When should we learn from the example of others? My view is that in today's complicated world, looking beyond our own experiences and boundaries is essential. A case in point is the comparative work of the Paris-based Organisation for Economic Co-operation and Development (OECD). Last week it launched a report, Starting Strong II, in Reggio Emilia in Italy (News, 28 September). It summarises the lessons to be learned about early childhood education and care (ECEC) from 20 countries, including Europe, North America and Australia.
OECD reports have a high reputation. Their thorough statistics on educational performance across countries are usually taken seriously by education ministers, policymakers and the press as an international benchmark.
The OECD ECEC teams carried out visits and analysed data in each of the 20 countries for Starting Strong II. The UK was reviewed early on, when many of the current reforms were just beginning, and the review recognised that policies were in a state of flux and considerable efforts were being made to develop provision after a period of neglect. But it queried whether starting school at age four was appropriate, and expressed concern about levels of assessment and regulation.
Using current figures, the report ranks countries according to a number of criteria such as parental leave and ECEC expenditure. This suggests that the UK performs less well than might be expected and has, still, especially high levels of child poverty. Does this matter? It suggests at least there is nothing inevitable or incurable about our situation.
Starting Strong II recommends substantial public investment; coherent and systematic policies; a participatory approach to quality assurance; an effort to reduce child poverty; appropriate training and working conditions for staff; and a universal approach to access - less possible in countries like the UK, where there is a large private sector.
Most of the Government representatives present at the launch agreed to continue the work and contribute to an OECD ECEC Network. No word, so far, from the DfES! No-one is suggesting that we slavishly adopt policies and practices from elsewhere, but surely we should welcome such a useful lens on what we do.
Helen Penn is professor of early childhood studies at the University of East London