United Nations Educational, Scientific and Cultural Organization

UNESCO

Strong foundations. Early childhood care and education.

EFA Global Monitoring Report 2007.

Paris

2006

9789231040412

Quelle: http://www.unesco.org/en/efareport/reports/2007-early-childhood/

Kurzinfo:

Early childhood is a time of remarkable transformation and extreme vulnerability. Programmes that support young children during the years before they go to primary school prove strong foundations for subsequent learning and development. Such programmes also compensate for disadvantage and exclusion, offering a way out of poverty.

The 2007 Report focuses on the first Education for All goal, which calls upon countries to expand and improve early childhood care and education – in the form of a holistic package encompassing care, health and nutrition in addition to education.

Disadvantaged children stand to benefit the most, yet too few developing countries, and too few donor agencies, have made early childhood a priority.

Quelle: http://unesdoc.unesco.org/images/0014/001477/147794e.pdf

Contents

Foreword
Acknowledgements
List of figures, tables and text boxes
Highlights of the EFA Report 2007
Overview

PART I. A COMPREHENSIVE APPROACH
Chapter 1. Learning begins at birth
Learning begins at birth
Comprehensiveness, equity and action
New monitoring features
ECCE: a conceptual framework
ECCE: a right in itself
A powerful boost to education and development

PART II. MONITORING EFA
Chapter 2. The six goals: how are we doing?
Pre-primary education: spreading, but very slowly
Primary education: advancing in enrolment
Secondary education: continuing momentum
Tertiary education: enrolments up but access still limited
Education quality must accompany expansion
Learning and life–skills programmes
Literacy: the challenge remains
Overall progress towards education for all

Chapter 3. Tackling exclusion: lessons from country experience
Reaching the unreached: what do government plans say?
Tackling exclusion: promising policies and programmes
Developing sound education plans
Conclusion

Chapter 4. International support: making better use of more aid
Expectations and promises
What′s new in aid to education since Dakar?
Streamlining aid to education
Scaling up aid for education
Global EFA coordination: the role of UNESCO
$11 billion a year is needed
Conclusion

PART III. EARLY CHILDHOOD CARE AND EDUCATION
Chapter 5. The compelling case for ECCE
Early childhood in a changing world
Guaranteeing the intrinsic rights of young children
Early childhood: a sensitive period
Early childhood programmes can enhance development
Investing in early childhood pays off
Early intervention can reduce inequalities
Conclusion

Chapter 6. Worldwide progress in early childhood care and education
Households, children and early childhood provision
Country progress towards EFA goal 1
Who are the child carers and pre-primary educators?
The ECCE goal: slow but uneven progress
Conclusion

Chapter 7. The making of effective programmes
Learning from country experiences
The many meanings of early childhood
Working with families and communities
Centre-based early childhood programmes
ECCE can ease the transition to primary schooling

Chapter 8. Fostering strong ECCE policies
Why the need for national ECCE policies?
Institutionalizing good governance
Improving quality: regulation, accountability and staffing
Costing and financing ECCE programmes
Key issues in financing ECCE programmes
Planning, participation, targeting and leadership

PART IV. SETTING PRIORITIES
Chapter 9. EFA: action now
Where does the world stand?
A nine-point agenda

Annex
The Education for All Development Index
National learning assessments by region and country
Statistical tables
Aid tables
Glossary
References
Abbreviations
Index

↑ http://unesdoc.unesco.org/images/0014/001477/147794e.pdf

25.10.2010