EFA Goal 1: Early childhood care and education; Asia ... - Unicef

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---. Viet Nam Early Childhood Care and Education Programmes: Country profile. Paper commissioned for the EFA Global Monitoring Report 2007. Geneva: UNESCO, International Bureau of Education, 2006b. UNESCO Jakarta. Timor-Leste: Country Programming Document. 2009–2013. Jakarta: UNESCO, 2009. Available at: http://unesdoc.unesco.org/images/0018/001852/185239e.pdf UNESCO and UNICEF. Early Childhood Care and Education Teacher Policies and Quality Standards for Community-Based Programmes in the Asia-Pacific Region. ECCE Policy Research Series. Regional Desk Review Report. Working document. March 2011. Available at: http://www.unescobkk.org/fileadmin/ user_upload/appeal/ECCE/Thematic_Policy_Research/UNESCO-UNICEF_ECCE_Desk_Review_- FINAL_WORKING_DOCUMENT_18_March_cover_only_01.pdf ---. Early childhood policy review in Nepal. UNESCO-UNICEF Regional Cooperation in Early Childhood Policy Review. Kathmandu: UNESCO and UNICEF, 2008. UNICEF. EFA info 2010: Presentation on evidence-based advocacy for ECCE. Dhaka: 2010a. ---. Policy and System Indicators. Draft Progress Note on ECCD. 2010b. ---. Progress for Children: Achieving the MDGs with Equity. No. 9. NY: UNICEF, 2010c. ---. The State of the World’s Children 2010: Child Right. New York: UNICEF, 2009. UNICEF and Save the Children. Country Analysis: Is early childhood development (ECD) included in emergency planning and policy? Report from the Asia-Pacific ECD in Emergencies Workshop in Phuket Thailand. 26-29 May. 2009. Available at: http://www.ecdgroup.com/pdfs/Country%20 Analysis_Is%20ECD%20included%20in%20Emergency%20Planning%20and%20Policy.pdf (retrieved on 31 May 2011) United Nations. Convention on the Rights of the Child (CRC). Geneva: Committee on the Rights of the Child, 2006. Vijayakumar, G., M. Nahar and E. Pearce. “Getting ready for school in the Chittagong Hill tracts: A comparative analysis of mother-tongue and national-language-based pre-schools in Adivasi communities”, Presentation to the International Conference on Language. Education and Millennium Development Goals. 9-11 November, Bangkok: 2010. Asia-Pacific End of Decade Notes on Education for All Walker, S. “Promoting equity through early child development interventions for children from birth through three years of age”, in H. Alderman (ed.). No Small Matter. Washington, D.C.: The World Bank, 2011. pp. 115-154. Woodhead, M. Changing perspectives on early childhood: Theory, research and policy. Paris: UNESCO, 2006. Available at: http://unesdoc.unesco.org/images/0014/001474/147499e.pdf World Bank. Persistent Child Undernutrition and India’s ICDS Program. South Asia Human Development Sector. Washington, D.C.: The World Bank, 2005. Young, C. “First language education: Quality education for all”, D. Dayag and S. Quakenbush (eds.). Linguistics and Language Education in the Philippines and Beyond. Manila: Linguistic Society of the Philippines, 2005. ---. “First language first literacy education for the future in a multilingual Philippine society”. International Journal of Bilingual Education and Bilingualism 5. no. 4. 2002. pp. 221-232. 48
Statistical annex Annex 1: Subregions and countries covered by the End of Decade Notes on Education for All Central Asia (6 countries): Kazakhstan, Kyrgyzstan, Mongolia, Tajikistan, Turkmenistan, Uzbekistan East Asia (17 countries/territories): Brunei Darussalam, Cambodia, China, Democratic Republic of Korea, Hong Kong (China), Indonesia, Japan, Lao PDR, Macao (China), Malaysia, Myanmar, Philippines, Republic of Korea, Singapore, Thailand, Timor-Leste, Viet Nam Pacific (17 countries/territories): Australia, Cook Islands, Fiji, Kiribati, Marshall Islands, Micronesia (Federated States of), Nauru Papua New Guinea, New Zealand, Niue, Palau, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, Vanuatu South and West Asia (9 countries): Afghanistan, Bangladesh, Bhutan, India, Islamic Republic of Iran, Maldives, Nepal, Pakistan, Sri Lanka EFA Goal 1: Early Childhood Care and Education 49
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UNESCO Bangkok Asia and Pacific Reg
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Published by UNESCO Bangkok, UNICEF
Page 5 and 6:
List of Boxes Box 1: School readine
Page 7 and 8: Preface “The equation is simple:
Page 9 and 10: Foreword In 1990, a World Declarati
Page 11 and 12: Executive summary The term ‘early
Page 13 and 14: 1 Introduction The international co
Page 15 and 16: or relevant for all countries; ther
Page 17 and 18: At that time, these figures were se
Page 19 and 20: The five themes: 1. Policy-making 2
Page 21 and 22: In Timor-Leste, an ECCE policy will
Page 23 and 24: Additionally, gaps in national-regi
Page 25 and 26: Wealth quintiles have served as a u
Page 27 and 28: socialization of girls and boys, su
Page 29 and 30: Figure 8: Pre-school assessment: Co
Page 31 and 32: Stunting, or low height for age, is
Page 33 and 34: In Thailand, early integrated progr
Page 35 and 36: the EFA Fast Track Initiative (Mong
Page 37 and 38: Even when countries have standards,
Page 39 and 40: and congruence with parental and cu
Page 41 and 42: Figure 13 indicates that the number
Page 43 and 44: Box 7: Inclusion in an ethnolinguis
Page 45 and 46: 4.9 Summary of priority areas for t
Page 47 and 48: and beneficial to engage in trainin
Page 49 and 50: 5.2 Recommendations for improving a
Page 51 and 52: 6 Conclusion It is clear that count
Page 53 and 54: Burford, G., L. O. Ngila and Y. Raf
Page 55 and 56: Ministry of Education. Early Childh
Page 57: Rao, N., J. Sun, V. Pearson, E. Pea
Page 61 and 62: Region Country or territory Referen
Page 63 and 64: Region Country or territory Referen
Page 65: Region Country or territory Latin A
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