ECEC workforce structures and challenges: Continuity and change in the case of Italy

The Italian ECEC system has been experiencing a period of significant change and debate on the early years workforce and professionalism issues due to recent policy reforms and initiatives related to EEC staffing. As part of a wider European project on workforce profiles (SEEPRO-R), this study aims to identify key early childhood workforce issues in Italy. It builds on previous research conducted on the early years workforce (Mantovani in Oberhuemer et al., 2010, Oberhuemer, 2012). Informed by national and international documents and research (CoRe, 2012, Jensen et al., 2015), the study focuses on the education and workforce conditions of the Italian early years' staff. Framed within a descriptive paradigm, it draws on a documentary analysis approach (Atkinson & Coffey, 2004). Since data are based primarily on research evidence and policy documents available in the public domain, the main ethical issues relate to a rigorous selection of sources. Findings highlight critical issues regarding the professional profile of those working in the ECE sector, and the need to promote a perspective of educational continuity across the early childhood sector by investing in a sustainable standard of continuing professional development opportunities. Within the scenario of the newly integrated 0-6 system, ECE staff will also need to face the challenge of an increasingly diverse intercultural and complex society requiring inclusive practices. On the basis of the key critical issues emerging from the study, policy implications will be drawn related to ECEC staff professionalisation and quality improvement