VBJK

PROGRAM

PRESENTATIONS

PHOTOS

Friday the 7th of October (conference language: English)

Coffee

Welcome and introduction to the CoRe study

Mathias Urban (University of East London) and Michel Vandenbroeck (Ghent University), principal investigators.

Considering the increasing importance of the educational function of ECEC (e.g. in the context of lifelong learning), as well as its social function (e.g. social inclusion, social cohesion and diversity) early childhood professionals work in increasingly complex and changing contexts. Their professionalism builds on a body of knowledge, skills and values and asks for critically-reflective competence. It is imperative, however, to extend focus from individual practitioners’ to the entire early childhood system – to institutional and inter-institutional competence as well as the competence of the governing systems. 

European policies for early childhood care and education

Adam Pokorny (European Commission Directorate-General for Education and Culture)

Literature review

Dr. Arianna Lazzari (University of East London)

A comprehensive analysis of relevant literature reviewed international policy documents and academic publications. The scope of the review was extended from predominantly English literature to include perspectives and discourses deriving from the French, Italian, German, Danish and Croatian academic debate. Starting from a critical analysis of these documents, key-conceptualisations underpinning the CoRe study are illustrated and discussed.

Coffee break

A survey on competence requirements in 15 countries

Katrien Van Laere (Ghent University)

A survey of formal competence requirements in 14 European member states and one European candidate member state was carried out, including Belgium (Flemish and French speaking Communities), Croatia, Denmark, France, Greece, Ireland, Italy, Lithuania, The Netherlands, Poland, Romania, Slovenia, Spain, Sweden and the United Kingdom (England and Wales). Drawing on these data, we identify key fields of tension that arise from the cross-national analysis of competence requirements in ECEC.

Lunch

Workshops

Four workshops offer forums for more detailed presentations and space for questions and discussion.

1. Tertiary education

There is a general consensus in international studies as well as policy documents that a majority of staff should be trained at BA (ISCED 5) level. Less well discussed is the format and content of the academic qualifications needed for ECEC. Two inspiring and very different approaches are presented.

Marie Paule Thollon Behar (Ecole Rockefeller de Lyon - Université Lumière Lyon 2, France) presents the case of the training for Educateur Jeunes Enfants in ESSSE, Lyon.

Jytte Juul Jensen (College of Pedagogy Århus, Denmark) presents the case of the Danish paedagog training in Århus

2. Learning on the job

In many cases the early years workforce consists of large groups of unqualified or low qualified staff. Research shows that on the job learning can be as effective as initial training, if certain conditions are met.

Maria Cristina Picchio (ISTC-CNR, Rome) presents the comprehensive system of professionalization and the role of the pedagogista in the city of Pistoia, Italy.

Jan Peeters (Ghent University) and Chris De Kimpe (Pedaogical Centre of the city of Ghent) explain the system of pedagogical coaching in the municipal day care centres of Ghent.

3. The professionalisation of low-qualified staff

The presence of considerable proportions of un-qualified or low qualified workers in the ECEC sector deserves more attention, especially when they have less access to qualifying in-service training and fewer opportunities to participate in team meetings along with qualified colleagues.

Claire Cameron (Anglia Ruskin University) presents the case of Early Years Professional Status in England, showing how a comprehensive qualification framework (IQF) can support the recognition of previously acquired competences as a basis for further learning.

Tatjana Vonta (DRCEI-Lublijana, Slovenia) explains how inter-professional collaboration is a resource for professionalisation of low-qualified staff in Slovenia, once certain conditions are met: school-based professional development initiatives including assistants, time and space for shared reflection on practices, close cooperation between assistants, qualified colleagues and school directors in developing educational projects.

4. Systemic approaches to professionalisation

Mathias Urban (University of East London) and Katrien Van Laere (Ghent University) explore key questions and fields of tension arising from approaches to professionalisation and competence profiles in different European countries. CORE findings point out the necessity of systemic approaches to competence development and professionalisation. Both innovation and sustainability require shared responsibilities between individuals and institutions at all layers of the ECEC system. This is facilitated by competence profiles that cover broad areas, and integrate the professional body of knowledge, practical skills, shared values and critical reflection. Within this shared framework, local ECEC settings and institutions for professional preparation and training are encouraged and trusted to interpret competence requirements in their specific local context.