Download - UNESCO Bangkok
Download - UNESCO Bangkok Download - UNESCO Bangkok
EFA Goal One: Expanding Early Childhood Care and Education 212.3 Examples of High Quality ECCE Indicators at the CountryLevel●●●●●●●●●The existence of an ECCE policy framework. In Mongolia, for example, theECCE policy is integrated in formal schooling with the collaboration of theministries of Education, Social Welfare and Labour.A Child Development Index that measures cognitive, social motor, health andnutrition status of children like the one in the Philippines.Class size or child-caregiver ratio and instructional hours.Number of trained teachers and care providers with emphasis on quality basedon qualifications and training.Quality of physical facilities and learning materials and the availability andquality of resources/support materials.Proper training (pre-service, in-service) for teachers, care providers andparents/guardians.Access, especially for children in remote areas.School readiness index. The improved preparedness and readiness of childrenfor primary education resulting to an increase in primary school enrolment,retention and completion rates and decline in drop-out rates, i.e. higherpercentage of children moving on to Grade 1 from pre-primary schools/centres.Improved health of children. In India, Pakistan, Bangladesh, Bhutan, Nepal,Afghanistan and the Maldives, pregnant women and lactating mothers arecovered in the ECCE policy.2.4 Groups of Children Who are Vulnerable and Disadvantaged●●●●●●●●Children with disabilities and special needsChildren living in isolated islands and remote mountain areasMigrant children including children who are migrating with their parents to urbancentresChildren from minority/ethnic groups, hill tribes, nomadic groups, different castesGirls, especially those burdened with sibling careChildren from poor households, including those from families in poverty-strickenareas and urban poor children like street children and child labourers.Children in conflict-affected areas/children of refugees, displaced children whoare either victims of natural calamities or conflictChildren with HIV/AIDS or whose parents have HIV/AIDS, leprosy, etc.Education for All: Reaching the Unreached
22 EFA Mid-Decade Assessment●●●●OrphansAbused childrenChildren who speak a language other than the language used in classroominstructionAnd other children who are neglected/forgotten by modern societies/communities2.5 Recommendations of Policies and Reforms that willContribute to Improving ECCE in CountriesParticipants stressed the importance of countries instituting their respective ECCEpolicies that will set the standards for early childhood care and development andprovide a quality assurance framework, ensuring that all private and public ECCEproviders follow and meet standards. In Pakistan, for example, there is no official statepolicy for ECCE.Governments should also take the lead in regulating the ECCE sector, setting a ceilingfor fees private ECCE providers charge and ensure that rural areas are not neglected.Participants from Afghanistan and Bangladesh suggested that public institutions andNGOs should ensure everyone has access to ECCE centres so that family income willnot be a hindrance.The official policy should also promote inclusive education, address equity issues andprovide legislation for child protection, survival and development. Participants fromMongolia recommended that children with disabilities and special needs be included in“regular” ECCE programmes. The MoE should form a unit that will be responsible forthis.National ECCE plans should be localized to involve the community and allstakeholders. Governments should allocate greater resources to ECCE.Coordination among government agencies, NGOs and the private sector involved inECCE should be improved by adopting a multisectoral and holistic approach. Morepublic and private sector partnerships in the field of ECCE should also be developedand communities mobilized.Other recommendations to improve ECCE in countries are:●●Develop a standard definition for a Child Development Index with, for example,UN organizations, the WHO etc., taking the lead.Use a family-based approach by getting parents and families involved andincluding them in trainings to ensure sustainability and continuity of ECCEprogrammes.Education for All: Reaching the Unreached
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22 EFA Mid-Decade Assessment●●●●OrphansAbused childrenChildren who speak a language other than the language used in classroominstructionAnd other children who are neglected/forgotten by modern societies/communities2.5 Recommendations of Policies and Reforms that willContribute to Improving ECCE in CountriesParticipants stressed the importance of countries instituting their respective ECCEpolicies that will set the standards for early childhood care and development andprovide a quality assurance framework, ensuring that all private and public ECCEproviders follow and meet standards. In Pakistan, for example, there is no official statepolicy for ECCE.Governments should also take the lead in regulating the ECCE sector, setting a ceilingfor fees private ECCE providers charge and ensure that rural areas are not neglected.Participants from Afghanistan and Bangladesh suggested that public institutions andNGOs should ensure everyone has access to ECCE centres so that family income willnot be a hindrance.The official policy should also promote inclusive education, address equity issues andprovide legislation for child protection, survival and development. Participants fromMongolia recommended that children with disabilities and special needs be included in“regular” ECCE programmes. The MoE should form a unit that will be responsible forthis.National ECCE plans should be localized to involve the community and allstakeholders. Governments should allocate greater resources to ECCE.Coordination among government agencies, NGOs and the private sector involved inECCE should be improved by adopting a multisectoral and holistic approach. Morepublic and private sector partnerships in the field of ECCE should also be developedand communities mobilized.Other recommendations to improve ECCE in countries are:●●Develop a standard definition for a Child Development Index with, for example,UN organizations, the WHO etc., taking the lead.Use a family-based approach by getting parents and families involved andincluding them in trainings to ensure sustainability and continuity of ECCEprogrammes.Education for All: Reaching the Unreached
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