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r aziskovanje v vzgoji in izobr aževanju: digitalizacija vzgoje in izobr aževanja ...
or top-level authorities. The study also attempted to provide representative
information on regional regulations in countries where regions or com-
munities have competence in most ECEC areas (i.e., for Spain: Comuni-
tat Valencia and Castilla y Leon). In cases where certain ECEC areas were
not covered by central or top-level regulations or recommendations, docu-
mented information on the most common practices was provided.
2.2 Instrument
We prepared the questionnaire (Vidmar et al., 2020) specifically designed
to support the aims of the project. The NEMO questionnaire consisted of
an introduction, explanatory notes for the partners, and questions in an
open-answer format. The themes addressed in the questionnaire mainly
focused on the curricula for the ECEC staff. We inquired about the main
ECEC setting(s), staff categories, required education level and the curricu-
la in the core staff initial training. Lastly, questions concerned the contin-
uing professional development, specifically, we asked them about the: (i)
status of CPD for the ECEC staff; (ii) types of CPD available; (iii) CPD pro-
vider/s; and (iv) specific training for children with special education needs
(i.e., ASD).
2.3 Procedure
The NEMO questionnaire was distributed to one partner representative per
country, with a four-month deadline. The questionnaire was sent in Word
format via email to allow for unrestricted answers without the limitations
imposed by character limits common in online surveys. Additional clarifi-
cations were provided via email as needed. Answers were analysed by two
researchers from Slovenia and Italy.
3. Results
We present the results in two sections. First, we present the background in-
formation from the participating countries. Second, we provide data about
CPD in the selected countries, with an additional focus on ASD-focused
CPD. The great majority of the data provided presents the answers from ex-
perts completing the NEMO questionnaire, while certain additions and ex-
planatory notes are drawn from the Eurydice report (European Commis-
sion/EACEA/Eurydice, 2019).
116
or top-level authorities. The study also attempted to provide representative
information on regional regulations in countries where regions or com-
munities have competence in most ECEC areas (i.e., for Spain: Comuni-
tat Valencia and Castilla y Leon). In cases where certain ECEC areas were
not covered by central or top-level regulations or recommendations, docu-
mented information on the most common practices was provided.
2.2 Instrument
We prepared the questionnaire (Vidmar et al., 2020) specifically designed
to support the aims of the project. The NEMO questionnaire consisted of
an introduction, explanatory notes for the partners, and questions in an
open-answer format. The themes addressed in the questionnaire mainly
focused on the curricula for the ECEC staff. We inquired about the main
ECEC setting(s), staff categories, required education level and the curricu-
la in the core staff initial training. Lastly, questions concerned the contin-
uing professional development, specifically, we asked them about the: (i)
status of CPD for the ECEC staff; (ii) types of CPD available; (iii) CPD pro-
vider/s; and (iv) specific training for children with special education needs
(i.e., ASD).
2.3 Procedure
The NEMO questionnaire was distributed to one partner representative per
country, with a four-month deadline. The questionnaire was sent in Word
format via email to allow for unrestricted answers without the limitations
imposed by character limits common in online surveys. Additional clarifi-
cations were provided via email as needed. Answers were analysed by two
researchers from Slovenia and Italy.
3. Results
We present the results in two sections. First, we present the background in-
formation from the participating countries. Second, we provide data about
CPD in the selected countries, with an additional focus on ASD-focused
CPD. The great majority of the data provided presents the answers from ex-
perts completing the NEMO questionnaire, while certain additions and ex-
planatory notes are drawn from the Eurydice report (European Commis-
sion/EACEA/Eurydice, 2019).
116
