ERIC ED429736: Progress towards Licensing and Chartering Pacific Islands Early Childhood Centres in New Zealand.

65 Pages·1998·0.77 MB·English

by  ERIC

DOCUMENT RESUME
PS 027 605
ED 429 736
Mara, Diane L.
AUTHOR
Progress towards Licensing and Chartering Pacific Islands
TITLE
Early Childhood Centres in New Zealand.
New Zealand Council for Educational Research, Wellington.
INSTITUTION
ISBN-1-877140-46-5
ISBN
1998-00-00
PUB DATE
NOTE
66p.
NZCER Distribution Services, P.O. Box 3237, Wellington, New
AVAILABLE FROM
Zealand.
Research (143)
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*Certification; Day Care; *Day Care Centers; *Early
DESCRIPTORS
Childhood Education; Foreign Countries; Preschool Education;
Program Improvement; Young Children
Chartering Process; *Day Care Licensing; New Zealand
IDENTIFIERS
ABSTRACT
There has been concern in New Zealand about whether the
level and pace of licensing and chartering Pacific Islands early childhood
identified
centers (PIECCs) are sufficient to meet current needs. This study
obstacles to the attainment of licensed and chartered status as assessed by
key informants from agencies working with Pacific Islands Language Groups and
PIECCs, representatives of the national Pacific Islands early childhood
associations, and representatives of licensed centers or centers working
towards licensing. Findings indicated that agencies viewed funding as the
primary barrier; viewed national organizations and centers as becoming better
informed about early childhood education; and identified centers' almost
total reliance on government funding and ability to sustain licensed status
identified difficulties
as challenges. Pacific Island national associations
related to funding, parent involvement, and rapidly changing policies and
regulations; noted the importance of Pacific Island agency personnel; and
identified the challenge in providing further immersion in Pacific Island
languages. Key informants from PIECCs identified barriers and challenges,
including funding, relationships with families, and lack of qualified staff.
Differences between licensed and unlicensed programs included the ability to
extend services to all-day provision, ability to train and pay staff,
improved community status of the programs, and increased access to quality
services. (Four appendices include information on definitions of terminology
used by the Ministry of Education, interview questions, and feedback on the
draft report. Contains 19 references.)
(KB)
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U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
.14CENTER (ERIC)
This document has been reproduced as
eceived from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
o
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
PROGRESS TOWARDS
LICENSING AND CHARTERING
PACIFIC ISLANDS EARLY CHILDHOOD CENTRES
IN NEW ZEALAND
DIANE L MARA
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
.______?ekRA.Ns
.
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1
NEW ZEALAND COUNCIL FOR EDUCATIONAL RESEARCH
PROGRESS TOWARDS
LICENSING AND CHARTERING
CENTRES
PACIFIC ISLANDS EARLY CHILDHOOD
IN NEW ZEALAND
DIANE L MARA
New Zealand Council for Educational Research
Wellington
1998
3
New Zealand Council for Educational Research
P 0 Box 3237
Wellington
New Zealand
© NZCER, 1998
ISBN 1-877140-46-5
Distributed by NZCER Distribution Services
P 0 Box 3237
Wellington
New Zealand
4
11
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CONTENTS OF REPORT
I
EXECUTIVE SUMMARY
xi
Samoan
Tongan
I
xiii
Niuean
xiv
Cook Island Maori
I
xv
ACKNOWLEDGMENTS
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INTRODUCTION AND BACKGROUND
1
1
Rationale for This Study
2
The Current Situation
I
2
Licensed, Chartered PIECCs
2
Pacific Islands "Language Groups"
Children
2
Overall Early Childhood Enrolments of Pacific Islands
I
5
Summary of the Current Situation
5
Current Policies
I
5
Role of the Ministry of Education
9
PILGs
10
Limitations of the Study
I
13
METHODOLOGY
13
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Participants
13
Sample Groups and Individuals
13
Data Collection Methods
I
14
Analysis of Interviews
15
RESULTS AND FINDINGS
I
15
A: Key Informants from Agencies and Organisations
15
Roles of Agencies
15
1. The Ministry of Education
I
16
Early Childhood Development (ECD)
2.
17
The Education Review Office (ERO)
3.
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19
4. The New Zealand Qualifications Authority (NZQA)
19
Specialist Education Services (SES)
5.
20
Issues Raised by the Agencies
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20
Reported Successes
20
Challenges to Gaining Licensed Status
21
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Support from Agencies Themselves
22
Sources of Assistance
22
Future Challenges for Centres
I
23
Future Challenges for Agencies
1
5
iii
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24
Role of Pacific Islands National Early Childhood Associations
1
24
Pacific Islands Early Childhood Council Aotearoa (PIECCA)
1.
25
2. PIECCA Training
I
25
3. Te Punanga o te Reo Kuki Airani o Aotearoa Inc
25
4. A'oga Amata Training
26
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5. Kautaha Aoga Niue (KAN)
27
Association)
6. Utu Le lei (Tongan Early Childhood
Childcare Association
7. Te Tani Puna Ora o Aotearoa/New Zealand
27
(TTPOA/NZCA)
1
Pacific Islands Early Childhood and
8. Anau Ako Pasifika (AAP) (Home-based
28
Parent Support Intervention Project)
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29
i Aotearoa)
9. SA'ASIA (Sosaiete A'oga Amata Samoa
29
Childhood Organisations
Issues Raised by the Pacific Islands Early
29
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Achievements
30
Barriers and Difficulties
31
Some Other Issues
31
Factors That Assisted Licensing and Chartering
1
32
Future Challenges for the Associations
32
Unlicensed Centres
B: Key Informants from Licensed and
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32
Current Status of Sample
32
Barriers/Challenges
32
Pre-licensing
1
33
Post-licensing
33
Useful Supports and Services
34
and Unlicensed
1
Views on the Differences Between Being Licensed
34
Present and Future Needs
1
37
DISCUSSION
37
Main Issues Arising from the Study
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37
An Overview
38
Some Common Perspectives and Views
38
Some Differences in Perspectives and Views
39
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Views on Quality, Choice, and Access
41
Future Directions
41
Suggestions for Further Research
1
43
REFERENCES
I
45
APPENDIX 1: TERMINOLOGY
I
47
APPENDIX 2: LISTS
49
APPENDIX 3: INTERVIEW QUESTIONS
1
51
APPENDIX 4: FEEDBACK ON THE DRAFT REPORT
I
6
iv
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LIST OF TABLES
Rolls, and
Summary of Children of Pacific Islands Descent on Regular
1
Number of Centres, 1990-1997
3
Enrolment in Early Childhood Services of Children of Pacific Islands Descent
2
4
1 July 1987-1997
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EXECUTIVE SUMMARY
I
the level and pace of licensing
There has been concern from a number of sources about whether
(PIECCs) is sufficient to meet current
and chartering of Pacific Islands early childhood centres
I
provision. The process of
needs, given the present demand for access to quality early childhood
Pacific Islands parents and
licensing and chartering centres and its attainment is an indicator to
standards. Attainment of minimum
communities that groups have met Ministry of Education
1
day. Meeting licensing standards
acceptable standards is also important for the Government of the
be confident that an acceptable standard of education and care is
means the Government can
all interested parties and
available. It is of high economic, social, and educational interest to
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towards attainment of licensed and
stakeholders, that any obstacles impeding the progress
obstacles need to be addressed without
chartered status by PIECCs be identified. Such
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compromising the level of acceptable standards.
The current situation and policies
This study is an attempt to define this identification process.
and trained staff
requirements for the licensing of centres in terms of property
are outlined. The
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are described.
informants from all the agencies which
The participants of this study included not only key
and PIECCs, but also representatives of the
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work with Pacific Islands Language Groups (PILGs)
key individuals in the development and
national Pacific Islands early childhood associations;
already
and representatives of centres themselves that were either
support of PILGs and PIECCs;
currently working towards licensing.
licensed and could describe the process, or centres that are
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their respective roles in relation to
Key informants from agencies were asked to report on
the challenges centres
licensing PLECCs; the successes to date of their agency services or support;
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themselves could be more
faced in becoming licensed and chartered; and how the agencies
from the agencies included the
responsive and supportive in the licensing process. Main findings
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following:
implemented since 1989 and
All agencies acknowledged that policies and initiatives
chartered. Funding
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particularly since 1996 had resulted in more PIECCs being licensed and
the primary barrier to licensing and chartering, not only in
was seen by most agencies as
that meet health and safety requirements but also for
terms of buildings and facilities
professional development.
purchasing resources, employing staff, and undertaking ongoing
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becoming better informed
Agencies saw evidence that national organisations and centres are
about early childhood education.
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their commitment, hard
Parents and communities were paid tribute by several agencies for
and key role of the
work, and unwavering belief in the need for PIECCs. The supportive
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churches was also acknowledged.
associations, and
The quality of advice received by centres from a range of agencies,
chartering status.
individuals has contributed towards helping centres reach licensing and
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for licensed centres:
Informants in the agencies detailed what they saw as future challenges
reliance on ongoing Government funding to remain
concern for centres' almost total
compliance with legislative
viable, and for their ability to sustain licensed status and
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requirements, particularly in their first year of operation.
is timely, as has
Informants commented that a more precise focus on quality in PIECCs
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happened with other early childhood providers.
vii
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1
outline
The Pacific Islands national associations which were consulted for this study were asked to
chartering processes (including
their main contributions and involvements in the licensing and
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licensing and chartering processes;
training); the achievements of their associations; the barriers to
chartering; and lastly, to give their
the factors that have been of assistance to licensing and
perspectives and experiences from
opinions on the challenges for the centres in the future. Main
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the associations were:
The Pacific Islands associations acknowledged that there are now many more centres
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credibility and awareness
licensed and chartered. They noted the developing confidence in,
childhood education in their own
of, and information about, the importance of early
associations are continuing to
communities (although there is still further to go); that the
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(including not winning contracts or extra
be successful at keeping on despite setbacks
commitment required for
funding); and that, despite the immense time and resource
this status in very difficult economic times
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licensing and chartering, centres are achieving
for most Pacific Islands families and children.
that exist prior to licensing and
The associations identified a number of difficulties
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These included funding; fund-raising;
chartering, and after licensing, for groups and centres.
sustaining parent involvement and
adherence to regulations and requirements; gaining and
ongoing training, and professional
commitment; issues about property/premises,
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and policies and regulations.
development; receiving conflicting information from agencies;
rapidly associations feel it is hard to keep
In particular, policies and regulations change so
always consulted
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alone meet them. Some associations felt they were not
up with them, let
changes.
or considered in these
achieved what they have so far because
The associations reported that the centres have only
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total commitment by parents and
of the assistance and support they have received:
people to lead/manage
communities; trained and qualified Pacific Islands staff and support
levels; and the level of funding and
the process; committed and inclusive leadership at all
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support.
especially those who can speak Pacific
Having Pacific Islands personnel in the agencies,
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clearly, has also been of great
Islands languages and can explain the required processes
key informants from the
assistance. Despite the present and ongoing challenges, the
if many of the ongoing issues
associations reported that they anticipated a positive future
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Pacific
developed to address them, for example, to ensure that all the
are faced and strategies
co-operatively.
Islands associations stay viable, credible, and work together
Pacific Islands languageshow
Another challenge is reaching higher levels of immersion in
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of their provisions, and to define and work towards quality "for
to get quality in that aspect
ourselves, in our own terms".
I
asked to describe the barriers and
Key informants from licensed and unlicensed centres were
and services; the differences
challenges to licensing (both pre- and post-licensing); useful supports
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future needs.
between being licensed and unlicensed; and their present and
They identified similar main issues which included:
funding for premises and facilities
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working relationships with hosts/owners of premises
working with families to bring them along with the group
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lack of trained, qualified staff
9...
v.,
I
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initial lack of confidence when faced with all the requirements, regulations, and processes
of licensing and chartering.
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and unlicensed. Unlicensed centres
Centres reported significant differences between being licensed
contemplated what changes would occur when they became licensed and chartered. Differences
included:
I
early
Greater levels of awareness about learning, purposes, and direction by parents and
childhood educators.
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could give
The ability to extend service to all-day provision, so that when licensed they
better quality service to parents and children.
mentioned
Staff at licensed centres are trained and paid for their work (unlicensed centres
I
currently working for no pay
having trained and qualified staff in their group who were
which they thought was "not right").
of the parents and the
Several informants reported that "improved" status in the eyes
1
known to be "proper"
Pacific Islands communities was very important. Licensed centres are
of what is expected and
early childhood centres because they have clear guidelines
I
accountability to parents and the communities, which is very important.
children to quality
Several teachers mentioned increased access by parents, families, and
and chartered. The
early childhood education as an important outcome of being licensed
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of tasks that lie before them and their challenges and
centre informants described the kinds
needs for the future.
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of the issues, concerns, challenges,
A small-scale study such as this one has its limitations. Many
is important that a
and successes highlighted require further investigation and "unpacking". It
Pacific Islands early childhood
wider historical perspective be taken when the development of
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of licensing and
education is examined, and in particular when considering the processes
chartering Pacific Islands centres.
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Islands
Behind the data collected, however, and the work and commitment by all of the Pacific
realities of Pacific
communities and organisations, lies the context of the low socioeconomic
families and parents
Islands families and the very high cultural and educational aspirations these
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be
have for their children. The reported barriers to licensing and chartering in this study must
identified
placed in the context of these 2 key factorslow resources and high aspirationsif the
challenges are to be appropriately and effectively met by all the agencies, associations, centres,
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families, and communities involved in Pacific Islands early childhood education.
of
PIECCs are like many other early childhood providers in that they experience a turnover
I
families and children. As well, they are still a relatively new group of providers compared with
other early childhood education services which have a longer history of involvement and
and
experience upon which to draw. This study reveals how, through funding, resourcing,
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networking agencies and organisations, this experience is growing.
The licensing and chartering processes are facilitated by a number of different agencies (and
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different sections of these agencies) and organisations. Because of these complexities, only a very
small number of individuals have a complete overview of all PIECCstheir programmes,
challenges, and aspirations for the future. Themes arising from this study indicate that more
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effective communication of information and co-ordination would probably ameliorate this lack
of overview.
It needs to be remembered that current ongoing policy changes, links between research and
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