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.
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
It analyzes the interventions employed by civil society organizations active in six EU countries to push and/or support the state institutions in developing and implementing measures to prevent and stop segregation of Romani ch
ildren in schools.
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.
This European benchmark which is part of the Education and Training 2020 Strategy calls for greater access for children from disadvantaged backgrounds.
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.
The case study explores Mongolia’s impressive education recovery where more children are completing primary education and that want to expand equitable access to post-primary schooling.
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.
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.
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