Existence of play-way methods in teaching and learning

As emphasised by the Committee on the Rights of the Child, (General Comment No.17, para. 9)  ‘Play and recreation are essential to the health and well-being of children and promote the development of creativity, imagination, self-confidence, self-efficacy, as well as physical, social, cognitive and emotional strength and skills. They contribute to all aspects of learning.’ The Committee also recognises (General Comment No.7 (para. 34) play as one of the most distinctive features of early childhood.

Availability of ECCE services for children of working parents

States shall provide assistance to parents and legal guardians in performing their child-rearing responsibilities. In order to enable parents, especially working parents to combine family obligations with work responsibilities and participation in public life, States have to establish child care institutions, facilities and services for which they are eligible. This indicator examines availability of such services for all working parents including those in the unorganised (informal)  sector and those residing in rural and remote areas.

Percentage of children of a specific group, enrolled in education

This indicator examines whether children from a particular marginalised community have equal access to education. Marginalised groups include women and girls, Indigenous peoples and minorities, persons with disabilities, persons with HIV / AIDS, child labourers, persons in detention, migrants, refugees and IDPs, and persons living in poverty.     

Percentage of children taught in their mother tongue

Research evidence from around the world echoes that learning first in one's mother language leads to better outcomes in the future – for individuals, cultures, and nations. This indicator assesses the percentage of children who are taught in their mother tongue at a given level of education.  The Committee on Economic, Social and Cultural Rights emphasise that educational programmes for minorities and Indigenous groups are conducted in their language in accordance with international human rights standards. ( ‘General comment No.21, para.27).

Proportion of children aged 24-59 months who are developmentally on track in health, learning, and psychological well-being

This is the SDG. 4.2.1 indicator that tracks the progress made to SDG target 4.2. Which is 'by 2030, ensure all boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education’.

As per the SDG definition, this refers to the proportion of children aged 24 to 59 months who are developmentally on track in health, learning and psycho-social well-being, and it includes the following concepts :

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