Les objectifs de la recommandation sont: de développer un cadre et une compréhension commune dans toute l'Union Européenne de ce que constitue une prestation de services de bonne qualité en matière d'EPPE ; et de soutenir les États membres de l'UE dans leurs efforts pour améliorer l'accès à une EPPE de qualité. Elle présente un ensemble de recommandations aux États membres de l'UE et le cadre de qualité de l'UE pour les services d'éducation et d'accueil des jeunes enfants, comprenant dix déclarations structurées selon cinq grands domaines de qualité : l'accès, le personnel, le programme d'études, le suivi et l'évaluation, et la gouvernance et le financement.


The Moscow Framework for Action and Cooperation was based on a review of challenges and progress made towards the Education for All (EFA) Goal 1 of expanding early childhood care and education (ECCE). Participants reaffirmed a commitment to ECCE as expressed in Jomtien (1990) and Dakar (2000) but concluded that EFA Goal 1 was at great risk of not being achieved by 2015 unless urgent and resolute action was taken. It noted the need to address relevant challenges by taking advantage of the existing knowledge base and good practices and taking steps to universalise the latter. The Moscow Framework sets out a call for action focused on: mobilising stronger commitments to ECCE; reinforcing effective ECCE programme delivery; harnessing resources for ECCE; cooperation; as well as targeted calls for action to donors and UNESCO.


Le Cadre d'action et de coopération de Moscou est basé sur un examen des défis et des progrès réalisés en vue de l'objectif 1 de l'Éducation pour tous (EPT), à savoir développer l'éducation et la protection de la petite enfance (EPPE). Les participants ont réaffirmé l'engagement en faveur de l'EPPE exprimé à Jomtien (1990) et à Dakar (2000), mais ont conclu que l'objectif 1 de l'EPT risquait fort de ne pas être atteint d'ici 2015 si des mesures urgentes et résolues n'étaient pas prises. Ils ont noté la nécessité de relever les défis pertinents en tirant parti de la base de connaissances et des bonnes pratiques existantes et en prenant des mesures pour universaliser ces dernières. Le Cadre de Moscou a lancé un appel à l'action axé sur : la mobilisation d'engagements plus fermes en faveur de l'EPPE ; le renforcement de l'efficacité de l'exécution des programmes d'EPPE ; la mobilisation de ressources pour l'EPPE ; la coopération ; ainsi que des appels à l'action ciblés aux donateurs et à l'UNESCO. 


This document lists the international instruments that refer to the right to education of early childhood care and education (ECCE).


Ce document énumère les instruments internationaux qui se réfèrent au droit à l'éducation relatif à l'éducation et la protection de la petite enfance (EPPE) .


This paper explores early childhood care and development (ECCD) as the main foundation for child survival and holistic human development. It frames ECCD interventions and programmes as essential investments by governments, over the short-term and long-term, giving rise to benefits for children’s education, for children’s development and for parents. 

This paper presents a thematic analysis of documents produced during a recent ‘Regional Policy Forum on Early Childhood Care and Education (ECCE)’, attended by over 200 participants including representatives from key international donor organisations and high-level officials from over 30 countries across the Asia Pacific region. The paper begins by providing a brief overview of international developments in ECCE over the past two decades, highlighting a growing argument that points to the need for a shift in policy and programming agendas away from target setting at international levels, towards the promotion and support of localised, contextually grounded approaches to supporting policies and programmes in ECCE. In an attempt to find ways of establishing empirical support for this argument, the paper explores the extent to which key messages delivered by international donor organisations and representatives at the Policy Forum can be seen to reflect the current activities and concerns of countries within the region (as expressed through individual country reports presented during the forum). Based on results of this analysis, the paper concludes with recommendations for balancing the ‘local’ and ‘international’ influence on policy making and agenda setting as countries in the Asia Pacific region move forward with provision of formalised ECCE post-2015.


This study presents some of the major drivers and challenges encountered in policy planning for early childhood care and education (ECCE), an analysis of the evolution of ECCE policy planning in all world regions from before 2000 to the present, and data regarding the current national and regional distribution of ECCE policies, strategic plans and laws. As of July 2014, at least 68 countries had adopted one or more of these ECCE policy instruments. An additional 10 countries are reliably reported to have adopted policy instruments, and 23 countries are currently preparing them. Country case studies on policy development and initial implementation are provided, including Bosnia and Herzegovina, Brazil, Colombia, Myanmar and Rwanda. Finally, salient conclusions and recommendations are offered. This paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2015 report.


This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia. Based on data collection over 1.5 years, the study reveals that, despite a government policy to support ECE, over 90 per cent of ECCE centres are private; that school operators tend to be former teachers, businessmen/women, and religious leaders; and that LFPSs charge, on average, 2.5 times as much as government ECCE centres for tuition, not including additional indirect costs. The paper discusses how teachers in LFPSs are caught in the middle, making less than the average income earned by others in the surrounding slum, and are unable to afford LFPS fees themselves. Importantly, the paper highlights that lower income quintiles spend a greater percentage of their income on ECCE, and that a majority of families in the study must make trade-offs between ECCE, food, housing, and other basic expenditures in order to afford private ECCE, which is a necessity given the inadequate supply of government ECCE centres. In addition to addressing school strategies for keeping costs down, this study reports on parental decision-making when it comes to school selection. Finally, beyond a straight market analysis of LFPSs at the ECCE level in Zambia, this article also comments on how this market fits into the dialectical nature of local and global contexts. That is, it draws attention to the workings of the Zambian state and its precarious position in the global capitalist economy.


Ce rapport se concentre sur l'objectif d'Education des premières années, qui a pour principal enjeu d'encourager les Etats à mettre en place des mesures et des moyens pour élargir l'accès à l'Education et protection de la petite enfance, en se fondant sur une approche holistique, qui prend en considération les soins, la santé, la nutrition et bien sur l'éducation.