The education and care divide: the role of the early childhood workforce in 15 European countries

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Permanent URL for this page: http://hdl.voced.edu.au/10707/239758.


Author: Laere, Katrien van; Peeters, Jan; Vandenbroeck, M.

Abstract:

International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we conducted a cross-national survey among experts in Belgium (Flemish- and French-speaking communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, the Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the UK (England and Wales). The survey explored professional and training profiles not only for formal ‘teaching’ staff, but also for the entire workforce, making visible the assistants who are often omitted from international reports. The proportion of assistant staff varies from a very small percentage in some European countries to half of the entire workforce in many others. Whereas job profiles for higher qualified staff often focus on ‘education’, profiles for assistants typically focus on ‘care’. Consequently a divide between care and education can be observed, both in split systems and in integrated systems. In these cases, the concept of ‘education’ may be narrowed down to schoolified learning and ‘care’ may be regarded as subordinate to education. In several cases, assistants also have less entitlement to ongoing professionalisation than educational staff. Consequences of the findings for practice as well as policy are discussed.

Published abstract reprinted by permission of the copyright owner.

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International reports on early childhood education and care tend to attach increasing importance to workforce profiles. Yet a study of 15 European countries reveals that large numbers of (assistant) staff remain invisible in most international reports. As part of the CoRe project (Competence Requirements in Early Childhood Education and Care) we conducted a cross-national survey among experts in Belgium (Flemish- and French-speaking communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, the Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the UK (England and ...  [+] Show more

Subjects: Providers of education and training; Quality; Teaching and learning; Workforce development; Research; Skills and knowledge; Governance

Keywords: Preschool education; Teachers; Teachers aide; Institutional role; Research project; Professional development; Competence; Skill needs; Education and training system

Geographic subjects: Europe; Belgium; Croatia; Denmark; France; Greece; Ireland; Italy; Lithuania; Netherlands; Poland; Romania; Slovenia; Spain; Sweden; Great Britain; England; Wales

Published: Oxford, England: Blackwell Publishing, 2012

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Journal title: European journal of education

Journal volume : 47

Journal number: 4

Journal date: December 2012

Pages: pp. 527-541

Series:
Competence requirements in early childhood education and care (CoRe)

Related items: TD/TNC 111.346

ISSN: 0141-8211

Statement of responsibility: Katrien Van Laere, Jan Peeters, Michel Vandenbroeck

Notes:
Special issue: Early childhood education and care in Europe: re-thinking, re-searching and re-conceptualising policies and practices; More information about the CoRe project may be found at: http://www.vbjk.be/en/node/3559

Resource type: Article

Peer reviewed: Yes

Call Number:
TD/TNC 111.347



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