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Policy Research and Advocacy

UNESCO is committed to advocate for the development of ECCE policies and increased investment to ensure holistic development and learning for all children. In raising awareness and promoting comprehensive ECCE among policy-makers, civil society and various other stakeholders, UNESCO draws on existing research evidence to support countries in undertaking their own research. In collaboration with ARNEC and other partners, UNESCO strives to strengthen the region’s knowledge base on ECCE.

 


Asia-Pacific Regional Policy Forum on Early Childhood Care and Education

At the United Nations Sustainable Development Summit in September 2015, world leaders adopted 17 Sustainable Development Goals (SDGs), including, SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and Target 4.2 “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.” This target reflects the recognition that early childhood care and education (ECCE) lays the foundation for children’s long-term development and wellbeing. The Framework for Action for the Education 2030 (SDG 4) agenda calls for the provision of quality holistic early childhood development, care and education for all children and at least one year of free and compulsory quality pre-primary education, to be delivered by well-trained educators.

UNESCO Asia and Pacific Regional Bureau for Education in collaboration with UNICEF and other partners has been organizing policy fora on education and lifelong learning as a platform for policy advocacy and sharing of good practices. As one of such policy fora, UNESCO, together with UNICEF and ARNEC, has been organizing the Asia-Pacific Regional Policy Forum on ECCE. The policy forum provides a platform for high-level policy-makers of Asia-Pacific countries to share knowledge and discuss strategies to expand access to and improve the quality of comprehensive ECCE.

Innovative Financing for Early Childhood Care and Education (ECCE) in Asia-Pacific Region

©UNESCO R.Manowalailao2770

ECCE is among the most underfunded sectors in many developing countries. This situation is against the research evidence that quality ECCE can contribute to children’s holistic development and their future productivity, and that investment in ECCE is considered one of the most cost-effective strategies because earlier intervention requires fewer resources and less effort. The international community pledged the realization of access of all children to quality ECCE as one of the targets of the Sustainable Development Goals: Target 4.2 “By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education”.

This regional study was launched to provide policy-makers in Asia and the Pacific with innovative practices and policy options for financing and partnerships for ECCE. The study analyzes the financing of the ECCE sector in selected Asia-Pacific countries with different governance models, and document innovative financing schemes and partnerships for ECCE within and outside Asia and the Pacific. This project is carried out by UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), in collaboration with the UNICEF Regional Office for South Asia (ROSA) and Kobe University, and with the financial support from the Government of the Republic of Korea. The details of the study are as follows:

  • The selected countries from each sub-region: Japan, Mongolia and Republic of Korea from East Asia; Indonesia and Vietnam from Southeast Asia; Bangladesh, Bhutan, and Sri Lanka from South and West Asia; Kyrgyz Republic from Central Asia; Fiji from the Pacific.
  • The object of the study: the pre-primary age of early childhood, usually 3 years of age until the age to start primary education, usually either at age 5 or 6 depending on the country.
  • The areas of the study: including health, nutrition, water and sanitation, education and social protection, all of which interrelatedly contribute to young children’s holistic development.
  • The stakeholders which the study focus on: diverse governmental sectors and agencies at the central and decentralized levels; the private sector including families, communities, non-governmental organizations and companies as well as international cooperation agencies. 

Thematic Policy Research

UNESCO, together with UNICEF EAPRO and ARNEC, supports countries to undertake policy research. Currently, research on two interrelated topics related to the quality of ECCE is supported: the status and professional development of ECCE practitioners and the quality standards of community‐based ECCE programmes.

 

 

UNESCO-UNICEF ECCE Policy Research Series Regional Desk Review Report

This regional desk review report presents a review of policies relating to ECCE teacher status and community-based ECCE programmes catering for young children across the Asia-Pacific region.

 


Policy Review

UNESCO assists member states in meeting the EFA Goal 1 on ECCE by identifying, documenting and sharing good practices as well as constraints and challenges in early childhood policy development and implementation.


Advocacy

©Olof Sandkull, UNESCO

UNESCO raises awareness and advocates for promoting comprehensive ECCE among policy-makers, civil society and various other stakeholders. UNESCO also promotes community-based parenting education to support parents and families to be effective caregivers and educators. Community-based parenting education is considered an effective modality to reach the unreached groups of young children because centre-based ECCE programmes are costly and have limited outreach.

Activities Summary

  • 01.05.17:

    25th Issue of Multilingual Education E-Newsletter

    MLE e-News: Issue 25 – 1 May 2017

    The 25th issue of Asia-Pacific MLE WG’s electronic newsletter has just been sent out to MLE WG members. The...

  • 01.02.17:

    24th Issue of Multilingual Education E-Newsletter

  • 02.11.16:

    23rd Issue of Multilingual Education E-Newsletter

  • 11.07.16:

    22nd Issue of Multilingual Education E-Newsletter

  • 29.04.16:

    21st Issue of Multilingual Education E-Newsletter

  • 18.01.16:

    20th Issue of Multilingual Education E-Newsletter

  • 30.09.15:

    19th Issue of Multilingual Education E-Newsletter

  • 03.04.15:

    17th Issue of Multilingual Education E-Newsletter

  • 06.01.15:

    16th Issue of Multilingual Education E-Newsletter

  • 30.06.14:

    First Sub-Regional Workshop on Pre-primary Teacher Development in South-East Asia

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