Annual Report 2008 - Jacobs Foundation

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44 INTERVIEW by Alexandra Delvenakiotis Edith Olibet Head of the City of Bern Department of Education, Social Affairs and Sport on the subject of early education in Switzerland and the primano pilot project Edith Olibet With the primano early education project, an initiative set up by the City of Bern with substantial support from the Jacobs Foundation, the City of Bern is undertaking pioneering work and using specific measures to support both children and their parents. The goal is to create greater educational opportunities for children aged between zero and five years so that, by the time they start kindergarten and school, children from immigrant backgrounds, in particular, will have developed the skills and abilities they need for a successful school career. What is exciting and innovative about primano is the combination of the programme of house visits, focusing on educationally disadvantaged families, with the educational modules for playgroup and kindergarten children, and with a networking scenario. The two latter elements of the programme build on known and existing structures. This intervention over three levels, with the integration of parents and multidisciplinary support both from the administrative authorities and from those institutions involved from outside the public authorities, mean that the continuity and sustainability of education can be achieved. What are the requirements for a successful start in school and healthy development in young people? The most important factor for ensuring a successful start in school is being in possession of well-developed basic skills, perseverance, conscientiousness, self-confidence, social adjustment and assertiveness, and linguistic ability. The early education programme takes these requirements into account. It is important for the overall development of children and young people that the children feel that they are accepted and supported both by their parents and by other reference persons (such as teachers, for example) and that both family and school environments are able to recognize and fully develop their potential.
What is the role of parental involvement and what experiences have you had in this area? Major importance is placed on parental involvement in primano. The aim of the project is both to make them realize the importance of their role in the education and support of their child and to teach them how to carry out this role. Attendance figures for parents in primano are relatively high, which speaks for the motivation of the young parents. The educational skills and self-confidence they acquire from their participation will also affect their perception of their supportive function during their child’s time at school. What changes might we see in society, or, to rephrase it, how will children, parents and society benefit if the youngest members of society are given this specific support? Support of the youngest children is an investment in the future that will generate high returns from the educational input and reduce the consequences for society of missed opportunities to combat poverty. The children have better chances in their education and for their future. And integration of the parents also takes place in some part via their better-integrated children and their increased self-confidence as a result of the educational success, with this self-confidence providing fundamental encouragement for their willingness to become involved. Ms Olibet, will you give us a brief overview of the debate on early education in Switzerland? Switzerland has only just stopped playing “Sleeping Beauty” as regards early education. Awareness is slowly growing that, without help, not all parents are able to provide the adequate level of support for their pre-school child. A large number of pilot projects are currently emerging, particularly at the community level, but the approaches are not yet systematic. One good thing about our country is that, in many places, it is possible to call on existing structures, in the form of playgroups and daycare facilities, parent advice centres and mothers’ support centres, and there is no doubt that this greatly facilitates the construction of educationally oriented support for families and their children. The national and cantonal governments are also gradually becoming involved in the discussion and taking on initial tasks in the field of coordination and the provision of information. The Jacobs Foundation is working with the German Children and Youth Foundation on the project Lifeworld School, supporting the pooling of local players in the field of education. The aim is to move away from competences and towards responsibilities, with the focus on the child and young person. How important is this aspect in the context of integration and equality of opportunity for children from educationally disadvantaged parental homes where a foreign language is the native tongue? The pooling of all those involved supports low-threshold access to what is on offer and facilitates movement on the basis of age from one stage of education to the next offering. Since motivated people who are part of a network will also feel responsible for continuing the efforts they have made so far, fewer children will fall through the net as a result of their parents being disadvantaged in terms of providing support for education. 45
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