Comparative study of the transition from Early Childhood to Primary Education in the European Union

Abstract

The transition from Early Childhood Education (ECE) to Primary Education (PE) has as fundamental agents: the students, the families and the teachers. This study seeks to analyse the initial and ongoing training of teachers in both stages in different European countries. The methodology used was a documentary analysis, analysing ten countries of the European Union. The results with respect to initial teacher training show that the level of training in most countries is the same in ECE and PE. However, there are differences in the years of training duration at both stages and between the different countries. In the case of lifelong learning, it is compulsory in only four countries. Incentives vary locally in the Nordic countries. Southern EU countries receive incentives such as time compensation, promotion options or transfer points (mobility). On the other hand, there are those countries that do not make training compulsory but reward it. In conclusion, among teachers there is no equal level of training between countries. Neither does it exist in the same duration for the same studies. The most common thing is that within the same country the same level of training is given between the two stages, in those countries in which it is not equal. PE always means more years of training. Therefore, the level of initial teacher training in each country is not related to belonging to IE or PE. Lifelong learning is not usually compulsory in the EU, but there is usually an incentive.