Global Leaders Advocacy Projects
January, 2008
Afghanistan
In Afghanistan our objective is to implement child friendly kindergarten programs anchored by child friendly curricula. These curricula should highlight the importance of early learning as an important tool in child development. Our main issue in Afghanistan is a lack of sufficient understanding of the importance of early childhood education and its role in lifelong learning and development. To reach our goal our main interaction will take place with MoLSA (Ministry of Labour and Social Affairs). We will interview informants on child friendly kindergarten and conduct focus groups with pre-school children. Our target group will be two-tiered; we will begin with the 20 Master Trainers of kindergarten teachers all of whom are based in Kabul. Our indirect contact will be with the 2,879 teachers at the MoLSA Department of Kindergartens.
Azerbaijan
In Azerbaijan there are two main problems affecting accessibility and quality in early childhood education. The first problem is a lack of proper government funding. Legislation for ECE is not given importance due to the underestimating and undervaluing of affordable, accessible and quality ECE services. The second issue stems from non-inclusion of children with disabilities into regular programs. National education policy has not implemented pilot projects on inclusive education. Our main dialogue in Azerbaijan is aimed at legislators, mass media, and the general public. Through this dialogue we hope to inform the public at large about the importance of ECE and also influence changes in Educational Law to properly recognize and fund ECE and inclusive education. Feedback for this project will be gathered through special evaluation forms. Results will be analyzed and submitted as a project evaluation report.
Bolivia
In Bolivia, statistics gathered by the United Nations Development Programme show that 4 of every 10 children between the ages of 4 and 5 would have access to early education. The UNDP study also shows that only 7% of boys and girls between the ages of 0 and 4 would have access to any kind of educational program. In 2006 the Bolivian government created the National Council of Feeding and Nutrition, which subsequently formed a technical committee aimed at eradicating malnutrition. The CCF has participated in the program by adding a children's development component. Our goal in Bolivia is to influence the government to make the education of children under 5 national policy. Strategies to achieve this goal include systemization of the CCF experience and identification of landmarks. The use of a multi-disciplinary team to discuss achievements will also be utilized. The main exchange will be with the President, National Congress, Ministries of Education, and Healthcare & Scientific Associations. The proposal will conclude with an evaluation and follow up task to guarantee the results obtained are consistent with the purpose of the project.
Egypt
In Egypt the national gross enrollment for pre-schools 18.1%, a majority of this enrollment takes place in large urban areas. In Abnoub District of Egypt that rate floats slightly above 0%. By 2010 Egypt is planning to increase pre-school enrollment to 60%, however several key issues pose as obstacles. The first issue is a lack of coordination between governorate and districts, and between service providers and authorities. The second obstacle is posed by a lack of proper infrastructure. The government has not properly utilized its financial and human resources. Thirdly, the general public is unaware of the importance of pre-school programs. Lastly, the cost of pre-school education is too expensive for most Egyptians. The goal of the Egypt Country Office is to support the GoE to achieve its 60% enrollment rate, specifically in its sponsorship impact areas. Through advocacy and support programs the ECO hopes to increase the supply and demand for pre-schools. To achieve this objective the ECO plans to partner with ECD committee members, the MoE, and the MoSS. To ensure proper political support the ECO will also be working closely with the Governor's office. Evaluation of the project will be done through documenting key developments, copying communications, tracking financial information and support and the implementation of case studies and interviews.
Ethiopia
Though Ethiopian demand for kindergarten has almost doubled from 1997 to 2005 the only service providers of early childhood development (ECD) are the private sector and a handful of NGOs. Pre-primary enrollment is as low as 2.3% in urban areas and is even lower in rural areas as children under the age of 8 participate in household duties. The Ethiopian government although aware of the benefits of ECD does not plan to make it a priority in the next 5 years. The goal in Ethiopia is to elevate access, equity, and quality education from 0-8 years. Strategies for achieving this objective include a collaboration between Save the Children and MoE. The creation of a media packet for policymakers will also be used.
India
In India a media based initiative to ECCD will be used. The project aims to engage mainstream media by publishing stories written by children to raise awareness about the issues effecting early childhood education in India. Support for the objective will be created through fellowships for the child journalists. Thirty adolescent boys and girls would comprise the target group in India. The project will involve local NGOs as well as Plan in India. The project would begin in January 2008 with an orientation workshop and conclude in fall 2008 with a media sharing session.
Indonesia
Through a joint effort, Plan International for Indonesia, the Directorate of Early Childhood Education, and the Ministry of National Education have created Pos PAUD. Pos PAUD is ECE integrated with health and nutrition services and is geared toward poor young children. Because many faiths exist in Indonesia, Plan International intends to strengthen its relationship with community based religious organizations through workshops. During this strengthening process Plan International hopes to stress the significance of quality ECE. The workshop will provide information on government policy concerning ECE and allow for participants to exchange ideas/information. The workshop will also allow learning material development and the creation of an ECE curriculum based on religion. The workshop is planned for February 2008 and will include religious figures from the major faiths in Indonesia.
Lebanon
In Lebanon the main issue is raising awareness about the importance of investing in ECD. The project's goal is to interact with ECD professionals, community representatives, and governmental bodies to raise awareness of the value of ECD. Through the use of flyers, seminars, and other forms of communication the Arab Resource Collective hopes to achieve its goal. The target group for the project includes college coordinators, NGOs, municipal bodies, and the media. The program will be evaluated through pre/post survey analysis and interview and field visits.
Lithuania/Slovenia
International Step by Step Association established in 1999 has created a forum of 29 countries stretching from Europe through Central Asia. Although cultural, economical, and political differences exist between the nations involved they do agree on the importance of ECED. A common theme in the ISSA network is a lack of proper investment in ECED. The goal of the ISSA project is to develop advocacy materials to be distributed to different groups within its framework. Materials will be given to government officials, school administrators, teachers, and parents. The program will be monitored through surveys aimed at the individual target groups.
Malaysia
The issue affecting ECE in Malaysia is lack of direct access to research and information. As the family dynamic in Malaysia evolves and more women enter the workforce, there is a rising demand for childcare options outside of the home. To allow access to the most current ECE information the National Association of Early Childhood Care and Education Malaysia (NAECCEM) intends to create a website. Content for the site would include academic papers, journal articles and brochures from participating childcare agencies. To raise public awareness of the website five workshops are planned from October 2007 to August 2008. The NAECCEM also intends to use events other by other agencies to promote its website. The main target for the website will be parents, teachers, and childcare workers in West Malaysia. Standard evaluation forms distributed on a quarterly basis along with a feedback section on the website will monitor progress.
Nepal
In 2001, at the request of the Network on Children, Prisoners & Dependents, International Child Resource began its work in Nepal. Currently, International Child Resource is comprised of several smaller initiatives, namely the National Center for Learning Resources and the Alliance for Corporate Social Responsibility. The ICR campaign in Nepal is two-tiered. The first portion of the project will focus on teacher training. In Nepal only 58.1% of primary level teachers are trained and educational requirements at the pre-primary level do not exist. Current training programs in Nepal last for 12-15 days and have proven ineffective. The second front of the Nepalese program lies in the tangibles. Nepalese classrooms are often unhygienic, poorly lit, and lack adequate ventilation and safety. International Child Resource will achieve its goal be enhancing local partnerships, both government and non-government. It also plans to mobilize the community and hopes to integrate other local programs into its ECD effort. Success of the project will be monitored through feedback from children, teachers, parent, and government officials.
Northern Ireland
The ethnic make-up of Northern Ireland is rapidly changing. Due to this change early childhood professionals are faced with the dilemma of providing quality education to children from ethnic minority groups. To achieve its goal the Global Leaders Advocacy Project intends to develop a book about different ethnic, racial, and religious groups within Northern Ireland. The target group for the project will be playgroups from both rural and urban areas of Northern Ireland. To create the fact pack a questionnaire would be developed to determine what information would be beneficial to the book. Other information used in creating the pack would come from existing groups who represent the ethnic minorities, such as the Traveller Toybox Project and the Chinese Welfare Association. Feedback for this project will be ascertained by developing a sample pack distributed to a small group of Early Years Practitioners.
Pakistan
In Pakistan, financial constraints and lack of educational facilities are the main hindrances of implementing proper ECCD programs. The government has yet to make a concerted effort focusing on ECCD and the general population is unaware of its benefits. Although some ECCD groups exist in Pakistan they lack proper dialogue and cohesiveness with one another. The main objective in Pakistan is to develop communications between these programs so that awareness of ECCD and its benefits can reach the general public. To achieve its goal PLAN Pakistan will initiate the program in the Mansehra district. Mansehra serves as a base for many advocacy organizations. The target audience for the project will be NGOs, INGOs, and the Education department.
Philippines
In 2006 the City of Taguig, Philippines and Save the Children created a professional development framework for ECE workers. Lack of consistent funding has slowed continuing support of this program. The goal of the Philippines Global Leader Project is to advocate the City of Taguig to develop a system of continuing education for existing daycare workers (DCWs). To achieve its goal the project will back the strengthening of the Local Council for the Protection of Children and encourage scholarships for the continuing education of DCWs. The target group for the project will be DCWs, the DCW Federation, and the Local Council for the Protection of Children.
Rwanda
The New Generation Association's work in Rwanda will focus on raising awareness of the critical role of Early Childhood Development. The project hopes to sensitize local authorities to properly invest in ECED by citing the benefits described in the Cottin and Conklin meta-analysis. Some of these benefits are fewer referrals for remedial or special education, fewer failing grades through school years, and higher employment rates. In addition to raising awareness of ECED, New Generation also hopes to obtain commitments from local officials to raise their respective ECED budgets. To achieve its goal New Generation plans to hold information sharing sessions involving local stakeholders. During these sessions the group will distribute materials on the benefits of ECED. The target group for these sessions will be local education officials, parents, and teachers. New Generation will also be working with the Twizere Association and plans to post project progress on the Twizere website. Feedback for the project will be collected from participant recommendations.
Serbia
The Center for Interactive Pedagogy is interested in helping the Serbian people understand the importance of ECCD. Although there have been a number of government initiatives regarding ECCD conflicting laws often pit the educational system against itself. The main goal of the CIP is to ensure young children are included in the Serbian social process. To achieve this goal the CIP intends to shift the perception of ECCD as a luxury item to an essential part of national development. The target group for this project includes 5 NGOs, approximately 100 parents, and other childcare professionals. Success of the project will be measured by proactive responses towards ECCD.
Slovakia
The Slovakia project's goal is to promote ECE for Roma children. The project aims to reduce the number of Roma children in Special Primary Schools while increasing mainstream enrollment. The project also plans to help parents create successful learning environments at home. Seminars which promote healthy home environments and shared family-school responsibility will be the main themes of the program. Roma parents will also be encouraged to become teacher assistants or volunteers in local schools. Data for the project will be collected through participant interviews and surveys.
Ukraine
The Ukrainian Step by Step Foundation is attempting to address the issue if inclusion in the Ukraine. Current social and educational policies isolate and ignore children with disabilities and their families. The goal of the USSF project is to promote awareness of inclusive education and quality education overall. The USSF hopes to achieve its goal by developing and publishing a booklet on inclusive education. It also hopes to hold press conferences in Kyiv and Poltava as well as conduct round table discussions with government officials, parents, schools, experts, and NGOs. Evaluation of this project will be conducted through press received, number of programs developed and the results of surveys distributed to children and families.
Vietnam
Of 177 nations, Vietnam was ranked 108 on the 2005 Human Development Index of 2005. Vietnam faces serious obstacles in education and health. Malnutrition remains high and school completion rates among girls and minorities are low. At present only 60% of Vietnamese children have access to ECE. Local officials in Vietnam are not aware of the importance of ECE. Local contributions are relied on as the main source of funding for ECE. As local poverty remains high adequate funding is lacking. The main objective of the Vietnamese program is to bring forth the future socio-economic impact of proper ECE investment. This goal will be reached analysis of cast studies, the mobilization of all aspects of Vietnamese society to advocate for ECE. Success of the goal will be measured through website hits and website feedback.
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