Preface and acknowledgments Introduction to SEEPRO-3 SEEPRO-3 - project with a history SEEPRO-3 - background, aims and procedures Part I: Contextualising the ECEC workforce 1 Conceptual framework - a 'science of difference' 2 Three ECEC system types: unitary, part-integrated, bi-sectoral 3 Key policy measures since the previous SEEPRO study 3.1 Legislative changes 3.2 Curricular reforms 3.3 Measures to improve access to ECEC 3.4 Personnel-related measures 4 Contextual Framework 4.1 Legal entitlement and compulsory enrolment in ECEC 4.2 ECEC providers and main setting types 4.3 Curricular frameworks - digital education 4.
4 Evaluation and assessment 4.5 Inclusion and transitions 4.6 Working parents, parenting leave and post-leave entitlement to ECEC Part II: The ECEC workforce 5 Key pedagogical and specialist support staff 5.1 Core practitioners: minimum qualification requirements and professional profiles 5.2 Centre leaders in ECEC 5.3 Assistant co-workers 5.4 ECEC counsellors, supervisors and inspectors 5.5 Specialist support staff 5.
6 Staff in ECEC settings by qualification and gender: an overview 6 Initial professional education of core practitioners 6.1 What competences do ECEC core practitioners need? Competence profiles in six countries 6.2 Curriculum in ECEC initial professional education: Six country examples 6.3 Field practice in the initial professional education of ECEC core practitioners 7 Alternative routes into the ECEC professions - lateral entry 8 Continuing professional development in the early childhood field 8.1 Legislation and regulatory frameworks 8.2 Providers and main forms of continuing professional development 8.3 Continuing professional development as an entitlement and a duty 8.4 Participation in continuing professional development measures as a requirement for career promotion 8.
5 Current topics in CPD 8.6 Availability of continuing professional development for ECEC assistant co-workers 9 Newly qualified and newly appointed staff: Support measures in the workplace Part III: Reform initiatives - workforce and ECEC system challenges 10 Staff-related policy initiatives and reform strategies 10.1 Initiatives to improve initial professional education 10.2 Strategies to improve working conditions and measures to combat staff shortages 10.3 Staff-related reforms as part of overall educational policy strategies 11 Staff-related and system-related challenges from a country expert perspective 11.1 Staff shortages 11.2 Staff to child ratios 11.3 Initial professional education of core practitioners 11.
4 Continuing professional development opportunities for centre leaders, core practitioners and assistant co-workers 11.5 Integration at the ECEC system level 11.6 Equitable access to early childhood education and care settings 11.7 Further challenges from a country expert perspective 12 Summary and outlook 12.1 Contextual framework 12.2 Early childhood staff 12.3 Reform strategies - staff and system-related challenges 12.4 Outlook References About the authors SEEPRO-3 Cooperation partners in 33 countries (2021-2024) Glossary Index.