TALIS Starting Strong 2024 Fact Sheet
- Long title
- Frequency of data collection
- Previous cycles
- Schedule
- Objectives
- Research questions
- Assessment domain(s)
- Study framework (summary)
- Participating entities
- Target population and sample (summary)
- Data collection techniques and instruments (summary)
- Initiator
- Study director(s)
- Study website(s)
- Contact
- Related studies
- Sources
Long title
Starting Strong Teaching and Learning International Survey 2024
Frequency of data collection
Every 6 years
Previous cycles
2018
Schedule
- 2021–2024: concept paper and framework development
- 2021–2022: instrument development
- 2022 (February–March): pilot study
- 2023 (February–March): field test (NH and SH countries)
- 2024 (February–April): main data collection Northern hemisphere schedule countries
- 2024 (June–August): main data collection Southern hemisphere schedule countries
- 2025 (October): release of TALIS core international report, technical report, and user guide
- 2025 (December): release of TALIS Starting Strong international report, technical report update, user guide update
Objectives
- Provide robust international indicators and policy-relevant analysis on early childhood education and care (ECEC) staff and their leaders and the ECEC settings where they work in a timely and cost-effective manner.
- Help countries review and develop policies that promote conditions for effective ECEC.
- Provide the opportunity to compare systems facing similar challenges and to learn about different policy approaches and their impact on ECEC environments.
Research questions
- What pedagogical practices are used by ECEC staff?
- How do staff support children’s development, well-being, and learning?
- How do staff and leaders adapt practices to children’s individual needs and different family backgrounds?
- Do children from different family backgrounds experience a similar quality of development, well-being, and learning environments?
- Are staff prepared to address the needs of an increasingly diverse child population?
- What are staff beliefs around issues relating to equity and diversity in ECEC settings?
- How are ECEC staff trained?
- What are the barriers and facilitators of staff professional development?
- How satisfied are ECEC staff with their profession?
- How do ECEC staff describe their well-being and sources of stress?
- Who are the ECEC staff in participating countries/subnational entities?
- How do the personal characteristics of staff (e.g., demographic background, initial training and professional development, employment status, level of experience) compare?
- What types of settings do ECEC staff work in?
- How do these settings and working environments compare?
Assessment domain(s)
No assessment
Study framework (summary)
The conceptual framework of TALIS Starting Strong 2024 builds on foundations established in 2018 and links the survey focus areas and policy questions to existing knowledge.
Key themes in the framework include
- Staff practices with children
- Staff and leader education
- Professional development
- Well-being and job satisfaction
- Employment and intent to stay in the profession
- Diversity in ECEC settings
- Providing comprehensive child supports
- Fostering competent settings
- The use of digital technologies to support staff and leaders
Participating entities
- 15 countries/territories with population of ECEC settings with ISCED level 02 staff and leaders: Chile, Colombia, Denmark, Finland, Flemish Community of Belgium, Germany, Ireland, Israel, Japan, Morocco, New Zealand, Norway, Spain, Sweden, Türkiye
- 7 countries/territories with population of ECEC settings with children under age 3 (U3): Canada (New Brunswick and Quebec), Flemish Community of Belgium, Germany, Ireland, Israel, New Zealand, Norway
Target population and sample (summary)
Target population
- Staff and the leaders working in ISCED Level 02 preprimary education
- Staff and the leaders working in registered ECEC settings for children under age 3
Sample
180 centers for each population of interest (ISCED level 02 and settings for children under age 3)
Data collection techniques and instruments (summary)
One leader questionnaire, one staff questionnaire and two combined questionnaires (a main version and a short version) delivered online or on paper, or both
Initiator
Study director(s)
Study website(s)
Contact
Elizabeth Shuey
OECD Starting Strong Teaching and Learning International Survey
Postal address
OECD TALIS Starting Strong
2 rue André Pascal
75775 Paris Cedex 16
France
E-mail: StartingStrongSurvey@oecd.org
Phone: +33 1 45 24 82 00
Fax: +33 1 45 24 85 00