Using EU Structural Funds for early childhood education and care with focus on marginalised Roma communities in the 2014-2020 period

Presentation by Joanna Kostka

Why Invest in Quality Early Childhood Education and Care?

• Ending the intergenerational transmission of poverty

• A return on investment/ preventive action• Brain Development / well being of children• Preparation of school (preventing early school leaving) + enhances chances to succeed in life

• Children’s rights and social responsibility

Access to ECEC UNDP-WB Roma Survey 2011, UNICEF database for school year 2010/11 (children aged 3-6)

Access to Quality Quality: a degree of excellence

Educational Reforms

- Human resources - Teacher – student interaction

- Teacher – parents interaction

- Curriculum - Health / well being - Equipment - Facilities

- Diversity- Desegregation - Cultural sensitivity- Awareness

- BUDGETS- PARTNERSHIP

EU Regulation for 2014-2020 funding period

• Integrated use of funds• Thematic ex-ante conditionality (Annex IV(9) and IV(10))

a) Education (early school leaving)

b) Social-inclusion (poverty elevation and Roma inclusion)• General ex-ante conditionality (Article 5.1.c and 87.3 and Annex IV(1))

a) Anti-discrimination • ESF - equal access to quality early childhood education (Article

3.1.b.1, 3.1.c.ii)

• Identification + targeting of the most disadvantaged micro regions (Article 14.c and Annex IV)

• Promoting equal opportunity + capacity building of partners

Recommendations EU Level

To strengthen ex-ante conditionality

Emphasize ECEC as a horizontal priority

Why? • Enforce the realization that ECEC is one of the most crucial

factors for breaking the intergenerational transmission of poverty

• Enforce the realization that ECEC has high return on investment

• Prevent cuts in ECEC budget due to economic crisis• Enhance potential synergies between EU funding and

other tools (e.g. legislation, state budget)

Specific Recommendations – EU Level Thematic Ex-ante conditionality for education (Early School Leaving)

Should include references to : • Special needs of disadvantaged groups• Access to quality ECEC (comprehensive approach) • Desegregation and promotion of active anti-segregation

initiatives (indirect, culturally bias barriers) • Creation of diverse teaching staff and teaching

methodologies

Recommendation for EU levelCommon Strategic Framework - ERDF

Explicit reference should be made on early childhood development also in key actions for ERDF

• support for investment in early childhood development, education and training infrastructure

• fostering non-segregated pre-school education

Recommendations National Programming Documents

a) Linking SF to mainstream educational strategies

b) ECEC horizontal priority

c) Long term strategies/provisions – moving away from pilot project

d) Targeting of deprived micro-region and urban centers

e) Incentives for local actors to comply with conditionality (partnership – cooperative culture)

f) Technical assistance (ex-ante assessments/guidance in implementation)

g) ECEC Infrastructure (desegregation)

h) Revision of the national strategies (defining budgets)

Implementation phase AGS’ experiences in Slovakia, Hungary and Romania

a. SUSTAINABLILTY

b. Comprehensive ECEC services (community based services/ health services/curriculum/equality standards)

c. Infrastructure/ elimination of capacity issues/ uneven distribution

d. De-segregation (strategic-preventive action)

e. Training and labor insertion (human resources)

f. Development of teaching materials (ex. national language as second language)

g. Technical assistance to project implementers/ improved management of SF (advanced payments, reimbursements)

Thank you very much for your attention

Joanna Kostka