World Conference on Early Childhood Care and Education WC ECCE 27 to 29 September 2010 Moscow,...
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Transcript of World Conference on Early Childhood Care and Education WC ECCE 27 to 29 September 2010 Moscow,...
World Conference on Early Childhood Care and Education
WC ECCE27 to 29 September 2010
Moscow, Russian Federation
Early inequity leads to lifelong inequity in learning outcomes and educational opportunities
Source: UNESCO, Global Monitoring Report 2010, from Paxson and Schady (2005).
In Ecuador, a study of 3- to 5-year-olds marks a clear association between a child’s cognitive score and the family’s socioeconomic status. The gap begins early and widens over time.
Vulnerable children excluded from ECCE programmes
3-to 5-year olds from urban areas or with educated mothers are more likely to participate in early learning programmes
Source: UNICEF, Multiple Indicator Cluster Surveys (MICS3).
Varied access to programmes for children under age 3
Countries in region with at least one formal programme including children under 3 (%)
Source: UNESCO, EFA Global Monitoring Report .
Wide variation in pre-primary participation across regions
Source: UNESCO, EFA Global Monitoring Report 2011.
0
20
40
60
80
100
120
140
World Sub-SaharanAfrica
Arab States East Asia andthe Pacific
South andWest Asia
Latin Americaand the
Caribbean
maximum
minimum
weighted average
Djibouti
Seychelles Mexico
Rep. Korea
BhutanMyanmar
B. FasoCôte d'Ivoire, DRC, Niger
Maldives
Guatemala
UAE
Pre
-pri
mar
y gr
oss
enro
lmen
t rat
io (
%)
in
2008
0 1 4 8 12 16
AGE
Sensing
Pathways
(vision, hearing)
Language
Higher
Cognitive Function
3 6 9-3-6
Months Years
C. Nelson, in From Neurons to Neighborhoods, 2000
Con
c ep
t ion
Human Brain Development – Synapse FormationEarly childhood is an optimal moment to support sensory, cognitive, social & language
development
Heckman’s curve - rates of return to human capital investments across all ages
Heckman, 2008: Schools, Skills, and Synapses
• Early Childhood Care and Education providing for holistic attention that include health, nutrition, early stimulation and protection, resulting in: – Better school readiness, attendance, learning, internal
efficiency– Improved early brain development– Improved cognitive development and primary school
achievement – Higher school enrolment – Reduced drop out rates– Improved delivery of nutrition and health services – Reduced risks of social delinquency– Gender parity
• Studies point to significant relationships between cognitive achievement and school expenditure, teachers’ and practitioners’ educational training and adequate play and learning facilities
• School performance (as measured by test scores) is significantly improved by textbook provision, smaller class sizes, adequate instructional time and sound teaching practices, including an age appropriate curricula
• Policy development should target disadvantaged and vulnerable groups and aim towards gender equality and inclusive education
Examples of successful quality interventions
• Health sector-based intervention– e.g. Posyandu (“health service post”) in Indonesia combining basic
health services with parenting education • Welfare sector-based intervention
– e.g. Conditional cash transfer in Mexico, Nicaragua• Education sector-based intervention
– e.g. Community-based ECD centres in disadvantaged areas in Nepal; Madrasa Preschool Programme in East African countries
– e.g. Non-formal education programme for parents to promote better parenting in rural Tanzania
• Multi-sectoral intervention– e.g. Parenting education for parents with children 0-6: Educate Your
Child of Cuba and Better Early Childhood of Brazil
12
A diverse field
Providers• Governments (national, subnational)• Private sector (non-profit and for-profit)• International non-governmental organizations• Community-based organizations
Informal provision of care for children aged 0 to 8, by parents or extended family, mainly at home but sometimes in other family or community settings.
Primary education (age 6 up)
ECCE policies and programmes for ages 3 and up -pre-primary education -non-formal education
ECCE policies and programmes for ages 0 to 2 -organized care and education -non-formal care or education -support to parents
Informal care and child rearing
Organized care and education
- parental leave
13
Action Now!
1. Act on all goals: early childhood,literacy and primary school
2. Act with urgency
3. Emphasize equity and inclusion
4. Increase public spending, and focus it better
5. Increase aid to basic education, and allocate where most needed
6. Move ECCE up national and international agendas
7. Increase public financing for ECCE, and target it
8. Upgrade the ECCE workforce
Clear progress but more effort is needed
1616
General information
• Origin: Resolution 35 C/Resolution 15 adopted by the General Conference in October 2009
• Dates: 27-29 September 2010• Sponsors: Russian Federation, ADEA, Saudi
Arabia Fund, UNICEF, UNDP, ED/BAS, RBs and other FOs
1717
Conference objectives• Heighten global awareness of ECCE as the right of all
children and as development imperative• Encourage a dynamic and far-reaching reflection on the
transformative powers of ECCE and reinforce its role as a basis for development
• Take stock of progress, identify challenges and establish more effective benchmarks towards achieving Education for All
• Engage governments, policy-makers, researchers and a range of institutions in reorienting national systems and programmes to take into account the early childhood years as a human right and an integral part of development
• Promote global exchange of good practices
18
Programme: main thrust• Opening: The ECCE global challenge - Setting the stage• Plenary I: The ECCE development imperative• Plenary II: The global state of the art: Scaling up
towards 2015• Commission 1: Enabling the scale-up towards 2015 –
Policy, finance, legal and institutional frameworks• Commission 2: Regions / Russian Federation• Plenary III: ECCE country best practices• Commission 3: Quality and responsiveness• Commission 4: Exclusion and marginalization • Commission 5: Monitoring and evaluation of ECCE at
national and international levels• Plenary IV: Summary of the Conference• Plenary V: Presentation and adoption of Plan of Action• Closing: The way forward
2020
Post-conference follow-ups
• Annual virtual review• Biannual regional reviews linked to
regional events (e.g. ADEA 2011)• Application of the HCDI to monitor and
report progress toward 2015 and beyond
• Post-conference follow-up plans of FO, RB, Institutes, HQ
UNESCO’s actions
I. Support equitable access to quality ECCE• Heightening advocacy and support for ECCE
– First World Conference on ECCE (Moscow, 2010) and the implementation of the Moscow Framework for Action and Cooperation
• Strengthening the analytical and knowledge base for ECCE policy development– Handbook on ECCE
• Strengthening national capacities to deliver ECCE– ECCE subsector analysis (e.g. Mongolia)– Thematic policy review on ECCE integration in Rep. of Korea
• Strengthening global and national capacity for monitoring Goal 1– Holistic Child Development Index
• Intensifying resource mobilisation– Establishment of UNESCO ECCE Fund
Recommendation: Leveraging resources (i)
• Mobilize national resources for primary education and ECCE
- public and private - and use them more
effectively
Recommendation: Leveraging resources (ii)
• Increase the levels of donor resources for primary education and ECCE - and use them more effectively
Source: UNESCO, EFA Global Monitoring Report 2011.
Disbursements of aid to basic education stopped increasing in 2008
Recommendation: Partnering with UNESCO
• UN specialized agency for education, with the mandate to lead EFA
• 5 functions - laboratory of ideas, standard-setting, clearing house, capacity builder, catalyst for international cooperation
• A strong network of units, offices and specialized institutes that enable effective delivery in the field
• Existing partnership mechanisms with external partners and networks (e.g. ADEA WGECD, ARNEC) for greater impact