Quality Assurance â
Quality Assurance – The Introduction of Accreditation Dr Frederick Ebbeck Senior Academic Adviser SEED Institute Singapore
‘What we are now witnessing across the industrialized world can fairly be described as a revolution in how the majority of young children are being brought up. And to the extent that this change is unplanned and unmonitored, it could also be described as a high-stakes gamble with today’s children and tomorrow’s world.’ (UNICEF, 2008, p.31)
2
A Singapore example of the increasing numbers of women in the paid workforce: Married women in the age range 30-34 in paid workforce:
1991 was 59.3% 2006 was 74.8% (Manpower Research & Statistics Department, Singapore, 2006)
3
Female Labour Participation in Singapore 1990 - 2009 Married Women Labour Participation (%)
Single and Married Women Labour Participation 1990-2000
2006-2009
60
57.7
58 55.8
56 54
57.2
54.8
52 50 2006 2007 2008 2009 Department of Statistics, Singapore (2011) Chart 2: Labour Force Participation Rates of Female Resident Population, p.3.
(MCYS 2010, n.p.)
4
There is a difference between licensing, registration and accreditation.
Licensing
Registration
Accreditation
• service/organizatio n has met minimum requirements
• service/ organization has been registered by some authority
• service/organization has gone beyond meeting the minimum requirements for licensing
• set by some authority • power to license • a service can be conducted
• able to claim membership of that authority
• a higher level of service provision • is concerned with the level of quality of that service.
5
How can we define/describe quality in early childhood services? Are exemplars of schooling to be seen as appropriate exemplars for early childhood services? If so, how do we see the methods used in schools for teaching school-aged children being appropriate for younger children? 6
Do we see schooling as being related to ‘learning’ and the child being required to learn what is expected of him/her?
Can we differentiate between a child’s holistic development and a child’s academic learning? 7
How do we assess for quality in early childhood services? What are the indicators of quality?
Any concept of quality is bounded by the culture in which it is assessed. It also has to be viewed through the eyes of the person viewing it (a parent… a teacher… a politician/ administrator).
8
Some fundamental indicators of quality in early childhood services
Child and family support Work with child’s mother
or a main caregiver Continuity between home and care/education unit Various human services 17/11/2011
9
Quality Indicators are based on a child’s level of confidence
developed sense of being special sense of autonomy degree of self-motivation strategies for dealing with frustrations
developed sense of order and belonging ability to cope with change sense of fun
(DECS, 1996)
10
What are the indicators and how are they developed? There are 2 broad categories: 1. The development of the child 2. The way the service provides for and enhances this development Several areas / levels of service excellence: e.g. Basic/ Good/ High Quality 11
Measure of Quality Indicators 1 Relationship with child
Staff-child interactions Positive Guidance
Teamwork
Quality Indicators Communication
Treat each child equitably
Respect child’s background
(NCAC, 2005)
12
Measure of Quality Indicators 2 Child’s Health Quality Indicators Child’s Nutrition Child’s Well-being
(NCAC, 2003)
13
Preparing for Accreditation Apply to the accrediting authority for accreditation Embark upon a self-study of the service’s procedures
Prepare a service Self-Study Report Have an external validation/assessment of the service’s quality areas To accredit or not to accredit – an external decision
14
Some simple guidelines in preparing for accreditation Adopt analyse a particular philosophy of children’s development Fundamental understanding of the care and education of young children Good understanding of quality service and how it operates Devise and test a set of indicators of quality practices Maintain a long-term objective in quality improvement
15
References American Academy of Pediatrics. (1999).Early brain development and child care. Healthy Child Care America, 3 (1), 6-8. Blackburn, Jean. (1978). Quality is not what it was.Quality in Australian Education. Victoria: Australian College of Education. Department of Education and Children’s Services (DECS). (1996). Foundation Areas of Learning. Adelaide. South Australia: DECS. Department of Statistics, Singapore (2011) Economic Characteristics 6: Chart 2: Labour Force Participation Rates of Female Resident Population, 42-51, Retrieved 21 October 2011, Heckman, J.J. (2000). Policies to Foster Human Capital. JCPR Working Papers 154. Chicago IL: Northwestern University/University of Chicago Joint Center for Poverty Research.
Manpower Research and Statistics Department, Singapore. (2006). Employment Rate in Singapore. Singapore: MOM. MCYS (2010), Women and the Economy: Labour Force Participation Rate (Married Females), Research Room, Retrieved 23 August 2011,
Ministry of Education (MOE). (2011). Launch of Singapore Pre-School Accreditation Framework. Press Release. November 23, 2010. Mustard, Fraser. (2008). Investing in the Early Years: Closing the gap between what we know and what we do. Adelaide: Government of South Australia. National Childcare Accreditation Council (NCAC). (2005). Quality Practices Guide. Sydney: NCAC.
UNICEF. (2008). The child care transition Innocenti Report Card 8, Florence :UNICEF Innocenti Research Centre.
17/11/2011
16
Thank You!
Photo by Courtesy of Mrs Valerie Chong, ‘Wild Flowers of Australia’ , October 2011
17
‘What we are now witnessing across the industrialized world can fairly be described as a revolution in how the majority of young children are being brought up. And to the extent that this change is unplanned and unmonitored, it could also be described as a high-stakes gamble with today’s children and tomorrow’s world.’ (UNICEF, 2008, p.31)
2
A Singapore example of the increasing numbers of women in the paid workforce: Married women in the age range 30-34 in paid workforce:
1991 was 59.3% 2006 was 74.8% (Manpower Research & Statistics Department, Singapore, 2006)
3
Female Labour Participation in Singapore 1990 - 2009 Married Women Labour Participation (%)
Single and Married Women Labour Participation 1990-2000
2006-2009
60
57.7
58 55.8
56 54
57.2
54.8
52 50 2006 2007 2008 2009 Department of Statistics, Singapore (2011) Chart 2: Labour Force Participation Rates of Female Resident Population, p.3.
(MCYS 2010, n.p.)
4
There is a difference between licensing, registration and accreditation.
Licensing
Registration
Accreditation
• service/organizatio n has met minimum requirements
• service/ organization has been registered by some authority
• service/organization has gone beyond meeting the minimum requirements for licensing
• set by some authority • power to license • a service can be conducted
• able to claim membership of that authority
• a higher level of service provision • is concerned with the level of quality of that service.
5
How can we define/describe quality in early childhood services? Are exemplars of schooling to be seen as appropriate exemplars for early childhood services? If so, how do we see the methods used in schools for teaching school-aged children being appropriate for younger children? 6
Do we see schooling as being related to ‘learning’ and the child being required to learn what is expected of him/her?
Can we differentiate between a child’s holistic development and a child’s academic learning? 7
How do we assess for quality in early childhood services? What are the indicators of quality?
Any concept of quality is bounded by the culture in which it is assessed. It also has to be viewed through the eyes of the person viewing it (a parent… a teacher… a politician/ administrator).
8
Some fundamental indicators of quality in early childhood services
Child and family support Work with child’s mother
or a main caregiver Continuity between home and care/education unit Various human services 17/11/2011
9
Quality Indicators are based on a child’s level of confidence
developed sense of being special sense of autonomy degree of self-motivation strategies for dealing with frustrations
developed sense of order and belonging ability to cope with change sense of fun
(DECS, 1996)
10
What are the indicators and how are they developed? There are 2 broad categories: 1. The development of the child 2. The way the service provides for and enhances this development Several areas / levels of service excellence: e.g. Basic/ Good/ High Quality 11
Measure of Quality Indicators 1 Relationship with child
Staff-child interactions Positive Guidance
Teamwork
Quality Indicators Communication
Treat each child equitably
Respect child’s background
(NCAC, 2005)
12
Measure of Quality Indicators 2 Child’s Health Quality Indicators Child’s Nutrition Child’s Well-being
(NCAC, 2003)
13
Preparing for Accreditation Apply to the accrediting authority for accreditation Embark upon a self-study of the service’s procedures
Prepare a service Self-Study Report Have an external validation/assessment of the service’s quality areas To accredit or not to accredit – an external decision
14
Some simple guidelines in preparing for accreditation Adopt analyse a particular philosophy of children’s development Fundamental understanding of the care and education of young children Good understanding of quality service and how it operates Devise and test a set of indicators of quality practices Maintain a long-term objective in quality improvement
15
References American Academy of Pediatrics. (1999).Early brain development and child care. Healthy Child Care America, 3 (1), 6-8. Blackburn, Jean. (1978). Quality is not what it was.Quality in Australian Education. Victoria: Australian College of Education. Department of Education and Children’s Services (DECS). (1996). Foundation Areas of Learning. Adelaide. South Australia: DECS. Department of Statistics, Singapore (2011) Economic Characteristics 6: Chart 2: Labour Force Participation Rates of Female Resident Population, 42-51, Retrieved 21 October 2011, Heckman, J.J. (2000). Policies to Foster Human Capital. JCPR Working Papers 154. Chicago IL: Northwestern University/University of Chicago Joint Center for Poverty Research.
Manpower Research and Statistics Department, Singapore. (2006). Employment Rate in Singapore. Singapore: MOM. MCYS (2010), Women and the Economy: Labour Force Participation Rate (Married Females), Research Room, Retrieved 23 August 2011,
Ministry of Education (MOE). (2011). Launch of Singapore Pre-School Accreditation Framework. Press Release. November 23, 2010. Mustard, Fraser. (2008). Investing in the Early Years: Closing the gap between what we know and what we do. Adelaide: Government of South Australia. National Childcare Accreditation Council (NCAC). (2005). Quality Practices Guide. Sydney: NCAC.
UNICEF. (2008). The child care transition Innocenti Report Card 8, Florence :UNICEF Innocenti Research Centre.
17/11/2011
16
Thank You!
Photo by Courtesy of Mrs Valerie Chong, ‘Wild Flowers of Australia’ , October 2011
17
