Global Partnership Strategy for early childhood, 2021-2030

The efficient design and delivery of early childhood policies and services are critical to ensuring long-term learning opportunities and improved learning, behaviour, employment, and health outcomes amongst individuals. Research in neuroscience, developmental psychology and cognitive science has revealed that quality early childhood education, supportive communities and a positive family environment serve as important building blocks to promote healthy development amongst infants and toddlers.

Child migration and access to Early Childhood Care and Education: Limitations in legal frameworks and other concerns

Early childhood, defined as the period from birth to eight years old, is a crucial time for the physical, cognitive, social, and emotional growth of children. Access to quality early childhood care and education (ECCE), therefore, can be vital in laying the foundations for children’s long-term development, well-being, learning, and health. Despite this, universal and equitable access to free, quality, and compulsory pre-primary education is one of the major education challenges. One out of two children does not receive pre-primary education.

Pour une inclusion dans l’éducation dès la petite enfance : De l’engagement à l’action

L’inclusion doit faire partie des engagements prioritaires dès la petite enfance. Selon les dernières estimations de l’Institut de statistique de l’UNESCO, le nombre d’enfants de moins de 6 ans non inscrits au pré-primaire a diminué au cours de la dernière décennie, passant de 52,1 millions, en 2009, à 47,2 millions, en 2018. Malgré cette avancée, cette situation reste très préoccupante, compte tenu de la relation entre l’accès aux services d’éducation inclusive et de protection de la petite enfance et le développement, le bien-être de l’enfant et la réussite scolaire.

Inclusive early childhood care and education: From commitment to action

Inclusion should be a principal commitment from early childhood. According to the latest estimates from the UNESCO Institute for Statistics, the number of children not enrolled in pre-school in the year before primary school has decreased over the past decade, from 52.1 million in 2009 to 47.2 million in 2018. Despite this progress, the large number of children still excluded from pre-school is a major concern, given the strong evidence linking access to inclusive early childhood care and education (ECCE) with school success, overall development, and well-being.

Dès le départ : construire des sociétés inclusives grâce à une éducation de la petite enfance inclusive

L’éducation de la petite enfance peut offrir de nouvelles opportunités aux enfants défavorisés, à condition que les programmes fassent de l’inclusion un principe directeur. Si la communauté internationale s’est d’ores et déjà engagée en faveur de l’éducation inclusive, les efforts consentis par les différents pays pour étendre cet objectif à la petite enfance sont très variables.

Documento de política 46 - Desde un comienzo: forjar sociedades inclusivas mediante la educación inclusiva en la primera infancia

La educación de la primera infancia tiene el potencial de ampliar las oportunidades de los niños desfavorecidos, siempre que en los programas la inclusión sea el principio rector. Si bien la comunidad internacional se ha comprometido a impulsar la educación inclusiva, los esfuerzos por extender este objetivo a la primera infancia varían de un país a otro.

Policy Paper 46 - Right from the start: build inclusive societies through inclusive early childhood education

Early childhood education has the potential to expand opportunities for disadvantaged children, provided that programmes use inclusion as a guiding principle. While the international community has committed to inclusive education, countries vary in their efforts to extend this goal to early childhood. Universal access is the basis of inclusion, and countries must address barriers related to socio-economic status, ethnicity, gender, language, disability and remoteness.

Strengthen the legal framework at national and international level for universal access to quality and inclusive ECCE, urge participants at RTE’s CIES Conference panel

One out of two children do not receive pre-school education. This situation has worsened due to the mass closure of preschools education due to the COVID 19 pandemic, affecting more than 155 million pre-school age children. But, in many countries the education response strategy to COVID 19 relatively neglected early childhood care and education (ECCE).

Date: 
30 حزيران (يونيو) 2021

Human Right to education: horizons and meanings in the post-pandemic

Latin America in movement cover

The Latin American Campaign for the Right to Education (CLADE, by its Spanish acronym) is a pluralistic network of civil society organizations with a presence in 18 countries in Latin America and the Caribbean, which promotes social mobilization and political advocacy to defend the human right to education. This collection of articles, essays and statements reflect on the vital role of public education in the region and the fault lines exposed by the pandemic, considering both the challenges public education in Latin America faces and possible solutions, alternatives and ways forward.

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