POLICY QUESTIONS
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What policies are needed to foster a shared understanding of the child, learning and knowledge so as to create a strong and equal partnership between ECEC and primary schooling?
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How can the ‘schoolification’ of ECEC programmes be avoided?
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How can adequate resources be assured for the critical early years?
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How can expectations of ECEC and schools best be negotiated among schools, early childhood provisions, families and communities, including putting in place clear lines of communication?
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In constructing successful transitions, what is the contribution of professional leadership, at both early childhood and primary phases?
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What would be the implication of seeing schools and ECEC provisions as ‘hubs’ of child rights, linked to all other parts such as health care, nutrition, birth registration, child protection measures and so forth?
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