Model Framework for Education, Training and Professional Development

in the Early Childhood Careand Education Sector

* quality childcare & lifelong learning

DEPARTMENT OF JUSTICE, EQUALITY AND LAW REFORMAN ROINN DLÍ AGUS CIRT, COMHIONANNAIS

AGUS ATHCHÓIRITHE DLÍ

EUROPEAN UNIONSTRUCTURAL FUNDS

N A T I O N A L D E V E L O P M E N T P L A N

Photography: Derek Speirs/REPORT and Maxine JonesDesign and pre-production: Greville Edwards/ARTSELECT 01-635 1046Printed by Global Print - 01 6611148/9Technical Assistance to Certifying Bodies Subgroup: OMNA Project, CSER, DIT.

Childcare is one of the priority areas for the NationalDevelopment Plan and the Equal Opportunities ChildcareProgramme 2000-2006, which is part-financed through the EUStructural Funds and represents the largest investment of fundingfor childcare in the history of the State.

The overall aims of my Department’s Equal OpportunitiesChildcare Programme are to improve the quality of childcare, toincrease the number of childcare facilities and places and tointroduce a co-ordinated aproach to childcare service delivery.

The issue of quality in any sector is inextricably linked to theissues of training, education and professional development. TheNational Co-ordinating Childcare Committee, chaired by myDepartment, established the Certifying Bodies Subgroup to buildon existing work and to develop a draft framework for training,education and professional development in the Childcare Sector.

This document, a Model Framework for Education, Training andProfessional Development in the Early Childhood Care andEducation Sector, sets out a clear guide for professionaldevelopment through childcare education and training. Thecentral philosophy throughout the Model Framework is the well-being of all children in Early Childhood Care and Education.

The publication of this document marks the culmination of anextensive process of consultation and research by the CertifyingBodies Subgroup. In preparing the Model Framework, theSubgroup has sought to incorporate the views of the manydifferent elements of the Childcare Sector and demonstrates thesector’s ambitions regarding the improvement of standards inchildcare training, education and professional development.

It is to the credit of the Childcare Sector and the members of theCertifying Bodies Subgroup that such a complex set of views andapproaches to childcare training and education could be drawntogether in this document in a way that retains the strengths ofvariety and inclusiveness in the Sector as a whole.

I am confident that this document will prove to be an importantlandmark as we strive to improve the quality of our childcareservices and will be seen as a keystone to further advances intraining, education and professional development in the ChildcareSector.

Michael McDowell TDMinister for Justice, Equality and Law Reform

September, 2002

Foreword

P R E A M B L EI N T R O D U C T I O N

POLICY CONTEXT

R AT I O N A L E

PROFILE OF SECTOR

MODEL FRAMEWORK FOR EDUCATION, TRAINING AND

PROFESSIONAL DEVELOPMENT IN ECCE IN IRELAND

ELEMENTS OF THE MODEL FRAMEWORK

CORE KNOWLEDGE AREAS

KEY TASKS AND RESPONSIBILITIES

I M P O RTANCE OF THE CORE STA N D A R D

CORE VA L U E S

CORE VALUE STATEMENTS FOR THE EARLY CHILDHOOD

CARE AND EDUCATION SECTOR IN IRELAND

O C C U PATIONAL PROFILES AND CORE STA N D A R D S

ACCESS, TRANSFER AND PROGRESSION

C O N T E X T

CREDIT SYSTEM AND EQUIVALENCE (TRANSFER)

PROFESSIONAL STATUS (PROGRESSION)

FLEXIBLE LEARNING

WORK-BASED LEARNING

QUALITY ASSURANCE FOR A NATIONAL QUALIFICATIONS

FRAMEWORK - A ROLE FOR THE EARLY CHILDHOOD CARE

AND EDUCATION SECTOR

A ROLE FOR SECTORAL BODIES WITHIN A QUALITY SYSTEM

A C C R E D I TATION OF AWA R D S

A C C R E D I TATION OF PROVIDERS OF EDUCATION AND TRAINING

A C C R E D I TATION OF PROGRAMMES - VA L I D AT I O N

ASSESSMENT AND CERT I F I C ATION OF LEARNING ACHIEVEMENT

B I B L I O G R A P H YG L O S S A RY OF TERMS

© Government of Ireland. This document has been published by the Department of Justice, Equality and Law Reform on behalf of the National Co-ordinatingChildcare Committee. Portions of this document may be reproduced or copied for education or training purposes, including thepreparation of course material, subject to the inclusion of an appropriate acknowledgment.

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* quality childcare & lifelong learning

‘dynamic phase will continue’

This document presents a ModelFramework for Education, Trainingand Professional Development for theEarly Childhood Care and Education(ECCE) sector in Ireland. It sets outthe occupational profiles and coreskills of those working in the sectorand addresses how these profiles andskills can and should be used toinform the development of educationand training programmes leading tonationally awarded/recognisedqualifications. Throughout thedocument Early Childhood Care andEducation refers to the definitionagreed by the members of thePartnership 2000 Expert WorkingGroup on Childcare:

‘…Day-care facilities and servicesfor pre-school children and school-going children out of school hours.It includes services offering care,education and socialisationopportunities for children to thebenefit of children, parents,employers and the widercommunity. Thus services such aspre-schools, naíonraí, day-careservices, crèches, playgroups,childminding and after-schoolgroups are included, but schools(primary secondary and special) andresidential centres for children arenot.’

(Partnership 2000 Expert Working

Group Report, 1999, p.116)

The ECCE sector refers topractitioners, stakeholders,community and voluntaryorganisations, statutory and non-statutory bodies and support,

education and training organisations.

The Framework is set in the contextof a number of key documents whichprovide both legislative and policyframework to support and inform thedevelopment of the sector. Inparticular the National Children’sStrategy (2000) has articulated keyprinciples that will guide and informthe future development of servicesfor children. The ‘whole childperspective’, which is clearlydescribed in the National Children'sStrategy, is fully endorsed by theECCE sector.

‘The “whole child perspective”allows those working with orsupporting children to focus ontheir own particular interest andresponsibility while at the sametime recognising the multidimen-sional aspect of children’s lives. Itidentifies the capacity of children toshape their own lives as they growwhile also being shaped and sup-ported by the world around them.’

(National Children’s Strategy, 2000, p.24)

This document has been producedfollowing a process of dialogue andconsultation in relation to training andqualifications, a process which beganin the ECCE sector during 1995(OMNA 2000a) and continues todaywith the National Co-ordinatingChildcare Committee (NCCC). TheNCCC identified childcarequalifications as a priority area forattention and, in February 2000,established the Certifying BodiesSubgroup. The Certifying Bodies

Subgroup was asked to develop forthe NCCC, based on dialogue andconsultation, a model framework foreducation and training in the ECCEsector. This has led to thedevelopment of a set of core values,occupational profiles and standardsthat are presented in this document.

The wide-ranging consultationprocess undertaken in reaching thispoint has been challenging and, attimes, difficult. There is, however, ahigh level of commitment within theECCE sector to resolving issuesrelated to the education and trainingof practitioners. Community andvoluntary organisations, whichrepresent a wide range ofpractitioners, have been activelyengaged for many years in providingfor the training needs of theirmembers through a variety ofinnovative initiatives. Theseorganisations have been assisted bythe relevant statutory bodies,including FÁS. The production of thisdocument reflects the commitment ofthe ECCE sector to the rights andwell-being of children.

This document cannot be said to bethe final product as the ECCE sectorin Ireland is currently experiencing aperiod of rapid and unprecedentedchange. It is anticipated that thisdynamic phase will continue into thefuture, requiring that policydevelopments in respect ofqualifications for practitioners willneed to be flexible, regularlyreviewed, evaluated and revised.

Preamble

From a tradition of minimalinvolvement in the provision of ECCE,except in the case of child protection,childcare has become a major policyissue at Government level. Theframework for assuring the quality ofcare and education is crucial to thedevelopment of this sector in anorganised and systematic way.

While economic factors have beenlargely responsible for this change ofemphasis, it is also informed by aheightened awareness of how criticalearly childhood experiences are, notjust to children but also to the societyin which they will grow up andbecome adults. The overlap betweencare and education has beenacknowledged (DES, 1999). This issupported by a growing internationalconsensus. The OECD report, StartingStrong, published in May 2001 stated:

‘ “care” and “education” areinseparable concepts and thatquality services for childrennecessarily provide both.’

(OECD, 2001, p.10)

Changes in society, such as moremothers in the labour force, newfamily structures and our increasinglymulticultural society, are placinghigher and higher demands on theECCE practitioner. The profession-alisation of the role, to includeappropriate education and trainingand a structured career path, will leadto improved status for the sector andattract and retain high-calibre staff.

The organic nature of development ofthe ECCE sector presents majorchallenges. However, the sheerdiversity of experience that hasdeveloped as a result has produced arich environment for the production ofa set of core values, ideas andprinciples to underpin standards forqualifications, training and practice.

The recognition and further promotionof leadership and vision within theECCE sector is key to quality. Atpresent there are real difficultiesrelated to access and progression ineducation and training. Thesedifficulties are in part related to theinflexibility of current education andtraining provision, which does notadequately take account of the busyworking lives of ECCE practitioners.For example, at present all

opportunities to avail of a degree inECCE require full-time participation ina college-based course. There istherefore an urgent need for issuesrelating to access to education andtraining to be resolved.

The Model Framework of Education,Training and ProfessionalDevelopment for the ECCE sector inIreland set out in these pages aims toproduce reflective practitioners.Reflective practitioners in ECCE placechildren's concerns at the core oftheir practice. They assume afacilitative role and their espousedtheories and specialist knowledgenonetheless leave them open to thepossibility that in some contexts thereis no single ‘right’ answer.

Policy context

In 1990, Ireland signed the UNConvention on the Rights of the Child.This was a vital initiative and has setthe foundation for all subsequentdevelopments in the ECCE sector.However, despite this move, the areaof ECCE was not addressedlegislatively until the passing of theChild Care Act in 1991. Theregulations under this Act – ChildCare (Pre-School Services)Regulations 1996 and Child Care(Pre-School Services) (Amendment)1997 – were the first of their kind andwere unanimously welcomed by theECCE sector, despite the fact thatthey did not require specific trainingand qualifications for providers. Since1998 the following importantdocuments have been published:

■ Strengthening Families for Life:Report of the Commission on theFamily (Dept of Social and FamilyAffairs) 1998■ Report of National Forum for EarlyChildhood Education (Dept ofEducation and Science) 1998 ■ National Childcare Strategy Reportof the Partnership 2000 ExpertWorking Group on Childcare (Dept ofJustice, Equality and Law Reform)1999■ Ready to Learn, White Paper onEarly Childhood Education (Dept ofEducation and Science) 1999 ■ Our Children Their Lives: NationalChildren’s Strategy (Dept of Healthand Children) 2000

‘ECCE is now a major policy issue’

Introduction

These reports and white papers haveserved to bring Early Childhood Careand Education into the mainstream ofpolicy making. A sign of itsheightened status was the inclusion ofECCE in the Regional OperationalProgrammes of the National Develop-ment Plan 2000-2006 as a measurewhich is being funded by the IrishGovernment and the European UnionStructural Funds.The EqualOpportunities Childcare Programme2000-2006, which has an overallbudget of €436.8 million, aims to:

• Improve the quality of childcare• Maintain and increase the numberof childcare facilities and places• Introduce a co-ordinatedapproach to delivery

The co-ordinated approach under thisprogramme has been established withthe Department of Justice, Equalityand Law Reform assigned the leadrole. In line with the recommendationsof the Expert Working Group onChildcare, the Department of Justice,Equality and Law Reform has put inplace a series of structures at nationaland local levels to bring the keyplayers together to ensure theeffective development of childcare.

These stru c t u res include: ■ The National Co-ordinatingChildcare Committee (NCCC)■ The Inter-Departmental and Inter-Agency Synergies Childcare Group■ Subgroups of the NCCC include:

- The Certifying Bodies Subgroup- Advisory Subgroup (for childrenwith special requirements, minorityethnic groups and Traveller children.)- Working Group on School AgeChildcare

■ County/City Childcare Committees(see appendix 1)

The Partnership 2000 Expert WorkingGroup Report (1999) acknowledgedthat among public submissions one ofthe most frequent comments was‘High quality training of childcareworkers is essential’. The report notedthat the Child Care (Pre-SchoolServices) Regulations, 1996 andAmendment 1997 did not containguidelines for levels or type ofqualifications for workers in the earlyyears sector:

‘The recommendations in theRegulations of “appropriateexperience in caring for children”

and/or “an appropriate qualificationin childcare” have becomeunderstandably frustrating, both forworkers currently employed in thechildcare field and for employers.There is confusion as to what theseterms actually mean, and whatqualifications are “appropriate”.’

(Partnership 2000 Expert Working

Group Report, 1999, pp.24-29)

The report went on to note the lack ofa national common standard orbenchmark against which to measurethese skills and knowledge.

‘There is no mechanism for accre-diting this experience or the diversetraining courses within the childcareprofession or for establishing equivalencies for the purposes ofemployment or future training.’

(ibid. p.29)

One of the proposals of the NationalChildren’s Strategy in the followingyear was that:

‘A draft Framework will bedeveloped to address thequalification, accreditation andcertification for the childcare sector,the final version of which will besubmitted to the NationalQualifications Authority.’

(National Children’s Strategy, 2000, p.29)

The work undertaken by theDIT/NOW1 Early Childhood Projectbetween 1996 and 2000 examinedpossible approaches to thedevelopment of a framework forqualifications. It looked atmechanisms to establish a national

standard at different levels whichwould facilitate the measurement ofeducation and training courses inECCE for equivalence, and thedevelopment and implementation ofa system of Accreditation of PriorLearning (APL). An APL system is ofvalue to those working in the sectorwho have had years of experienceminding their own and other people’schildren, but who may not haveachieved a nationally accreditedqualification. It can facilitate accessto education, training and continuedprofessional development, which isessential to the future developmentof the ECCE sector. Initiatives suchas that undertaken by FÁS in relationto APL will play an important role inany implementation of the corestandard.

The model framework which is beingpresented here covers the educationand training of those responsible forthe care and education of childrenbetween birth and eight years. Thisrange was decided upon afterextensive consultation with theECCE sector. It is, however, notedthat service provision within thesector extends beyond the age ofeight up to and including age 14years. It is recommended that thisframework is reviewed and furtherdeveloped to reflect this broader age range once the deliberations of the Working Group on School Age Childcare have been com-pleted. This review is anticipated to take place within the next two years.

1 Dublin Institute of Technology (DIT), New Opportunities for Women (NOW)

Demand for ECCE is likely to increaseby between 25% and 50% by theyear 2011 (The Partnership 2000Expert Working Group Report, 1999).It will be important to build on theeducation, training and professionaldevelopment of the existing ECCEsector in a way that maximiseschildren’s well-being, and theprofessional status and qualificationsof the adults working with them. In the past, training evolved on aneeds basis, usually in response tomarket forces or policy developments.The danger at present in Ireland isthat market forces continue to skewthe evolution of education andtraining provision to meet immediateneeds, without taking account of thelong-term vision of quality provision ofservices for children.

The most rigorous studies haveshown that high-quality earlyeducation leads to lasting cognitiveand social benefits in children, whichpersist through adolescence andadulthood (Kellaghan & Greaney,1993; Woodhead, 1996; Schweinhartand Weikart, 1997). In turn, researchhas shown that professionaleducation for practitioners is a majorfactor in achieving the provision ofhigh-quality early childhood care andeducation services (Blenkin et al,1996; Pascal, 1996; Abbott and Pugh,1998; Feeney & Freeman, 1999;Moss, 2000).

Education and training have beenidentified as key elements in thedevelopment of any profession. Inorder to establish a clear and holisticframework all levels of training mustbe developed in a manner which

recognises the diverse needs of theECCE sector. The frameworkaddresses a number of key issueswhich should inform the developmentof relevant education and trainingprogrammes for practitioners in theECCE sector.

■ Occupational profiles for eachstage of professional development■ Core skills for each stage ofprofessional development■ Issues which relate to thefacilitation of access, transfer andprogression■ Quality assurance

To sustain practitioners at higherlevels and to develop the professionfurther, it is necessary to providecareer paths which enablepractitioners to:

■ Gain access to accreditation at alllevels of qualifications■ Avail of lifelong learningopportunities offering equitableaccess to professional development■ Investigate career opportunities forgraduates in a broadly defined ECCEsector■ Stimulate, develop and build onexisting body of knowledge in ECCE

In order to support the continueddevelopment of a sense ofprofessional identity, it is importantthat all practitioners in the fieldacquire an agreed, appropriate levelof training and education in the coreskills and knowledge underpinningquality practice in ECCE. Oncequalifications are standardised theycan be compared with internationalequivalents, facilitating foreignnationals working here and Irishnationals working abroad. An ECCEframework of education, training andprofessional development should notbe bound by traditions of what makesan effective qualification, nor should itfocus on any specific type ofqualification stream. The frameworkitself should be flexible, dynamic andopen to change.

The development of this framework iscrucial not only to the development ofthe profession and the professionalsworking in the sector, but also to theholistic provision of services tochildren which respond dynamically totheir need for continuity of care andeducation over their entire childhood.

Rationale

H i s t o r i c a l l y, the Irish State has hadminimal involvement in the pro v i s i o nof ECCE services except in the caseof child protection. The communityand voluntary sector and the privatebusiness sector there f o re have beenl a rgely responsible for thedevelopment of existing serv i c e s .Development had been ad hoc a n du n regulated until the commencementof Part VII of the Child Care Act, 1991,in December 1996.

The exception to the State’s limitedinvolvement in the provision of earlychildhood services has been in thecase of children who aredisadvantaged or deemed to be at riskin some way. Health boards pro v i d efinancial supports to certain pre -school services which cater forc h i l d ren who are re g a rded as being atrisk or disadvantaged. This function isin keeping with the board ’s overallresponsibilities under the Child CareAct, 1991 in re g a rd to the pro m o t i o nof the welfare of children and thep rovision of family support serv i c e s .The Child Care Act, 1991 alsoe m p o w e red the Minister for Healthand Children to make regulations inrelation to pre-school serv i c e s .

The Department of Education andScience is involved in providing earlychildhood education services indesignated disadvantaged areas or topopulations identified asdisadvantaged. However, with thenotable exception of the RutlandS t reet Pre-School Project opened ini n n e r-city Dublin in 1969, little hadbeen done in this re g a rd until theadvent of the Early Start Pro g r a m m ein 1994. This programme aims to off e ra pre-school experience to thre e - y e a r-old children for the academic yearprior to their entry into primaryeducation. Approximately 1,500c h i l d ren are attending these Early StartP rogrammes for half-day sessions in40 schools (DES, 1999).

It is worth noting that ‘although a childis not re q u i red by law to attend schooluntil s/he has reached his/her sixthb i rt h d a y, virtually all five-year-olds andm o re than half (52%) of four- y e a r- o l d sattend primary schools’ ( D E S ,1999 p.21).This tradition, combined with lowp a rticipation of mothers in thew o r k f o rce may have resulted, in thepast, in a lack of public concern aboutthe value and importance of high-

quality early years services (Hayes,1995). This has certainly changed inrecent times as Ire l a n d ’s rapideconomic growth highlighted thec rucial role that ECCE plays infacilitating parents’ participation in thelabour force (Partnership 2000 ExpertWorking Group Report, 1999).

The National Childcare Census, thefirst such undertaking of its kind in theState, published results on a county-by-county basis in 2000. The censuss u rveyed 2,607 facilities, offering atotal of 3,497 services. Categoriesincluded playgro u p / p re-school, dro p -in crèche, Montessori school, naíonraí,crèche/day care, after- s c h o o l /homework club, parent and toddlerg roup, workplace crèche. Since child-minding no more than three children isu n regulated and there f o re inaccessibleto re s e a rchers, the Census did notinclude care by relatives, but acknow-ledged that this accounts for a larg ep e rcentage of childcare pro v i s i o n .

Common themes were repeated in each county re p o rt :■ T h e re was a predominance ofsessional and small-scale serv i c e s .■ Facilities were spread unevenly, witha particular shortage in rural are a s .■ C h i l d c a re provision was part i c u l a r l ypoor for certain groups of children, e.g.the after-school age gro u p s .■ T h e re was a broad diversity in thequalifications of childcare workers.■ Many staff had no form a lq u a l i f i c a t i o n s .■ Salaries were extremely low in bothsessional and full-day care, re f l e c t i n gits very low status as a care e r.■ T h e re were very few male childcareworkers, around 1% of those surv e y e d .■ T h e re was a dependence onstudents and volunteers as additionals t a ff members. ( s o u rce: ADM census,2 0 0 0 )

The Partnership 2000 Expert Wo r k i n gG roup Report noted similar findings tothe Census. Many ECCE workersgained skills and knowledge thro u g hexperience rather than through form a ltraining processes. Work in the ECCEsector has not generally been well-paid or well-re g a rded. The lowoccupational status accorded toc h i l d c a re has implications for thequality of provision. Low pay has ledto difficulties in the re c ruitment andretention of staff (Partnership 2000E x p e rt Working Group Report, 1999).

Profile of sector

Elements of themodel framework

The framework being presented inthis document attempts to embracethe diverse nature of both provisionand practice in the ECCE sector inIreland. The critical purpose of theframework is to allow those workingin this sector to identify clearly wherethey are located in terms of their ownprofessional development and also tomake decisions about and plan fortheir future professional developmentwithin the sector.

The model framework has beendesigned to demonstrate thatflexibility with regard to routes toachieving each stage in the professionis both essential and possible.Practitioners in the ECCE sector inIreland have acquired learning in avariety of contexts, both formal andinformal. It is vital to the futuredevelopment of this sector thatlearning must be valued appropriatelyregardless of how it was acquired.Mechanisms for recognising andaccrediting learning are key toensuring that this framework becomesa reality.

The diagram on the right outlines themodel framework. It identifies the twomain sources of learning as

- that which is acquired throughexperience- that which is acquired througheducation and training.

The model framework illustrates thatit is possible to take a variety ofroutes within the framework toachieve a desired stage ofprofessional development.

Model Frameworkfor Education,

Training andP ro f e s s i o n a l

Development inECCE in Ire l a n d

+ P R O V I D E RR E Q U I R E M E N T

+ P R O V I D E RR E Q U I R E M E N T

+ P R O V I D E RR E Q U I R E M E N T

+ P R O V I D E RR E Q U I R E M E N T

NO FORMALQ U A L I F I C AT I O N

Ex p e r tPr a c t i t i o n e r

Ba s i cPr a c t i t i o n e r

Ad va n c e dPr a c t i t i o n e r

Ex p e r i e n c e dPr a c t i t i o n e r

In t e r m e d i a t ePr a c t i t i o n e r

+ P R O V I D E RR E Q U I R E M E N T

Model framework for education, training and professional development

At the heart of the proposed ModelFramework for Education, Trainingand Professional Development in theECCE sector are core values and acore standard for the profession. Thecore standard is based on the agreedset of core values. These valuesprovide an essential foundation forstandards as they establish thecommon benchmarks for all practicein the sector. This facilitates thedevelopment of a unique professionalidentity for all practitioners whilstallowing for and respecting the diver-sity of service provision and profes-sional practice which currently exists.

The core standard is a compilation ofthe skills and knowledge that areessential to ECCE practitioners atdifferent stages in their professionaldevelopment. They are common to allroles and provide a basis for self-assessment and reflection. They allowpractitioners to determine areas ofprofessional competence and areasfor further growth and development.Early Childhood Care and Educationis a profession which is based on amultidisciplinary approach. Therefore,

education and training of practitionersmust be multidisciplinary in nature.The term pedagogy, literally ‘theprinciples, practice, or profession ofteaching’ (Collins, 2000), is used inthis context to refer to the profes-sional practices of early childhoodcare and education. It has beendescribed as ‘...the deliberate pro-cess of cultivating development withina given culture and society’ (NationalResearch Council, 2001, p.182).

The wheel diagram identifies six coreknowledge areas. Each content areahas many elements and recognisesprogressive levels of competency,which advance through the followingstages: ■ Awareness■ Acquisition■ Application■ Assessment and extension

Each area is equally important,interdependent and interrelated. Theyform the basis for the organisationand development of education,training and qualifications for theECCE profession.

‘The core standard is acompilation of the skillsand knowledge that areessential to ECCEpractitioners at differentstages in theirprofessional development.’

Areas of core knowledge and skillsAreas of core knowledge and skills

C H I L DD E V E L O P M E N T

H E A LT H ,H Y G I E N E , NUTRITION

AND SAFETY

C H I L DD E V E L O P M E N T

H E A LT H ,H Y G I E N E , NUTRITION

AND SAFETY

Core knowledge areas

Pedagogy in ECCE refers not only toan agreed base of shared knowledgebut also to practical experience, whichincorporates opportunities forreflection and appreciation andunderstanding of the necessity ofcollaboration with other stakeholdersin the sector, including parents andfamilies.

Early childhood practitioners ‘need towork in ways that fully involve andengage children and enable them toconstruct their own understanding’(Siraj-Blatchford, 2000). This ‘requiresnot only an initial education thatcovers the many different kinds ofknowledge and understanding in thefield of early childhood care andeducation but also continuedprofessional development, includingtime to reflect on practice’ (Fisher,2002).

Within this field of knowledge thefollowing knowledge areas can beidentified:

Child developmentIncluding:- The study of theories ofdevelopment and learning, includingthe domains and stages ofdevelopment, from conceptionthrough to age eight.- The study of the process ofdevelopment in both normative andatypical development.- Study of the influence ofenvironmental, biological, social, andcultural influences on growth anddevelopment.- The roles and responsibilities ofparents and early childhoodeducators in providingdevelopmentally appropriateexperiences to facilitate the potentialdevelopment of each child - Methods and importance of childobservation.

Education and playIncluding:- Theories and processes of learningin early childhood.- Approaches to curriculum for earlychildhood.- Processes involved in curriculumdevelopment.- The role and importance of play.

Social environmentIncluding:- The significance of socialknowledge and experiences to thedevelopment of social competenciesin children, including the followingsocial skills: initiating interactions;maintaining ongoing relationships;and resolving interpersonal conflicts.- Roles and responsibilities ofparents and educators in beingsensitive and supportive in assistingin individual’s development of socialknowledge by planning stimulatingand emotionally supportive environ-ments and acting as role models.

Health, hygiene, nutrition andsafetyIncluding:- Knowledge of relevant theory andlegislation related to promotion ofwelfare and well-being of children.- Knowledge and ability to implementthe relevant health safety andhygiene policies.- Planning and promotion of a safeand secure environment.- Knowledge of and ability tocomplete appropriate record-keepingprocedures, e.g. documenting andreporting of accidents, proceduresfor reporting and recording of illnessand child protection issues.

Personal / professionaldevelopmentIncluding:- Independent learning skills.- Ability to identify and engage inopportunities for ongoing reflectionand sharing of knowledge withcolleagues and others.- Development of key skills, e.g.literacy, numeracy, independentlearning skills.

Communications managementand administrationIncluding:- Understanding of importance ofinteraction with babies and youngchildren in ways that encourage themto communicate their thoughts andfeelings.- Planning an environment thatprovides materials and activities topromote communication skills.- Maintenance of effective two-waycommunication between staff andfamilies.- Efficient record-keeping systemsthat provide confidential informationabout children and their families.

The progressive nature ofprofessional development

The essential skills and knowledgewhich constitute the core standardare multidisciplinary and recogniseprogressive stages of competency.This progression of professionalcompetence evolves as a result ofthe interaction between theory andpractice. Experience offers thepractitioners the opportunity tocontinually achieve higher standardsof competence.

Practitioner profiles

In order to develop a modelframework for education, training andprofssional development in ECCE itwas necessary to first identify thepractitioner profiles associated witheach stage of professionaldevelopment. These profiles weredeveloped as a result of extensiveconsultation and research bothnationally and internationally. Thefollowing table draws upon the workof the Northern Ireland CreditAccumulation and Transfer System(NICATS) . It provides genericdescriptors of the different stages ofprofessional development that havebeen identified within the ECCEsector. These then provide the basisupon which to develop the key tasksand responsibilities and core skillsand knowledge outlined in the tableson pages 19-23.

Model Framework forEducation, Training and Pro f e s s i o n a lDevelopment in ECCEin Ireland

Key tasks andresponsibilities

Associated with each practitionerprofile is a set of key tasks andresponsibilities, which indicate thelevel of responsibility and a broadrange of duties that may be requiredof a practitioner at each stage ofprofessional development. Onceagain these have been based uponresearch and consultation. It isunderstood that practitioners at eachstage of professional developmentmay hold a wide variety ofoccupational roles. The key tasksand responsibilities have beendesigned to take account of thisdiversity and will, it is hoped, enableall practitioners to identify their ownsituation.

Importance of the corestandard

The core standard is at the heart ofthe Model Framework and is key tothe future development of theprofession. The main benefits ofdeveloping the core standard are:

■ A mutually agreed standard is oneof the principal means of co-ordinating a profession.

■ Colleges and other trainingproviders can continue to provideeducation and training as before,ensuring that their standard matchesor is equivalent to or exceeds thecore standard.

■ Those who have a great deal ofexperience or have unrecognisedtraining may now be acknowledgedfor what they know and can do, e.g.through mechanisms such asAccreditation of Prior Learning (APL).

■ Flexible modes of learning, suchas work-based training, may befacilitated and accredited.

■ Progression routes for practitionersinto and from related professionsmay be facilitated (e.g. primaryteaching, social work.)

■ Quality assurance mechanismsmay be developed which areresponsive to flexible delivery andaccreditation of education andtraining programmes.

Occupationalprofile

Intellectualskills/attributes

Processes Accountability

B a s i cP r a c t i t i o n e r

I n t e rm e d i a t eP r a c t i t i o n e r

E x p e r i e n c e dP r a c t i t i o n e r

A d v a n c e dP r a c t i t i o n e r

E x p e rtP r a c t i t i o n e r

Ability to carry outroutine tasks. Basic competence ina range of clearlydefined operations.

Ability to carry outvaried range of tasksin a limited range ofd i ff e rent contexts.

Ability to select fro ma broad range ofskills appropriate toc o n t e x t .P resent inform a t i o nto audience.

P e rf o rm effectively ina wide range of contexts involvingc reative and non-routine activities.Use judgement inplanning, selectingor presenting i n f o rmation, methods orre s o u rc e s .

Apply diagnostic andc reative skills in awide range of situa-tions. Engage inplanning, policydevelopment, andm a n a g e m e n t .Engagement inre s e a rch, publicationand dissemination ofk n o w l e d ge a n ds k i l l s .

E l e m e n t a ry under-standing of coreknowledge are a s .Ability to applysolutions to familiarp ro b l e m s .Ability to re c e i v eand pass on infor-mation.

B road range of coreknowledge withsome depth.Ability to interpre tand reflect on i n f o rm a t i o n .We l l - d e v e l o p e drange of practicals k i l l s .

B road range of coreknowledge withg reater depth.Ability to acquirespecialist theore t i-cal knowledge inone are a .Ability to access,evaluate, compareand interpret infor-m a t i o n .We l l - d e v e l o p e drange of skills andability to employ incomplex non-routine situations.

In-depth under-standing of com-p rehensive body ofk n o w l e d g e .E x p e rtise in p a rticular area ofk n o w l e d g e .Generate re s p o n s-es, demonstratingsome innovation, to challenging s i t u a t i o n s .Analyse, evaluateand interpret a wide range of i n f o rm a t i o n .

M a s t e ry of complext h e o retical knowledge. Abilityto critically evaluateknowledge, concepts, andpractice. Expert i s ein re s e a rch, policyd e v e l o p m e n t .

D i rected activityunder superv i-s i o n .Reliance one x t e rnal monitor-ing and qualityc o n t ro l .

Responsibility forown actionsunder dire c t i o n .Some re s p o n s i-bility for qualityof services withinp re s c r i b e dg u i d e l i n e s .

Operate with fullautonomy withb road guidance/e v a l u a t i o n .Responsibility for quality ofs e rvices ina c c o rdance withspecified s t a n d a rd s .Limited re s p o n s i-bility for work ofo t h e r s .

Full autonomyand re s p o n s i b i l i t yfor own foractions andthose of others.Responsibility for meetingre q u i red qualitys t a n d a rds.

Complete autonomy in p ro f e s s i o n a la c t i v i t i e s .Responsibility forachieving per-sonal and gro u po u t c o m e s .Accountability forall decision-m a k i n g .

Table of occupational profiles and descriptors

‘Mechanisms forrecognising andaccrediting learningare key to ensuringthat this frameworkbecomes a reality.’

The terms presented in the table are those agreed as working titles by the sector.

In Ireland professionalisation of theECCE sector is an evolving process.The formulation of core values tounderpin the development ofstandards for this evolving professionis an important step. As broadstatements these values are morethan expressions of good intention,they will function to underpin a set ofprinciples, which can be developed asa code of ethics for the profession.Such a code must emanate from theprofession itself and will take time andeffort to develop. A code of ethicsneeds to be developed to guide thefurther development of good practiceand professionalisation of the sector.This code will in turn reflect thesecore values.

Feeney and Freeman (1999) definecore values as:

‘Commitments held by a professionthat are consciously and knowinglyembraced by its practitionersbecause they make a contribution tosociety. There is a differencebetween personal values and corevalues of a profession.’ (p.99)

A code of ethics, on the other hand,identifies practitioners’ individualobligations based on the profession’scollective responsibility, and is definedas:

‘A document that maps thedimensions of the profession’scollective social responsibility andacknowledges the obligationsindividual practitioners share inmeeting the professional’sresponsibilities.’ (ibid, p.99)

A code of ethics will include principlesof professional conduct, which are:

‘Rules included in a code of ethicsthat mark the line betweenacceptable and unacceptableprofessional behaviour.’ (ibid, p.99)

One indicator of a quality childcareservice is an effective managementstructure (Rodd, 1998). Effective andefficient management requiresdecisions to be made which areinformed by ethical principles thathave been accepted and endorsed bythe early childhood profession. Thisshould include a partnershipapproach between employers, staffand their unions and/or representativeorganisations.

In the context of early childhood,managing services in an ethicalmanner requires collaborative,consultative, communicative andrespectful decision-making. Thisrequires explicit principles and valuesreflecting the rights of children tohigh-quality care and education,which will foster their development inpartnership with families.

In order to ensure that the ideals andprinciples that underpin best practiceby ECCE professionals becomeintegrated into everyday actions,these values need to inform and beembedded in training and educationprogrammes for practitioners.

The following have emerged as aresult of extensive research andconsultation within a national andinternational context.

Core values

Model Frameworkfor Education,Training andProfessionalDevelopment inECCE in Ireland

C o re value statements for the Early Childhood C a re and Education Sector in Ireland 1

The Early Childhood Care and Education Sector values:

* Childhood in its own right.

* The rights of children, who are active agents in their own growth and development.

* P a rents, guardians and family as the child’s primary source of well-being.

* P rofessional development as central to good practice.

* The role of the practitioner as the facilitator of enhanced well-being and development of the child.

* Diversity by acknowledging and promoting eachc h i l d ’s and each adult’s individual, personal and culturali d e n t i t y.

* Equality of access and participation in serv i c e s .

* A positive approach to Irish language and culture .

* The right of children to protection from any form of abuse, neglect and discrimination.

* The right of children, families and childcare staff toc o n f i d e n t i a l i t y, balanced with the interests of thechild and the right of all to protection from harm.

* Experiences and activities which support l e a rning and allow children to actively explore, to experience, to make choices and decisions and to share in the learning pro c e s s .

* Play as the natural, constructive mode of childre n ’sinteractions with their peers, adults and enviro n m e n t .1 See Appendix 2 for explanatory notes

Occupational profiles and core standards

The following tables present theproposed core standard foreducation, training and professionaldevelopment in the Early ChildhoodCare and Education sector in Ireland.It is anticipated that once the NationalFramework for Qualifications, which iscurrently being developed by theNQAI, is announced, appropriateawards and qualifications can beidentified in respect of eachpractitioner profile.1 Terminologyrelated to the practitioner profiles hasbeen adopted as working titles forthis purpose. During the consultationphase to date, responses were madein respect of occupational roles whichmight be related to each practitionerprofile. On the basis of thesesubmissions it was evident that noconsensus could be reached due tothe varied and inconsistentinterpretations of terminology. Thisdifficulty with terminology alsoemerged during the nationalconsultation process. Despite the factthat all the roles proposed at that time(Assistant, Childcare Worker,Supervisor, Manager and Specialist)were endorsed, qualitative feedbackindicated that there was a need forfurther development and research onthis issue within the sector (NCCC,2001).

1 The NQAI has stated that in the interim the status of existing awards remains unchanged (NQAI, 2002).

CHILD DEVELOPMENT■ Elementary knowledge of the holistic wayin which children (0-8) develop■ Elementary understanding of theimportance of holistic development ofbabies and children (0-8)■ Ability to perform routine and directedtasks which support babies’ and youngchildren’s basic developmental needs■ Ability to report on observations andreflect and share with supervisor and/orteam

EDUCATION AND PLAY■ Elementary knowledge and skill inassisting with providing for opportunitiesand experiences that promote children'slearning, development and well-being■ Ability to perform routine directedactivities with play/educational materials forand with babies and children (0-8)

SOCIAL ENVIRONMENT■ Elementary knowledge of howenvironmental factors impact on children'slearning and development■ Awareness of child protection issues■ Awareness and understanding of equalityissues and different customs, cultures andfamily structures and child-rearing practicesin society

HEALTH HYGIENE NUTRITION AND SAFETY

■ Awareness of the hygiene procedureswhich need to be followed when workingwith babies and children (0-8)■ Ability to perform routine practical tasksin hygiene procedures necessary for babiesand children (0-8)■ Elementary knowledge of principal healthneeds of babies and children (0-8)■ Ability to perform routine practical tasksin the care of an ill child■ Elementary knowledge of the importanceof balanced nutrition for babies and youngchildren ■ Ability to prepare and serve foodhygienically to meet children’s needs■ Elementary knowledge of the safetyprecautions needed when caring for babiesand children (0-8)■ Ability to perform routine practical tasksto support implementation of safetyprecautions

PERSONAL PROFESSIONAL DEVELOPMENT■ Basic self-awareness and self-management in a working situation■ Ability to interact with children■ Ability to identify own learning needs andto plan for oneself■ Co-operate with others in limited groupworking situations■ Awareness of basic professional conductwith regard to children, parents andcolleagues

COMMUNICATION, MANAGEMENTAND ADMINISTRATION■ Ability to communicate with adults andchildren and have a basic awareness ofbarriers to this communication■ Ability to ommunicate appropriately withfamilies

SUPERVISED PRACTICESupervised practical experience amountingto a minimum of 160-300 hours in an ECCEservice

BASIC PRACTITIONER PROFILEIt is understood that the basic practitioner will act at all times under the direction and supervision of an experienced practitioner.

Key tasks andresponsibilities Skills and knowledge

■ Provide for theholistic needs ofbabies and youngchildren at group andindividual level

■ Recognise thediverse needs ofminority groupchildren and familiesin the implementationof programmeactivities

■ Observe and assisteducators inrecording babies’ andyoung children’sprogress

■ Assist with theimplementation ofpolicies andprocedures inaccordance withlegislation andregulations

■ Attend staffmeetings

■ Engage in learningopportunities toimprove knowledgeand skills at apersonal andprofessional level

■ Establish andmaintain appropriatecontact with parentsand guardians

CHILD DEVELOPMENT■ Knowledge of the basic underlying theorieson child development■ Knowledge of the holistic development ofbabies and children (0-8)■ Knowledge of atypical development in babiesand children (0-8)■ Ability to provide for babies’ and youngc h i l d re n ’s holistic development■ Ability to c a rry out child observ a t i o n s ,maintain re c o rds, practise reflection andevaluation and contribute to planning,implementing and evaluation of the serv i c e sp rogramme and the individual experiences ofbabies and children (0-8)

EDUCATION AND PLAY■ Knowledge of basic underlying theories oneducational activity and play for babies andc h i l d ren (0-8)■ Ability to make outline developmental andactivity plans, based on an appro p r i a t ec u rriculum for babies and children (0-8)■ Knowledge of and skill in pro g r a m m eplanning, implementation and evaluation ■ Ability to set up and intro d u c eeducational/play activities for children ■ Aw a reness of the range of diff e re n tmodels/systems in use in ECCE

SOCIAL ENVIRONMENT■ Knowledge of the importance ofe n v i ronmental factors and their impact onbabies’ and young childre n ’s holisticdevelopment ■ Ability to perf o rm varied tasks, some complexand non-routine, in the maintenance of thee n v i ronment for babies and children (0-8)■ Knowledge of public services available locallyand nationally for babies and children (0-8) andthe ability to use these appro p r i a t e l y■ Ability to provide and use re s o u rces tos u p p o rt individual diversity and inclusion■ Ability to establish and maintain appro p r i a t erelationships with parents, guardians and families■ Aw a reness of equality issues and diff e re n tcustoms, cultures and family stru c t u res insociety and how these influence the educationand care of babies and children (0-8)

HEALTH HYGIENE NUTRITION AND SAFETY■ Ability to perf o rm varied practical tasks in thephysical care of babies and children (0-8)■ Knowledge of the hygiene pro c e d u res whichneed to be followed by adults working withbabies and children (0-8)■ Ability to perf o rm varied hygiene pro c e d u re s ,some complex and non-routine, in the care ofbabies and children (0-8)■ Knowledge of the basic underlying principlesof health care for children and early childhoodc a re and education serv i c e s■ Ability to p e rf o rm routine tasks in the care ofan ill child■ Ability to perf o rm basic first aid pro c e d u res inan emergency with a child■ Knowledge of the basic nutritional needs ofbabies and children (0-8)■ Ability to plan and pre p a re a balanced diet forbabies and children (0-8)■ Knowledge of basic safety pro c e d u res andlocal regulations with re g a rd to ECCE serv i c e s■ Ability to take appropriate responsibility forbasic safety pro c e d u res and perf o rm practicaltasks, some varied and non-routine, to supportthese pro c e d u re s■ Knowledge of child protection, policy,p ro c e d u res and good practice

PERSONAL PROFESSIONAL DEVELOPMENT■ S e l f - a w a reness and a sensitivity as to howthis affects interaction with young childre n■ Ability to manage oneself in a workingsituation and perf o rm tasks with limitedautonomy and re s p o n s i b i l i t y■ Ability to manage one’s own pro f e s s i o n a ld e v e l o p m e n t■ Ability to collaborate with others in teamwork

COMMUNICATION, MANAGEMENT ANDADMINISTRATION■ Ability to communicate effectively with adultsand children, including awareness of barriers tocommunication and how these might beo v e rc o m e■ Ability to communicate using literacy andnumeracy skills■ Aw a reness of the range of methods oftechnical communication available and the abilityto use at least some of these at a basic level,including a computer

SUPERVISED PRACTICE■ S u p e rvised practical experience amounting toa minimum of 320 hours in an ECCE serv i c e

INTERMEDIATE PRACTITIONER PROFILEIt is understood that a practitioner at this stage of professional development may take full responsibility forhis/her own actions but will remain under supervision of a more senior practitioner.

Key tasks andresponsibilities

■ P rovide for theholistic needs ofbabies and youngc h i l d ren at group andindividual level unders u p e rvision ■ Actively engagebabies and youngc h i l d ren ind e v e l o p m e n t a l l ya p p ropriate learn i n ga c t i v i t i e s■ P romote and helpmaintain ano rganised, clean, safe,well-equipped andculturally sensitivel e a rning enviro n m e n t(indoor and outdoor)■ Access and usere s o u rces to supportdiversity and assist inthe implementation ofan inclusivep rogramme ■ Assist with theimplementation ofpolicies and pro c e -d u res in accord a n c ewith legislation andre g u l a t i o n s■ O b s e rve andre c o rd babies’ andyoung childre n ’sp ro g ress ■ C o m m u n i c a t ec o n c e rns observ e dre g a rding children andtheir families tos u p e rv i s o r / s e n i o rp e r s o n n e l■ Actively part i c i p a t ein and contribute toteam activities■ Establish andmaintain appro p r i a t erelationships withg u a rdians and families■ Engage in learn i n go p p o rtunities toi m p rove knowledgeand skills at apersonal andp rofessional level

Skills and knowledge

CHILD DEVELOPMENT■ In-depth knowledge of underlying theorieson child development ■ In-depth knowledge of babies’ andc h i l d re n ’s overall holistic needs andd e v e l o p m e n t■ In-depth knowledge of atypicaldevelopment in babies and children (0-8)■ Ability to plan a child-centred enviro n m e n tdrawing on and integrating a wide range ofECCE skills and knowledge■ Ability to carry out and re c o rd in-deptho b s e rvations of babies and children (0-8)

EDUCATION AND PLAY■ In-depth knowledge of underlying theorieson educational activity and play for babiesand children (0-8)■ In-depth knowledge of a range of diff e re n tmodels/systems in use in ECCE■ Ability to develop, implement and evaluatea curriculum for babies and children (0-8)■ Ability to devise, set up and introduce awide variety of suitable educational/playactivities ■ Ability to interpret and evaluateo b s e rvations and plan for childre n ’s futurel e a rn i n g

SOCIAL ENVIRONMENT■ In-depth knowledge of sociale n v i ronmental factors and their effect onbabies and children (0-8)■ Knowledge of national social policy andc u rrent legislation and its implications forE C C E■ In-depth knowledge and understanding ofequality issues and diff e rent customs,c u l t u res and family stru c t u res in societytoday; and the ability to take account ofthese when working with babies and youngc h i l d ren ■ Knowledge of some of the methodsavailable for improving adverse sociale n v i ronmental factors for babies and youngc h i l d ren, including knowledge of the publics e rvices available locally and nationally andthe ability to use these appropriately for thebenefit of children ■ In-depth knowledge of and ability toimplement child protection policy, pro c e d u re sand practice■ Ability to p e rf o rm varied tasks, many ofthem complex and non-routine, in themaintenance of the environment (indoors andoutdoors) for babies and children (0-8)

HEALTH HYGIENE NUTRITION AND SAFETY■ In-depth knowledge of the nutritionalneeds of babies and children (0-8)■ Ability to plan and pre p a re a balancednutritional diet for babies and children (0-8)■ Ability to p e rf o rm basic first-aidp ro c e d u res in an emergency with a child■ In-depth knowledge of safety pre c a u t i o n sand local regulations with re g a rd to ECCEs e rvices for babies and children (0-8)■ Ability to take responsibility for thee n f o rcement of safety pro c e d u res withinECCE services for babies and young childre nand perf o rm competently the tasks tos u p p o rt these pro c e d u re s

PERSONAL PROFESSIONAL DEVELOPMENT■ S e l f - a w a reness and a sensitivity as to howthis affects interaction with young childre n■ Ability to manage oneself in a workingsituation where complete autonomy isre q u i red and take responsibility in thep e rf o rmance of tasks■ Ability to reflect and manage continuingpersonal and professional development■ Ability to collaborate with others int e a m w o r k

COMMUNICATION, MANAGEMENTAND ADMINISTRATION■ Ability to implement and maintain anadministrative system for managing theECCE enviro n m e n t■ Ability to implement and maintain thee ffective operation of the ECCE enviro n m e n t■ Competency in communication with adultsand children and ability to overcome barr i e r sto communication■ Knowledge and skills to supervise or guideothers in the perf o rmance of their tasks■ Ability to perf o rm tasks within theparameters of professional conduct includingrelations with parents, guardians, babies,young children and colleagues■ Knowledge of the broad range of ECCEpractices in centres and the ability toevaluate these

SUPERVISED PRACTICE■ S u p e rvised practical experience amountingto a minimum of 500 hours in an ECCEs e rv i c e

EXPERIENCED PRACTITIONER PROFILEIt is understood that an individual operating at this stage of professional development may operateautonomously and may have responsibility for the work of others.

Key tasks andresponsibilities

■ P romote babies’ andyoung childre n ’sdevelopment and well-being by planninga p p ropriate andculturally sensitivel e a rning enviro n m e n t s(indoor and outdoor)■ Develop long-termand short - t e rm plans tomeet the diverse needsof children both atg roup and individuallevel based ono b s e rv a t i o n s ,experience workingwith the child andre f l e c t i o n■ Identify babies’ andyoung childre n ’s needsand plan fora p p ropriate supportwithin the serv i c ep rovided and withoutside pro f e s s i o n a l s ,in conjunction withp a rents, guardians andf a m i l i e s■ Implement and keepa comprehensive ECCEre c o rding system■ Liaise with pare n t s ,g u a rdians and families■ S u p e rvise ands u p p o rt staff working inthe enviro n m e n tincluding induction ofnew staff■ I m p l e m e n tc o m p rehensive re c o rd -keeping for staff withre f e rence to legislationand personneli n f o rmation ■ Engage in learn i n go p p o rtunities toi m p rove knowledgeand skills at a personaland professional level ■ Actively part i c i p a t ein and contribute toteam activities■ Recognise and dealwith discriminatorypractices and incidents

Skills and knowledge

CHILD DEVELOPMENT■ In-depth knowledge and understandingof child development theories■ Ability to describe in detail patterns in theholistic development of children■ Ability to apply theory of an area ofknowledge in a professional practicecontext■ Ability to communicate and demonstratethe links between ECCE theory and practice■ In-depth understanding of the role ofadults in the holistic development of thechild■ Ability to use recorded observations andreflection on practice to develop long-termand short-term objectives and plans for theholistic development of individual children

EDUCATION AND PLAY■ Ability to plan, implement and evaluate acurriculum for babies and children (0-8)■ In-depth knowledge and understandingof a wide range of different models/systemsin use in ECCE■ Critical awareness of the value ofresearch in ECCE■ Ability to co-ordinate the development,implementation and evaluation of anappropriate curriculum for babies andchildren (0-8)

SOCIAL ENVIRONMENT■ Ability to liaise and maintain relationshipsin the wider environment including otherprofessionals, management committees,local community and voluntary organisationsand statutory bodies■ Knowledge of a range of methodsavailable for improving adverse socialenvironmental factors for babies and youngchildren, including knowledge of the publicservices available locally and nationally andthe ability to use these appropriately for thebenefit of children■ Ability to develop, implement andevaluate initiatives to support the inclusionof all children and families in ECCE services

HEALTH HYGIENE NUTRITION AND SAFETY■ Ability to ensure the safety of childrenand adults in an ECCE environment■ Ability to take responsibility for thewelfare and well-being of all children andadults in an ECCE service■ Knowledge and skill in the process ofdevelopment, implementation andevaluation of policies and procedures in anECCE service

PERSONAL PROFESSIONAL DEVELOPMENT■ Ability to reflect and critically evaluateself in relation to personal and professionaldevelopment ■ Ability to promote and supportprofessional development of ECCEpractitioners■ Critical awareness of the value ofresearch in ECCE

COMMUNICATION, MANAGEMENTAND ADMINISTRATION■ Knowledge and understanding offinancial, administrative and personnelmanagement theory and practice necessaryfor the effective operation of an ECCEservice■ Ability to plan for and resource flexibleECCE services for children and families■ Ability to implement organisationalstructures ensuring that lines of authorityand accountability are understood by allstaff members■ Ability to supervise staff and supporttheir development (including induction ofnew staff)■ Ability to put in place and maintainadmission procedures and record-keepingsystems relating to children, their familiesand the staff of the ECCE service■ Ability to identify and solve problemsrelated to the effective operation of anECCE service

SUPERVISED PRACTICE■ Supervised practical experience asappropriate

ADVANCED PRACTITIONER PROFILEIt is understood that an individual operating at this stage of professional development may operate withcomplete autonomy and will have full responsibility for the work of others.

Key tasks andresponsibilities

■ Manage overalloperation andmaintenance of anECCE service, e.g.R e s o u rce Manager,F i n a n c e / A d m i n i s t r a t i o n ,P e r s o n n e l■ F o rm u l a t e ,implement andevaluate philosophy,policies andp ro c e d u res ■ Develop andevaluate pro g r a m m e sand activities■ Develop qualityi m p rovement strategieswithin a service toenhance the quality ofexperience for allc h i l d ren and staff■ Establish andmaintain eff e c t i v eworking re l a t i o n s h i p swith all staff ■ Mentoring and sup-p o rt of practitionersengaged in pro f e s -sional development■ Engage in learn i n go p p o rtunities toi m p rove knowledgeand skills at a personaland professional level ■ Establish andmaintain re l a t i o n s h i pwith parents, familiesand guard i a n s■ Liaise with outsideagencies e.g. CountyC o m m i t t e e s ,R e g u l a t o ryO rganisations, NationalG o v e rn m e n tO rg a n i s a t i o n s■ Facilitate pre - s e rv i c eand in-serv i c eeducation and trainingof ECCE practitioners ■ Recognise and dealwith discriminatorypolicies, pro c e d u re s ,practices and incidents

Skills and knowledge

EXPERT PRACTITIONER PROFILE

Key tasks andresponsibilities

■ Provide consultancyfor early years services■ Research at apractice and academiclevel and presentfindings■ Engage in researchwriting for publication■ Involvement inappropriateprofessionalorganisations■ Design, deliver andevaluate courses■ Mentoring andsupport ofpractitioners engagedin professionaldevelopment■ Engage incontinued professionaldevelopment ■ Advise onformulation,implementation andevaluation of policieson all aspects ofECCE, e.g. equality,curriculum,development, parentalinvolvement■ Advocate for publicpolicies andcommunity servicesthat are supportive ofchildren, families andthe ECCE sector■ Advise onprogrammes andpolicies that supportpositive personal andcultural identity

CHILD DEVELOPMENT■ Mastery of a range of theories in relationto the holistic development of babies andyoung children

EDUCATION AND PLAY■ Ability to display mastery of a complexand specialised area of knowledge andskills in the field of ECCE

SOCIAL ENVIRONMENT■ Ability to contribute significantly to theprocesses of change in ECCE

HEALTH HYGIENE NUTRITION AND SAFETY■ Ability to develop, evaluate and evolvesocial policy in relation to the welfare andwell-being of babies and children (0-8)

PERSONAL PROFESSIONAL DEVELOPMENT■ Ability to critically review, consolidate andextend a systematic and coherent body ofknowledge in the field of ECCE■ Exercise leadership in addressingprofessional practice issues in ECCE ■ Ability to contribute significantly toprofessional practice■ Ability to reflect and manage continuingpractice and professional development ofself and others

COMMUNICATION, MANAGEMENTAND ADMINISTRATION■ Ability to co-ordinate the effectiveoperation of an ECCE organisation■ Ability to implement organisationalstructures ensuring that lines of authorityand accountability are understood by allstaff members■ Ability to develop and implementorganisational structures to ensure thepersonal responsibilities of staff areidentified and carried out■ Ability to engage in research,communicate findings and engage in criticaldialogue■ Ability to collect, analyse, organise andcritically evaluate information relating to allaspects of ECCE services■ Ability to develop, plan, implement andevaluate education and trainingprogrammes for ECCE practitioners■ Ability to support and supervise staff andstudents engaged in advanced stages ofprofessional development

Skills and knowledge

Access, transfer and pro g re s s i o n

‘Childcare and educationservices outside thecompulsory school system -and particularly services foryoung children - arecurrently expanding in manycountries. The demand forprofessional workers willinevitably increase.Research shows that staffingis one of the key qualityfactors in centre-basedsettings. Decisions madeabout staffing will bedecisions made about thequality of services.’

(Oberhuemer and Ulich,1997)

‘The calibre and training ofthe professionals are the keydeterminants of high-qualityprovision.’

(Ball, 1994, p.16)

Context

The urgent need within the ECCEsector for a solution in relation toaccess, transfer and progressionissues has been well documented(DJELR, 1999, OMNA, 2000a, NCCC,2002). The Expert Working GroupReport on Childcare noted thateducation and training developed inan ad hoc manner. In general, coursestended to evolve either in response tothe needs of service providers or inline with particular educationalphilosophies (NCCC, 2002).

Existing regulations make noreference to specific qualifications forstaff working in a pre-school service.Article 7 of the regulations states that‘A person carrying on a pre-schoolservice shall ensure that a sufficientnumber of competent adults aresupervising the pre-school children inthe service at all times’. Theexplanatory guide to the regulationsdescribes a competent adult as ‘aperson who has appropriateexperience in caring for childrenunder six years of age and/or whohas an appropriate qualification inchild care and is a suitable person tocare for children.’ (Child Care Act,1991).

Despite this, in recent years thesector has taken advantage ofcourses developed and delivered bynationally accredited providers inpartnership with the sector. Manypractitioners have achieved a level 2(FETAC) qualification. Anecdotalevidence would suggest that this level2 qualification is being seen by someas a standard qualification in thesector. There is still, however, a greatchallenge to be met in respect ofensuring that all practitioners haveachieved a basic appropriate standardof education and training in the field.There is little available data on thetype and number of qualifications heldacross the sector. A survey wasconducted in 1998 on behalf of theExpert Working Group on Childcare.This survey was updated in 2002 andrevealed that, while there are positiveaspects of provision, it is evident thatthere is a need to broaden provisionfor coverage at all levels. Mosttraining was identified at FETAC level2 or below (OMNA, 2002).

Anecdotal evidence fromrepresentative organisations in theECCE sector would suggest that newchallenges are emerging in relation toensuring that those in senioroccupational roles within the sectorare adequately prepared and suitablyqualified. Issues relating to theemerging professionalism of theECCE sector have also come to thefore. Practitioners recognise theimportance of continuing professionaldevelopment (CPD) as a key elementin the provision of high-qualityexperiences for children. As a resultthe demand for third-level and CPDcourses is rising and will continue todo so.

It is important to note that manyinitiatives have been taken since 1998that have contributed significantly toresolving problems with access andprogression in education and trainingin the ECCE sector including:

■ IPPA, the Early ChildhoodOrganisation became an NCVA(FETAC) approved centre deliveringLevel 2 on a day-release basisnationwide. (To date 28 courseshave been completed.)■ The NVCO’s consistent efforts toimprove the education and trainingopportunities for their membershipresulted in many exciting initiativese.g: NCNA National Diploma inNursery Management in UCD;Childminding Ireland/WaterfordInstitute of Technology (WIT) haveestablished a RegisteredChildminder certificate course whichis accepted as credit towards WITdegree/diploma courses; and AnComhchoiste Reamhscholaíochta’sFETAC Level 2 Child Care coursethrough the medium of Irish. ■ FETAC Level 2 Childcare coursesare available on a part-time basisthrough the Back to EducationInitiative (BTEI) which is providingflexible learning opportunities foradults, especially those with lessthan upper second level education.■ The development of the FÁSChildcare Traineeship Programme(FETAC Level 2). The electivemodule on ChildmindingProfessional Practice for thisprogramme has been important inoffering flexible trainingopportunities to childminders. A

Level 3 Childcare SupervisorTraineeship programme is indevelopment.■ FETAC Level 3 ChildcareSupervisor courses have also beendeveloped and piloted.■ Degree programmes in EarlyChildhood Care and Education areavailable in four institutions: NUICork; Dublin Institute of Technology(DIT); St Nicholas MontessoriCollege, Dun Laoghaire; and CarlowInstitute of Technology.■ A number of institutions offeringECCE training at the highereducation level have developedtraditional academic routes up todoctoral level.■ Flexible entry arrangements todegree courses in Early ChildhoodCare and Education have beenestablished to facilitate access tomature students and graduates ofFETAC Level 2 courses.■ DIT developed and piloted aContinuing ProfessionalDevelopment course for Pre-schoolOfficers.

AccessDespite the achievements of thesector to date, a major challengefacing the Early Childhood Care andEducation sector is how to ensurethat practitioners are able to accessappropriate training and qualificationsas and when they need to.The diversity of the sector and therange of qualifications and experienceof its staff indicate that the best wayforward would be to introduce a creditsystem which would allow all learningto be recognised and achievecurrency within the NationalFramework of Qualifications.Converting existing qualifications andexperience into this new currencywould be the next challenge. The credits would serve to articulatethe body of learning already achieved,allowing practitioners to identify gapsin their skills and knowledge. Creditscould build to achieve a qualificationor be used to gain access to a courseof further study. A flexible, modularstructure would meet the needs ofECCE practitioners best, and is alsoin line with the current philosophy ofeducation and training, which seeslearning as a lifelong process.In a Government White Paper on

Adult Education, published in 2000,three core principles underpinningadult education were identified asfollows:

■ a systematic approach whichrecognises that the interf a c ebetween diff e rent levels of educationp rovision has a critical influence onl e a rners’ motivation and ability toaccess and pro g ress in adulteducation and training. This re q u i re sthat education policies be designedto embrace the life cycle and re f l e c tthe multiplicity of sites, both form a land informal, in which learning cantake place.■ equality of access, part i c i p a t i o nand outcome for participants in adulteducation, with proactive strategiesto counteract barriers arising fro md i ff e rences in socio-economic status,ethnicity and disability. ■ i n t e r-culturalism – the need toframe educational policy andpractice in the context of serving adiverse population as opposed to au n i f o rm one, and the development ofc u rricula, materials, training, modesof assessment and delivery methodswhich accept such diversity is then o rm .

The policy framework of the WhitePaper on Adult Education (2000)addresses the wider issue of realising,within our education system, alifelong learning agenda which is

described as a:‘...relatively seamless progressionthrough an educational continuumfrom cradle to grave, with openboundaries between the worlds ofhome/work/education and provisionfor flexibility in learning sources.’

(White Paper on Adult Education, 2000, p.30)

The Qualifications (Education andTraining) Act, 1999 has provided thelegislative framework to realise thisagenda and facilitate the integrationof the core principles into the Irisheducation system. The nationalqualifications, framework currentlyunder construction by the NQAI, hasbeen defined as:

‘The single nationally andinternationally accepted entitythrough which all learningachievements may be measured andrelated to each other in a coherentway and which defines therelationship between all educationand training awards.’

(NQAI, 2002, p.11)

The publication of the outlinequalifications framework by the NQAIis expected in the near future, alongwith a set of procedures to promoteaccess, transfer and progression.These developments are warmlywelcomed within the ECCE sector. Inthe policies and proceduresdocument issued by the NQAI it isreassuring to note that the key valuesand principles which have informedthe development of the proposedCore Standards for the ECCE sectorfind resonance with those containedin the discussion documentspublished about the development ofthe national qualifications framework.

In particular, the NQAI documentsarticulate a commitment toconsultation with stakeholders at allstages of the development process(ibid. p.20), equality and accessibilityfor all learners (ibid. p.10) andtransparency and simplicity (ibid.p.16). These features will be of criticalimportance for those learners withinthe ECCE sector who have previouslybeen marginalised by the formaleducation system.

Access, transfer and progression (cont.)

‘...progression throughan educationalcontinuum from cradleto grave, with openboundaries betweenthe worlds ofhome/work/educationand provision forflexibility in learningsources.’

The ad hoc nature of the developmentof education and training programmesin the ECCE sector has resulted in adiversity of training and qualifications.In practice, many ECCE practitionershave gained skills and knowledgethrough their experience rather thanthrough formal training programmes.A considerable number of experi-enced workers in the sector are at adisadvantage, in terms of advance-ment within the profession, due totheir lack of formal qualifications.

A number of training programmesexist which do not currently providenationally recognised certification tothose who successfully complete theprogramme. New programmes contin-ue to develop to meet immediatetraining needs in a sector where con-cerns about quality abound. Whileflexible modes of learning (includingin-service training) exist in some con-texts, these need to be developed inparallel with flexible modes of accred-itation that provide full recognition forlearners’ achievements.

A credit system which facilitates therecognition of learning achievement,irrespective of time, place or mode oflearning is one important tool inresolving these issues. It has thecapacity to provide a systematicapproach, reflect the multiplicity offormal and informal learning modesand remove barriers to participationfaced by those who have not benefit-ed from access to traditional qualifi-cations. The capacity for a credit-based approach to qualifications tomotivate learners in the ECCE sectorhas already been documented(OMNA, 2000a).

The lack of a national credit systemhas been a serious impediment to theappropriate recognition of learningachievement and of training programsproviding a basis for the developmentof a credit-based framework of qualifi-cations.

The development of a professionalidentity for those working in the sec-tor is inextricably bound with the needfor recognition of the standards ofknowledge, skill or competenceacquired by learners, irrespective oftheir mode of learning. The need forprofessional identity within the sectoris well established (OMNA, 2000,Expert Working Group on Childcare1999, Coolahan, 1998).

The absence of a defined careerstructure and the lack of agreementon the meaning of levels within thesector have added to the confusionfor learners, employers and providersalike. Different perceptions of howoccupational roles, for example, relateto levels of qualifications are evident.Occupational roles generally deter-mine levels of qualifications and train-ing within the further education andtraining sector. Within higher educa-tion professional training and qualifi-cations tend to be broader in natureand less role specific.

Such differences affect the capacityfor learners to proceed from further tohigher education and consequentlyaffect their progression opportunitiesfrom more defined occupational roles(e.g. intermediate ECCE practitioner)to broader professional roles (e.g. inmanagement, training or research). Insimilar vein, practitioners are also lim-ited in their opportunities to articulatewith other related professions such asnational school teaching or youthwork. A credit system based onagreed standards could be used toovercome these barriers by enablingindividuals to move between differentqualification types.

The recommendations of the Reportof the Partnership 2000 ExpertWorking Group on Childcare includethe following:

■ A national framework for qualifi-cations in Childcare should bedeveloped in consultation with theproposed National ChildcareManagement Committee. ■ The National QualificationsFramework for Childcare should pro-vide progressive pathways of

awards, which can be achievedthrough formal and informal educa-tion and training programmes orthrough the accreditation of priorlearning.

■ The future development of theECCE sector should aim to achievethe following target that a minimumof 60% of staff working directly withchildren should have grant-eligibletraining of at least three years atpost-18 level. It should be modularin design. All staff who are untrainedto this level should have access tosuch training, including on an in-service basis. (Target 26 of theEuropean Commission Network onChildcare Action Programme QualityTargets in Services of YoungChildren.)

These recommendations provide afocus and direction for the NationalCo-ordinating Childcare Committeeand its sub-groups. The Qualifications(Education and Training) Act (1999)establishes a role for sectoral bodiesin informing the Authority (NQAI) ofthe education, training, skills andqualifications requirements of the sec-tor. The NQAI is to promote practicesin education and training that meetthose requirements. These provisionsprovide the opportunity to the NCCCto promote the objectives of its strate-gy by fully exercising its role ininforming the NQAI and FETAC andHETAC, who will set standards forawards, of the needs of the sectorthereby paving the way for full profes-sionalisation.

Professional status(progression)

Credit system andequivalence (transfer)

The term ‘flexible learning’ denotes anapproach that is based onaccessibility and variety, where thelearner or provider is able to varypace, mode, content or location oflearning. The principles of flexiblelearning inform many contemporaryprofessional developmentprogrammes (especially within thehealth care sector) and have beenidentified as follows:

■ Centrality of the learner, whoseconfidence is developed byremoving barriers in learning

■ Recognition that profitablelearning takes place in manysituations

■ Variety in mode, location anddelivery of professional developmentopportunities

■ Application to practice,encouraging consolidation oflearning wherever achieved

(Flexible Learning Development Centre, 1998)

In order to benefit fully fromparticipation in flexible programmesany credits gained in one settingshould be capable of transfer toothers. For this to be realised,agreement on a national credit systemis an essential prerequisite. Flexibleroutes to education, training andqualifications will be essential withinthe ECCE sector to enable futuregrowth and development.

‘ “Programme of education andtraining” means any process by whichlearners may acquire knowledge, skillor competence and includes coursesof instruction, apprenticeships,training and employment..’.

Qualifications (Education and Training) Act, 1999, Sec. 2(i)

This definition of ‘programme’ withinthe Act recognises the workplace asone setting in which learning takesplace. All relevant provisions of thelegislation also relate to programmeswhich are provided in places ofemployment or within the community.It is now well recognised that skillshortages (both in terms of newentrants to the workforce as well asthe skills of existing workers) withinthe ECCE sector are a major barrier tosustainable growth. The shortage ofcontinuing professional developmentopportunities within the workplacealso represents a barrier to personalprofessional growth for the individual.There is a stated policy commitmentthat flexible education and trainingoptions will be progressed, allied witha focus on addressing barriers toparticipation of those in the workplacein ongoing education and training(White Paper on Adult Education,p.18).

The provisions of the Qualifications(Education and Training) Act 1999,and the redefinition of ‘programme’represent an important opportunity topromote and ensure the accreditationof workplace learning. Again, ifindividuals are to fully benefit fromwork-based learning, then any creditsgained need to be recognised andtransferable to other contexts, furtherhighlighting the need for acomprehensive credit system.

Work-based learning has beenidentified within the ECCE sector as avaluable mechanism for overcomingbarriers to access (FAS, 2001, OMNA,2000).

Flexible learning Work-based learning

‘...profitable learningtakes place in manysituations.’

‘“Learner” means any person who isacquiring or who has acquiredknowledge, skill or competence.’

Qualifications (Education and Training) Act, 1999, sec 2(i)

The above definition of ‘learner’acknowledges that learning is theoutcome of a process that can takeplace at any time, including the past.Thus, the equal status of prior andcurrent learning is underwritten by thenew legislation. APL procedures,developed as part of the OMNAproject, have enabled experiencedECCE practitioners to gain asignificant number of credits towardsa national award. Appropriate learningprogrammes or self-directed learningstrategies could then be put in placeto enable candidates to meet thestandards for the remaining modulesrequired for the qualification. (Seedetails on APL pilot project for ECCEworkers in Co. Clare, reported inOMNA, 2000.)

APL enables learners to gain formalrecognition and credit for learningthey have acquired in a range ofsettings, generally outside formalprogrammes. The experience gainedas a result of the OMNA project is ofparticular relevance, not just to theECCE sector but also as a modelwhich could be used in othercontexts. The need for accepted andagreed core standards as aprerequisite to APL has beenhighlighted. The process ofestablishing equivalence betweendiverse modes of learning, as part ofthat project, provides a valuablemodel for establishing benchmarks forthe future credit rating of differenttraining courses. The process andoutcomes are reported extensively inthe final report of the OMNA project(OMNA, 2000).

The importance of procedures whichfacilitate the award of credit for priorlearning is well established and theexperience of projects, designed toprovide for the accreditation of theprior learning of ECCE practitioners,has been testament to the currentdifficulties. The need for flexiblelearning options, however, inconjunction with credit for priorlearning, was clearly established bythe experience of OMNA, FAS andNCVA (now FETAC). This suggeststhat a credit system, on its own, willnot meet the needs of learners whowish to meet the standards forqualifications when seekingrecognition of prior learning. Thus,while the availability of modular andcredit-based awards is an essentialrequirement for the effectiveimplementation of APL practices, itneeds to be part of a comprehensivepolicy commitment to practices,procedures and modes of provisionwhich facilitate lifelong learning.

It is apparent from this review that theECCE sector has much to gain fromthe realisation of the NationalFramework for Qualifications andTraining. It must be restated, however,that procedures to facilitate access,transfer and progression are essentialfor a sector whose members areexperiencing such dynamic change.

The ECCE sector has demonstratedthrough its commitment to nationalinitiatives that it is anxious to resolvethe identified deficits with regard toqualifications and training forpractitioners. These initiatives havebeen extensively documented (OMNA2000, 2001, FAS 2001) and areavailable for consideration by theNQAI, the national awarding bodies,FETAC and HETAC and indeed allproviders of education and training forthe ECCE sector in Ireland.

Accreditation of Prior Learning (APL)

Summary

Quality assurance for a National QualificationsFramework - a role for the Early ChildhoodCare and Education Sector

A quality system

‘Quality needs to underpin thesetting of award standards by theAuthority ... To achieve this, plannedand systematic actions arenecessary to provide confidence inthe system.’

(NQAI, 2002a, p.16)

Quality assurance is a way to org a n i s eand manage activities so that they arei n f o rmed by, and can be evaluatedagainst, a set of agreed standard s .Good quality assurance gives usconfidence in the stated outcomes. In

o rder to set these standard s ,benchmark principles and core valuesneed to be established. The principlesp roposed by the NationalQualifications Authority of Ire l a n d(NQAI) are 'equality and accessibility,c o m p rehensiveness and cohere n c e ,t r a n s p a rency and simplicity, quality,and relevance’ (NQAI, 2002a p.6).Values specific to the ECCE sector areset out in the core valuesstatements.These reflect afundamental concern for the quality ofthe experience of the child. Inaddition, the Occupational Profiles andC o re Standards for the ECCE sector

‘...the pursuit ofexcellence which has the capacity totransform.’

identify the key tasks andresponsibilities for the variouspractitioner profiles, together with theskills and knowledge re q u i red to fulfilthose roles. It is hoped that these keystatement will assist the NQAI and thea w a rding bodies FETAC and HETAC indeveloping a framework of awards forthe sector.

Quality in the abstract is notoriouslyd i fficult to define, though stakeholdersin the ECCE sector are in agre e m e n tthat it should permeate all aspects ofthe education and training system andshould be re g a rded not as a finitegoal, but as an ideal whichp rofessionals consistently pursue.Some considerations which could beapplied to perf o rmance within theECCE sector as a whole are :

■ Quality as exceptional - some-thing special or distinctive, linked tonotions of excellence which is re l a-tive and unattainable by most■ Quality as perfection - theachievement of consistent flawlessoutcomes, thus democratising quali-ty as attainable by all■ Quality as fitness for purpose -fulfilling a client’s needs or desire s■ Quality as value for money -re t u rn on investment, where if thesame outcomes can be achieved ata lower cost, then the criteria forquality have not been met■ Quality as transformation -change and improvement, whether int e rms of enhancement of serv i c e ,e m p o w e rment of learn e r s / p r a c t i t i o n-ers or the development of newk n o w l e d g e1

■ Quality as accountability - part i c u-larly important where the safety andw e l f a re of children is concerned.

The notion of quality as ‘fitness forpurpose’ provides a perspective forevaluating the capacity of providers ofeducation and training to fulfil theirmission. The fundamental challengefor providers of education and trainingis to determine what the appro p r i a t emission should be.

Confusion about the notion of qualityin education and training often arisesbecause attempts are made to includethe assessment of diff e rent intere s tg roups into one single measure. Thisoverlooks the separate interests of

A role for sectoralbodies within a qualitysystem

‘...decisions need to be made andmatters resolved in a consistentmanner as close as possible to thosemost affected by them... The Authoritywill establish relationship with allstakeholders.’

(NQAI, 2002, p.23)

The Qualifications (Education andTraining) Act (1999) establishes a clearrole for sectoral bodies in informingthe NQAI, FETAC and HETAC of theeducation, training, skills andqualifications requirements of thesector.

For the ECCE sector theestablishment of the National Co-ordinating Childcare Committeeprovides a forum that includes a widerange of statutory and non-statutoryorganisations involved in the ECCEsector. The NQAI has indicated that itwill engage with sectoral bodies suchas the NCCC. The NCCC would seekto participate in the consultationprocess being undertaken by theNQAI. The NCCC has alreadycontributed to the debate by making asubmission to the NQAI andparticipating in the forum organisedby the NQAI in February 2002. Themodel framework presented here will,it is hoped, be regarded as a keycontribution to the development of anational qualifications framework forthe sector and to the setting ofbenchmarks for the range of qualityassurance processes required tounderpin the framework.

t h ree distinct groups: those who payfor it, those who are engaged in thep rocess and those who benefit fro mthe outcome. Ideally, the consensuson a definition of quality would be: thepursuit of excellence which has thecapacity to transform .

In an education and training context,and particularly in the ECCE sector,t h e re is a need to assure consistencyof outcomes within diverse systems.Diversity presents part i c u l a rchallenges to those charged with thetask of maintaining confidence in thequality of education and training inboth the further education and trainingsystems. Setting criteria for qualitywhich allow for diversity and flexibilityin modes of learning is of centralc o n c e rn to the ECCE sector.

At the chalk-face, quality assurance ismost effectively achieved by makingthe notion and practice of quality anessential part of day-to-day activitiesfor everyone in the org a n i s a t i o n .I n t e rnal systems focus on thep romotion of:

■ good practice■ devolution of responsibility - pro-fessional development of personnel■ i m p roved channels of communi-cation - teamwork■ t r a n s p a rency to users of the sys-t e m■ e fficiency and cost eff e c t i v e n e s s

The currency of awards andconfidence in the education andtraining system will depend on thea p p ropriate balance between intern a land external quality assurancep rocesses. In the particular case ofthe ECCE sector, the future quality ofc h i l d c a re in the country hinges on theadequacy of these pro c e s s e s .

F i n a l l y, it is important to acknowledgethat quality cannot be imposed. It hasto be stimulated and nurt u re d .P a rtnership is important. The centralinvolvement of all stakeholders in asystem which assesses the quality ofa w a rds as well as the quality ofpractitioners’ perf o rmances and ofindividual institutions will be critical toits development (Hayes, 2002 NCNAp re s e n t a t i o n ) .

1 These first five points are derived from Harvey L. and Knight P. T. (1996)Transforming Higher Education Buckingham: Open University Press.

Accreditation ofproviders of educationand training

Accredited providers should be ableto demonstrate that they haveappropriate purposes and have theresources needed to accomplish theirpurposes. Accreditation processesshould be able to determine andmonitor the extent to which they areaccomplishing their purposes.

Given the diversity of learningopportunities within the ECCE sector,accreditation of providers ofeducation and training will play animportant role in assisting prospectivelearners in identifying the training andeducation options suited to thelearner’s career path. It can alsoprovide important information forauthorities responsible for funding thedevelopment of the education andtraining capacity of the sector.

The core values and the modelframework contribute greatly to theestablishment of relevant criteria forproviders of education and training inthe ECCE sector. For example,accredited providers need todemonstrate the capacity to promotethe ‘whole child perspective’articulated in the National Children’sStrategy, show respect for diversityand demonstrate the higheststandards in health and safety.

Where training is provided in theworkplace, criteria for accreditationcould also draw on the standards fora quality ECCE service. The rangeand diversity of organisations nowinvolved in providing learningenvironments presents greatchallenges to well-establishedpractices of institutional evaluation,review and accreditation. As well asthe workplace, the range includesschools, further education colleges,community workshops, highereducation institutions, the voluntarysector and virtual learningorganisations. Ensuring access toawards for all learners involves havingappropriate accreditation processes inplace.

Accreditation ofprogrammes - validation

Validation processes may be carriedout internally (by organisationsdeemed to have the capacity to doso), externally by an awarding body ora combination of both. As withinstitutional accreditation, internalvalidation of a course/programmeshould precede any externalvalidation. A review of internationalpractice suggests that where externalprogramme validation is carried outby an awarding body it generallyfocuses on two main elements: a) thecurriculum design of the programme,b) the capacity of the organisation todeliver the particular programme.

Accreditation of awards

‘One of the objectives of the NQAI isto establish and promote themaintenance and improvement of thestandards of awards and awardingbodies.’

(NQAI, 2002)

Award accreditation generally involvestwo related processes: theaccreditation of an award and theaccreditation of credits towards anaward or award type. Accreditationprocesses ensure that awards have apurpose and a relationship to oneanother which is clear, coherent andreadily understood by learners andemployers. In the context of lifelonglearning they should be designed toprovide opportunities to learners toadvance their achievements.

The Model Framework for Education,Training and ProfessionalDevelopment in ECCE represents aset of agreed standards against whichawards for the sector can bereferenced. The requisite skills andknowledge identified for eachoccupational profile in the sector, frombasic to expert practitioners,represents the outcome of lengthyand ongoing consultation processwith the sector. Identification of areasof ‘competence’ as a separatecategory for classification shouldpresent little difficulty once thedistinctions between each categoryare clearly elaborated.

The external quality assurance of anational credit system will be animportant function of the NQAI, whereits role would be to ensure that allusers of the system were operating iteffectively, and that there wasconfidence in credit as the currency ofthe framework.

Assessment andcertification of learningachievement

Certification is usually based on somecombination of internal andindependent/external assessmentcarried out by the awarding body orothers on its behalf. Externalverification of internal assessment isessential to maintain the confidenceof learners, employers, otherinstitutions and the public. Thisconfidence is central to maintainingthe currency of national awards,irrespective of how and where thelearning has taken place. In the caseof Early Childhood Care andEducation professional qualificationsmust have a minimum amount ofsupervised practice built in.Assessment must therefore takeaccount of this dimension ofprofessional education anddevelopment.FETAC and HETAC have inherited awealth of experience and expertise in

the operation of external monitoringand moderation systems which weredeveloped and implemented by NCVAand NCEA and FAS. Theprofessionalism and independence ofexternal examiners represents thebedrock of a national certificationsystem. Any assessment strategyshould involve an appropriate balanceof continuous and summativeassessment. Internal assessmentshould be verified by externalexamination or moderation. The CoreStandards (with Occupational Profiles)provide the basis for the selection ofappropriate assessment techniques.

Conclusions

‘Meeting the needs of learners wasthe central driver for theestablishment of the NationalQualification Authority of Ireland.Learners are the critical group whowill benefit from the development ofa national framework of qualificationand from the implementation ofprocedures for access, transfer andprogression.’ NQAI, 2001, p.15

Keeping learners centre-stageremains the challenge in the futuredevelopment of a framework ofqualifications. Learners will onlybenefit from the development of aframework if the awards they gainenjoy a level of recognition that opensopportunities for lifelong learning andcontinued professional development.To this end, the development ofconfidence-building quality assurancemeasures to underpin the frameworkwill be critical to its design andeffective implementation. In theinterests of building confidence, theinvolvement of stakeholders andsectoral bodies will be critical in theprocess of developing andmaintaining quality standards for allaspects of the framework. Thechallenge for such bodies will be toensure that they effectively representthe interest of learners andpractitioners as well as those of theproviders of education and trainingwithin the sector.

The National Childcare Co-ordinatingCommittee is committed to playing itsrole in supporting and advising theNQAI and the awarding bodies FETACand HETAC in the task of establishinga framework of qualifications for theEarly Childhood Care and Educationsector. The pursuit of the goals ofequity and equality of opportunity,which underpin the Partnership 2000Expert Working Group Report, iswholly consistent with that of keepingthe learner at the centre of thestrategy.

The assurance of quality provision ofECCE services should be the right ofall children in Ireland. The education,training and professional developmentof ECCE practitioners will play a keyrole in making such an assurance areal and practical possibility.

This document represents asignificant commitment by the ECCEsector in Ireland to invest ineducation, training and professionaldevelopment and it is to be hopedthat statutory bodies and policymakers respond positively to thiscommitment, which holds the promiseof reward in the realisation of eachindividual child and ultimately ofsociety as a whole.

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National Research Council (2001)Eager to Learn: Educating Our Pre-schoolers. Committee on EarlyChildhood Pedagogy. Barbara T.Bowman, Suzanne Donovan and M.Susan Burns, Editors. Commission onBehavioral and Social Sciences andEducation. Washington DC: NationalAcademy Press

National Qualifications Authority ofIreland (2001) Towards a NationalFramework of Qualifications: aDiscussion Document. Dublin:National Qualifications Authority ofIreland

National Qualifications Authority ofIreland (2002a) Towards a NationalFramework of Qualifications:Establishment of Policies and Criteria.Dublin: National QualificationsAuthority of Ireland

National Qualifications Authority ofIreland (2002b) Towards a NationalFramework of Qualifications: Inclusionof Professional and InternationalAwards, A discussion Paper. Dublin:National Qualifications Authority ofIreland

New Zealand Government (1997) AFuture Qualifications Policy for NewZealand. Wellington

Oberhuemer, P. & Ulich, M. (1997)Working with Young Children inEurope: Provision and Staff Training.Paul Chapman, London

Organisation for Economic Co-operation and Development (OECD)(2001) Starting Strong, EarlyChildhood Education and Care. ParisOECD

OMNA Early Childhood Project(2002 a) Update on Early ChildhoodCare and Education, Providers andAwarding Bodies. CSER, DIT.(Forthcoming)

OMNA Early Childhood Project(2002) Report on School AgeChildcare. CSER, DIT. (Forthcoming)

OMNA DIT/NOW Early ChildhoodProject (2000a): Final Report. CSER,DIT

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Vol. 6 Mentor Assessor Survival Kit.CSER, DITVol. 7 Candidate Information Booklet.CSER, DITRodd, J. (1994) Leadership in EarlyChildhood. Open University Press.Buckingham

Schweinhart, L.J. & Weikart, D.P.(1997) Lasting Differences: TheHigh/Scope Pre-school CurriculumComparison Study Through age 23(Monographs of the High/SpokeEducational Research Foundation, 10)Ypsilanti, MI: High/Scope Press.

Siraj-Blatchford, I. (2000) Earlychildhood pedagogy: practice,principles and research, in P.Mortimore (ed.) UnderstandingPedagogy and its impact on Learning.London: Paul Chapman.

Skilbeck, M (2002) The universitychallenged. A review of internationaltrends and issues with particularreference to Ireland. Higher EducationAuthority, Dublin

University College Cork (2000)Guide to Lifelong Learning

Vidovich and Porter (1997) The re-contextualising of ‘quality’ inAustralian higher education. Journal ofEducation Policy Vol. 4 Issues 4

Woodhead, M. (1996) In search of theRainbow: Pathways to Quality onLarge Scale Programmes for YoungDisadvantaged Children. (The Hague;Bernard van Leer Foundation).

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Glossary of Terms

Assessment The process of gathering informationto make decisions.

AutonomyControl of one’s actions/performance;self-responsibility.

ChildcareSee ECCE.

Child-centred environmentPlace where the care and educationneeds of a child or children 0-8 yearsare catered for.

Code of ethics A set of principles, rules or behaviourof a particular group, profession, orindividual.

Code of practice A set of principles or rules that makea public statement about what is anacceptable and ethical way ofworking defined by a particular group,profession or individual. Theseprinciples will also provide aframework for good practice.

CultureThe package of customs, traditions,symbols, values, phrases and otherforms of communications by whichone can belong to a community.Culture is the way we learn to think,behave and do things.

CurriculumA curriculum consists of all thoseactivities designed or encouragedwithin an organisational framework topromote the development of thestudent.

DisabilityImpaired ability as a result of aphysical, sensory, learning, oremotional condition. People withdisabilities are not handicapped bytheir condition, but by prejudice, lackof accessibility, and discrimination.The term handicap refers to theconsequences of society’s barriers.‘Disability’ is the chosen terminologyof this minority group.

Discrimination Policies, practices or behaviour thatlead to the unfair treatment of

individuals or groups because of theiridentity or their perceived identity.Prejudices translated into actionbecome discrimination.

DiversityThe non-homogenous (multicultural)nature of society, which includesmany and evolving minority groups aswell as the dominant community insociety.

Diversity educationIs used as a general term rather thanidentifying a particular approach, butencompasses the range ofapproaches which share the centralconcept of anti-racism.

ECCEDay-care facilities and services forpre-school children and school-goingchildren out of school hours. Itincludes services offering care,education and socialisationopportunities for children to thebenefit of children, parents, employersand the wider community. Thusservices such as pre-schools,naíonraí, day-care services, crèches,playgroups, childminding and after-school groups are included, butschools (primary, secondary andspecial) and residential centres forchildren are not. See Childcare.

ECCE centreA place which is specially run to caterfor the care and education needs ofgroups of children 0-8 years.

Environment The experiences, conditions, objects,and people which directly or indirectlyinfluence the development andbehaviour of the child (includingindoor and outdoor settings).

EqualityThe concept of equality betweenindividuals involves respect foridentity, both personal and cultural.Equitable treatment, such that allindividuals can participate in societyto the best of their ability, is theoutcome to be achieved. It recognisesthat all individuals are not the sameand may require unequal measures inorder to achieve equity.

Equal accessOpening up access for every childand family to full participation inECCE services.

Minority groupAny minority community or culturewithin the larger society.

Multicultural education Learning experiences that help youngchildren become more aware of andappreciate the commonalties as wellas the diversity of various cultural andethnic groups.

Multicultural Society A community of people whichincludes a variety of minority culturesand ethnic groups.

Multidisciplinary team A team of professionals with a varietyof different skills working together fora common aim.

PractitionerA person who practices a professionor art.

Professional (adjective)Incorporating a code of practiceaccepted generally by members ofthe profession.

Professionals (noun)Individuals who have internalised theknowledge base of their particularfield and can implement thisknowledge in appropriate practice.

Professional development The ongoing updating of skills andknowledge that is required forsuccessful professional practice.

PrejudiceA pre-judgement, an attitude, opinionor feeling formed about a person,group or sex without adequateknowledge, thought or reason. It maybe a positive, negative, hostile or rigidview towards a person or group.

Values The principles and beliefs of a personor a group.

C o re value statements for theEarly Childhood Care andEducation Sector in Ire l a n dand explanatory guides

The ECCE sector values:

■ Childhood in its own right.

Childhood is valued as a critical stage indevelopment. All children are entitled toexperience childhood unconditionally.

■ The rights of children, who areactive agents in their own gro w t h .

This value is in line with the UNConvention on the Rights of the Childand the National Childre n ’s Strategy(2001). Early Childhood Care andEducation (ECCE) practitioners need tovalue listening to children as the centralc o re of their practice. Their voicesshould be listened to and their views onissues that affect them heard andvalued. The best interests of the childa re the primary consideration in allpolicies, actions and decisions.They should support children and givethem opportunities to express theirviews. The views of children must betaken into consideration when decisionsa re made about matters that aff e c tthem. Childre n ’s opinions and intere s t sshould also be considered whenplanning programme activities.

■ P a rents, guardians and family as the child’s primary source of well-being.

This value acknowledges the import a n c eof the parents’ role in the child’s life andis informed by Article 42 of the IrishConstitution. Open and re s p e c t f u lp a rtnership between families andpractitioners is the expected norm, in thebest interest of the child, the family andthe practitioner The nature of therelationship between practitioners andp a rents is one of partnership, where b yc h i l d ren are cherished, respected ands u p p o rted. Openness and respect forp a rents’ views, their child-re a r i n gpractices and family traditions willmaximise harmony between the homeand care environments. Families shouldfeel comfortable that their child’s culturalidentity is given due re c o g n i t i o n .Communication between practitionerand family needs to be two-way andaccessible for this partnership to workwell and to ensure continuity for thechild.

APPENDIX 2

STRUCTURES IN THEI M P L E M E N TATION OF CHILDCARE POLICY

In accordance with therecommendations of the Expert Wo r k i n gG roup on Childcare S e rvices, theD e p a rtment of Justice, Equality and LawR e f o rm has put in place a series ofs t ru c t u res at national and local levels tobring the key players together to ensurethe effective development of childcare.

These stru c t u res include

● The National Co-ordinating ChildcareCommittee (NCCC)● The Inter- D e p a rtmental and Inter-Agency Synergies Childcare Gro u pS u b g roups of the NCCC include● The Certifying Bodies Subgro u p● A d v i s o ry Subhroup (for children withSpecial Requirements, Minority EthnicG roups and Traveller Children) to theN C C C● Working Group on School AgedC h i l d c a re● County / City Childcare Committees

The National Co-ord i n a t i n gC h i l d c a re Committee (NCCC)

C h a i red by the Department of Justice,Equality and Law Reform, thisCommittee oversees the development ofan integrated childcare infrastru c t u ret h roughout the country.Membership comprises re p re s e n t a t i v e sof the statutory and non-statutorysectors including the Social Partners andthe National Vo l u n t a ry ChildcareO rg a n i s a t i o n s .

The Inter- D e p a rtmental and Inter-Agency Synergies Childcare Group

The Group was established in early2000. Chaired by the Department ofJustice, Equality and Law Reform, theG roup ensures that all the Govern m e n tD e p a rtments and State Agencies with ani n t e rest in or funding for Childcare workstrategically together.

The Gro u p ’s role was to be a forum inwhich the various Govern m e n tD e p a rtment and State Agencies with afunction in childcare could meet toexchange information on the schemesavailable and to look at ways in whichduplication of funding could be avoided.

APPENDIX 1

The Certifying Bodies Sub-Gro u p

This Group has been asked to develop adraft framework to address qualification,c e rtification and accreditation issues inc h i l d c a re on behalf of the NCCC. It isc h a i red by the Department of Justice,Equality and Law Reform .

A d v i s o ry Subgroup (for Childre nwith Special Reqirements, MinorityEthnic Groups and Tr a v e l l e rC h i l d re n )

The group has been established toexamine the work of the NCCC withre g a rd to the childcare needs of childre nwith special re q u i rements and children ofminority ethnic origin including Tr a v e l l e rc h i l d ren and to proof the work of thesector on issues such as povert y,equality and diversity.

The Working Group on School Age Childcare

The NCCC can also establish otherworking groups to address part i c u l a rissues. One such group is the Wo r k i n gG roup on School Age Childcare. Thisworking group is preparing proposals onthe further development of school-agec h i l d c a re services on an all-year- ro u n dbasis.

City and County ChildcareC o m m i t t e e s

B a c k g ro u n d

County Childcare Committees havebeen established in 33 counties andcities to develop a co-ordinated strategyfor childcare provision within their area.

Each County Childcare Committee hasbeen asked to pre p a re a five-yearStrategic Plan for the development ofc h i l d c a re services to address the specificc h i l d c a re needs of its own area. Thisstrategy should set out the framework forthe development of childcare based on as h a red vision and analysis of the needswithin the county.

■ Confidentiality - the right of c h i l d ren, families and childcare staffto confidentiality balanced with thei n t e rests of the child and the rightof all to protection from harm

The principle of confidentialityc o n c e rning personal, private or sensitivei n f o rmation about children, families, staff(including informal communicationswithin the setting itself) is respected at alltimes and throughout all pro c e d u re s .This principle should govern access toi n f o rmation and re c o rd keeping, ina c c o rdance with statutory re g u l a t i o n s .Confidential information must only bediscussed or shared where appro p r i a t eto the needs of the child and for thepurpose of child pro t e c t i o n .

■ Child Development and Curr i c u l a- Experiences and activities whichs u p p o rt learning and allow childre nactively to explore, to experience, tomake choices and decisions and tos h a re in the learning pro c e s s

Experiences and activities which supportl e a rning should meet individualdevelopmental needs across thephysical, intellectual, linguistic, emotionaland social domains and allow childre nactively to explore, to experience, tomake choices and decisions and tos h a re control of the learning pro c e s s .Practitioners working with groups ofc h i l d ren should be mindful of thei m p o rtance of catering for diff e re n c e .Adults should have a flexible, adaptablea p p roach to planning and implementingactivities for children. Having a child-c e n t red approach will ensure that allactivities have a clearly beneficialpurpose and outcome for the child.C h i l d re n ’s abilities and interests areo b s e rved and observations informc u rriculum planning and development.

■ Play as the natural, constru c t i v emode of childre n ’s interactions withtheir peers, adults and enviro n m e n t

This value emphasises the fact thateducation and caring are inextricablylinked and cannot there f o re be tre a t e ds e p a r a t e l y. Learning is occurr i n gwhenever a child observes, listens,interacts, plays or actively carries out anactivity in a variety of indoor and outdoore n v i ronments. Children are activel e a rners who participate in the widereducational process and need to befacilitated to learn independently.

■ P rofessional development as cen-tral to good practice.

Education and training is valued as ameans to ensure quality practice and asa mechanism and measure of ongoingp rofessional development. ECCEpractitioners need to seek out and keepup to date with new appro a c h e s ,theories and thinking, as the pro f e s s i o ncontinually develops both nationally andi n t e rn a t i o n a l l y.

■ Role of the practitioner as thefacilitator of enhanced well-beingand development of the child.

Good practice re q u i res reflection onpersonal views, practice and theore t i c a la p p roaches. The reflective practitioner isone who frequently considers her or hisstyle of working. By drawing on newi n f o rmation, ideas and opinions, she/hewill adapt and develop new ways ofworking. Seeking support and advicef rom fellow practitioners and others o u rces such as professional bodies,advisors, professionals in otherdisciplines, parents and families will helpresolve queries or problems andcontribute to the ongoing development ofgood practice. Practitioners should bes u p p o rted in reflecting on their work in thei n t e rests of good practice. Links shouldbe developed with other related agenciesand disciplines to avail of up-to-dateknowledge or support re g a rding issueswhich practitioners face in their work.Although there are many stakeholders inthe childcare sector, the child’s intere s t sa re paramount and protection ofc h i l d re n ’s rights is fundamental to the ro l eof ECCE pro f e s s i o n a l s .

■ Diversity by acknowledging andp romoting each child’s and eacha d u l t ’s individual, personal andcultural identity.

Diversity can be described as diff e re n c e sin terms of disability, skin colour, culture ,e t h n i c i t y, race, religion, language, genderand other background factors. ECCEpractitioners’ respect for diff e re n c eapplies to curriculum design and delivery,selection of materials and equipment,s t a ff training and development, allinteraction within the setting, and allwritten documentation. Every childattending an early childhood settingshould be able to feel a sense ofbelonging and should be encouraged torecognise and value his or her personaland cultural identity throughout the

activities and interactions. Children arenot all the same. Adults play an import a n trole in shaping childre n ’s attitudes, byp roviding accurate explanations andi n f o rmation, by challenging prejudice anddiscrimination and as role models. Thel e a rning environment should depictpositive images that reflect a range ofb a c k g rounds, cultures and minorityg roups, in realistic, non-stere o t y p i c a l ,e v e ryday contexts.

■ Equality of access and p a rticipation in serv i c e s .

This value asserts that early childhoods e rvices need to be inclusive. Thereshould be no barriers to access andp a rticipation in ECCE services for anychild on any grounds. Equal part i c i p a t i o nincludes planning and monitoring ofp rogramme activities and ensures that allc h i l d ren receive adequate support top a rticipate fully. Policies should beequality proofed at the planning stageand implementation pro c e d u re sm o n i t o red on a continuing basis toe n s u re equitable practice.

■ A positive approach to Irish lan-guage and culture .

This value complements the value onequality and diversity. It places the ECCEsector in an Irish context and reflects theconstitutional position of the Irish lan-guage. It should be noted that the valuedoes not re q u i re ECCE practitioners tobe able to deliver their service thro u g hthe medium of Irish.

■ Safety and We l f a re - the right ofc h i l d ren to protection from any formof abuse, neglect and discrimination.

This value reflects a commitment to thephysical and emotional wellbeing of thechild. We create and maintain a safephysical environment for children and seekto eliminate or minimise any risk toc h i l d re n ’s health. Adults working withc h i l d ren should always be respectful andp rotective of children and their behaviourand attitude should never degrade, exploit,e n d a n g e r, intimidate or harm childre n ,either physically or psychologically.H o w e v e r, due consideration must also begiven to the importance of pro v i d i n ga p p ropriate ‘risk opportunities’ for childre nto facilitate positive physical and emotionaldevelopment. Children First (1999) issuedby Department of Health and Children willi n f o rm appropriate practice and pro v i s i o nin relation to child protection issues.

Membership of the Cert i f y i n gBodies Subgro u p

C h i l d c a re Directorate, Department ofJustice, Equality and Law Reform- Michael Holohan (Chair)Dublin Institute of Technology (DIT) - Nóirín Hayes, Stuart Garv i eFÁS - Frank NugentF u rther Education Training Aw a rds Council (FETAC) - Angela LambkinHigher Education Training Aw a rds Council (HETA C )- Seamus Puirseil, Des Caro l a nNUI Cork (UCC) - Dr Francis DouglasNational Qualifications Authority of Ireland (NQAI) - Eamonn Care y

S e c re t a ry to the Subgro u p :Damian McKeon, Department of Justice,Equality and Law Reform

Acknowledgement is extended to thecontribution of the following whop a rticipated in the work of the Cert i f y i n gBodies Subgroup since 2000:Grainne Cullen, FETA COrla Lynch, FETA CMiriam Broderick, HETA CRenée Scully, HETA C

Technical assistance to the Cert i f y i n gBodies Subgroup is provided by theOMNA Early Years Training Researc hP roject which is located in the Centre forSocial and Education Research in theDublin Institute of Te c h n o l o g y.

P roject Dire c t o r- Nóirín HayesP roject Co-ordinator - Maresa DuignanP roject Development Officer - Paula DelaneyC o n f e rence Organiser - Mairin Hyland

We also wish to acknowledge thecontribution of Bridget Megarry andFiona Healy.

Nóirín Hayes (Chair)Michael HolohanJoanie Barro nR i c h a rd Byrn eGer NeylonM a ry BohanSylda LangfordGrainne HealyTilly SmithOrla Brady-O’BrienColette Murr a yM a ry Lee StapletonCatherine FentonChris MulveyDeirbhile Nic CraithElizabeth MaloneyTricia HayesPatricia Murr a yM a i re Uí AinínDr Valerie Richard s o nB e rnadette Burn sAnne ClinchDes Caro l a nDr Francis DouglasMaura KeatingAngela LambkinI rene GunningM a ry BegganEugene Wa l lC l a re HealyEamonn Care yFrank NugentDamian McKeonDenise McCorm i l l aUna McCabePearse O’ShielPatricia MurphyLiz DunphyArlene ForsterAnne Garv e yHeino Schonfeld

Janet LucasFiona HealyBridget MegarryPatricia O Cunneagain

Dublin Institute of Te c h n o l o g yDept of Justice, Equality and Law ReformWa l l a roo Playschool LtdDept of Education and ScienceC l a re c a reIrish Vocational Education AssociationDept of Justice, Equality and Law ReformNational Wo m e n ’s Council of Ire l a n dF Á SAMI MontessoriPavee Point, Eíst Pro j e c tNational Childre n ’s Nurseries AssociationP re School Serv i c e sA o n t a sI N T OL i b e rties VECB a rn a rd o sChildminding Ire l a n dAn Comhchoiste Reamscolaíochta Te oDept of Social Science, UCDSt Nicholas Montessori CollegeSchool of Practical ChildcareH E TA CDept of Education, UCCA D MF E TA CI P PA The Early Childhood Org a n i s a t i o nF Á SM a ry Immaculate College of EducationWaterpark Tr a i n i n gN Q A IF Á SDept of Justice, Equality and Law ReformB o rder Counties Childcare Network The Froebel CollegeIrish Steiner Kinderg a rten AssociationHigh Scope Ire l a n dSt Patrick’s Dru m c o n d r aC u rriculum Development Unit, NCCAInstitute of Te c h n o l o g y, CarlowC e n t re for Early Childhood Development and EducationC o n s u l t a n tBright HorizonsC o n s u l t a n tIrish Youth Federation

■ Membership of the OMNA Project Consultative Gro u p

APPENDIX 3

National Childcare Vo l u n t a ryO rg a n i s a t i o n s

B a rn a rd o s,

C h r i s t c h u rch Square, D8.

Tel: 01 453 0355

Childminding Ireland,

49 Applewood, Greystones,

Co. Wi c k l o w.

Tel: 01 287 1111

I P PA the Early Childhood Org a n i s a t i o n ,

Unit 4 Broomhill Business Park,

G reenhills Road, Tallaght, D24

Tel: 01 463 0010

National Childre n ’s Nurseries Association,

12c Bluebell Business Park,

Old Naas Rd, D12.

Tel: 01 460 1138

An Comhchoiste Reamhscolaíochta Te o

7 Merrion Square, D.2.

Tel: 01 639 8442

C h i l d ren in Hospital Ire l a n d ,

Coleraine House, Carmichael Centre ,

N o rth Brunswick House, D7.

Tel: 01 878 0448

Irish Society for the Pre v e n t i o n

of Cru e l t y to Childre n ,

20 Molesworth Street, D2.

Tel: 01 679 4944

Irish Steiner Wa l d o rf Early Education

Association,

Tu a m g r a n e y, Co. Clare.

Tel: 061 927 257

St Nicholas Montessori

Teachers’ Association,

C a l l a g h a n ’s Lane, Georg e ’s Place,

Dun Laoghaire.

Tel: 01 280 5705

Sylda Langford, ChairPauline More a uDora HennessyM a rg a ret KellyAnne Ty n a nEsther Ly n c hHeidi LougheedColette Murr a yM a ry McGre a lMatt LoughnaneTony KellyM a ry BegganSeamus MannionH u b e rt Kearn s

H i l a ry KennyM a ry Lee StapletonGrainne BurkePatricia Murr a yM a i re Uí AinínTracy Wa l s hPearse O’ShielOrla O’ConnorNóirín HayesAnne McGovernTony Cro o k sC a rmel Mulro yMonica CassidySiobhan FitzpatrickTara Smith

Heino Schonfeld

D e p a rtment of Justice, Equality and Law ReformD e p a rtment of Justice, Equality and Law ReformD e p a rtment of Health and Childre nD e p a rtment of Education and ScienceD e p a rtment of Social and Family Aff a i r sI C T UI B E CCommunity and Vo l u n t a ry PillarIrish Farmers’ AssociationB o rd e r, Midlands and We s t e rn Regional AssemblyS o u t h e rn and Eastern Regional AssemblyNationalF Á SHealth Board Gro u pLocal Authorities - County and City Managers’A s s o c i a t i o nI P PA, Early Childhood Org a n i s a t i o nNational Childre n ’s Nurseries AssociationB a rn a rd o sChildminding Ire l a n dAn Comhchoiste Réamhscolaíochta Teo St Nicholas Montessori Teachers’ AssociationIrish Steiner Wa l d o rf Early Education AssociationNational Wo m e n ’s Council of Ire l a n dDublin Institute of Te c h n o l o g yCounty Childcare Committee Repre s e n t a t i v eADM LtdChambers of Commerce of Ire l a n dP L A N E THigh Scope Ire l a n dCommunity Groups - National Repre s e n t a t i v e s ’N e t w o r kC e n t re for Early Childhood Development andE d u c a t i o n

■ Membership of the National Co-ordinating Childcare Committee