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Development of Professional awards in ELC – in context

Development of Professional awards in ELC – in context. Aoife Conduit principal officer early years education policy unit Maresa Duignan assistant chief inspector Department of Education and Skills QQI CONSULTATION – ASHLING HOTEL MAY 2019. Future destination.

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Development of Professional awards in ELC – in context

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  1. Development of Professional awards in ELC – in context Aoife Conduit principal officer early years education policy unit Maresa Duignan assistant chief inspector Department of Education and Skills QQI CONSULTATION – ASHLING HOTEL MAY 2019

  2. Future destination Realising the workforce vision in first 5

  3. First 5 vision for workforce by 2029 • 50% graduate led workforce – Early Childhood educator graduate responsible for pedagogical leadership in every room • Workforce development planning process launched by Minister of Children and Youth Affairs • Shared professional values, skills and core knowledge areas for “educators” and “practitioners” – see generic role profile (Urban et al 2017). • Suite of major ECEC professional awards for practitioners in the ELC sector from QQI Levels 5 and 6 through to degree programmes at Level 7 and 8. • Suite of awards designed to: • Be building blocks for career pathway in practice for ELC workforce • Provide for professional formation at all levels (5 to 8) • Make clear and transparent – access, transfer, progression – pathways in and out of all awards

  4. The journey to date Professionalisation of the Early Year Workforce: Awards Standards Development

  5. The milestones – research and consultation • 1998 – New Opportunities for Women project to develop Cores Standards and Essential Skills and Knowledge for Early Childhood Care and Education – 3 levels – Level 2 RPL process to award NCVA/FETAC Level 2. • 2002 – A Model Framework for Education Training and Professional Development in Early Childhood Care and Education – Principles of professional practice, 5 Occupational role profiles, six Core Knowledge areas. • 2009 – Alignment of Occupational Role Profiles with awards on the National Framework for Qualifications

  6. continued • 2011 – Development of Common Award Standards for early childhood care and education – inclusion of work practice component award and early learning theory and practice • 2011 – Publication of CoRE Report on Professional Competences in ECEC – European Commission • 2015 – Initial consultative review of the quality of qualifications in terms of their preparation for professional practice • 2016 – Publication of survey responses of practitioners • Commissioning of review of occupational role profiles in the context of the emerging national and international landscape

  7. Increasing demand for professional workforce

  8. Context • December 2016 – consultation event in Dublin Castle on initial research and findings of Roehampton team led by Professor Mathias Urban. • April 2017 – publication of the “Urban report” – shared professional values and practices for all professional regardless of occupational status, title and level of qualification; • Report sets out knowledge practices and values that should form the core requirement for an ELC practitioner building on CoRe report; • 2017 – establishment of working group led by DES, with representatives from IUA, THEA, HEA and QQI to develop draft C&G for professional awards at level 7 and 8 in ELC in Ireland.

  9. C&G Level 7 and 8 • End December 2017 – draft launched and opened for consultation (online survey and submissions). • Evaluation report on consultation commissioned and published in Summer 2018. • C&G reviewed and finalised for decision by senior management in DES and DCYA – approved in September 2018. • November 2018 – publication of First 5 and commitment to publish C&G and agree implementation plan – vision for graduate-led workforce by 2028. • January 2019 – preview for HE institutions offering degree programmes of C&G in advance of publication and consultation on draft implementation actions. • April 2019 – approval and publication by two Ministers of the new C&G

  10. Professional Award Descriptors Purpose and future alignment with c&G

  11. Purpose of new PATD for consultation

  12. Include language and concepts 1 2 3

  13. Reflects latest initiatives 1 2 3

  14. Future workforce vision – next steps • Implementation of published C&G – Qualifications Advisory Board • First graduates potentially emerging in 2022 at Level 7 • Finalise professional award descriptors for QQI levels 5 and 6 – begin implementation • Mapping progression from Level 5 to Level 8 critical part of the development of PATD • C&G set out clear progression/advance entry from current QQI Level 5 and 6 awards (60 ECTS/240 ECTS for advance entry to Level 8. • Agreement between FE Sector and HE sector on progression pathways from new QQI professional awards into new professional degree programmes to be sought. • Workforce development process to be led by DCYA commencing in 2019 in collaboration with DES.

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