articoli

The need to invest in human capital from early childhood is the focus of attention of the scientific community and of the EU: established this interest, Europe has a very diverse views about the organization of ECEC services and above all about the qualifications requested to staff working with younger children. There is a high diversity in the initial training of childhood educators both in Europe, with countries where educators are requested to have just a high school diploma and countries in which there are paths of postgraduate university, than in Italy where the initial training requested varies at regional level. Moreover, the reflection the quality and quantity of the in job training is mostly absent.
This situation has some consequences: the impossibility for workers to move from one member state to another as well as within the same country, as is the case in Italy; a significant regional difference in the quality offered by ECEC services; a lack of in-service training for educators regarding the skills required in the workplace.
It is then of the utmost importance to stimulate a EU debate on the profile of the educator in ECEC services and on the continuing training. Therefore, the GENERAL OBJECTIVE of Sprout is to develop a strategic partnership between actors of ECEC European system to contribute to the professional development of those working in education of children enhancing the quality of initial and ongoing training through the use of EQF language and developing an experimentation of guidelines for in-service training activities.
The project will be implemented by a partnership made up of four actors: P1, instrumental body of the Autonomous Province of Trento, who has been working in the training of the educators since 2001; P2, who provides a national view at the Italian territory; P3, a children's center who has innovative ECEC services regarding pedagogical model; P4, an NGO that serves as the international coordinator for the services of the Swedish welfare of childhood.
The strategic partnership has 2 SPECIFIC OBJECTIVES: developing and disseminating at (inter)national level the qualification of childhood educator using the EQF; working out, testing and spreading guidelines and a model of continuous training for educators connected with the EQF system and aligned with the training needs and the opportunities of the job market.
The most significant activities related to the first objective will be: a desk research to decline the professional qualification in the language of European Qualification Framework and to assign the appropriate level; participatory planning methodologies for the selection and evaluation of workers of the ECEC services based on the use of the behavioral event interview and the situational interview; training and advice activities on the use of the professional qualification and of the assessment tools.
The most significant activities related to the second objective will be: research aimed to highlight the impact that socio - economic progress have on ECEC services in terms of skills required to operators, to the service organization and to the support of parents; processing of the document "Guidelines for Lifelong Learning of childhood educator" in which we will present the results of the researches and included a structured model of modular training; realization of regional dissemination events and events of in service training.
The project will be implemented with a participatory methodology: all outputs will be subjected to a double evaluation process. The first within the consortium and the second done by the external actors involved in the activities and other potential users of the products of the project. The most relevant expected results of the project are the professional qualification of childhood educator declined in EQF and a proposal for a modular in service training coherent with the current developments of ECEC services. The expected impact is to create a critical debate on the importance of standardize the professional profile of this figure in both Italian and international level, and operationally influence the definition of the national repertoire of qualifications giving an operational tool for the recognition of learning. In addition, if the Italian trend is the integration of education for children from 0 to 6 years, Sprout is the precursor of the model that will outline. In the long term, the project will be expanded and the network of associated partners will be the basis to build more strategic partnerships within the ECEC and its operators.

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La necessità di investire sul capitale umano sin dalla prima infanzia è oggetto di attenzione sia della comunità scientifica che dell’UE.  A fronte di questo interesse, l’Europa presenta un panorama molto variegato riguardo l’organizzazione dei servizi ECEC e la professionalità richiesta allo staff che lavora con i bambini più piccoli.
Un 1° modello, tipico dei paesi nordici, Lettonia e Slovenia organizza la cura per la prima infanzia in una struttura unica indipendentemente dall’età dei bambini dove insegnanti o educatori sono accompagnati da altre categorie professionali. Il 2° modello, più diffuso in Europa e adottato in Italia, prevede che i servizi ECEC siano organizzati in strutture diverse in funzione dell’età dei bambini (di solito da 0 a 3 anni e da 3 a 6 anni), queste offerte dipendono spesso da Ministeri o strutture locali diversi. Solo in alcuni paesi, questi due modelli coesistono (Danimarca, Grecia, Spagna, Cipro e Lituania). In Italia, dove prevale il modello “splittato”, sempre più manifesta è la volontà di avviare “il raccordo dei due sistemi per ampliare l’offerta educativa per i bambini da 0 a 3 anni e quella di istruzione per i bambini da 3 a 6 anni”.
Riguardo i profili professionali degli educatori nei servizi ECEC si nota un’alta disomogeneità rispetto alla formazione iniziale sia in Europa sia sullo stesso territorio italiano ed è per lo più assente la riflessione sulla qualità e quantità di quella continua. In Europa la situazione è altamente differenziata, con estremi che vanno da paesi in cui è sufficiente un diploma di scuola superiore, a quelli in cui esistono percorsi di specializzazione post-universitari. In Italia non esiste un profilo unico della figura dell’educatore della prima infanzia e la formazione iniziale richiesta si differenzia territorialmente. Questa situazione ha più conseguenze fra le quali: l’impossibilità di mobilità lavorativa da uno stato membro all’altro oltre che all’interno dello stesso territorio nazionale, come è il caso dell’Italia; una differenza territoriale significativa nella qualità offerta dai servizi ECEC, una disomogeneità nella formazione continua degli educatori.
Dato questo scenario risulta di assoluta importanza avviare una riflessione comunitaria sul profilo dell’educatore nei servizi ECEC e sulla formazione continua. Questo progetto risponde alla necessità di garantire a livello nazionale e internazionale una formazione iniziale omogenea all’educatore della prima infanzia ed una formazione continua che sia allineata ai bisogni ed alle opportunità offerte dal mercato del lavoro e agli eventuali sviluppi normativi nazionali.

Sweducare

Sweducare is a NGO that works with strategies for internationalization of Swedish welfare services and products related to childcare and preschools. The organization coordinates visits and  promotes entrepreneurial development and supports the Scandinavian values of equality and individual rights. Sweducare was founded to be the basis for international interest in the Swedish childcare and preschool sector.

 

TASKS AND OPPORTUNITIES

• Consulting and advisory services
• Matching buyers with providers and concept
• Cooperation between research as well as products and service development in the preschool sector
• Coordinated visits from interested countries to Sweden and vice versa
• Coordinated meetings cross-over

  

 

Enaip Nazionale

ENAIP (Ente Nazionale ACLI Istruzione Professionale) is an education and vocational training agency working at national level though its numerous branches present all over the national territory.
Founded in 1951 it is accredited by the Ministry of labour and has the certification UNI EN ISO 9001:2000.

Enaip is a national system organized in form of network composed of ACLI and Enaip at regional level. Considering its activities, number of users, facilities and organization structure and staff it is the biggest national training agency.
At European level Enaip is active member of the international association AEFP/EVTA gathering the main National vocational training organisms of sixteen European countries. This characteristic plays a crucial role in this project whose objective is to foster national awareness and commitment and to enliven a public debate through participatory tools and by implementing a permanent network.  

MISSION

Given the significant change in the job market and in the national education and training system, Enaip has redefined its mission in order to meet emerging needs and tackle current priorities and future challenges.
The objectives driving the activity of Enaip are:

- Fostering training success - Prevent dropping out of school and training courses
- Providing a training offer that meets local working needs
- Lifelong learning
- The centrality of job in each training project.

The constant improvement of quality To this aim the National office plays the role of monitoring and guidance of European, national and local policies.

ACTIVITIES

- Vocational training
- Job inclusion
- Social inclusion, and initiatives to cope with marginalization and to promote equality of opportunities
- Training action for private and public bodies to promote organizations’ innovation and processes of renovation and valorisation of human resources
- International actions

ENAIP plans, organizes and realizes these activities directly or with the support of associated partners. The action of ENAIP is articulated in five typologies of service:

- Analysis and research on training needs
- Vocational training founded with public resources   
- Vocational training required by private companies, agencies, association and public administration
- Technical assistance and advice
- Research on educational and training policies and exploitation of good practices

Baby Erasmus

BABY ERASMUS is the first english speaking nursery school in Extremadura (0-6 years old). In our centre all the teaching is completed through the English language and we employ fully qualified English native speaking teachers. Baby Erasmus has a highly qualified teaching staff with a wide experience in education and children care. These professionals are in charge of developing our educational projects according to the age and capacities of the children in each educational cycle.

 

First Educational Cycle / Nursery Education (0-3 years old)

The early learning of a second language. During this stage children are developing all their abilities related to second language acquisition. This is the ideal period for a child to learn a language in a natural way: they learn effortlessly through play.

 

Second education cycle / Early Years (3-6 years old)

To continue the students second language learning and with the intention of making the children completely biligual, Baby Erasmus decided to open up the Second Cycle of infants education, to educate our students in a bilingual environment until they are 6 years old. We also want to give the oppurtunity to other students, those who have not attended the First Cycle with us, to become bilingual. Those who want to acquire a second language viaconsecutive learning.

 

During this stage we follow a curriculum created to the age and requirements of our students that allows them to learn a second language through a variety of experiences and gaining knowledge in the following areas:

  - Personal, Social and Emotional Development
  - Communication, Language and Literacy
  - Mathematical Development
  - Knowledge and Understanding of the World
  - Physical Development
  - Creative Development.

 

After School Classes (3-7 years old)

Learning a second language in a fun way through songs, games, interactive activities, workshops, ...

The aim of teaching these classes is to bring the English language and English speaking culture closer to our students using enjoyable, fun and imaginative resources

 

The "Franco Demarchi" Foundation is  an instrumental body of the Province of Trento, a non-profit organization with legal personality under private law, consisting in the development and evolution of the Regional Institute of Social Studies and Research ( IRSRS ).

The mission of the Foundation is to promote and realize, directly or indirectly, training and research in the social, educational and cultural field benefit of local communities and their development as well as to support the skills of workers and citizens. At the Foundation, training and research activities are appropriately integrated so that training is constantly enriched by the results of research and, in turn, research can be stimulated and enriched by the relationships with the local communities and the communities of practices implemented by training. The Foundation is a place of meeting, debate and reflection, innovation and verification, open to all those subjects involved in the social, educational and cultural network: institutions, private social, volunteering , citizens, families. The Foundation implement activities and projects  about:

- continuous training, education and lifelong learning
- vocational training and high vocational training related to the profiles inherent in the area of services in social, health, educational, social health and social educational fields
- aimed research, focusing on action-research
- support for testing of interventions and services
documentation, information and dissemination
consulting.

The Foundation can also:

collaborate with Universities on degree courses for social professionals or post-graduate courses which provide for granting university degrees; collaborate with research and training institutions to conduct training, research and consultancy activities in social, health, educational, social health and social educational fields; develop editorial activities, conferences and conventions; manage accreditation systems of social and social health services; participate to the provincial system of research and innovation established by the Provincial Law August 2nd 2005, N. 14.

The institutional members of the Foundation are the Province of Trento, the Federation of Co-operation in Trentino (which gathers many important social cooperatives that manage social and LTC services), the Municipality of Trento and the Regional Institute for Social Studies and Research itself. The Foundation is well embedded at regional level and well represents the main local stakeholders.

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