ECD ISSUES RECOMMENDATIONS Children Ready for Schools Ready

ECD ISSUES & RECOMMENDATIONS Children Ready for Schools Ready For Children Mars 2006 WG. ECD. ADEA 1

ECD Framework Policies Quality Basic Services Family Child Community Mars 2006 WG. ECD. ADEA 2

CHILDREN READY FOR SCHOOL KEY ISSUES • Delayed and inadequate growth and development (low birth weight , malnutrition, micro nutrient deficiency affecting brain development and learning) • Increasing number of orphans (maternal mortality, conflicts & HIV/AIDS) • Lack of access to quality basic services for young children, especially in disadvantaged communities Mars 2006 LESSONS LEARNED n No one single ECD program model applicable to all national contexts: there is a range of options and examples (to be evaluated) n The quality of the programs is key (training , appropriate materials, secure environments) n ECD programs have demonstrated their impact on access, retention and success in primary school (reducing drop out and repetition), ensuring gender parity. n Partnerships, collaboration & coordination are essential for a holistic response to children’s rights & development needs. WG. ECD. ADEA 3

PARENTS SUPPORTING CHILDREN: KEY ISSUES LESSONS LEARNED Factors affecting capability of parents / caregivers to care and educate children n Changes in family structures, poverty, conflicts, HIV/AIDS n Insufficient knowledge and skills n Limited access to info and services (literacy level, lack of communication) n Opportunity costs within families n Gender related issues n Parents’ own negative experiences with the education system Mars 2006 WG. ECD. ADEA • • • Necessity to build on knowledge & practices of positive traditional care Continuous sensitization of parents on ECD concept and interventions is crucial Empowerment of parents (with a gender perspective) is key 4

SCHOOLS READY FOR CHILDREN LESSONS LEARNED KEY ISSUES Serious problems in the early grades of primary n Highest dropout/ repetition rates in the first years n Large number of under and /or over-aged children n Large class sizes n Language of instruction different to that of home n Early primary teachers without adequate training Long distances n Limited school/ community links. Mars 2006 • • Training & motivation of teachers are crucial Pedagogic material (even local or home made) make the difference Children learn better in their first language The size of group/class and the Teacher/ Child ratio is important WG. ECD. ADEA 5

RECOMMENDATIONS FOR Mo. E n n n n Prioritise early grades in terms of human, financial & material resources: improve training, skills and status of teachers of the 1 st grades Increase awareness of school principals and managements on the need to support smooth transition and success in Grades 1 & 2. Monitor and report systematically on the survival rates of children in Grades 1 & 2 Intensify efforts for girls’ education Facilitate links between primary schools and ECD programs to ensure mutual understanding and smooth transition Ensure that school managements encourage community participation and parent involvement in children learning at schools and at home Incorporate ECD contents and messages in all functional adult literacy and non formal education programs Mars 2006 WG. ECD. ADEA 6

RECOMMENDATIONS FOR COLLABORATION 1. Promote and participate in intersectoral collaboration with other services (Health , Nutrition, Social Welfare/ Protection, Water and Sanitation ) to ensure a holistic response to the young child’s needs and rights (CRC). 2. Support and participate in the elaboration of a comprehensive policy framework and actions plans for ECD : with prioritizations, evaluation of costs and strategies for financing and resource mobilization. 3. Support and participate in relevant parenting programs for all caregivers (including fathers and young parents) ensuring early stimulation and learning content. Mars 2006 WG. ECD. ADEA 7

Thank You on behalf of the Young Children Mars 2006 WG. ECD. ADEA 8