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Early Childhood Care and Education;EFA Global EFA Global Monitoring Report 2007 Education for All Strong foundations Early childhood care and education Strong foundations Early childhood care and education UNESCO Publishing 7 0 0 2 The analysis and policy recommendations of this Report do not necessarily reflect the views of UNESCO. The Report is an independent publication commissioned by UNESCO on behalf of the international community. It is the product of a collaborative effort involving members of the Report Team and many other people, agencies, institutions and governments. Overall responsibility for the views and opinions expressed in the Report is taken by its Director. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Education for All Global Monitoring Report Published in 2006 by the United Nations Educational, Scientific and Cultural Organization 7, Place de Fontenoy, 75352 Paris 07 SP, France Graphic design by Sylvaine Baeyens Iconographer: Delphine Gaillard Layout: Sylvaine Baeyens and Hélène Borel Printed by Graphoprint, Paris ISBN 978-92-3-104041-2 ©UNESCO 2006 Printed in France FOREWORD / i Foreword The Education for All goals focus on the need to provide learning opportunities at every stage in life, from infancy to adulthood. With only nine years remaining before 2015 – the target year for achieving these goals – we must not lose sight of this agenda’s profoundly just and comprehensive perspective on education. Tackling disadvantage and setting strong foundations for learning begins in the earliest years through adequate health, nutrition, care and stimulation. The 1989 United Nations Convention on the Rights of the Child, ratified by 192 nations, guarantees the rights of young children to survive, develop and be protected. However, many children are deprived of these rights. This fifth edition of the EFA Global Monitoring Report assesses progress towards the first EFA goal, which calls upon countries to expand and improve comprehensive early childhood care and education, especially for the most disadvantaged children. Such interventions are crucial to improving children’s present well-being and future development. Yet the evidence suggests that young children in greatest need, who also stand to gain the most, are unlikely to have access to these programmes. Coverage remains very low in most of the developing world and few programmes exist for children under age 3. Even in the context of limited public resources, designing national policies for early childhood carries benefits for the country’s entire education system. It is therefore vital that countries and the international community systematically make early childhood provision an integral component of their education and poverty alleviation strategies. This is essential for reducing extreme poverty and hunger, the overarching aim of the United Nations Millennium Development Goals. A tone of urgency pervades this Report. While regions farthest from the goals are making impressive progress on enrolling new children into primary school, major challenges remain. Policies must address the barriers to education: household poverty, rural locations, poor quality, and lack of secondary schools and trained teachers, and not enough adult literacy programmes. As the lead agency for coordinating EFA, UNESCO carries a particular responsibility for placing EFA at the forefront of national and international agendas. There are promising signs: aid to basic education is increasing and leaders at the G8 Summit in Saint Petersburg in 2006 affirmed the fundamental importance of Education for All as a contributor to national development and peace. The findings of the 2007 EFA Global Monitoring Report remind us there is no place for complacency. We have a collective responsibility to ensure quality education for all, a responsibility that begins by providing strong foundations for children in the first years of life and continues through adulthood. Only by taking a comprehensive approach that encompasses all the EFA goals and society’s most fragile and vulnerable members can this mission be honoured. Koïchiro Matsuura 7 0 ii / ACKNOWLEDGEMENTS 0 2 Acknowledgements At UNESCO, we are indebted to Peter Smith, Assistant Director-General for Education, to Abhimanhyu Singh, former Director of the Division of International Coordination and Monitoring for Education for All, and Mark Richmond, Acting Director of the Division for the Coordination of UN Priorities in Education, and their colleagues for their support. The Report’s international Editorial Board and its chairman Ingemar Gustafsson provided much valuable advice and support. Consultations on the outline of the Report (online and among UNESCO colleagues) strengthened the thematic part of the report. The EFA Report depends greatly on the work of the UNESCO Institute for Statistics. Director Hendrik van der Pol, former Director a.i. Michael Millward, Said Belkachla, Michael Bruneforth, Simon Ellis, Nadia Ghagi, Monica Githaiga, Alison Kennedy, Albert Motivans, Scott Murray, Juan Cruz Perusia, José Pessoa, Pascale Ratovondrahona, Ioulia Sementchouk, Anuja Singh, Saïd Ould Voffal, and their colleagues contributed significantly, particularly to chapters 2, 3 and 6 and the statistical tables. Special thanks to all those who prepared background papers, notes and boxes: Massimo Amadio, Feny de los Angeles Bautista, Caroline Arnold, Clive Belfield, Asher Ben Arieh, Paul Bennel, Tatyana A. Berezina, Jane Bertrand, Ghanem Bibi, Corinne Bitoun, A. Rae Blumberg, Mihail I. Borovkov, Roy Carr-Hill, Bidemi Carrol, Anne-Marie Chartier, Leon Derek Charles, Maysoun Chehab, Carl Corter, Anton De Grauwe, Joseph DeStefano, Tamara Education for All Global Monitoring Report Dorabawila, Aline-Wendy Dunlop, Ana Patricia Elvir, Marta Encinas-Martin, Patrice Engle, Judith Evans, Hilary Fabian, Celso Luis Asensio Florez, Basma Four, Nicole Geneix, Anuradha Gupta, Youssef Hajjar, Selim Iltus, Indian National Institute of Public Cooperation and Child Development, Zeenat Janmohammed, Matthew Jukes, Haniya Kamel, Sheila B. Kamerman, Henry M. Levin, Edilberto Loaiza, Hugh McLean, Robert Myers, National Institute of Public Cooperation and Child Development, India; Yuko Nonoyama, Nina A. Notkina, Bame Nsamenang, Teresa Osicka, Steve Packer, Marina N. Polyakova, Françoise du Pouget, Fulvia Maria de Barros Mott Rosemberg, Riho Sakurai, Heather Schwartz, Roza M. Sheraizina, Maria S. Taratukhina, Mami Umayahara, Teshome Yizengaw, Asunción Valderrama, Peter Wallet, Sian Williams, Annababette Wils, Martin Woodhead, Robert Youdi, Aigli Zafeirakou and Jing Zhang. We thank the Bernard van Leer Foundation, Save the Children USA and UNICEF New York for their support of background papers related to early childhood issues. The background papers and a summary of discussions from Comments from the online consultation and the background papers can be viewed at www.efareport.unesco.org The Report also benefited considerably from the advice and support of individuals, Divisions and Units within UNESCO’s Education Sector, the International Institute for Educational Planning, the International Bureau of Education and the UNESCO Institute for Lifelong Learning. UNESCO’s Regional Bureaux provided helpful advice on country-level activities and and on the draft outline for the thematic part of the Report, and helped facilitate commissioned studies. Soo-Hyang Choi, Yoshie Kaga and Hye-Jin Park within UNESCO’s Education Sector provided strong guidance on the special theme. We are grateful to Rosemary Bellew, Desmond Bermingham, Luc-Charles Gacougnolle and Robert Prouty in the Fast-Track Initiative secretariat, and to Julia Benn, Valérie Gaveau and Simon Scott in OECD/DAC for their continuing support and helpful advice on international cooperation and aid ACKNOWLEDGEMENTS / iii data, as well as to George Ingram and his colleagues in the Education Policy and Data Center at the Academy for Educational Development. A number of individuals also contributed valuable advice and comments. These were: Frances Aboud, Carlos Aggio, Albert Kwame Akyeampong, Caroline Arnold, Kathy Bartlett, Ellen Buchwalter, Charlotte Cole, Patrice Engle, Stella Etse, Gabi Fujimoto, Deepak Grover, Joshie Kaga, Sarah Klaus, Robert Knezevic, Leslie Limage, Joan Lombardi, Lisa Long, Robert Myers, Pauline Rose, Sheldon Schaeffer, Nurper Ulkuer, Emily Vargas-Barón, Jeannette Vogelaar, Jim Wile, Diane Wroge, Minja Yang, Akemi Yonemura and Mary Eming Young. Throughout the research and drafting process, we benefited from the expertise of the members of the Consultative Group on Early Childhood Care and Development, led by co-chairs Chanel Croker and Louise Zimanyi. We offer thanks to Stephen Few for his help in streamlining our data-graphics and visual displays of information. Ratko Jancovic and Anais Loizillon assisted with analysis and preparation of graphs and tables. Special thanks to Lene Buchert, Judith Evans and Steve Packer for their valuable comments on draft chapters. The production of the Report benefited greatly from the editorial expertise of Rebecca Brite. Wenda McNevin also provided valuable support. We would also like to thank Sue Williams, Enzo Fazzino and Agnes Bardon from the Bureau of Public Information; Anne Muller, Lotfi Ben Khelifa, Fouzia Jouot-Bellami, Judith Roca and their colleagues
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