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Presentation Content$ Current doctoral research findings Women Foundation Degree Graduates Experienced Early Years Practitioners Graduate s Views - professional learning and practice Impact upon raising the quality of service Women s voices will be reflected throughout 4E  Early Years Sector Context$ rRumbold Report (1990) Inequality of educational provision for three and four year olds Recommends  High quality experience for children by highly qualified staff (1990:19) Qualifications of staff = Quality provision Children s Workforce Strategy (D.E.S. 2006) Graduate workforce Early Years Professional Status 4:P 3 " 2 Research Sample$ Sample 65 Graduates - 53% = 10  20 years 92% = Nursery Nurses, Teaching Assistants Traditionally a supportive role Female gender associated, childcare role Graduates  managerial, team leadership roles  The FdA has been life changing, I would not have got my job without it. (Graduate 2005) What were the significant components of FdA? |* PPPZPP.P[-H  {   Feminist Research Methodology$ Case Study FdA in Educare and Early Childhood D.E.S Early Years Sector-Endorsed Women s voices heard and  listened to (Kitzinger, in Seale et al, 2007) Questionnaires Unstructured Telephone Interviews Reflective Writing - Learning Journeysz.&'%X  H'"Xb     f   o Questionnaire Findings$ 137 = 65 respondents Key Outcomes of Foundation Degree Increased Professional Vocational Practice Increased Academic and Professional Knowledge Enhanced Employability Personal Development Lifelong LearningL8ZZZ!$  +Increased Professional Vocational Knowledge,,$+ Reflecting and reflective practice Work-based learning Professional practice being valued  In my nursery I used my knowledge to provide the best for the children but needed to know more to provide quality provision. I understood through reflection as it threads through practice and I have the skills and knowledge to modify my practice. (Interview 5)6Z 1!Z1  ,Reflective Practice and Work-based Learning--$,  Reflective practice extends your practice by questioning it. The  how and  why questions, reflecting and thinking how to change.  Work-based learning is about doing and learning. Reflective practice pulls you up another level to a different dimension. Both are on a similar theme. (Interview 10)2WBV  .Increased Academic and Professional Knowledge//$. VAcademic achievement Increased professional knowledge Specialised knowledge  I have more confidence, I can justify things. I have an enhanced knowledge. I have confidence in my own ability to say  this is what I think. I have confidence in what I do with children. (Interview 2).LZZM+   Women as Professionals$ View themselves as a professional contributing to Early Years sector Articulate their professional knowledge in meetings Discuss knowledge and practice with other professionals Share knowledge with others as mentors Challenge other professionals    Enhanced Employability$ 73% not in same job as at start of FdA Experience and expertise as an EY Practitioner being valued Progression in career Increase in pay D.E.S. Senior Practitioner role not recognised@'b/.#    Enhanced Employability$  The FdA is life changing. I was this person, a Nursery Nurse, the lowest of the low with no responsibility. The opportunity to go to university came along. I thought  I can t do it . By doing it, it gave me self belief. As a Nursery Nurse in a school I was not involved in any meetings. By doing the FdA it gave me confidence to apply for a Learning Mentors job as I had gained new skills. As a Learning Mentor I had more responsibility and I felt  I can actually do this . I got more respect from teachers. The Head Teacher really valued me as I was doing a degree. (Interview 12)(mlH  %  <  Personal Development$ Increased confidence Professional development  The FdA is about work. It s given me confidence. I seem to walk taller. It s a fantastic achievement. It gives you the confidence and the belief  I can do it . The opportunity came at the right time. I wanted something to challenge me. It helped me on the professional ladder. (Interview 6)2/Z0Z0/.4  '  Lifelong Learning$ ,74% progression BA level 6, professional awards, ITT  A climbing frame of qualifications (Pugh 2001:192)  I am now a qualified teacher and have got a permanent job in September teaching a Year 2 class. I have gone up the training ladder, the FdA was the first major step. (Interview 3)  The FdA has been a huge stepping stone, a door opened to progress further. (Interview 7)fZ&Z& Z:!Z]$H  8  ] %Contribution of the Foundation Degree&&$% All respondents viewed the FdA contribution to professional learning and practice To a great extent To some extent  It s been such a learning journey (Interview 1) ~SPP"-Po-P Pv % J.    The Developed Woman Practitioner!!$  Views herself as a professional Is recognised, valued and respected as a professional Is proud of her graduate achievement Demonstrates lifelong learning Has high self esteem Is a reflective practitioner Has broad, enhanced professional and specialised knowledge Is articulate in her knowledge and influences others Has increased her current and future employability Is working in leadership roles and is shaping emerging policy and practice She is a transformed and empowered woman practitioner Z 'Zone of Proximal Development (Vygotsky)(($ $.   Foundation Degrees integrate vocational and academic threads of learning in an award (QAA FD Benchmark, 2002) Through reflective work-based learning integrated with academic reading and research Foundation Degree graduates have reach their Zone of Proximal Development\VVJT Zone of Proximal Development$  The Foundation Degree is the rope to pull you up but you ve got you climb the rope yourself. (Interview 9)  The Foundation Degree has changed my life so much, without it I d still be a Nursery Nurse. The Foundation Degree is what you want it to be. If you want it to change you, it can. (Interview 12)"mll  Conclusion $  FdAs aim to  equip learners with the skills and knowledge relevant to their employment and the needs of the employers (QAA, 2002) A highly skilled workforce  Quality in education and care does not depend on government policy, purpose built schools or even money but what is decisive in determining this is the quality of the educators. (Abbott L, Rodger R, 1994: 2)  P!P P!PP"P PX" s  Conclusion $  This current research data shows: FdA graduates are higher qualified practitioners Emerging as a unique female workforce Through professional learning are raising the quality of service for children and families by leading and influencing others Implementing the Rumbold Report s (1990) recommendation Higher qualified staff = higher quality of service203FH#    S References and Contact Details$ Abbott L, Rodger R, (1994) Quality Education in the Early Years, Buckingham: Open University Press D.E.S. (1990) Starting with Quality: The Rumbold Report, London: H.M.S.O. D.E.S. 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