Governing Quality Early Childhood Education and Care in a Global Crisis: First Lessons Learned from the COVID-19 Pandemic. Analytical Report

Autor/inn/en	Van Laere, Katrien; Sharmahd, Nima; Lazzari, Arianna; Serapioni, Martino; Brajkovic, Sanja; Engdahl, Ingrid; Heimgaertner, Henriette; Lambert, Liesbeth; Hulpia, Hester
Institution	European Commission, Directorate-General for Education, Youth, Sport and Culture; European Union (EU) (Belgium); Public Policy and Management Institute (PPMI) (Lithuania)
Titel	Governing Quality Early Childhood Education and Care in a Global Crisis: First Lessons Learned from the COVID-19 Pandemic. Analytical Report
Quelle	(2021), (102 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-76-21372-7
DOI	10.2766/642131
Schlagwörter	Foreign Countries; Educational Quality; Quality Assurance; Early Childhood Education; Child Care; COVID-19; Pandemics; Young Children; School Closing; Disease Control; Public Health; Access to Education; Disadvantaged; Costs; Outreach Programs; Family Needs; Student Adjustment; Early Childhood Teachers; Teacher Shortage; Curriculum; Personal Autonomy; Holistic Approach; Educational Practices; Parent Participation; Educational Technology; Technology Uses in Education; Governance; Educational Finance; Government Role; Program Evaluation; Educational Policy; European Union; Sweden; Croatia; Belgium; Germany (Berlin); Italy + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Qualitätssicherung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; School closings; Schule; Schließung; Schließung (von Schulen); Gesundheitswesen; Access; Bildung; Zugang; Bildungszugang; Cost; Kosten; Jobcoaching; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Early childhood education; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrermangel; Curricula; Lehrplan; Rahmenplan; Individuelle Autonomie; Holistischer Ansatz; Bildungspraxis; Elternmitwirkung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Bildungsfonds; Programme evaluation; Programmevaluation; Politics of education; Schweden; Kroatien; Belgien; Italien
Abstract	This report explores the different ways in which European Union (EU) Member States (MS) have attempted to ensure high-quality ECEC (Early Childhood Education and Care) for children and families in the era of COVID-19. The rationale for the report builds on the Conclusions of the European Council concerning the fight against COVID-19 in education and training, which stipulate that Member States should share information and best practices and continue exchanging information about possible ways to adapt to this new situation at the level of education and training (Council of the European Union, 2020). The central aim of this study is to examine what measures have been taken by selected EU member states -- two countries (Sweden and Croatia), as well as three regions (Flanders in Belgium, Berlin in Germany and Emilia-Romagna in Italy) -- to deal with the COVID-19 crisis during the first year of the pandemic (March-December 2020), in order to ensure quality ECEC for children and families. It is expected that this analysis of coping strategies and lessons learned will be relevant to other EU Member States and regions. [This report was prepared by the NESET network, administered by the Public Policy and Management Institute (PPMI).] (PPMI) (As Provided).
Anmerkungen	European Commission. Available from: EU Bookshop. e-mail: bookshop@publications.europa.eu; Web site: http://bookshop.europa.eu/en/home/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01