The case studies describe how countries have used local, national and international evidence, partnerships and know-how to support children and young people.
This report aims to identify key constraints and opportunities to expand quality and affordable access to child care services in Turkey.
This article discusses how to strike the right balance between universal values and the need to consider cultural contexts and involve local stakeholders when defining how quality can be measured.
A fundamental point in assessing quality in early education settings is the belief in the right of young children to democratically and actively participate in their education and care processes. Early education and care is undertaken with children and their families and not to children.
The report raises critical issues to be addressed through dialogue, advocacy and joint actions among partners from different sectors and organizations in CEE/CIS countries.
Explore effective strategies being used to ensure that the needs of children from disadvantaged backgrounds are being met as several nations move toward integration of their early care and early education systems
The first case study is on the government initiatives for young children in the UK (1998 – 2010), and the second from ISSA and OSF is focusing on teacher education and pedagogy.
This report1 covers the proceedings of the Founding Forum of the Arab Network for Early Childhood Development (ANECD). The three-day meeting included 24 presentations related to networking and ECD challenges globally and in Arab countries. The participants adopted a Concluding Document with recommendations and a road map for the deployment of the Network.
ECCD is about recognizing that the child’s education is the interaction with his/her environment, especially people an
d knowledge. Newly internalized information requires new skills and therefore our approach relates also to information, values, beliefs, attitudes, and skills.
Despite the last years remarkable progresses made, children in the Arabic region still suffer a serious discrimination
regarding the services and opportunities offered to them. Caregivers are in need of supportive resources in
Arabic, and parents encounter serious challenges regarding this issue.
It describes the role of social enterprise models as innovative and sustainable solutions for reaching the most vulnerable children. The authors present two examples from poor communities in different countries: one in poor London neighbourhoods in the UK, and one in urban slums near Nairobi in Kenya. In both cases, increased access to affordable, high-quality early childhood services for vulnerable parents is supported through a self-sustaining financial model based on social enterprise.
It describes the use of costing studies to improve the planning capacity of national governments in the Caribbean. The authors review a long-termcosting and financing research project and highlight several challenges and innovations in financing which are specific to the region.
It describes how conflict in the Central African Republic (CAR) was the starting point for the development of a national-level early childhood policy, through cooperation between the government and a number of international non-governmental organizations (INGOs). A newly created inter-ministerial early childhood committee oversees the implementation of the Community-Led Action for Children (CLAC) model to improve the quality of the health and education sectors.
It relates Jamaica’s efforts to improve quality across the health and education sectors by developing a national strategic plan to better support poor parents and their young children. Through the implementation of five strategic objectives, the plan tackles elements of vulnerability and targets the overall provision of services in early childhood centres and in
It describes a systems-based approach in the health sector to promote the development of young children, their caregivers and pregnant women, especially from the most vulnerable groups. The programme focuses on improving and enhancing home-visiting services, such that the home visitor is no longer simply monitoring the family’
‘s health status but also building confidence, competence and resilience in child-rearing.
Since 1996, Namibia has been building a national, integrated set of early childhood policies and legal frameworks, with a strong emphasis on building equity across poverty lines. As in many countries, however, increases in access have not accompanied by improvements in the quality of services. In particular, the workforce is starkly different in terms of qualifications and remuneration between the younger (birth to 4 years) and older (5 to 9 years) age groups.
It examines the importance of building resilience through early childhood education. In 2013, in the aftermath of a natural disaster in the Philippines, a model was created to support resilience-building in devastated communities. The model includes using a curriculum which integrates psychosocial support for children and adults, increasing capacity-buil
ding among teachers and adults working with children, and adapting local traditions for building resilience.
The first parenting programme is aimed at mothers of children ages 5 to 6 living in Palestinian refugee camps and earby disadvantaged communities in Lebanon. The other programme focuses on parents of vulnerable children in a younger age group (from conception to age 5). This programme features a parent-to-parent training course and discussion opportunities that impart early childhood knowledge to poor parents in areas of Lebanon and Egypt with low access to services.