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

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Acronyms ARNEC Asia-Pacific Regional Network for Early Childhood CEE/CIS Central and Eastern Europe and the Commonwealth of Independent States (UNICEF regions) CERID Research Centre for Educational Innovation and Development (Tribhuvan University, Nepal) CRC Convention on the Rights of the Child DBNA Dayak Bidayuh National Organization DOE Department of Education (Nepal) ECCD Early Childhood Care and Development ECCE Early Childhood Care and Education ECD Early Childhood Development ECE Early Childhood Education ECECD Early Childhood Education, Care and Development ECED Early Childhood Education and Development EDNs End of Decade Notes (Asia-Pacific End of Decade Notes on Education for All) EFA Education for All ELDS Early Learning and Development Standards GC General Comment (of the CRC) GER Gross Enrolment Ratio GPI Gender Parity Index IBE International Bureau of Education (UNESCO) ICT Information and Communication Technology JSY Janani Suraksha Yojana (national conditional cash transfer programme, India) Lao PDR Lao People’s Democratic Republic MDA Mid-Decade Assessment (EFA) MDGs Millennium Development Goals MICS Multiple Indicator Cluster Survey MOU Memorandum of Understanding MRRD Ministry of Rural and Regional Development (Malaysia) NDP National Development Plan (Maldives) NGO Non-Government Organization NICHD ECCRN National Institute of Child Health and Human Development, Early Child Care Research Network PAUDNI Ditjen Pendidikan Anak Usia Dini Nonformal dan Informal (Early Childhood Education Directorate of Non-formal and Informal, Indonesia) SPARK Singapore Pre-school Accreditation Framework UIS UNESCO Institute for Statistics UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children’s Fund UNICEF EAPRO UNICEF East Asia and Pacific Regional Office UNICEF ROSA UNICEF Regional Office for South Asia WHO World Health Organization v
Preface “The equation is simple: education is the most basic insurance against poverty. Education represents opportunity. At all ages, it empowers people with the knowledge, skills and confidence they need to shape a better future.” Irina Bokova, Director-General, UNESCO Article 26 of the 1948 Universal Declaration of Human Rights states that “everyone has the right to education”. Not only is education a basic human right, it both equips individuals with the skills and knowledge to lead better lives and underpins human development. But education is still not a right recognized by all, and many who miss out on education miss out on the opportunity to improve their lives. In recognition of this, governments, United Nations agencies, donors, NGOs and civil society groups made a joint commitment to provide Education for All (EFA) in March 1990 at the World Conference on Education for All in Jomtien, Thailand. The pledge was made by 155 countries and representatives of 160 government and non-government agencies. The World Declaration on Education for All and the Framework for Action to Meet Basic Learning Needs adopted by the World Conference on EFA in Jomtien reaffirmed education as a fundamental human right and urged countries to intensify efforts to address the basic learning needs of all by 2000. The global assessment of EFA progress in 2000 showed that the commitment made in Jomtien was not delivered. Thus in April 2000 at the World Education Forum in Dakar, Senegal, the international community reaffirmed its commitment to achieve Education for All this time by 2015. The Dakar Framework for Action specifies the following six goals: 1. Expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children. 2. Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality. 3. Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. 4. Achieving a 50 per cent improvement in the levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults. 5. Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality. 6. Improving all aspects of the quality of education and ensuring excellence of all, so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills. vi Some of these goals were later reiterated in September 2000 when 189 nations came together at the United Nations Millennium Summit and endorsed the Millennium Declaration. The Declaration set out the eight Millennium Development Goals (MDGs) to be achieved by 2015, including achieving universal primary education (MDG 2) and promoting gender equality and empowering women (MDG 3). There is clear consensus that the achievement of EFA contributes to the attainment of the other MDGs as well.
Page 1 and 2: UNESCO Bangkok Asia and Pacific Reg
Page 3 and 4: Published by UNESCO Bangkok, UNICEF
Page 5: List of Boxes Box 1: School readine
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 and 58:
Rao, N., J. Sun, V. Pearson, E. Pea
Page 59 and 60:
Statistical annex Annex 1: Subregio
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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