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Using EU Structural Funds for early childhood education and care with focus on marginalised Roma communities in the 2014 -2020 period Presentation by Joanna Kostka . Why Invest in Quality Early Childhood Education and Care?. Ending the intergenerational transmission of poverty
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Using EU Structural Funds for early childhood education and care with focus on marginalised Roma communities in the 2014-2020 periodPresentation by Joanna Kostka
Why Invest in Quality Early Childhood Education and Care? • Ending the intergenerational transmission of poverty • A return on investment/ preventive action • Brain Development / well being of children • Preparation of school (preventing early school leaving) + enhances chances to succeed in life • Children’s rights and social responsibility
Access to ECEC UNDP-WB Roma Survey 2011, UNICEF database for school year 2010/11 (children aged 3-6)
Access to Quality Quality: a degree of excellence Educational Reforms • Human resources • Teacher – student interaction • Teacher – parents interaction • Curriculum • Health / well being • Equipment • Facilities • Diversity • Desegregation • Cultural sensitivity • Awareness • BUDGETS • PARTNERSHIP
EU Regulation for 2014-2020 funding period • Integrated use of funds • Thematic ex-ante conditionality (Annex IV(9) and IV(10)) • Education (early school leaving) • Social-inclusion (poverty elevation and Roma inclusion) • General ex-ante conditionality (Article 5.1.c and 87.3 and Annex IV(1)) • Anti-discrimination • ESF - equal access to quality early childhood education (Article 3.1.b.1, 3.1.c.ii) • Identification + targeting of the most disadvantaged micro regions (Article 14.c and Annex IV) • Promoting equal opportunity + capacity building of partners
Recommendations EU Level To strengthen ex-ante conditionality Emphasize ECEC as a horizontal priority Why? • Enforce the realization that ECEC is one of the most crucial factors for breaking the intergenerational transmission of poverty • Enforce the realization that ECEC has high return on investment • Prevent cuts in ECEC budget due to economic crisis • Enhance potential synergies between EU funding and other tools (e.g. legislation, state budget)
Specific Recommendations – EU Level Thematic Ex-ante conditionality for education (Early School Leaving) Should include references to : • Special needs of disadvantaged groups • Access to quality ECEC (comprehensive approach) • Desegregation and promotion of active anti-segregation initiatives (indirect, culturally bias barriers) • Creation of diverse teaching staff and teaching methodologies
Recommendation for EU levelCommon Strategic Framework - ERDF Explicit reference should be made on early childhood development also in key actions for ERDF • support for investment in early childhood development, education and training infrastructure • fostering non-segregated pre-school education
Recommendations National Programming Documents • Linking SF to mainstream educational strategies • ECEC horizontal priority • Long term strategies/provisions – moving away from pilot project • Targeting of deprived micro-region and urban centers • Incentives for local actors to comply with conditionality (partnership – cooperative culture) • Technical assistance (ex-ante assessments/guidance in implementation) • ECEC Infrastructure (desegregation) • Revision of the national strategies (defining budgets)
Implementation phase AGS’ experiences in Slovakia, Hungary and Romania • SUSTAINABLILTY • Comprehensive ECEC services (community based services/ health services/curriculum/equality standards) • Infrastructure/ elimination of capacity issues/ uneven distribution • De-segregation (strategic-preventive action) • Training and labor insertion (human resources) • Development of teaching materials (ex. national language as second language) • Technical assistance to project implementers/ improved management of SF (advanced payments, reimbursements)
