During the InTrans project several in-service trainings on warm and inclusive transitions have been set-up in Italy, Slovenia, Finland and Belgium. Find out how these Training of Trainers could be milestones to have systemic change. We zoom in on the example of Italy where the in-service trainings is embedded in a broader movement to develop an integrated system 0-6 years.

(Part 1/2)

During the InTrans project several in-service trainings on warm and inclusive transitions have been set-up in Italy, Slovenia, Finland and Belgium. Find out how these Training of Trainers could be milestones to have systemic change. We zoom in on the example of Italy where the in-service trainings are embedded in a broader movement to develop an integrated system for 0-6 years old children.

(Part 2/2)

Local, regional or national policy makers could be inspired be your work and develop policy frameworks on transition and accordingly foresee finances. So the ECEC and primary school domains have a shared and common understanding why supporting transitions are important. Here you can find three examples in Scotland, Quebec and Brussels where policy makers of different domains created a shared framework.

(Part 1/2)

Local, regional or national policy makers could be inspired be your work and develop policy frameworks on transition and accordingly foresee finances. So the ECEC and primary school domains have a shared and common understanding why supporting transitions are important. Here you can find three examples in Scotland, Quebec and Brussels where policy makers of different domains created a shared framework. 

(Part 2/2)

On an international level, the Organisation for Economic Co-operation and Development (OECD) and G20 have been working on the issue of transitions between ECEC and primary school. Their insights and recommendations for national/regional/local policy makers can help you to stress the importance. Hereby you can read the Starting Strong report of the OECD report on and the G20 working group paper (specifically page 32-46) on transitions across the early years and primary school.

This inspiring example from Slovenia describes how a competent system can ensure high quality educational practice in both ECEC and primary schools. Since 2000 a national inter-institutional network has been developed, embedded in the idea of a professional learning community. This network is a guarantee for the transfer of examples of good practices between the participating institutions.