让利益攸关方参与进来,为幼儿教育和课外保育方面的政策制定提供信息

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Fay Hadley, L. Harrison, Leanne Lavina, L. Barblett, Susan Irvine, Francis Bobongie-Harris, Jennifer Cartmel
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引用次数: 0

摘要

为确保决策的民主性,政府越来越重视和采用参与策略,以确保对决策过程的信任和对决策结果的自主权。本文介绍了让幼儿教育与保育(ECEC)和校外保育(OSHC)利益相关者参与澳大利亚国家认可学习框架(ALFs)的同步化和更新所采用的方式方法:归属、存在和成为:澳大利亚幼儿学习框架(EYLF)和我的时间我们的地方:学龄儿童保育框架》(MTOP)。强有力的利益相关者参与战略的理论基础,确保了开发出一系列方法,与澳大利亚幼儿保育和教育以及职业安全和健康中心的利益相关者进行沟通,并鼓励他们的参与,这些利益相关者广泛定义为经批准的提供者、教师、教育工作者、家庭、儿童和青少年、监管机构以及提供支持和建议的其他专业人员。为了收集提供、工作、使用、参加或支持幼儿保育和教育及/或职业安全和健康教育机构的利益相关者的见解、回应和观点,我们采用了一种混合方法,按顺序设计了三个阶段。利益相关者的反馈包括调查评分和书面意见、焦点小组和小组讨论、教育工作者的文件和视频日记,以及儿童和青少年的写作、谈话和绘画。评估方法侧重于利益相关者反馈的数量、多样性和深度。最后,我们反思了我们的参与式参与方法在为政府政策制定和决策提供信息方面的作用、益处、局限性和有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engaging stakeholders to inform policy developments in early childhood education and outside school hours care
The application of engagement strategies to ensure democracy of decisions is increasingly valued and adopted by governments to ensure trust in the process and ownership of the outcome. This paper describes the approach and methods used to engage early childhood education and care (ECEC) and outside school hours care (OSHC) stakeholders in the contemporizing and updating of Australia’s national Approved Learning Frameworks (ALFs): Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) and My Time Our Place: Framework for School Age Care (MTOP). Theoretical underpinnings of a robust stakeholder engagement strategy ensured a range of methods were developed to communicate with and encourage participation by the diversity of stakeholders who are invested in ECEC and OSHC in Australia – broadly defined as approved providers, teachers, educators, families, children and young people, regulatory authorities and other professionals who provide support and advice. A mixed-method, sequential 3-Stage design was developed to gather the insights, responses, and perspectives of stakeholders who provided, worked in, used, attended, or supported ECEC and/or OSHC settings. Stakeholder feedback included survey ratings and written comments, focus group and panel discussions, educator documentation and video-diaries, and the writings, talking, and drawings of children and young people. Evaluation methods focus on the number, diversity, and depth of stakeholder responses. In conclusion, we reflect on the usefulness, benefits, limitations, and effectiveness of our approach to participatory engagement to inform government policy development and decision making.
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来源期刊
Frontiers in Education
Frontiers in Education Social Sciences-Education
CiteScore
2.90
自引率
8.70%
发文量
887
审稿时长
14 weeks
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