full coverage of children aged between 3 and 7 years, as well as encouraging the
Introduction of new learning/training approaches in the activity of PEI. Build
methodical work so that the child is at the centre of the learning process. The top priority
by doing so, should be gaining positive experience from the first contact with learning;
Continuous development of PEI specialists. Taking into account the fact that college
graduates represent the majority of current PEI staff, to make a continuous vocational
development of preschool specialists an important sub-sector priority. Organize such
work under the guidance of Institute for in-service training of preschool staff, relying on
both traditional courses of professional development at the institute (with maximum
consideration of the students' own interests), and stimulating PEI transformation into
learning organisations. At the same time using alternative forms of encouraging further
professionalization, for example, through tandem training, organization of mentoring
(coaching) in the workplace, paid time for self-education, and more active introduction
of ICTs;
Transformation of regional and district preschool departments / divisions.
Changing the approach to the work of regional and district departments / division of
preschool education for their transition from structures with supervisory functions to the
structures that provide support (modelled on resource centres) to the further
professional development of PEI staff;
Organization of awareness-raising campaign that enhance awareness of the
general public (especially young parents) on the importance of preschool education.
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