4 Persistencia
4.4 Conceptos de la persistencia de objetos
labor market. The number of pedagogical staff increased by more than 10 percent between March 1, 2010, and March 1, 2012; in 2012 some 9,400 ECEC facilities employed nearly 90,000 people. Staff qualifications are an essential factor in the quality of a center’s educational environment. Nearly 73 per- cent of pedagogical staff in North Rhine–Westphalia have com- pleted training as Erzieherinnen at a Fachschule, 11.5 percent have graduated from a Berufsfachschule, and 3.8 percent are university graduates – a lower percentage than the national ave- rage (4.6%).
A center’s staffing formula is a crucial indicator of the quali- ty of care it provides. In North Rhine–Westphalia, Krippengrup- pen (serving children under 3) had an average formula of 1:3.4 in 2012, considerably better than the national average of 1:4.5. In multi-age groups that include children from birth to school entry, the formula was 1:5.6. Accordingly, conditions are some- what worse for infants and toddlers in a multi-age group than in a Krippengruppe. Some 2-year-olds attend “open Kindergarten- gruppen”, which are generally for children 3 and over but also accept younger children; in those groups, the average staffing formula is 1:7.6, substantially worse than the formula in Krip- pengruppen.
Given the rising and increasingly complex demands placed on institutional ECEC, center directors are playing a key role. Parti- cularly when staff members have different levels of formal trai- ning, it is crucial to have structures in place that support the professional leadership essential to high-quality educational practice.
In 2012, certain staff members in 8,200 North Rhine–Westpha- lia ECEC centers were partly or fully released from other duties to perform leadership tasks. At nearly 68 percent of these cen- ters, one individual was released from all other responsibilities; this is more than 20 percentage points higher than the national average (46.2%). At 29 percent, one person had time allotted for leadership tasks and also served in other capacities. A good 53 percent of the 2,600 employees with part of their work time allo- tted to leadership duties were also serving as group leaders, and over 39 percent worked with multiple groups. The question is how these dual responsibilities affect the exercise of “good lea- dership” and the quality of educational practice.
Release time has generally been taken into account when cal- culating per-child payments under the state’s financing system, but no specific number of release hours has been established statewide. The official Child and Youth Welfare Statistics show that in 2012 North Rhine–Westphalia ranked above the national average in the amount of time allotted to staff members for lea- dership duties. Independent of center size and across Germany’s states, we compared ECEC centers in terms of the number of hours per week allotted to staff members for leadership duties, relative to the number of pedagogical staff. For North Rhine– Westphalia, the median for 2012 was 3.0 hours per educational staff member per week, which is considerably above the natio- nal median of 2.4 hours.
What formal qualifications do ECEC directors in North Rhine– Westphalia have for meeting the complex demands they face? Most full-time directors have completed relevant training at a Fachschule (86.1%); 12.5 percent – lower than the national ave- rage of 20.4 percent – have a relevant university degree. Over 91 percent of part-time directors have graduated from a Fach- schule, and 8 percent are university graduates.
The available data do not indicate the extent to which center directors have undergone (provider-specific) advanced training, or what form that training may have taken. If ECEC centers are to fulfill the increasing demands placed on them, it is essenti- al to look more closely at the specific qualifications required of center directors.
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ACCESS for All
100% 0% 32,2 '12 '09 '06 '12 '09 '06 '12 '09 '06 100% 0% 4.5 9.7 15.0 13.1 23.6 37.1 68.3 79.7 84.6 0 20 40 60 80 100 0 50 100 0 50 100In 2012, 37.1 percent of North Rhine–Westphalia's 2-year-olds were enrolled in ECEC services – a smaller proportion than the average in the western German states (43.4%) and nationwide (51.1%). Among 3-year-olds, 84.6 percent attended an ECEC center or daycare ser- vice, which is nearly the same as the average for the western German states as well as for the country as a whole. Almost all 5-year-olds (98.7%) were enrolled in some sort of child care. More than half (53.6 percent) of infants and toddlers (under age 3) in ECEC centers attend for 45 hours or more per week, a proportion much higher
than the average for the western German states (26.6%) and almost as high as in the eastern German states (57.3%). Among older children (3 years of age to school entry) attending an ECEC center, a significantly lower share are in care 45 or more hours per week, but that is still well above the average for the western German states (41.7% versus 21.8%). More than half (50.8%) of this group attend child care 25 to 35 hours per week, a higher share than the average nationwide (41.4%).
Hours
ECEC centers public sponsored daycare
55,697 children < 3 479,481 children 3 23,822 children < 3 5,179 children 3
25 > 25 to 35 > 35 to 45 45 % % % % % % % % % % % % 17.1 44.1 71.6 27.7 41.4 24.1 13.5 16.4 12.8 6.5 38.1 28.7 18.4 8.5 % % % % 13.5 13.4 7.3 75.0 32.5 50.8 14.8 0.2 6.5 53.6 41.7 7.1 3.8 52.3 28.9 11.7 0.5 17.9 7.0 1.1 0.2 0.1 12.75.4 92.9 0.5 1.2 7.3 7.8 30.1 83.5 96.6 98.7 0.7
Participation of children in ECEC centers and daycare | NW 2006–2012 | Tab. 6–13
3 to < 6** < 3 5* 4 3 2 1 < 1 Age March 1, 2012 Share as % ECEC centers * Incl. 1.6% in preschool facilities ** Incl. 0.5% in preschool facilities Daycare ø Germany Year
Number of hours per week enrolled in ECEC centers and daycare | NW March 1, 2012 | Tab. 2–5
Inclusion | NW March 1, 2012, School year 2011/12
Care places for children under 3: expansion and needs | NW 2006–2012 | Tab. 1 Percentage of children < 3 years of age in ECEC on March 15 (2006/2008) or March 1 (2010/2012)
Type of facility
Specialized centers dedicated to children with special needs Inclusive ECEC centers under the auspices of the youth welfare service Special-needs preschools affiliated with schools
ø D 8.9% 74.6% 16.6%
Care for children with (impending) disabilities, by type of facility | Tab. 40
Percentage of facilities caring for children receiving Eingliederungshilfe | Tab. 59
As of March 1, 2012, in North Rhine–Westphalia 18.1 percent of infants and toddlers were enrolled in an ECEC center or dayca- re service. Participation by children in this age group rose by 8.8 percentage points between 2008 and 2012, and by 11.6 percentage points relative to 2006. According to findings from the German Youth Institute (DJI) study of German states (AID:A) that was part of the Child Care Funding Act (KiföG) evaluation, 33.9 percent of infants and toddlers in North Rhine–Westphalia were in need of child
care in 2012 (see references in the explanatory notes). Effective August 2013, 1- and 2-year-olds are entitled to child care under the law, and there is a legal obligation to provide the same for infants under 1 year of age who meet certain criteria. There is a gap of 15.8 percentage points between participation in ECEC services (18.1%, according to the most recent available data from March 2012) and the reported need for such services (33.9%).
In North Rhine–Westphalia, 81 percent of children receiving Einglie- derungshilfe at an ECEC center because of (existing or impending) physical or psychological disabilities attend an inclusive facility. This is 6.4 percentage points above the national average. Another 9.6 percent of these children are enrolled in therapeutic preschools, while 9.4 percent attend special education preschools under the
auspices of schools. The percentage of ECEC centers that enroll children receiving Eingliederungshilfe is somewhat higher than the national average (33.4%); 40.9 percent of ECEC centers in North Rhine–Westphalia serve at least one child receiving Eingliederungs- hilfe. 2012 18.1% 2008 9.3% 2010 14.0% AID:A 33.9% 2006 6.5% 9.4% (1,827 children) 9.6% (1,878 children) 19,527 children
with special needs in child care 81.0%
(15,822 children)
40.9% of ECEC centers(3,837) include at least one child receiving Eingliederungshilfe Total numbers of ECEC centres
9,381
0,0 12,5 25,0 37,5 50,0 62,5 75,0 87,5
0,0 12,5 25,0 37,5 50,0 62,5 75,0 87,5
45.6% (82,187) children with immigrant background (118,770) children 39.7%
without immigrant background
Kinder unter 3 Jahren in der Bevölkerung Kinder von 3 bis unter 6 Jahre in der Bevölkerung
0 102030405060708090100 0 10 20 30 40 50 60 70 80 90 100 42.1% 39.9% 0 10 20 30 40 50 60 70 80 90 100 16.1% 23.6% 13.1% 14.0% 70.8% 62.4% 0 10 20 30 40 50 60 70 80 90 100 62%children without an immigrant background 38%children with an immigrant background 94% 91% 63%children without an immigrant background 37%children with an immigrant background 21% 13%
In North Rhine–Westphalia, only 13 percent of immigrant 1- and 2-year-olds (with at least one immigrant parent) were enrolled in an ECEC center or other form of child care in 2012 – a slightly lower percentage than the national average (16%). Among their nonimmigrant peers, 21 percent attended child care, which is also below the national average (33%). In contrast, most immigrant 3- to 5-year-olds (91%) were in care; this rate is only slightly lower than that of their non-immigrant peers (94%). It is important to note that 45.6 percent of the immigrant children over the age of 3 who attend ECEC centers are enrolled full time (more than 35 hours per week). This share is higher than for nonimmigrant children in North
Rhine–Westphalia and exceeds the national average (almost 40% in both cases). Of immigrant infants and toddlers (children under 3) who are enrolled in ECEC centers, 16.1 percent come from homes in which German is not the primary language, a higher figure than for their peers nationwide (slightly over 9%). Among immigrant children between 3 years of age and school entry enrolled in ECEC centers, 23.6% speak a language other than German at home, a percentage that is also higher than the national average (17.4%).
Children with and without an immigrant background in ECEC centers | NW March 1, 2012
Participation
Children under 3 in the population | Tab. 38 Children ages 3 to < 6 in the population | Tab. 39
Enrollment in all-day care | Tab. 51a
Percentage of children over age 3 in ECEC centers who spend more than 35 hours per week in care
Language spoken at home | Tab. 15a, 16a
Children with immigrant background: primary language spoken at home Not German German
Children without immigrant background
Children 3 in ECEC centers Children < age 3 in ECEC centers
Of that total,
enrolled in an ECEC facility
Of that total,
enrolled in an ECEC facility
Of that total,
enrolled in an ECEC facility*
Of that total,
enrolled in an ECEC facility*
During the 2011/2012 school year, 222,000 primary school children in North Rhine–Westphalia were enrolled in all-day schools, a share of 34.4 percent. The open (voluntary) all-day school is by far the most common form, with nearly 219,000 primary school students attending all-day schools. More than 3,300 primary school children attended structured schools. Because of political decisions, the avai- lability of Horte will be very limited in the future; even in 2011/2012, only 4,200 schoolchildren under age 11 attended such programs. In contrast, school-based all-day programs were greatly expanded between the 2005/2006 and 2011/2012 school years.
We do not have current information about the scope of all-day primary schools and the qualifications of staff in their extracurricular programs; that information for the 2009/2010 school year is availa- ble in the 2011 State by State Report.
The few children who attend Horte spend an average of 5.8 hours a day, 4.9 days a week in these programs (see Tables 71 and 72). Among the pedagogical staff, 53.4 percent have completed relevant training at a Fachschule, while 15.3 percent hold a relevant universi- ty degree.
Hort | Tab. 50a NW ø D without
BE/TH
Qualification level Number Share as %
University degree 81 15.3 7.9 Fachschule degree 282 53.4 71.8 Berufsfachschule degree 22 4.2 8.5 Other training 86 16.3 6.6 In training 31 5.9 3.2 No completed training 26 4.9 2.0
Organizational form Minimum days per week Minimum hours per day Open during school vacation No information 100 % 0 0 50 100 NW 34,4% NW 0,7% ø D 15,2% ø D 25,6% 2005/06 ’06/07 ’07/08 ’08/09 ’09/10 ’10/11 ’11/12 600 0 100 200 400 300 500 Index: Schuljahr 2005/06 = 100 345 11 0 100 200 300 400 500 600
Care for school-age children | NW March 1, 2012, School year 2011/12
Structured ADS | Tab. 57
No information
Open ADS | Tab. 58
No information
Qualifications of pedagogical staff Participation | Tab. 41a1, 41a2
Services provided from all-day primary schools (ADS)
Tab. 55, 56
Percentage of children in Horten and all-day primary schools (ADS) Trends in participation
Children ages 6.5 to 10.5 Hort March 1, 2012 ADS School year 2011/12 Hort ADS Index School year 2005/06 = 100
172|173
2.000 1.000 4.000 3.000 € 0 500 1000 1500 2000 2500 3000 ’06 ’07 ’08 ’09 ’10 2005
3,402 €
State 38.5% Community 49.3% Parents 12.3% 2005 2006 2007 2008 2009 2010 2011 Mio. Euro Northrhine- Westfalia 21.8 20.3 22.0 26.8 72.8 151.0 170.0 Germany 269.3 307.3 396.7 525.2 947.3 1,334.1 1,357.5For each child under the age of 6, net expenditures for ECEC by North Rhine–Westphalia and its communities in have increased dra- matically since 2008. At an average level of 3,402 euros, however, those expenditures remain below the national average (3,514 euros). As a result, net expenditures for ECEC also increased as a share of total net costs incurred by the state and the communities: They accounted for 3.6 percent in 2008, but that figure had risen to 4.4 percent by 2010.
Overall, expenditures for ECEC are higher as well, because of a rise in one-time investments, for example to construct new ECEC buildings. Such investments rose steadily between 2006 and 2011.
In contrast to the figure for investments per child under the age of 6, this figure also includes one-time investments by the federal government to expand programs for infants and toddlers, and not only one-time investments by the state and communities. It is therefore unclear from the database which sources of funding are responsible for this increase in spending. Parents, too, help to finance the system; their fees make up 12.3 percent of financing, when we exclude the share contributed by the federal government and independent providers from the calculation. (Contributions from independent providers cannot be precisely quantified.)
Financing partnership for ECEC
NW 2010 | Tab. 23
Indicators of investments in ECEC are based on several data sources. Since certain methodological principles need to be kept in mind when interpreting these indicators, a detailed description of the database as well as information on the methods used in calculating the indicators can be found (in German) at www.laendermonitor.de/ laendermonitor/konzept/methodik/index.html, in addition to the comments in the appendix to this profile.
Investments per child under 6
NW 2005–2010 | Tab. 21a1
Min.-/Max. Germany
Net expenditures by the state and communities Excluding contributions from the federal government and independent providers
Share of total net expenditures by the state
and communities Expenditures by the federal government, state and communities
One-time investments for ECEC
NW 2005–2011 | Tab. 45
Share of net expenditures for ECEC
NW 2005–2010 | Tab. 22 4,000 3,000 2,000 1,000 Min.-/Max. Germany
Investing Effectively
0% 2005 2006 2007 2008 2009 2010 3.4 3.6 3.5 3.6 4.0 4.4 0,0 2,5 5,0 7,5 10,0 5% 10%If ECEC centers are to offer children an environment that promotes their education and development, certain conditions must be in place to ensure good educational practice. Under the heading of Promoting Bildung – Ensuring Quality, we take a closer look at the structural fra- mework of ECEC centers, focusing particularly on pedagogical staff. In addition to considering personal characteristics of staff members, such as formal education, age, and work hours, we also show staffing formulas at the state level. We pay particular attention to ECEC directors, who play a critical role in ensuring ECEC quality. At present, however, little is known about their situation. Accordingly, in addition
to discussing state-level regulations governing ECEC directors, we present more comprehensive information about this group, drawn from the official Statistics on Child and Youth Welfare. These data are also intended to encourage all parties involved within the state to discuss the existing conditions under which ECEC directors are working, as well as changes that need to be made.
... additional working hours of ECEC center directors with other contractual responsibilities, for example leading a family service center
Additional funding is provided for family service agencies, facilities addressing critical social issues, and single-group facilities, for example. This increases the budget for such facilities. Providers determine the use of funding.
(Section 20, paragraph (3) and Sec. 21 KiBiz)
... the defined responsibilities of an ECEC center director
... leadership of associated ECEC centers
One staff member with expertise in social pedagogy may serve as the director of several facilities, including those with different pro- viders, as long as they are within the district of one youth services office and in close proximity to one another. One staff member with expertise in social pedagogy may direct up to five facilities. (Section 5, paragraph (3) 2 of the Agreement on Principles gover- ning Qualifications and Staffing Formulas according to Sec. 26 (2) No. 3 KiBiz
Statewide regulations for ... YesNo
...the formal qualifications of ECEC center directors
ECEC directors must have social pedagogical training, which can refer to state-certified Erzieherinnen, state-certified therapeutic educators, and state-certified Heilerziehungspflegerinnen who have completed training at a Fachschule or have double qualifica- tions based on equivalent course work at a vocational school. Also qualified are graduates with a major in social work who are state certified. Those who hold bachelor's or master's degrees in educa- tion with a focus on early childhood or primary school education, therapeutic education, or majors in social work or early childhood pedagogy may be considered if they can show evidence of at least 6 months of professional experience in child care.) Appointment to the position of ECEC director also requires a minimum of two years of relevant professional pedagogical experience.
(Section 18, paragraph (3) No. 2 Childhood Education Act [KiBiz] in conjunction with the Agreement on Principles governing Qualifi- cations and Staffing Formulas according to Sec. 26 (2) No. 3 KiBiz
... the contractual working hours of ECEC center directors
North Rhine–Westphalia's financing system is based on per-child payments. Per-child payments include pro-rated funding for leader- ship time, amounting to 20 percent of the financial set-asides for staffing time in each case. Daycare center directors should be partly or fully released from the responsibility to lead their own group. (Section 18, paragraph (3) No. 2 Childhood Education Act (KiBiz) and the Annex to Sec. 19 KiBiz and Sec. 5 of the Agreement accor- ding to Sec. 26 (2) No. 3 KiBiz
Promoting Bildung – Ensuring Quality
ECEC center directors
Statewide regulations concerning staffing | NW June 2012
In cooperation with the research partnership between the German Youth Institute (DJI) and TU Dortmund University
174|175
In order to serve as an ECEC director in North Rhine–Westphalia, staff members must meet statewide requirements with regard to their formal qualifications. Directors must have expertise in social pedagogy and hold a degree in an approved field. An ECEC director must also have at least two years of relevant professional pedagogical experience. The per-child payments that underpin North Rhine–Westphalia's ECES funding system include pro-rated funding for leadership time, amounting to 20 percent of the financial set-asides for staffing time. However, the extent to which a provider must release ECEC directors from other duties is not defined. Rather, this funding regulation gives the provider the financial means to provide release time. Family service agencies or facilities that address critical social issues receive additional funding, which providers can also use to expand leadership time. Leadership of associated ECEC centers