Accounting for Quality in Australian Childcare: A Dilemma for Policymakers

Autor/inn/en	Ishimine, Karin; Tayler, Collette; Thorpe, Karen
Titel	Accounting for Quality in Australian Childcare: A Dilemma for Policymakers
Quelle	In: Journal of Education Policy, 24 (2009) 6, S.717-732 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Early Childhood Education; Quality Control; Foreign Countries; Educational Policy; Policy Analysis; Educational Quality; Institutional Evaluation; Politics of Education; Child Care; Educational Improvement; Theory Practice Relationship; Audits (Verification); Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitätskontrolle; Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Quality of education; Bildungsqualität; Educational policy; Kinderfürsorge; Kinderbetreuung; Teaching improvement; Unterrichtsentwicklung; Theorie-Praxis-Beziehung; Australien
Abstract	This paper examines Australian policy on quality for early childhood education and care (ECEC). It investigates the existing national quality assurance system, Quality Improvement and Accreditation System (QIAS) and its application in childcare centres. However, Australia's recently elected federal government has shown enormous interest in improving quality in ECEC with implications for policy change. While international research emphasises the importance of process quality Australian policy and practice has focused on structural quality. Further, ambiguity exists in defining quality in ECEC exacerbated by a dearth of Australian research. Five limitations of the current structural-based QIAS were identified based on international and national research. The paper argues for an urgent need to address the limitations of policy on quality childcare which should be driven by evidence-based process quality. (Contains 1 note and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10