Explore effective strategies being used to ensure that the needs of children from disadvantaged backgrounds are being met as several nations move toward integration of their early care and early education systems
The aim of the study is to get a better understanding of the evidence base behind the relationship between good-quality early childhood education and care and early school leaving rates and to support the work of the Europ
ean Commission and Member States, within the Strategic framework Education and Training 2020.
This European benchmark which is part of the Education and Training 2020 Strategy calls for greater access for children from disadvantaged backgrounds.
It analyses issues which are important for the development of quality services identified through European policy co-operation, such as access, governance, quality assurance, affordability, professionalisation of staff, lead
ership, parental involvement and measures to support disadvantaged children.
The first case study is on the government initiatives for young children in the UK (1998 – 2010), and the second from ISSA and OSF is focusing on teacher education and pedagogy.
It describes the role of social enterprise models as innovative and sustainable solutions for reaching the most vulnerable children. The authors present two examples from poor communities in different countries: one in poor London neighbourhoods in the UK, and one in urban slums near Nairobi in Kenya. In both cases, increased access to affordable, high-quality early childhood services for vulnerable parents is supported through a self-sustaining financial model based on social enterprise.