECEC services at high cost.
Additionally, there are few services organized by the community in urban marginalized areas, leaded by social organizations and religious groups.
Evolution of the current system
Governance ECEC structure: Split System (0-3 years old)
Social HealthcareInstitute (IMSS)
Social Development Ministry (SEDESOL)
Public Education Sub ministry
Indigenous Education
National Council for Educational Promotion
(CONAFE)
Social and SecurityServices for State Workers (ISSSTE)
National Family Development System
(DIF)
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
Social Development Ministry
Health Ministry
Education Ministry
FEDERAL GOVERNMENT
Governance ECEC structure: Preschool(4-6 years old)
The Federal Government is responsible for the legal framework of the
National Education System
Compulsory Preschool services are directed to children of 4-6 years old and are operated
(mostly) by the local Ministries of Education
Preschool services are only offered by public or private institutions
Structure of the split system for ECEC 0-4 years old:
Legislation
Political Constitution of the United Mexican States
Development National Plan (2007-2012)
General Education Law Social Development General Law
Educational Program (2007-2012)
Federal Work Law
Social Security Law
Welfare Law
Civil Protection Law
Discrimination prevention & elimination Federal Law
Protection of children &teenagers rights Law
Indigenous Rights Law
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
Structure of the split system for ECEC 0-4 years old:
Objectives
Early childhood education: Improve children’s whole development
Parent-lead early childhood: Promote education, equitable service, committed participation
IMSS: Provide elements to benefit their whole development
ISSSTE: Provide care services for child welfare and development
DIF: Provide support to working mothers and offer care services for their children in vulnerable conditions
Contribute to reduce job access delay and foster its retention for working mothers and single fathers
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
Structure of the split system for ECEC 0-4 years old:
Focus of each programme
CONAFE: Development of competencies in 4 areas
Regular System: Development of children in 3 areas
IMSS: Based on children needs and characteristics
ISSSTE: Based on the Preschool Education Program (SEP)
DIF: Pedagogic activities based on the Early Childhood National Program (PIE)
None explicit
educational program
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
Staff
Children per class
Structure of the split system for ECEC 0-4 years old:
Staff and Ratio
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
Person in charge of the centre
CONAFE: Educational Developer
DIF: Community Counselor
Early Childhood educator
Educational assistant, Childcare specialist, Pediatrician, Social worker, Pedagogue, Psychologist, Nurse, Cook, Music teacher
1:13CONAFE: 1:15
ISSSTE: 1:12Regular System: 1:10
IMSS: 1:7
DIF: 1:14
Structure of the split system for ECEC 0-4 years old:
Enrolment (Selective)
Children of working or studying single parents with no access to childcare services from public institutions in urban areas
CONAFE services are focused in marginal areas
DIF: Children of working parents without social assistance working for registered institutions
IMSS: Children of parents working for registeredprivate institutions
ISSSTE: Children of parents working for any public institution
CENDIs services are directed to parents working in public education institutions
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
Governmental monthly support per child
Opening
hours
Term period
Fees
CONAFE: 9 months All year around except for national holidays (open on holidays by consent between the director and
parents)Regular System: 200 days
8 hours per day
ISSSTE: 40 hours per week
IMSS: 9 hours per day
DIF: Half day 3 hoursFull day 9 hours
No fees for enrolment
ISSSTE: Service covered by the institution
IMSS: 1% of the working mother or father salary
DIF: according to a socio-economic study
CONAFE: 2 hrs per week
Regular: 4 hrs per day
Structure of the split system for ECEC 0-4 years old:
Term period, Opening hours and Fees
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
Plans for integration: Relevant but isolated efforts
SEDESOL is promoting a more comprehensive programme which contemplates more educational contents
The Public EducationMinistry (SEP) isdeveloping the “Strengthen of early education and child development model” which attempts to unite criteria for all child care institutions
Congress recently proposed and is debating on a new Law to regulate all childcare centers
Health policy for childcare centers has been updated to improve accidents prevention and to promote a better qualitative service
Early ChildhoodHealth and Care
Early Childhood Welfare
Early ChildhoodEducation
A National Educational Program is also needed to provide all centers with minimum educative objectives for child development
It should allow different institutions to provide their particular services and set up general common elements that ensure quality
An ECEC policy that promotes high quality and whole development for all Mexican children from 0 to 4 years old.
Executive and legislative instances must raise their awareness about the need to establish a strong ECEC policy according to a National Plan.
Conclusions