Early Childhood Education Strategic Plan Terms of Reference

Terms of Reference for the development of a Strategic Plan for Early Childhood Education

Preamble

• The government is committed to the development of a strategic plan for early childhood education. The purpose of the plan is to provide strategic goals and a framework for policy that will give stability to the sector as to the future direction of early childhood education in New Zealand.

The government's broad early childhood education aims are to:

• improve access to, participation in and quality in early childhood education; and
• Close the Gaps in participation in quality early childhood education between Mäori and non-Mäori, and Pacific and non-Pacific children. 

Treaty of Waitangi

• The strategic plan working group is to recognise that the Crown and Mäori have a special relationship through the Treaty of Waitangi, and to use structures and processes aimed at enhancing this relationship.

Guiding principles

The strategic plan working group is to:

• develop a plan that recognises the educational needs of children in the context of whänau/family development as paramount;
• consult with a wide range of relevant parties, paying particular attention to underrepresented populations
• identify and take into account relationships between government policy in early childhood education and other government policy goals, particularly those in education, labour market, health, welfare and Closing the Gaps policies; and

Key Tasks to be achieved by Strategic Plan Working Group

The strategic plan working group is to:

• develop a 10-year strategic plan to fulfil government's broad aims for early childhood education that contains strategic goals and a framework for policy for early childhood education;
• advise, in a responsible manner, on the implementation and resourcing of the strategic plan for early childhood education;
• develop three strands: Mäori, Pacific and "mainstream" in preparing the plan that are later woven together in the final report. Issues for Mäori and Pacific children and their families in both "mainstream" and language-immersion services should be addressed;
• harmonise the goals and strategies for Mäori children with those contained in 'Whakaaro Mätauranga' and those which arise from the Ministry of Education's Hui Taumata;
• harmonise the goals and strategies for Pacific children with those contained in 'Ko E Ako 'a e Kakai Pasifika';
• develop and implement a consultation process to facilitate the involvement of the following in the development of the strategic plan for early childhood education:
  • the early childhood sector;
  • Mäori and Pacific communities;
  • "unrepresented interests" (communities - geographic and population-based - that have little access to early childhood education, and providers not represented by national organisations);
  • rural groups;
  • parents;
  • the school sector; and
  • training and professional development providers.

  The process should include Ministry of Education mechanisms and other approaches that will be effective in reaching the relevant groups;

  • address issues to do with barriers to participation and/or access for communities that are underrepresented in early childhood education services(when compared with the rate of the general community);
  • focus on closing the gaps between Mäori and non-Mäori, Pacific and non-Pacific children in early childhood education;
  • identify barriers to access to culturally appropriate services for Mäori and Pacific children and their families, including the responsiveness of "mainstream" services to these communities;
  • examine issues related to quality early childhood education and recommend approaches to improving quality. The role of providers of teacher training, registration and the Education Council may need to be considered;
  • advise on how government agencies and mechanisms could be used to progress the strategic goals for early childhood education; and
  • report on progress to the Ministry of Education about every 6 weeks, present a draft report to the Minister of Education for his consideration by April, 2001, and prepare a final report by the end of August 2001 for consideration by the Minister of Education and Cabinet.