Erasmus + KA2
Early childhood education and care should be at the centre of a radically new approach to continuing training with a stronger European dimension. Contrary to teachers belonging to higher educational levels (primary and secondary), the training of teaching staff in ECEC is to a great extent linked to local or national offer based on clear cut separation between initial education and in-service training.
As highlighted in European Education and Training 2020 “participation of all ECEC staff in high quality initial education and training, and continuing professional development (CPD) programmes is key to improving the quality in ECEC provision” however, most of the offer has mainly a local dimension and focus on the way in which they are designed.
The consortium believes there is need of radically new approach putting the European dimension of continuing professional development of ECEC staff at the centre. There is the need to rethink in-service training paths of ECEC staff in a European perspective where knowledge and experiential learning for the improvement of their professional skills are acquired not only locally but rather in a combination with a set of high-quality activities tailored at European level.
The General Objective of the project is to develop and spread an innovative approach to ECEC staff training based on a European in-service continuing education.
The specific objectives are:
Specific Objective 1: To create a transnational CPD competence curriculum for ECEC professionals;
Specific Objective 2: To develop a set of new training contents and courses for multiple target groups;
Specific Objective 3: To strengthen the European dimension of ECEC staff training through the development of a training approach based on transnational mobility.
The INTEC project brings together partners across Europe through a series of transnational meetings, seminars, and training activities aimed at strengthening the professional development of Early Childhood Education and Care (ECEC) staff.
The project officially started with the first transnational meeting in Vänersborg (Sweden) on 5–6 December 2023. This initial gathering marked the launch of the project activities and allowed partners from Italy, Spain, Belgium, Latvia and Sweden to exchange experiences and align on the project’s objectives. A key focus was the development of the training curriculum for ECEC staff, building on existing in-service training practices. Participants also explored the Swedish preschool system, including a study visit to a preschool under construction developed through a participatory process involving educators, stakeholders, and children.
The second transnational meeting took place in Parma (Italy) from 17 to 19 September 2024 and focused on the development of the training course contents. Partners worked collaboratively on shaping the upcoming training seminars, addressing key thematic areas such as sustainability, internationalisation, family participation, inclusion, and STEAM education.
The third coordination meeting was held in Liepaja (Latvia) on 30 September and 1 October. During this meeting, partners reviewed the progress of the project and evaluated the training courses across the five core modules. Discussions also focused on finalising the European curriculum and developing a shared job shadowing model to support continuous professional development.
A key milestone of the project was the co-design seminar held in Vic (Spain) from 13 to 15 February 2024. Hosted by the Universitat de Vic, the seminar brought together more than 30 participants from five countries.
The seminar focused on identifying learning needs and co-designing the structure and contents of the European curriculum for continuing professional development (CPD) in ECEC. Through collaborative sessions and knowledge exchange, partners worked on defining the thematic areas that would guide the training activities:
The project includes several training opportunities designed to strengthen the competences of ECEC professionals.
Among these, the INTEC Winter School for Pedagogical Coordinators, held in Brussels, represented a key moment of intensive learning and exchange. Over four days, participants engaged in lectures, workshops, and study visits, exploring core themes such as diversity and social justice, collaboration with families, internationalisation, curriculum development, and sustainability in education.
The Winter School also provided a space for peer learning and networking, allowing participants to reflect on their practices, share experiences, and build stronger connections at the European level.
The European Union has been working for years to enhance the quality of educational services and provide a general framework for quality criteria.
Among these criteria, having a well-qualified and trained staff is one of the key factors for ensuring high-quality ECEC services. We propose the first in-service training curriculum model with a truly transnational European approach, as it has been developed through dialogue, discussion, and the exchange of best practices among partner countries. This makes it a shared and collaborative effort that goes beyond national borders.
Moreover, this curriculum places a strong emphasis on the dimension of pedagogical journeys (Erasmus+ and partnerships – you know this part better) as a fundamental element for teachers’ professional development today.
As part of its commitment to high-quality in-service training, the INTEC project developed an innovative programme for Early Childhood Education and Care (ECEC) professionals. The training is centred around five key themes identified by the project partners as essential for today’s educators:
The course aims at recognising the importance of Continuous Professional Development (CPD) in Early Childhood Education and Care (ECEC) in ensuring high-quality learning environments and positive outcomes for young children.
It involves ongoing training, reflective practice, and skill enhancement that enable educators to stay current with research, pedagogy, and regulatory requirements.
During the winter course in Brussels a narrative collaborative learning environment is used to open up on the essentials of family participation, diversity & inclusion, environmental sustainability, STEAM and internationalization in early childhood education.
Headmasters, managers, coordinators and other educational professionals in ECEC.
