Quality Early Education for All

Recommendations

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• Scaling up evidence-based, high-intensity programs for the children most likely to benefit. • Addressing workforce issues that impact the ability of the sector to ensure quality care, such as discrepancies in status and remuneration, through a long-term strategy to provide professional wages and access to professional learning. • Reinforcing and continuing to embed the pedagogical approaches underpinning the EYLF so that all children receive developmentally-appropriate educational experiences. Investment that is proportionate to impact “Creating a stable research framework would help inform effective policy-making and raise the overall quality of ECEC. As in other areas of social and educational policy, the field is changing rapidly and there is a need for up-todate research and evaluation information to strengthen the connections between research, policy, and practice” (OECD, 2001, p134). Australia ranks well below the OECD average level of public investment in ECEC and has one of the largest shares of private funding. Given the potential of high-quality early education to impact learning and wellbeing outcomes, it warrants an investment that is proportionate to its impact. This requires both an increased investment, a clear and coherent strategy about where that investment can have the greatest impact, and the ability to measure and track the size and scale of the impact. Priorities for investment and impact Building the data and evidence infrastructure needed to drive policy reform and maximise investment decisions, including: o Strengthening nationally consistent data o Leveraging the opportunities of data linkage to answer the more fine-grained questions about what works, for whom, and in what circumstances o A national research agenda to support identification and systemwide scale-up of evidence-based practice o Establishing an independent national body to collect, link, analyse and disseminate data and information on early childhood Lifting public investment in early education, with investment targeted to ensuring access to the highest quality ECEC for vulnerable families Quality Early Education for All 44
Strategies for investment and impact include: • A national early childhood data strategy that establishes the infrastructure needed to drive policy and practice improvement into the future. • Establishing a jointly-funded and independent national organisation to collect, link, analyse and disseminate data, either as a standalone body or as a new responsibility of an existing organisation. This organisation would have the capacity to drive a national data linkage agenda and responsibility for disemminating data and analysis in ways that can be used on the ground, including to support local planning and commissioning. • Improving access to quality linked data for planning, commissioning, research and evaluation purposes. • Setting a long-term investment agenda for ECEC that progressively increases funding in the areas where ECEC can have the biggest impact. Quality Early Education for All 45
Page 1 and 2: MITCHELL REPORT NO. 01/2016 Quality
Page 3 and 4: • Table of contents Executive Sum
Page 5 and 6: • Executive Summary: Quality Earl
Page 7 and 8: There is a clear need for a focused
Page 9 and 10: • Missed Opportunities: The benef
Page 11 and 12: It is time that quality early educa
Page 13 and 14: Policy objectives for the next five
Page 15 and 16: children from diasadvantaged backgr
Page 17 and 18: after adjusting for circumstances.
Page 19 and 20: In conclusion Early education has s
Page 21 and 22: • About 43 per cent of Australian
Page 23 and 24: Table 3: Type of care usually atten
Page 25 and 26: administering the National Quality
Page 27 and 28: Figure 3: Classroom Assessment Scor
Page 29 and 30: • Incentivising partnerships and
Page 31 and 32: • How Australia’s children are
Page 33 and 34: Figure 5: Percentage of children in
Page 35 and 36: was the same as in 2012 and an impr
Page 37 and 38: % Developmentally vulnerable Figure
Page 39 and 40: % Developmentally vulnerable Figure
Page 41 and 42: • parents’ preferences and beli
Page 43 and 44: proportion of disadvantaged familie
Page 45 and 46: The impact of early education will
Page 47 and 48: • Priorities for the next five ye
Page 49 and 50: Perceptions of the benefit of early
Page 51: These models tend to commence prior
Page 55 and 56: Recommendation 1: Universal Access
Page 57 and 58: and attendance data; unit-level dat
Page 59 and 60: services’ obligation to waive fee
Page 61 and 62: • References Access Economics (20
Page 63 and 64: Biddle N and Seth-Purdie, R (2013),
Page 65 and 66: Darling-Hammond, L and Snyder, J (1
Page 67 and 68: Harrison LJ, Goldfeld S, Metcalfe E
Page 69 and 70: www.rch.org.au/uploadedFiles/Main/C
Page 71 and 72: nsw-to-be-accredited-like-their-pri
Page 73 and 74: Tayler C, Cloney D and Niklas F (20

Quality Early Education for All

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