ECCE

Based on the analysis of 45 countries, which represent 85 per cent of global GDP and close to 60 per cent of the global population and workforce, this microeconomic simulation study provides an estimation of the employment generation in care sectors, including early childhood care and education, primary and secondary education, tertiary education, ill/patient care (short-term care) and long-term care for older persons and persons with disabilities.

The 2007 UNESCO Education for All Monitoring 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.

This study presents some of the major drivers and challenges encountered in policy planning for early childhood care and education (ECCE), an analysis of the evolution of ECCE policy planning in all world regions from before 2000 to the present, and data regarding the current national and regional distribution of ECCE policies, strategic plans and laws. As of July 2014, at least 68 countries had adopted one or more of these ECCE policy instruments.

This paper presents a thematic analysis of documents produced during a recent ‘Regional Policy Forum on Early Childhood Care and Education (ECCE)’, attended by over 200 participants including representatives from key international donor organisations and high-level officials from over 30 countries across the Asia Pacific region.

This study investigates the emergence and supply-demand dynamics of a market for low-fee private schools (LFPS) at the level of early childhood care and education (ECCE) in a slum of Lusaka, Zambia.

This paper explores early childhood care and development (ECCD) as the main foundation for child survival and holistic human development. It frames ECCD interventions and programmes as essential investments by governments, over the short-term and long-term, giving rise to benefits for children’s education, for children’s development and for parents. 

This document lists the international instruments that refer to the right to education of early childhood care and education (ECCE).

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The Moscow Framework for Action and Cooperation was based on a review of challenges and progress made towards the Education for All (EFA) Goal 1 of expanding early childhood care and education (ECCE). Participants reaffirmed a commitment to ECCE as expressed in Jomtien (1990) and Dakar (2000) but concluded that EFA Goal 1 was at great risk of not being achieved by 2015 unless urgent and resolute action was taken.

The objectives of the recommendation are to: develop a common understanding across the EU of what constitutes good quality service provision with regard to ECCE; and support EU Member States in their efforts to improve access to and the quality of their ECCE systems.

This is a background paper prepared for the International Forum on inclusion and equity in education – every learner matters, held in Cali, Colombia in September 2019. Its objectives are to outline the rationale for working on inclusive early childhood care and education (ECCE) for the promotion of inclusion and equity, and to analyse the trends, achievements and challenges concerning inclusive ECCE.