Similarly, Denmark envisages more and better coherence in the initial training and education of teachers and ECEC staff. This common approach will ensure both consistency as well as better cooperation opportunities between ECEC and school (see Chapter 3). Working teams, however, do not always guarantee co-operation (as noted in the Swedish inspectorate of schools report (Swedish Schools Inspectorate, 2015)). The same professional jealousies and lack of understanding described above can obstruct co-operation, even within working teams.