ISSA case studies 10
Quality in early childhood settings: universal values and cultural flexibility. Early Childhood Matters Journal, June 2015, Vol 124, Pg. 78-82,

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.

ISSA case studies 9
The ISSA Principles of Quality Pedagogy: Quality Early Childhood Education and Care through democratic processes, Learning for Well- Being Magazine,

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.

ISSA case studies 7
Integration and alignment of services including poor and migrant families with young children , Transatlantic Forum on Inclusive Early years, Dublin

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

iSSA case studies 5
Final report: Study on the effective use of early childhood education and care in preventing early school leaving N° EAC/17/2012

The aim of the study is to get a better understanding of the evidence base behind the relationship between good-quality early childhood education and care and early school leaving rates and to support the work of the Europ
ean Commission and Member States, within the Strategic framework Education and Training 2020.

ISSA case studies 3
Key Data on Early Childhood Education and Care in Europe. 2014 Edition. Eurydice and Eurostat Report. Luxembourg: Publications Office of the European Union.

It analyses issues which are important for the development of quality services identified through European policy co-operation, such as access, governance, quality assurance, affordability, professionalisation of staff, lead
ership, parental involvement and measures to support disadvantaged children.

ISSA case studies 1
Early childhood education and care (ECEC) for children from disadvantaged backgrounds: Findings from a European literature review and two case studies

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.

ARAB RESOURCE COLLECTIVE
Mother Child Education Program Evaluation of the piloting in Palestinian camps in Lebanon

The Mother Child Education Program (MOCEP) draws on three decades of research and was developed for mothers with children between 5 and 6 years of age who have not had access to pre-school education. MOCEP was developed by AÇEV, and transferred to several countries in Europe and also in the Arabic region.

ARAB RESOURCE COLLECTIVE
Arab Network for Early Childhood Development (ANECD) Founding Forum, 15-17 December, 2014

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.

ARAB RESOURCE COLLECTIVE
Empowerment Approach for Adults Working and Living with Children

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.

ARAB RESOURCE COLLECTIVE
Developing Culturally Relevant Resources for ECCD – Action Oriented Approach

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.

CG GLOBAL REPORT 11:
THE ROLE OF SOCIAL ENTERPRISE IN DELIVERING HIGHQUALITY ECCE SERVICES TO THE MOST VULNERABLE: MODELS FROM THE UK AND KENYA

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.

CG GLOBAL REPORT 10:
FINANCING EARLY CHILDHOOD CARE AND EDUCATION SERVICES IN THE CARIBBEAN

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.

CG GLOBAL REPORT 9:
MAKING EARLY CHILDHOOD MEASUREMENT MORE ACCESSIBLE: THE CASE OF MELQO IN TANZANIA

It presents one of the latest innovations for obtaining early childhood data and policy information more readily. The author describes efforts to adapt a rigorous measurement tool created around child development outcomes and
quality learning environments – part of the Measuring Early Learning Quality and Outcomes (MELQO) initiative
– to the Tanzanian context.

CG GLOBAL REPORT 8:
INEQUITY IN CENTRAL AFRICAN REPUBLIC: ECD IN EMERGENCIES AS AN ENTRY POINT FOR NATIONAL-LEVEL POLICIES

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.

CG GLOBAL REPORT 7:
ADDRESSING INEQUITY IN THE EARLY CHILDHOOD SECTOR THROUGH NATIONAL PLANNING IN JAMAICA

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
the home.

CG GLOBAL REPORT 6:
HEALTH HOME VISITING TO SUPPORT EARLY CHILDHOOD DEVELOPMENT IN THE CEE/CIS REGION

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.

CG GLOBAL REPORT 5:
CONTINUOUS QUALITY IMPROVEMENT AND COLLABORATIVE LEARNING TO IMPROVE ADAPTABILITY AND SCALABILITY IN A PROFESSIONAL DEVELOPMENT PROGRAMME FOR PRE-SCHOOL TEACHERS IN CHILE

It discusses the creation of a national integrated early childhood programme in Chile, which attempted to close the gaps between rich and poor households in terms of developmental delays, social–emotional problems and language delays. Participation in early childhood education increased tremendously as a result, however, concerns were raised about the quality of children’s experiences as well as the quality of the workforce, and the programme had minimal impact on child development outcomes.

CG GLOBAL REPORT 4:
ADDRESSING EQUITY AND QUALITY THROUGH INVESTING IN THE ECD WORKFORCE: NAMIBIA’S CHALLENGES AND ACHIEVEMENTS

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.

CG GLOBAL REPORT 3:
HELPING CHILDREN HEAL AND THRIVE THROUGH PSYCHOSOCIAL SUPPORT: A MODEL FOR POST-DISASTER RESILIENCE AMONG INDIGENOUS COMMUNITIES IN THE PHILIPPINES

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.

CG GLOBAL REPORT 2:
TWO PARENTING PROGRAMMES THAT ADDRESS INEQUALITY IN THE ARAB REGION

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.

CG GLOBAL REPORT 1:
AN INTENSIVE, SHORT-COURSE EARLY CHILDHOOD EDUCATION PROGRAMME IN TURKEY AND LAO PDR

It highlights a short, intensive early childhood education programme whi
ch prepares children for entry into primary school in remote, rural areas.
Children receive pre-literacy and pre-numeracy training and learn the offic
ial language of instruction, which is foreign to many children from
different ethnic and linguistic communities.