Towards Competent Systems in ECEC, Implications for Policy and Practice, European Journal of Education (2012)

This paper refers to the result of the CoRe research (2011), commissioned by the European Commission to the University of Ghent and the University of East London, and carried out in 15 EU Member States. The document underlines that individual competences of practitioners in ECEC are crucial but not enough to guarantee high quality and inclusive ECEC services. We need to create ‘competent’ systems that invest in individuals, teams, inter-sectoral work, governance. The connection Pedagogy-policy is crucial. Competent systems are able to invest in good initial and in-service trainings, based specifically on relational and reflective competences. They pay specific attention to ‘accompanying’ professionals in reflecting on their daily practice. Diversity in our society doesn’t allow practitioners to have quick standard solutions for any situation. Reflection and contextualization are the only ways to deal in a constructive valuing way with diversity.

Focus of the publication:

- competent systems;

- quality ECEC;

- staff competences