Counsellor
Claude Bodeving (1965) completed a five-year master degree in Psychology at the University of Vienna in Austria. He has been employed at the National Youth Service, an administration within the Ministry of Education, Children and Youth, since 1998. His area of expertise covers the conceptualisation of non-formal education. He served as a member of the Council of Europe working groups on non-formal education for a number of years. He helped set up the quality framework that was then implemented in the childhood education and care services and youth centres of the Grand Duchy of Luxembourg. He co-ordinated the design of the national reference framework and has written several chapters on the principles and characteristics of non-formal education. Since 2020, he has carried out training courses on non-formal childhood and youth education for trainees on a regular basis.
Employee
Annie Flore Made Mbe (PhD) began her career at the University of Luxembourg, where she completed her PhD on family language policies and multilingualism in 2016. In 2018, she joined the Department of Adult Learning, within the Ministry of Education, Children and Youth, where she worked as an assistant project co-ordinator on family learning. She currently works for the Department of Early Childhood Education, under the same ministry, and is engaged in projects related to early multilingualism and early childhood education and care. Her experience covers the area of family language policy, multilingual education, adult education and vocational training.
The fact that children are increasingly cared for out-of-home in the daytime is having an impact on the growing institutionalisation of the early phases of childhood. Since the implementation of the Youth Law in 2016, developing and promoting the quality of non-formal education in the early childhood sector in Luxembourg has been one of the government’s priorities. A framework was introduced to set quality standards in order to harmonise childcare and educational practices and to ensure that education is inclusive and accessible for all. This chapter outlines the development of the non-formal education sector and highlights the mechanisms that have been put in place to develop quality. The national reference framework for instance, describes the fundamental educational objectives and the implementation of the plurilingual education programme. It also implies that the external follow-up is carried out by regional agents whose aim is to assess the written guidelines of the services and to provide long-term support for the progress of educational quality within these services.
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