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).
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.
This UNESCO study provides a global overview and an analysis of the adoption of legal provisions for free and compulsory pre-primary education at national level. The analysis, prepared by UNESCO in cooperation with the ‘Right to Education Initiative’, is based on research carried out on qualitative data for 193 UNESCO Member States conducted by UNESCO, and complemented by in-depth research on 17 countries carried out by the ‘Right to Education Initiative’.
This book is part of UNESCO’s Education on the Move series created to provide policy-makers, educators and other stakeholders with state-of- the-art analyses of topical issues. The book is divided into three main chapters each including vigorous research papers that critically analyse ECCE-related themes. The first part discusses ‘understanding ECCE as a right and development imperative’.
El primer informe mundial de UNICEF sobre la educación preescolar presenta un análisis exhaustivo de la situación de la educación en la primera infancia en todo el mundo. También proporciona un conjunto de recomendaciones prácticas para que los gobiernos y los asociados consigan que la educación preescolar de calidad sea universal y sistemática.
UNICEF’s first global report on pre-primary education presents a comprehensive analysis of the status of early childhood education worldwide. It also outlines a set of practical recommendations for governments and partners to make quality pre-primary education universal and routine. Noting that at least 175 million children – 50 per cent of the world’s pre-primary-age population – are not enrolled in pre-primary programmes, the report urges governments to commit at least 10 per cent of their national education budgets to scale them up.
Le premier rapport mondial de l’UNICEF sur l’enseignement préprimaire présente une analyse approfondie de la situation de l’éducation de la petite enfance dans le monde. Il fournit également un ensemble de recommandations pratiques à l’intention des gouvernements et des partenaires pour rendre l’enseignement préprimaire de qualité universel et normal.
Background paper for discussion at the 12th Session of the CEART (Paris, 20–24 April 2015). The increasing importance of early childhood development (ECD) and its ongoing evolution make even more essential the improvement in the one factor that most determines the quality of ECD services: their teachers, facilitators, caregivers, and other personnel who plan, manage and staff these services. Increasing their professionalism and status and making their working conditions more ‘decent’ therefore is an essential element of any comprehensive ECD policy and programme.