Main Findings of the COFACE-Eurofound roundtable on
Two-generation Early Childhood Education and Care (ECEC) programmes
23 September 2015, Brussels
According to the latest data of Eurydice and Eurostat by 2030 the number of children under 6 will fall by 7,6%[1]. Demographic projections also suggest that the demand for ECEC services will decrease in the future.To follow Europe’s economic and demographic trends ECEC programmes will be needed to cater and adapt to the ever-changing socio-economic environment and fine tune their services by, for instance, addressing employment, education and care related services at the same time.
To provide forward-looking information, understand the main challenges European countries face and what new solutions might be promoted to meet the needs of parents, children and society COFACE has organiseda roundtable discussion on two-generation ECEC programmes in cooperation with Eurofound. The overall purpose of the meeting was to discuss the recent ECEC related policy developments of the OECD, Rand Europe and the European Commission; highlight two-generation programmes; and launch Eurofound’s latest publication, Early childhood care: Accessibility and quality of services.
As all presentations of the speakers (OECD, Rand Europe, Eurofound) are available on the website of the meeting in the following points we are going to only focus andsummarise the main findings of the roundtable discussion in terms of two-generation ECEC programmes:
-It is vital to understand that two-generation programmes offer long-term perspectives and solutions for social, employment, economic challenges, and must form integral parts of any investment related strategies.
-The length and intensity of the services of two-generation programmes must be the same for the parents (parenting, education, literacy, language classes, job training, career building etc.) and their children (health, education) as well.
-Two-generation programmes are relatively widespread in the US, and there are examples in the EU as well, though finding mainstream inclusive case studies is still problematic.
-Two-generation programmes are excellent types ofservice coordination that promote social inclusion and maximise the results of active inclusion programmes.
-Supportive working conditions,including professional leadership, are key in creating opportunities for observation, reflection, planning, teamwork and cooperation with parents. Important two-generation programme components such as peer support, mentors, coachers, local staff, counsellors etc. have been shown effective.
-Additional resources need to be put in place for having successful two-generation programmes, there needs to be earmarked budget for staff, training, integration. Resources must also include enough budget for proper assessment as, so far, very little data is available on the impact of such programmes.
-Augmented budget and tailor made programmes might be also needed in the case of children with disabilities. For parents the diagnosis of a child with disabilities is often the deciding moment when they leave the labour market and face extra burden in life. They will have to figure out and navigate the educational pathway of their children with special needs – early intervention and development is key, for them to become independent adults with their own potential to work and make a living.
-As grandparents also play crucial role in providing informal childcare services, and are encouraged to stay longer in the labour market, the two-generation roundtable debate also touched upon how and under what formation three-and-four-generation programmes would look like.
-At local intervention level two-generation programmes are referred to one-stop-shops (e.g. job counselling and childcare) at the OECD.
-Sure Start, an extraordinary example of two-generation programmes, is a hub, centre that coordinates integrated services to families and children. (The programme was first introduced in the UK and later introduced in Hungary.)There is a certain protocol for how these houses are established in less developed regions. For instance, in some rural areas in Hungary where the level of unemployment and poverty is high within Roma communities, at least 1 member of the Roma community has to be a full time staff member. Key elements of these programmes are the involvement of local people/community and also the local services (healthcare, employment and social services) in the work and activities of the centres.
-Two-generation approach of the Sure Start education initiative: parents and children are both involved in the centres, attachment is crucial for early development in the long-term, parenting programmes are also important to early development (increasing parent’s self-esteem), involving parents in economic activity (if there is no employment there are other activities that should keep them occupied for instance house maintenance, gardening, producing fuel etc.)
-Some of the key elements of the Sure Start programmes are: adapting the children’s centres to the local needs, finding proper co-location for services, outreach and going to the homes of families (health and general visitors, social workers, come and meet informally with families), bringing the families in touch with the services that will benefit them
COFACE aisbl | +3225114179 | |
With the support of the European Union Programme for Employment and Social Innovation (EaSI).
1
[1]Key Data on Early Childhood Education and Care in Europe, 2014 Edition, Eurydice and Eurostat Report