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Asia-Pacific End of Decade Notes on Education For All Goal 1

Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. It is the first in a series of six Asia-Pacific End of Decade Notes on Education for All (EDN). 


Caring and Learning Together: A cross-national study of integration of early childhood care and education within education 

2010 – by Yoshie Kaga, John Bennett, Peter Moss

The study examines the policy of integrating early childhood care and education (ECCE) within the education system in Brazil, Jamaica, New Zealand, Slovenia, Sweden and Ghent (Belgium Flemish Community), and offers policy insights and recommendations


Building the Foundation for Lifelong Learning and the Future of the Nations of Asia and the Pacific

By Gwang-Jo Kim , Mami Umayahara 

Published in International Journal of Child Care and Education Policy 2010, Vol.4, No.2, 1-13

The progress of the Asia-Pacific region towards the first goal of Education for All, ‘expanding and improving comprehensive early childhood care and education (ECCE), especially for the most vulnerable and disadvantaged children’, is reviewed in this article. Read More


Early Childhood Care and Education in the Asia Pacific Region : Moving towards Goal 1

In 2000, the global community set six goals as part of the Education for All (EFA) agenda. This monograph considers progress towards Goal 1, namely “to expand and improve comprehensive early childhood care and education”. 

Compelling reasons have been provided for investment in the early years, and much progress has been achieved in Asia and the Pacific. Particularly important are improved access and strengthened quality in early childhood services. However, much remains to be done to enhance child and maternal health, enhance the quality of services, and expand access particularly for children below the age of three. Further progress will require improved monitoring and attention to legislation. The book shows that policy priority and funding for early childhood care and education should markedly increase throughout the region.


Regional Report of the World Conference on ECCE

The first-ever world conference on the overall theme of early childhood care and education (ECCE) as the first and foundational step for building the wealth of nations ,  was celebrated in Moscow from 27 to 29 September, 2010. Co-organized by UNESCO and the Russian Federation, the event brought together 1000 participants, including government ministers from 65 countries, along with representatives from UN agencies, development cooperation agencies, civil society and experts. Ten years after the Education for All (EFA) Framework for Action was adopted in Dakar, Senegal, the conference aimed to assess progress towards the first EFA goal of expanding and improving comprehensive ECCE, especially for the most vulnerable and disadvantaged children. 

» Click here to read the full Regional Report

Click here to read the Moscow Framework for Action and Cooperation


Transforming Early Childhood Care and Education in the Insular South-East Asia and Mekong Sub-Regions: Implications of the Global Monitoring Report 2007
 

This publication summarizes the main findings of the Global Monitoring Report (GMR) 2007 and focuses on the application of specific recommendations within the GMR to early childhood care and education in the Insular South-East Asia (Indonesia, Malaysia and the Philippines) and the Mekong (Cambodia, Lao People's Democratic Republic, Myanmar, Thailand and Viet Nam). Examples from countries in the sub-regions are provided to illustrate types of ECCE provision, the development of effective programmes and policies, and financial issues. Barriers to participation, equity issues and the transition to primary school are also considered.


Global Monitoring Report 2007

The fifth edition of the EFA Global Monitoring Report assessed the progress towards the first EFA goal, which calls upon countries to expand and improve comprehensive early childhood care and education, especially for the most disadvantaged children. Such interventions are crucial to improving children’s present well-being and future development.

The findings of the 2007 EFA Global Monitoring Report remind us there is no place for complacency. We have a collective responsibility to ensure quality education for all, a responsibility that begins by providing strong foundations for children in the first years of life and continues through adulthood. Only by taking a comprehensive approach that encompasses all the EFA goals and society’s most fragile and vulnerable members can this mission be honoured.


Strong Foundations for Gender Equality in Early Childhood Care and Education: Advocacy Brief

This brief focuses on the gender issues in the services provided for children who are three years of age or older in the Asia-Pacific region. Its scope is informed by UNESCO's commitment to holistic pre-primary services for this age group. The goal is to provide early childhood education that helps girls and boys succeed in primary school and in learning throughout their lives.'


The brief starts by looking into the growth of ECCE in the Asia-Pacific region and what is driving this growth. It explores why gender responsiveness is important in early childhood education, gives practical examples of what this looks like, and discusses the challenges of providing ECCE that equally values and benefits each girl and each boy. Flowing from this, the brief concludes with recommendations on how to make ECCE more gender responsive.                                                                                      


ECCE in South East Asia: Working for Access, Quality and Inclusion in Thailand, Philippines and VietNam

The expansion of ECCE programmes was one of the major goals agreed upon at the conclusion of the first Education for All (EFA) World Conference in Jomtien. Since then, it has been more widely acknowledged that children’s participation in ECCE programmes is integral to the fulfilment of their right to development. At the same time, ECCE was recognized as a requisite to achieving the goals of EFA based on overwhelming evidence that children who have access to ECCE programmes are more likely to stay in school, finish their studies, learn what is taught more effectively, and accomplish what is expected in terms of school performance.


ECCE Policy Review Reports

1. Indonesia

2. Pakistan

3. Nepal

4. Mongolia

5. Malaysia

6. Philippines

Link to UNESCO Headquarter's Early Childhood Care and Education  portal - UNESCO leads the international policy drive for early childhood care and education. Of special interest are:

ARNEC Publications

The ARNEC Connections: Working Together for ECD (or previously the ARNEC Newsletter) is an annual publication by ARNEC which provides with research summaries, field experiences and unique initiatives from the region, for the benefit of ECD professionals. All articles in the publication are contributed by individuals who are ARNEC members and/or are working within the field of early childhood. 

ARNEC Connections No. 5, 2011 Theme: "Zero to Three"

ARNEC Connections No. 4, 2011 Special Edition: "Noteworthy ECCD Practices"

ARNEC Connections No. 3, 2010 Theme: "Inclusion and ECCD

ARNEC Connections No. 2, 2009

ARNEC Newsletter No. 1, 2008