A World Ready to Learn 1 Prioritizing quality early childhood education GLOBAL
A World Ready to Learn 1 Prioritizing quality early childhood education GLOBAL REPORT A WORLD READY TO LEARN: © United Nations Children’s Fund (UNICEF) April 2019 ISBN: 978-92-806-5007-5 Permission is required to reproduce any part of this publication. Permissions will be freely granted to educational and non-profit organizations. Please contact the Division of Communication at nyhqdoc.permit@unicef.org. Suggested citation: United Nations Children’s Fund, A World Ready to Learn: Prioritizing quality early childhood education, UNICEF, New York, April 2019. Acknowledgments A World Ready to Learn: Prioritizing quality early childhood education was produced by the Education Section at UNICEF headquarters and is the result of collaboration among many individuals and teams. The report team thanks everyone who gave so willingly of their time, energy, patience and expertise. Special thanks go to our colleagues in UNICEF regional and country offices, in particular: Ana Abdelbasit, Emmanuelle Abrioux, Agnes Arthur, Daniel Baheta, Mariavittoria Ballotta, Francisco Benavides, Cecilia Baldeh, Xuefeng Chen, Bolorchimeg Dagva, Hugh Delaney, Ameena Mohamed Didi, Italo Dutra, Chinargul Dzhumagulova, Deepa Grover, Alvaro Fortin, Maekelech Gidey, Hiroyuki Hattori, Marilyn Hoar, Aleksandra Jovic, Joa Keis, Maja Kovacevic, Pawan Kucita, Elena Locatelli, Lang Ma, Mohammad Mohsin, Maniza Ntekim, Psyche Vetta Olayvar, Wycliffe Otieno, Alassane Ouedraogo, Tanaporn Perapate, Jelena Perovic, Abhiyan Jung Rana, Tanja Rankovic, Maria Paula Reinbold, Nicolas Reuge, Shantini Saberi, Margarete Sachs-Israel, Aarti Saihjee, Swadchet Sankey, Urmila Sarkar, Ulziisaikhan Sereeter, Dipu Shakya, Anna Smeby, Rasika Somaweera, Parmosivea Soobrayan, Pablo Stansbery, Erin Tanner, Haleinta Thiam, Audax Tibuhinda, Maria Elena Ubeda, Adriana Valcarce, Andries Viviers, Adriana Vogelaar and Haogen Yao, for providing critical inputs to the country case studies included in the report, as well as for reviewing and improving the scope and content of this global publication. Special thanks also to colleagues and experts across multiple institutions who reviewed and enriched this report, including Manos Antoninis (UNESCO GEM), Magdalena Bendini (World Bank), Jean-Marc Bernard (Global Partnership for Education), Diane Coury (International Institute for Education Planning), Amanda Devercelli (World Bank), Friedrich Huebler (UNESCO Institute for Statistics), Yoshie Kaga (UNESCO), Raphaelle Martinez (Global Partnership for Education), Christin McConnell (Global Partnership for Education), Jean Claude Ndabananiye (Pôle de Dakar), Joseph O’Reilly (Save the Children), Alexandra Solano Rocha (Global Partnership for Education), Pauline Rose (REAL Center), Heather Saunders (Global Partnership for Education) and many others who shared their advice and ideas throughout the development of this publication. We also thankfully acknowledge the input of Ruchita Brajabasi, Tara Dooley, Sarah French, Tanvi Shetty, Sukhmeet Singh and Jennifer Vu, who contributed to the drafting and research process at different stages of the report development. We are grateful to Chloe O’Gara for her honest and supportive review and feedback. Our heartfelt thanks to Robert Prouty who joined the writing team at a decisive moment and helped sharpen the content and the vision presented in this report. Overall programme and policy guidance in shaping the vision and content of this report was provided by Ted Chaiban, Jo Bourne, Pia Britto, Matthieu Brossard, Ana Nieto, Peter de Vries, Sherif Yunus Hydara, Morgan Strecker and Mark Waltham from the Programme Division and by Lawrence Chandy, David Anthony and Brina Sidel from the Division of Data, Research and Policy, as well as many other colleagues across Programme Division and the Education Section in headquarters. We are thankful for the ongoing support of so many individuals. Report team Overall leadership and coordination: Ivelina Borisova and Hsiao-Chen Lin. Writing and editorial: A World Ready to Learn was developed by Ivelina Borisova (lead writer), Robert Prouty, Hsiao-Chen Lin, Daniel Kelly, Morgan Strecker and Sherri Le Mottee. The report was edited by Catherine Rutgers Inc. and copy-edited by Green Inc. Research and fact-checking was conducted by Xinyi Ge, Yasmine Hage and Baishalee Nayak. Data and analysis: The data and analysis team compiled, analysed and interpreted data to glean insights and create an evidence base for the report. Data analysis was carried out by Xinxin Yu, Suguru Mizunoya, Claudia Cappa, Nicole Petrowski and Shimizu Takako in the Division of Data, Policy and Research, and Daniel Kelly, Sunmin Lee, Matthieu Brossard and Blandine Ledoux in the Education Section in Programme Division. Publication design and production: Brigitte Stark-Merklein managed the production of this report and helped bring it to reality, and Mamura Nasirova helped us get started on this journey. Paula Lopez designed the report with great patience and dedication, and Purva Sawat supported the report’s design concept. Communication and dissemination: The communication team who helped shape media messaging and related products included Amy Blomme and Morgan Strecker from the Education Section in Programme Division; Paloma Escudero, Achila Imchen, Samantha Mort, Georgina Thompson and Rudina Vojvoda from the Division of Communication, and Anshana Arora and Karoline Hassfurter from the Division of Data, Policy and Research. UNICEF would like to extend particular thanks to partners who provided thematic funding for education, which made the development of this report possible. Special thanks go to the Government of Norway for its partnership and consistent and generous contributions to achieve results in the education sector. A World Ready to Learn 1 Global report on pre-primary education A WORLD READY TO LEARN 2 Section 4 Foreword 6 Introduction 10 Chapter 1 Why focus on universal pre-primary education? 13 1.1 Quality pre-primary education sets a strong foundation for learning 1.1.1 Starting school ready to learn and succeed 1.1.2 Advancing successive learning achievements 18 1.2 Universal pre-primary education helps make education systems more effective and efficient 1.2.1 Increasing primary school completion rates 1.2.2 Tackling system inefficiencies by reducing over- enrolment and repetition 1.2.3 Investing in the early years yields strong returns for all levels of education 22 1.3 Equitable pre-primary education is an effective strategy for promoting economic growth 1.3.1 Reducing achievement gaps and inequities 1.3.2 Building skills for future employment, contributing to national economies 26 1.4 Global progress in pre-primary enrolment has been slow and uneven 1.4.1 Only half of the world’s children are enrolled in pre-primary education 1.4.2 Economic status and population demographics challenge countries’ gains in expanding access 1.4.3 Millions of children in emergency settings are denied access to pre-primary learning 35 1.5 A ‘business as usual’ approach will not fulfil the promise of universal pre-primary education 38 Chapter 2 Challenges to equity, pathways to overcome them 40 2.1 Household- and individual-level factors of exclusion 2.1.1 The impacts of household-level factors: Poverty, maternal education and residence 2.1.2 The impacts of individual-level factors: Ethnicity, language and disability 2.1.3 Simultaneous barriers and subnational differences in early education attendance 48 2.2 Some countries have made substantial gains. What strategies can help accelerate universal progress? 2.2.1 Adopt a pro-poor policy commitment 2.2.2 Strengthen leadership to prioritize pre-primary education in education sector plans 2.2.3 Plan for universal access, while ensuring the poorest and hardest to reach are not the last to benefit 2.2.4 Coordinate government, civil society and private provision of pre-primary education 62 2.3 Unlocking the potential of progressively universal access Contents A World Ready to Learn 3 66 Chapter 3 Building pre-primary systems to deliver quality at scale 68 3.1 The meaning of ‘quality’ and its vital role in pre-primary education 70 3.2 Navigating key challenges with ensuring quality in the universal pre-primary agenda 3.2.1 Education systems are not supplying sufficient numbers of capable pre-primary teachers 3.2.2 Pre-primary teachers need stronger support 3.2.3 Governments face tough choices on qualifications, training and pupil-teacher ratios 3.2.4 An interim workforce strategy can be used to lower pupil-teacher ratios while maintaining quality 3.2.5 Quality standards and regulatory mechanisms must be established and their implementation prioritized 3.2.6 Implementing a developmentally appropriate and child-centred curriculum is vital 3.2.7 Effective pre-primary systems should engage and support families and communities 90 3.3 Pre-primary systems require significant efforts and improvements 92 3.4 Win–win scenarios to advance both access and quality 96 Chapter 4 The first step towards SDG 4: Significantly increasing financing for pre-primary education 98 4.1 Evaluating the persistence of underfunding 104 4.2 The distribution of funds across education levels is highly inequitable in low- and lower-middle-income countries 111 4.3 Failing to treat pre-primary education as a public good leads to over-reliance on household contributions 112 4.4 Weak governance and a lack of capacities in the subsector form a barrier to better financing 113 4.5 External financing for pre-primary education is extremely limited 116 4.6 Changing course to bolster pre-primary financing 4.6.1 Place pre-primary education on a firm footing by allocating a 10 per cent share of education budgets to the subsector 4.6.2 Use available resources more equitably and efficiently 4.6.3 Coordinate national and subnational budgets, while building accountability mechanisms and capacities for implementation 4.6.4 Increase aid to pre-primary education to at least 10 per cent of international education investments, catalysing and complementing public resources 4.6.5 Leverage non-state funding sources to expand access to affordable opportunities 4.6.6 Track expenditures to pinpoint areas needing the most improvement, while monitoring efficiency and financing gaps 124 4.7 Budgeting and planning for universal pre-primary coverage will advance the possibilities 128 Call to action 140 Notes on figures 141 Endnotes 150 Annexes 158 Abbreviations and glossary of key terms A World Ready to Learn 3 uploads/Management/ un-monde-pret-a-apprendre.pdf
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- Publié le Oct 06, 2021
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