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2010/2159(INI) Early years learning in the European Union

Progress: Procedure completed

RoleCommitteeRapporteurShadows
Lead CULT HONEYBALL Mary (icon: S&D S&D) ZVER Milan (icon: PPE PPE), TAKKULA Hannu (icon: ALDE ALDE), BENARAB-ATTOU Malika (icon: Verts/ALE Verts/ALE), MCCLARKIN Emma (icon: ECR ECR)
Lead committee dossier:
Legal Basis:
RoP 54

Events

2011/09/19
   EC - Commission response to text adopted in plenary
Documents
SP(2011)6333
2011/05/12
   EP - Results of vote in Parliament
Documents
Results of vote in Parliament
2011/05/12
   EP - Debate in Parliament
Documents
Debate in Parliament
2011/05/12
   EP - Debate in Parliament
Documents
Debate in Parliament
2011/05/12
   EP - Decision by Parliament
Details

The European Parliament adopted by 506 votes to 27, with 55 abstentions, a resolution on Early Years Learning in the European Union.

Recognising that early childhood education and care (ECEC) is provided in different ways in different EU Member States and that often there is a clear link between a poor and disadvantaged background and low educational achievement, Parliament proposes the establishment of an education strategy that places the needs and best interests of the child at the centre of ECEC policies.

Parliament’s views may be summarised as follows:

Child-centred approach : Parliament notes that the early years of childhood are critical for cognitive, sensory and motor development, affective and personal development and language acquisition, and also lay the foundations for lifelong learning. They also recognise that ECEC supports children’s healthy mental and physical development, enabling them to become more balanced human beings. It recommends, therefore, that the Member States consider introducing a compulsory year of nursery schooling before the start of schooling proper . According to Members, the adoption of healthy lifestyle behaviours can have a profound impact on children’s physical and mental development, including the acquisition of knowledge, particularly of languages. They encourage the introduction and retention of innovative pedagogical models for language teaching, particularly multilingual crèches and nursery schools .

They recall the targets set out in the conclusions of the Barcelona European Council which aim to provide childcare by 2010 to at least 90% of children between 3 years old and the mandatory school age and at least 33% of children under 3 years of age.

Universal provision of ECEC : to reduce inequalities in the area of early childhood education, quality education services and support should be available to all. Parliament suggests, in particular: (i) additional help for disadvantaged groups, (ii) specific help for children with disabilities, and (iii) pluralist approaches in the context of the pre-school curriculum.

Engagement with parents : stressing that parents, both mothers and fathers, are equal partners in ECEC, Members recognise that ECEC services should be fully participative, involving all staff, parents and, where possible, children themselves. They encourage the Member States to invest in parental education programmes and, where appropriate, to provide other forms of assistance, such as home visiting services, for parents who need additional help. They stress, furthermore, that parents should be provided with free, low-threshold, on-site access to advisory services in crèches . Members also stress that cultural activities develop a spirit of openness and tolerance. They call on the Member States to grant the children of asylum seekers , refugees and persons with subsidiary protection status , or leave to remain on humanitarian grounds, access to early childhood education , so as not to restrict their life chances at the outset. Parliament highlights that the provision of periods of maternity and paternity leave of sufficient length, the implementation of efficient and flexible labour market policies are essential components in effective ECEC policy.

Better integration of services : Parliament encourages Member States to integrate ECEC services and to support their creation. These ECEC services need to develop autonomously for the well-being of children. In this context, Member States are urged to promote and finance measures and projects to provide ECEC services to children from disadvantaged social groups. Members call for the development of a European framework for ECEC services that respects the Member States’ cultural diversity and highlights shared goals and values.

Economic benefits : Parliament stresses that in an unstable economic climate we must not neglect to invest substantially in ECEC services. It has been observed that investment in ECEC has been proven to have subsequent economic and social benefits, such as increased tax contributions through a strengthened workforce, along with reduced future health costs, lower crime rates and fewer instances of antisocial behaviour. It recognise that quality early years education can help reduce early school leaving . For Members, high-quality ECEC services are a complement to, rather than a substitute for, a strong welfare system.

Staff and quality services : Parliament stresses that staff working with pre-school children must have appropriate qualifications. It calls on the Member States to raise professional standards by introducing recognised qualifications for those working in the ECEC field . They also note that other factors, including staff-to-child ratios, group sizes and curriculum content, can also affect quality. Members call on the Member States to develop mechanisms for evaluating ECEC provision and ensuring that quality standards are met, in order to improve ECEC services. In the context of the implementation of the European Qualifications Framework (EQF), they call for account to be taken of the quality of education and thus of learning outcomes. Member States are urged to provide continuous training for those working in the ECEC field in order to increase and update their specific skills and to ensure that all qualified ECEC staff are ideally paid a salary in line with that of primary school teachers .

Research and exchange of best practice : Parliament stresses that there is still a need for a better understanding of childhood development in early years education . It calls for further investigation and research across the EU, and for an EU-wide exchange of results, taking into account the cultural diversity of the Member States. It regrets that EU structural funding and schemes such as Comenius, which allow educators to participate in EU-wide exchanges, are not used enough and calls on the Member States to increase awareness of such schemes and funds among ECEC educators .

Documents
T7-0231/2011
2011/05/12
   EP - End of procedure in Parliament
2011/03/29
   EP - Committee report tabled for plenary, single reading
Documents
A7-0099/2011
2011/03/29
   EP - Committee report tabled for plenary
Documents
A7-0099/2011
2011/03/17
   EP - Vote in committee
Details

The Committee on Culture and Education adopted unanimously the own-initiative report by Mary HONEYBALL (S&D, UK) on Early Years Learning in the European Union.

Recognising that early childhood education and care (ECEC) is provided in different ways in different EU Member States and that often there is a clear link between a poor and disadvantaged background and low educational achievement, members propose the establishment of an education strategy that places the needs and best interests of the child at the centre of ECEC policies.

Members’ views may be summarised as follows:

Child-centred approach : Members note that the early years of childhood are critical for cognitive, sensory and motor development, affective and personal development and language acquisition, and also lay the foundations for lifelong learning. They also recognise that ECEC supports children’s healthy mental and physical development, enabling them to become more balanced human beings; recommends, therefore, that the Member States consider introducing a compulsory year of nursery schooling before the start of schooling proper . In Members’ view, the adoption of healthy lifestyle behaviours can have a profound impact on children’s physical and mental development, including the acquisition of knowledge, particularly of languages. They encourage the introduction and retention of innovative pedagogical models for language teaching, particularly multilingual crèches and nursery schools .

Universal provision of ECEC : to reduce inequalities in the area of early childhood education, quality education services and support should be available to all. They suggest, in particular: i) additional help for disadvantaged groups, ii) specific help for children with disabilities, and iii) pluralist approaches in the context of the pre-school curriculum.

Engagement with parents: stressing that parents, both mothers and fathers, are equal partners in ECEC; Members recognises that ECEC services should be fully participative, involving all staff, parents and, where possible, children themselves. They encourage the Member States to invest in parental education programmes and, where appropriate, to provide other forms of assistance, such as home visiting services, for parents who need additional help. They stress, furthermore, that parents should be provided with free, low-threshold, on-site access to advisory services in crèches . Members also stress that cultural activities develop a spirit of openness and tolerance. They call on the Member States to grant the children of asylum seekers , refugees and persons with subsidiary protection status , or leave to remain on humanitarian grounds, access to early childhood education , so as not to restrict their life chances at the outset.

Better integration of services : Members encourage Member States to integrate ECEC services and to support their creation. These ECEC services need to develop autonomously for the well-being of children. In this context, Member States are urged to promote and finance measures and projects to provide ECEC services to children from disadvantaged social groups. Members call for the development of a European framework for ECEC services that respects the Member States’ cultural diversity and highlights shared goals and values.

Economic benefits : Members stress that in an unstable economic climate we must not neglect to invest substantially in ECEC services. It has been observed that investment in ECEC has been proven to have subsequent economic and social benefits, such as increased tax contributions through a strengthened workforce, along with reduced future health costs, lower crime rates and fewer instances of antisocial behaviour. They recognise that quality early years education can help reduce early school leaving . For Members, high-quality ECEC services are a complement to, rather than a substitute for, a strong welfare system.

Staff and quality services : Members stress that staff working with pre-school children must have appropriate qualifications. They call on the Member States to raise professional standards by introducing recognised qualifications for those working in the ECEC field . They also note that other factors, including staff-to-child ratios, group sizes and curriculum content, can also affect quality. Members call on the Member States to develop mechanisms for evaluating ECEC provision and ensuring that quality standards are met, in order to improve ECEC services. In the context of the implementation of the European Qualifications Framework (EQF), Members call for account to be taken of the quality of education and thus of learning outcomes. Member States are urged to provide continuous training for those working in the ECEC field in order to increase and update their specific skills and to ensure that all qualified ECEC staff are ideally paid a salary in line with that of primary school teachers .

Research and exchange of best practice : Members stress that there is still a need for a better understanding of childhood development in early years education . They call for further investigation and research across the EU, and for an EU-wide exchange of results, taking into account the cultural diversity of the Member States. They regret that EU structural funding and schemes such as Comenius, which allow educators to participate in EU-wide exchanges, are not used enough and call on the Member States to increase awareness of such schemes and funds among ECEC educators .

2011/02/17
   EP - Amendments tabled in committee
Documents
PE458.741
2011/01/11
   EP - Committee draft report
Documents
PE454.668
2010/09/09
   EP - Committee referral announced in Parliament
2010/06/24
   EP - HONEYBALL Mary (S&D) appointed as rapporteur in CULT

Documents

Activities

AmendmentsDossier
91 2010/2159(INI)
2011/02/17 CULT 91 amendments...
source: PE-458.741

History

(these mark the time of scraping, not the official date of the change)

2023-08-03Show (2) Changes | Timetravel
events/4/docs
  • url: https://www.europarl.europa.eu/doceo/document/CRE-7-2011-05-12-TOC_EN.html title: Debate in Parliament
events/5/docs
  • url: https://www.europarl.europa.eu/doceo/document/CRE-7-2011-05-12-TOC_EN.html title: Debate in Parliament
2021-12-18Show (16) Changes | Timetravel
committees/0/shadows/4
name
VERGIAT Marie-Christine
group
European United Left - Nordic Green Left
abbr
GUE/NGL
docs/0/docs/0/url
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http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE454.668
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New
https://www.europarl.europa.eu/doceo/document/A-7-2011-0099_EN.html
events/0/type
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Committee referral announced in Parliament, 1st reading/single reading
New
Committee referral announced in Parliament
events/1/type
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Vote in committee, 1st reading/single reading
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events/2/docs/0/url
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http://www.europarl.europa.eu/doceo/document/A-7-2011-0099_EN.html
New
https://www.europarl.europa.eu/doceo/document/A-7-2011-0099_EN.html
events/2/type
Old
Committee report tabled for plenary, single reading
New
Committee report tabled for plenary
events/4/docs
  • url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110512&type=CRE title: Debate in Parliament
events/5/docs
  • url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110512&type=CRE title: Debate in Parliament
events/6/docs/0/url
Old
http://www.europarl.europa.eu/doceo/document/TA-7-2011-0231_EN.html
New
https://www.europarl.europa.eu/doceo/document/TA-7-2011-0231_EN.html
events/6/type
Old
Decision by Parliament, 1st reading/single reading
New
Decision by Parliament
procedure/Modified legal basis
Rules of Procedure EP 150
procedure/Other legal basis
Rules of Procedure EP 159
procedure/legal_basis/0
Rules of Procedure EP 54
procedure/legal_basis/0
Rules of Procedure EP 052
2020-01-19Show (6) Changes | Timetravel
committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
rapporteur
name: HONEYBALL Mary date: 2010-06-24T00:00:00 group: Progressive Alliance of Socialists and Democrats abbr: S&D
shadows
committees/0
type
Responsible Committee
body
EP
associated
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committee_full
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CULT
date
2010-06-24T00:00:00
rapporteur
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shadows
docs/2/docs/0/url
Old
http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-99&language=EN
New
http://www.europarl.europa.eu/doceo/document/A-7-2011-0099_EN.html
docs/3/body
EC
events/2/docs/0/url
Old
http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-99&language=EN
New
http://www.europarl.europa.eu/doceo/document/A-7-2011-0099_EN.html
events/6/docs/0/url
Old
http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P7-TA-2011-231
New
http://www.europarl.europa.eu/doceo/document/TA-7-2011-0231_EN.html
2019-07-06Show (13) Changes | Timetravel
activities
  • date: 2010-09-09T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP shadows: group: PPE name: ZVER Milan group: ALDE name: TAKKULA Hannu group: Verts/ALE name: BENARAB-ATTOU Malika group: ECR name: MCCLARKIN Emma group: GUE/NGL name: VERGIAT Marie-Christine responsible: True committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education rapporteur: group: S&D name: HONEYBALL Mary
  • date: 2011-03-17T00:00:00 body: EP committees: body: EP shadows: group: PPE name: ZVER Milan group: ALDE name: TAKKULA Hannu group: Verts/ALE name: BENARAB-ATTOU Malika group: ECR name: MCCLARKIN Emma group: GUE/NGL name: VERGIAT Marie-Christine responsible: True committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education rapporteur: group: S&D name: HONEYBALL Mary type: Vote in committee, 1st reading/single reading
  • date: 2011-03-29T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-99&language=EN type: Committee report tabled for plenary, single reading title: A7-0099/2011 body: EP type: Committee report tabled for plenary, single reading
  • date: 2011-05-12T00:00:00 docs: url: http://www.europarl.europa.eu/oeil/popups/sda.do?id=19869&l=en type: Results of vote in Parliament title: Results of vote in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110512&type=CRE type: Debate in Parliament title: Debate in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P7-TA-2011-231 type: Decision by Parliament, 1st reading/single reading title: T7-0231/2011 body: EP type: Results of vote in Parliament
commission
  • body: EC dg: Education, Youth, Sport and Culture commissioner: VASSILIOU Androulla
committees/0
type
Responsible Committee
body
EP
associated
False
committee_full
Culture and Education
committee
CULT
date
2010-06-24T00:00:00
rapporteur
name: HONEYBALL Mary group: Progressive Alliance of Socialists and Democrats abbr: S&D
shadows
committees/0
body
EP
shadows
responsible
True
committee
CULT
date
2010-06-24T00:00:00
committee_full
Culture and Education
rapporteur
group: S&D name: HONEYBALL Mary
docs
  • date: 2011-01-11T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE454.668 title: PE454.668 type: Committee draft report body: EP
  • date: 2011-02-17T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=COMPARL&mode=XML&language=EN&reference=PE458.741 title: PE458.741 type: Amendments tabled in committee body: EP
  • date: 2011-03-29T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-99&language=EN title: A7-0099/2011 type: Committee report tabled for plenary, single reading body: EP
  • date: 2011-09-19T00:00:00 docs: url: /oeil/spdoc.do?i=19869&j=0&l=en title: SP(2011)6333 type: Commission response to text adopted in plenary
events
  • date: 2010-09-09T00:00:00 type: Committee referral announced in Parliament, 1st reading/single reading body: EP
  • date: 2011-03-17T00:00:00 type: Vote in committee, 1st reading/single reading body: EP summary: The Committee on Culture and Education adopted unanimously the own-initiative report by Mary HONEYBALL (S&D, UK) on Early Years Learning in the European Union. Recognising that early childhood education and care (ECEC) is provided in different ways in different EU Member States and that often there is a clear link between a poor and disadvantaged background and low educational achievement, members propose the establishment of an education strategy that places the needs and best interests of the child at the centre of ECEC policies. Members’ views may be summarised as follows: Child-centred approach : Members note that the early years of childhood are critical for cognitive, sensory and motor development, affective and personal development and language acquisition, and also lay the foundations for lifelong learning. They also recognise that ECEC supports children’s healthy mental and physical development, enabling them to become more balanced human beings; recommends, therefore, that the Member States consider introducing a compulsory year of nursery schooling before the start of schooling proper . In Members’ view, the adoption of healthy lifestyle behaviours can have a profound impact on children’s physical and mental development, including the acquisition of knowledge, particularly of languages. They encourage the introduction and retention of innovative pedagogical models for language teaching, particularly multilingual crèches and nursery schools . Universal provision of ECEC : to reduce inequalities in the area of early childhood education, quality education services and support should be available to all. They suggest, in particular: i) additional help for disadvantaged groups, ii) specific help for children with disabilities, and iii) pluralist approaches in the context of the pre-school curriculum. Engagement with parents: stressing that parents, both mothers and fathers, are equal partners in ECEC; Members recognises that ECEC services should be fully participative, involving all staff, parents and, where possible, children themselves. They encourage the Member States to invest in parental education programmes and, where appropriate, to provide other forms of assistance, such as home visiting services, for parents who need additional help. They stress, furthermore, that parents should be provided with free, low-threshold, on-site access to advisory services in crèches . Members also stress that cultural activities develop a spirit of openness and tolerance. They call on the Member States to grant the children of asylum seekers , refugees and persons with subsidiary protection status , or leave to remain on humanitarian grounds, access to early childhood education , so as not to restrict their life chances at the outset. Better integration of services : Members encourage Member States to integrate ECEC services and to support their creation. These ECEC services need to develop autonomously for the well-being of children. In this context, Member States are urged to promote and finance measures and projects to provide ECEC services to children from disadvantaged social groups. Members call for the development of a European framework for ECEC services that respects the Member States’ cultural diversity and highlights shared goals and values. Economic benefits : Members stress that in an unstable economic climate we must not neglect to invest substantially in ECEC services. It has been observed that investment in ECEC has been proven to have subsequent economic and social benefits, such as increased tax contributions through a strengthened workforce, along with reduced future health costs, lower crime rates and fewer instances of antisocial behaviour. They recognise that quality early years education can help reduce early school leaving . For Members, high-quality ECEC services are a complement to, rather than a substitute for, a strong welfare system. Staff and quality services : Members stress that staff working with pre-school children must have appropriate qualifications. They call on the Member States to raise professional standards by introducing recognised qualifications for those working in the ECEC field . They also note that other factors, including staff-to-child ratios, group sizes and curriculum content, can also affect quality. Members call on the Member States to develop mechanisms for evaluating ECEC provision and ensuring that quality standards are met, in order to improve ECEC services. In the context of the implementation of the European Qualifications Framework (EQF), Members call for account to be taken of the quality of education and thus of learning outcomes. Member States are urged to provide continuous training for those working in the ECEC field in order to increase and update their specific skills and to ensure that all qualified ECEC staff are ideally paid a salary in line with that of primary school teachers . Research and exchange of best practice : Members stress that there is still a need for a better understanding of childhood development in early years education . They call for further investigation and research across the EU, and for an EU-wide exchange of results, taking into account the cultural diversity of the Member States. They regret that EU structural funding and schemes such as Comenius, which allow educators to participate in EU-wide exchanges, are not used enough and call on the Member States to increase awareness of such schemes and funds among ECEC educators .
  • date: 2011-03-29T00:00:00 type: Committee report tabled for plenary, single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-99&language=EN title: A7-0099/2011
  • date: 2011-05-12T00:00:00 type: Results of vote in Parliament body: EP docs: url: https://oeil.secure.europarl.europa.eu/oeil/popups/sda.do?id=19869&l=en title: Results of vote in Parliament
  • date: 2011-05-12T00:00:00 type: Debate in Parliament body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110512&type=CRE title: Debate in Parliament
  • date: 2011-05-12T00:00:00 type: Debate in Parliament body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110512&type=CRE title: Debate in Parliament
  • date: 2011-05-12T00:00:00 type: Decision by Parliament, 1st reading/single reading body: EP docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P7-TA-2011-231 title: T7-0231/2011 summary: The European Parliament adopted by 506 votes to 27, with 55 abstentions, a resolution on Early Years Learning in the European Union. Recognising that early childhood education and care (ECEC) is provided in different ways in different EU Member States and that often there is a clear link between a poor and disadvantaged background and low educational achievement, Parliament proposes the establishment of an education strategy that places the needs and best interests of the child at the centre of ECEC policies. Parliament’s views may be summarised as follows: Child-centred approach : Parliament notes that the early years of childhood are critical for cognitive, sensory and motor development, affective and personal development and language acquisition, and also lay the foundations for lifelong learning. They also recognise that ECEC supports children’s healthy mental and physical development, enabling them to become more balanced human beings. It recommends, therefore, that the Member States consider introducing a compulsory year of nursery schooling before the start of schooling proper . According to Members, the adoption of healthy lifestyle behaviours can have a profound impact on children’s physical and mental development, including the acquisition of knowledge, particularly of languages. They encourage the introduction and retention of innovative pedagogical models for language teaching, particularly multilingual crèches and nursery schools . They recall the targets set out in the conclusions of the Barcelona European Council which aim to provide childcare by 2010 to at least 90% of children between 3 years old and the mandatory school age and at least 33% of children under 3 years of age. Universal provision of ECEC : to reduce inequalities in the area of early childhood education, quality education services and support should be available to all. Parliament suggests, in particular: (i) additional help for disadvantaged groups, (ii) specific help for children with disabilities, and (iii) pluralist approaches in the context of the pre-school curriculum. Engagement with parents : stressing that parents, both mothers and fathers, are equal partners in ECEC, Members recognise that ECEC services should be fully participative, involving all staff, parents and, where possible, children themselves. They encourage the Member States to invest in parental education programmes and, where appropriate, to provide other forms of assistance, such as home visiting services, for parents who need additional help. They stress, furthermore, that parents should be provided with free, low-threshold, on-site access to advisory services in crèches . Members also stress that cultural activities develop a spirit of openness and tolerance. They call on the Member States to grant the children of asylum seekers , refugees and persons with subsidiary protection status , or leave to remain on humanitarian grounds, access to early childhood education , so as not to restrict their life chances at the outset. Parliament highlights that the provision of periods of maternity and paternity leave of sufficient length, the implementation of efficient and flexible labour market policies are essential components in effective ECEC policy. Better integration of services : Parliament encourages Member States to integrate ECEC services and to support their creation. These ECEC services need to develop autonomously for the well-being of children. In this context, Member States are urged to promote and finance measures and projects to provide ECEC services to children from disadvantaged social groups. Members call for the development of a European framework for ECEC services that respects the Member States’ cultural diversity and highlights shared goals and values. Economic benefits : Parliament stresses that in an unstable economic climate we must not neglect to invest substantially in ECEC services. It has been observed that investment in ECEC has been proven to have subsequent economic and social benefits, such as increased tax contributions through a strengthened workforce, along with reduced future health costs, lower crime rates and fewer instances of antisocial behaviour. It recognise that quality early years education can help reduce early school leaving . For Members, high-quality ECEC services are a complement to, rather than a substitute for, a strong welfare system. Staff and quality services : Parliament stresses that staff working with pre-school children must have appropriate qualifications. It calls on the Member States to raise professional standards by introducing recognised qualifications for those working in the ECEC field . They also note that other factors, including staff-to-child ratios, group sizes and curriculum content, can also affect quality. Members call on the Member States to develop mechanisms for evaluating ECEC provision and ensuring that quality standards are met, in order to improve ECEC services. In the context of the implementation of the European Qualifications Framework (EQF), they call for account to be taken of the quality of education and thus of learning outcomes. Member States are urged to provide continuous training for those working in the ECEC field in order to increase and update their specific skills and to ensure that all qualified ECEC staff are ideally paid a salary in line with that of primary school teachers . Research and exchange of best practice : Parliament stresses that there is still a need for a better understanding of childhood development in early years education . It calls for further investigation and research across the EU, and for an EU-wide exchange of results, taking into account the cultural diversity of the Member States. It regrets that EU structural funding and schemes such as Comenius, which allow educators to participate in EU-wide exchanges, are not used enough and calls on the Member States to increase awareness of such schemes and funds among ECEC educators .
  • date: 2011-05-12T00:00:00 type: End of procedure in Parliament body: EP
links
other
  • body: EC dg: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture commissioner: VASSILIOU Androulla
procedure/Modified legal basis
Old
Rules of Procedure of the European Parliament EP 150
New
Rules of Procedure EP 150
procedure/dossier_of_the_committee
Old
CULT/7/03653
New
  • CULT/7/03653
procedure/legal_basis/0
Rules of Procedure EP 052
procedure/legal_basis/0
Rules of Procedure of the European Parliament EP 052
procedure/subject
Old
  • 4.40.03 Primary and secondary school, European Schools
New
4.40.03
Primary and secondary school, European Schools, early childhood
2014-11-10Show (5) Changes
activities
  • date: 2010-09-09T00:00:00 body: EP type: Committee referral announced in Parliament, 1st reading/single reading committees: body: EP shadows: group: PPE name: ZVER Milan group: ALDE name: TAKKULA Hannu group: Verts/ALE name: BENARAB-ATTOU Malika group: ECR name: MCCLARKIN Emma group: GUE/NGL name: VERGIAT Marie-Christine responsible: True committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education rapporteur: group: S&D name: HONEYBALL Mary
  • date: 2011-03-17T00:00:00 body: EP committees: body: EP shadows: group: PPE name: ZVER Milan group: ALDE name: TAKKULA Hannu group: Verts/ALE name: BENARAB-ATTOU Malika group: ECR name: MCCLARKIN Emma group: GUE/NGL name: VERGIAT Marie-Christine responsible: True committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education rapporteur: group: S&D name: HONEYBALL Mary type: Vote in committee, 1st reading/single reading
  • date: 2011-03-29T00:00:00 docs: url: http://www.europarl.europa.eu/sides/getDoc.do?type=REPORT&mode=XML&reference=A7-2011-99&language=EN type: Committee report tabled for plenary, single reading title: A7-0099/2011 body: EP type: Committee report tabled for plenary, single reading
  • date: 2011-05-12T00:00:00 docs: url: http://www.europarl.europa.eu/oeil/popups/sda.do?id=19869&l=en type: Results of vote in Parliament title: Results of vote in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?secondRef=TOC&language=EN&reference=20110512&type=CRE type: Debate in Parliament title: Debate in Parliament url: http://www.europarl.europa.eu/sides/getDoc.do?type=TA&language=EN&reference=P7-TA-2011-231 type: Decision by Parliament, 1st reading/single reading title: T7-0231/2011 body: EP type: Results of vote in Parliament
committees
  • body: EP shadows: group: PPE name: ZVER Milan group: ALDE name: TAKKULA Hannu group: Verts/ALE name: BENARAB-ATTOU Malika group: ECR name: MCCLARKIN Emma group: GUE/NGL name: VERGIAT Marie-Christine responsible: True committee: CULT date: 2010-06-24T00:00:00 committee_full: Culture and Education rapporteur: group: S&D name: HONEYBALL Mary
links
other
  • body: EC dg: url: http://ec.europa.eu/dgs/education_culture/ title: Education and Culture commissioner: VASSILIOU Androulla
procedure
dossier_of_the_committee
CULT/7/03653
reference
2010/2159(INI)
title
Early years learning in the European Union
legal_basis
Rules of Procedure of the European Parliament EP 052
stage_reached
Procedure completed
subtype
Initiative
Modified legal basis
Rules of Procedure of the European Parliament EP 150
type
INI - Own-initiative procedure
subject
4.40.03 Primary and secondary school, European Schools
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