Reforming Inspection of Childcare Provision: Lessons from Israel

Abstract

This study explores the impact of transitioning from structural quality to process quality in the regulation of Early Childhood Education and Care (ECEC) for children aged birth to 3 years on the professional identity of inspectors. The research centers on a pilot program led by the Day Care Division at the Ministry of Welfare in Israel, which aimed to reform the inspection of day care facilities in the country. The methodology involves conducting 24 interviews with day care inspectors who participated in the pilot program, tracing their evolving understanding of their professional identity and their adaptation to the new regulatory model. The study's findings reveal that inspectors' professional identity comprises five key aspects: source of authority, inspection methods, superintendent's skill set, role perception, and their perception of the regulated entities. Inspectors are compelled to redefine their professional identity in response to changes in the regulatory model. In conclusion, this research underscores the intricate nature of inspectors' roles during periods of regulatory transformation. Shifting toward a process-oriented ECEC regulation necessitates the development of a new professional identity for inspectors. This shift presents them with heightened ethical dilemmas and exposes them to the risk of regulatory capture.