Knowledge Hub

NESET report on integration of Roma citizens in Spain

The network of experts working on the social dimension of education and training (NESET) has recently published an ad hoc report titled ‘Overview of the integration of Roma citizens in Spain and some transferable lessons for the EU’.

The new report, prepared by Silvia Carrasco Pons and Gabriela Poblet Denti, provides an overview of the social integration of Roma in Spain, evidence on the progress made, effective policies and approaches within the areas of employment, education, housing and health.

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Providing Quality Early Childhood Education and Care: Results from the Starting Strong Survey 2018

For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centres? Do all children face the same opportunities to enrol in high-quality settings? What are the main spending priorities to raise the quality of ECEC? These are key questions for parents, staff and policy makers.

The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector. This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being.

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Inclusive Early Childhood Education Environment Self-Reflection Tool

This tool is intended to help improve settings’ inclusiveness and can be used by all professionals and staff to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment.

The tool was developed as part of the Inclusive Early Childhood Education (IECE) project, conducted by the European Agency for Special Needs and Inclusive Education from 2015 to 2017 . The project’s overall goal was to identify, analyze and subsequently promote the main characteristics of quality IECE for all children.

Download on the Agency’s website in 26 languages.

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Balkan Barometer 2019

The Balkan Barometer is an annual survey of regional perceptions and attitudes across a wide array of social, political and economic factors impacting life in South East Europe (SEE). It includes comparable data on pre-primary education in different countries of the region.

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Key Data on Early Childhood Education and Care 2019

Only one third of children aged 0-3 has access to center-based early childhood education and care (ECEC) settings.

The report provides indicators on the key quality areas of governance, access, staff, educational guidelines as well as evaluation and monitoring. Cross-cutting these key areas, it presents a child-centered approach, with special attention being paid to the inter-relatedness of policies in different areas. The importance of inclusiveness in education is also stressed as high quality ECEC is considered to be one of the best ways to increase equity and equality in society.

Part one provides policymakers, researchers and parents with comparative information on the current ECEC policies across Europe. Part two gives an overview of the key features of national ECEC systems accompanied by a diagram of their structure.

The scope of the report is wide, covering center-based and regulated home-based provision in both the public and private sectors in the 38 European countries (43 education systems) participating in the EU’s Erasmus+ programme. It includes the 28 Member States of the European Union as well as Albania, Bosnia and Herzegovina, Switzerland, Iceland, Liechtenstein, Montenegro, North Macedonia, Norway, Serbia and Turkey.

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A Good Practice Guide for improving outcomes for Gypsy, Roma and Traveller Children in education

This report outlines good practice in the education of Gypsy, Roma and Traveller (GRT) school children in the UK. It interviews schools, provides case studies, and includes an overview of the findings from Traveller Movement’s three year education and advocacy project. Without a shadow of a doubt much more needs to be done to improve the attainment and educational outcomes for Gypsy, Roma and Traveller pupils in the UK.

Researchers highlight seven case studies where children and their families were assisted by the advocacy team. The presenting issues include: racist bullying; unmet Special Educational Needs; school exclusion; admissions and transport; discrimination; attendance and; elective home education. Each case evidences a high level of need by families, the complex and bureaucratic nature of school systems, and the level of advocacy required to address each issue. What was also apparent from analysing the casework was the level of prejudice and discrimination exhibited by schools, many of whom were unaware that GRT are distinct ethnic groups. The Traveller Movement also interviewed schools with high GRT populations and good attainment to ask what they were doing to ensure GRT children reached their full potential.

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Global Survey of Inclusive Early Childhood Development and Early Childhood Intervention Programs

The RISE Institute, UNICEF and the Early Childhood Development Task Force have released the results of a global survey of inclusive early childhood development (IECD) and early childhood intervention (ECI) programs.  This large survey was designed in 2016, was conducted in 2017, and the report was prepared in 2018.

The main objectives of the survey were to:

  • Map the implementation of IECD and ECI programs and related activities;
  • Describe key IECD and ECI program features;
  • Identify gaps and challenges in providing accessible Inclusive Early Childhood Development (IECD) and Early Childhood Intervention (ECI) services;
  • Document factors associated with successful implementation and scale-up;
  • Generate recommendations to inform future policy and program development and national planning and implementation efforts.

The online survey targeted a range of programs and activities including IECD and ECI services; rehabilitation and habilitation services; humanitarian, emergency, and child protection services; advocacy campaigns; and research and evaluation projects.

The results, present information on 426 programs in 121 countries in all world regions and is now available in English, French, Portuguese, Russian and Spanish.

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