Transforming practice: Policy lessons from an evaluation of New Zealand’s ECE strategic plan Linda Mitchell University of Waikato Presentation to Dáil, 19 September 2012, Dublin

This presentation The New Zealand context New Zealand’s strategic plan Evidence of the impact of the strategic plan

Aotearoa New Zealand in the Pacific Diversity of regulated ECEC services - Māori and Pacific immersion, family daycare, playcentre, kindergarten, childcare Mandated bicultural curriculum birth to school starting age All ECEC services integrated within Ministry of Education

Pathways to the Future: Ngā Huarahi Arataki Government vision For all children to have the opportunity to participate in quality early childhood education, no matter their circumstances

Goals and supporting strategies Increase participation in quality ECE Improve quality of ECE services Promote collaborative relationships (parents, schools, health and welfare) Four supporting strategies: reviewing regulations and funding, undertaking research and evaluation, involving the sector in policy development. Action steps for each goal and strategy

Action steps to increase participation in quality ECEC (Funding) Government expenditure increased almost four fold New funding system based on cost drivers 20 hours “free” ECEC for 3 and 4 year-olds

Impact on participation Increase in hours of attendance of 3 and 4 year- old children 20 hours ECE contributed to parental decisions to use ECE ECE more affordable Many ECE services adapted hours to better meet family needs

Action steps to improve quality ECEC Professional resources Assessment resources ICT strategies Self review resources Professional capabilities Professional development Teacher registration targets and incentives – 100% registered teachers by 2010 Centres of Innovation

Assessment practice ratings improved 2004, 2006 to 2009

Marked shifts in parents’ involvement in assessment and planning Parents’ involvement in assessment and planning 2004 – 36% 2006 – 47% 2009 – 60%

Increase in registered teachers (national figures) % registered percent 2009 – 64% registered 2011 – 69% registered

Quality enhanced In 2009, positive shifts in overall quality had occurred. Overall “good” and “very good” quality was strengthened between 2006 and 2009 in most ECEC services.

Coherence of policy initiatives The key points of difference between services that were low quality and services that improved their quality or were of consistently high quality were: the proportion of early childhood qualified teachers the range and depth of professional development engaged in, and conditions for teachers/educators to develop professionally.

References Mitchell, L., Meagher Lundberg, P., Mara, D., Cubey, P., & Whitford, M. (2011). Locality-based evaluation of Pathways to the Future - Nga Huarahi Arataki. Integrated report 2004, 2006 and from locality-based-evaluation-of-pathways-to-the-future- ng-huarahi-arataki locality-based-evaluation-of-pathways-to-the-future- ng-huarahi-arataki Mitchell, L., Wylie, C., & Carr, M. (2008). Outcomes of early childhood education: Literature review. Report to the Ministry of Education /48867 Mitchell, L. et al. (in preparation). An evaluation of MOE Participation Programme. Baseline report.