Quality Matters in Early Childhood Education and Care: Czech Republic 2012

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Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.

This series of country reports focuses on quality issues. Each report tackles a specific theme that was selected by the country reviewed. These reports suggest strengths and point to areas for further reflection on current policy initiatives.



Where does the Czech Republic stand compared to other countries?

The Czech Republic’s Framework Education Programme for Pre-school Education (FEP PE) is a cogent document regarding the orientation and aims of ECEC. The framework covers a broad spectrum of subjects including academic and socioemotional learning areas; sets out learning competencies and expected inputs from staff and management; recognises the importance of parental engagement; and emphasises the importance of good leadership and management for effective curriculum implementation.

Capitalising upon its strengths, the Czech Republic could further enhance quality through its curriculum. Other country practices would suggest such options as: 1) reflecting on the coverage of the framework; 2) improving alignment with primary schooling; 3) reflecting upon content areas to respond to societal changes, such as revisited attention to health and well-being, the use of ICT in ECEC, and improved attention to cultural diversity and age-appropriateness; and 4) further improving the communication skills of staff for effective implementation and dissemination of the curriculum.


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