Joint-Presentation:

Starting Strong III: A Quality Toolbox for Early Childhood Education and Care Encourage

Miho TagumaSenior Policy AnalystDirectorate for Education, OECD

Jacqueline JonesChair of the OECD Network on Early Childhood Education and Care

The OECD ECEC Team: Miho Taguma, Ineke Litjens, Janice Heejin Kim, Kelly Makowiecki, Matias Egeland

What’s new in SSIII?

• ECEC in general• Policy suggestions

• Focus on Quality• Practical solutions to answer FAQs

• Online version• Supplementary materials

What does “Quality” mean in ECEC?

5 Key Policy Levers

For Each Lever: 5 Tools to Answer FAQs

Let us take an example:PL 2: Curriculum and Standards

FAQ1 : Why is “Policy Lever X” important?Tool 1. Research Briefs/Highlights

Curriculum or standards can:

• Ensure even quality across different settings

• Help staff to enhance their pedagogical strategies

• Help parents to better understand child development

There is a need to:

• Go beyond “curriculum dichotomies” – academic vs. comprehensive approach.

• Consolidate the “added value” of different approaches.

Which "model" is likely to improve a child's...

Academic Comprehensive

IQ scores XMotivation to Learn X Literacy and Numeracy XCreativity XIndependence XSpecific Knowledge XSelf-confidence XGeneral Knowledge XInitiative X Short-term outcomes XLong-term outcomes X X

Example . Effects of academic and comprehensive approaches on different child developments

Source: Pianta et al., 2010; Eurydice, 2009; Laevers, 2011; Schweinhart and Weikart, 1997.

FAQ2 : How do we compare with others? Tool 2. International Comparative Tables/Figures

Source: OECD Network on Early Childhood Education and Care’s “Survey for the Quality Toolbox and ECEC Portal”, June 2011.

• Many OECD countries focus on literacy and numeracy.

• “Play” is being highlighted – either mainstreamed or distinct.

• Some include newly emerging elements, aligned with school curriculum.

FAQ3 : What are other countries doing to tackle the challenge we are facing?

Tool 3. Strategies Undertaken by Countries

xamples of Strategies:

• Providing supplementary materials

AUS, BFL, ENG, EST, IRL, JAP, KOR, NZL, NOR, MEX, POR, SCO, SLN, SLV, SWE

• Involving stakeholder in the design process for stakeholder buy-in

AUS, BFL, NOR, SCO, SLN

• etc.

Example of Common Challenges:

Effective implementation

FAQ4: How can we manage risks of policy failures or any unintended consequences?

Tool 4. Lessons Learnt

Examples of reported lessons:.

2. Plan sufficient time for implementation.

3. Include managers/leaders for training.

4. Use simple language.

5. etc…

FAQ5: Where can we start? Tool 5. Self-reflection Sheets

Objectives:

• Not a benchmarking exercise

• To raise awareness about new or possible issues

Examples of questions:

• The curriculum is aligned with school curriculum to manage smooth transition from ECEC to compulsory school.

• etc.

How can SSIII be useful for a country at the user end?

Starting Strong III:A Helpful Tool for

Race to the Top - Early Learning Challenge

RTT-ELC

Prepare more children to enter kindergarten ready to succeed in school:

•$500M •Improve quality of early learning programs•Build coordinated state-wide early learning and development systems (across sectors)•Jointly administered by ED and HHS

Competition Frame

• Require “ambitious yet achievable” plans

• Reward demonstrated success– More points for having implemented a high

quality initiative than for proposing a very good plan

Key Reform Areas

• Successful State Systems

• High-quality Accountable Programs

• Promoting Early Learning and Development Outcomes for Children

• A Great Early Childhood Workforce

• Measuring Outcomes and Progress

Competition Results

• 37 applications

• Nine winners – North Carolina, Massachusetts, Washington,

Delaware, Ohio, Maryland, Minnesota, Rhode Island, and California

• No Losers!

• Next Step - Implementation

Starting Strong III

• Models of good practice through international comparisons

• Research for policy maker

• Research for public awareness

• Continue reflection on practice and policies