The Education and Care Divide: The Role of the Early Childhood Workforce in 15 European Countries

Autor/inn/en	Van Laere, Katrien; Peeters, Jan; Vandenbroeck, Michel
Titel	The Education and Care Divide: The Role of the Early Childhood Workforce in 15 European Countries
Quelle	In: European Journal of Education, 47 (2012) 4, S.527-541 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12006
Schlagwörter	Profiles; Foreign Countries; Early Childhood Education; Expertise; Young Children; Educational Attainment; Professional Identity; Child Caregivers; Preschool Teachers; Teacher Qualifications; National Surveys; Public Policy; Teacher Role; Caregiver Role + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Expert appraisal; Frühe Kindheit; Bildungsabschluss; Bildungsgut; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrqualifikation; Öffentliche Ordnung; Lehrerrolle
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. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10