The World Conference on Early Childhood Care and Education (WCECCE) by UNESCO and Uzbekistan from 14 to 16 November brought together the international education community to advocate for a common goal: putting young children at the centre of the 2030 (education) Agenda. Quality and accessible early childhood education is one of VVOB’s priorities – formalised as such in our Learning Unlimited. strategy – as it is a crucial subsector to mitigate unfair socio-economic barriers and improve equity and inclusion in the education system more broadly. VVOB’s participation at WCECCE led both to lessons shared and learnt. A recap for readers who could not join.
Commitments made, investments still to follow
Inequalities and disparities in development and learning start early and often persist throughout life. Access to inclusive and quality early childhood care and education (ECCE) enables wellbeing and holistic development, foundational and lifelong learning, gender equality, social equity and sustainable development. It gives all children the opportunity to reach their full potential in life as adults and participate effectively in economic, social and civic life.
Through a first world conference on ECCE in 2010 and the resulting Moscow Framework for Action and Cooperation as well as through SDG 4, countries and organisations alike have committed to achieving universal access to ECCE. Evidence of the importance of investment in ECCE has been growing for decades.
However, inadequate progress has been made, and ECCE is still relatively neglected in many national and international policy agendas on education. At the same time, the increasing severity and frequency of conflicts, emergencies and crises, further puts communities and families under pressure, threatens the wellbeing of children and limits the enrolment and quality provision of ECCE.
The second World Conference on Early Childhood Care and Education (WCECCE) was organised by UNESCO and the Republic of Uzbekistan in November 2022 to reaffirm the right of every young child to quality care and education from birth, and urge Member States’ renewed commitment to and investment in quality ECCE.
VVOB, represented by Anna Murru (Partnerships Advisor) and Lieve Leroy (Strategic Education Advisor), moderated, hosted and presented at sessions alongside partners on all four dedicated days.
Engagement Day
While ECCE remains a public responsibility, non-state actors can contribute to access, quality and funding, and form partnerships for well-coordinated and holistic ECCE. On day 1 of the conference, VSO, VVOB, Ensemble pour l’éducation de la petite enfance and UNESCO brought together several organisations to share good practices related to the conference themes.
VVOB presented on its experiences with process-orientated child monitoring (POM) in Vietnam, an innovative assessment practice that serves as a catalyst for inclusion and scalable teacher training. Through POM, teachers monitor children's wellbeing and involvement in class and identify children at risk of not learning. This reflection allows early childhood teachers to adapt their methods of instruction if needed. An interesting approach to share indeed, reflected by HundrED’s selection of VVOB as one of the top 14 innovations for formative assessment with process-oriented child monitoring in 2022; and as a feature in the 2023 Hundred Global collection. Learn more here.
Afterwards, participants brainstormed on these presentations in breakout groups and drew out the most critical outcomes to move the early childhood agenda forward. The forum led to the formulation and adoption of the global commitment of non-state actors to be considered by governments for the adoption of the ‘Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education’ later at WCECCE.
Solutions day
During parallel sessions the following day, conference participants exchanged practices, challenges, and inspiring solutions to advance ECCE, including the following:
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Regulations and standards in ECCE are largely lacking in most countries. Consequently, the expected returns on investment in the sector are not met. Ivelina Borisova, Regional Adviser Early Childhood Development (UNICEF) stated that the focus of interventions should not be on increasing access, but rather on building systems for increased access and quality in ECCE. Speaking to the challenge of recruitment and retention of teachers in the ECCE sector, ILO’s Oliver Liang called for alternative career pathways, such as recognition of prior learning. Fabio Dovigo, educational researcher and one of the authors of the conference background report (‘Education starts early: progress, challenges and opportunities’), stressed the need for a better qualified workforce. While pre-service teacher training impacts learning outcomes of children, in-service training has a bigger impact on the interactions with children, especially when it is focused on collaborative work, guided by play and curriculum. Carlos Vargas-Tames (UNESCO, Teacher Task Force) indicated that the over-representation of women in the ECCE workforce is not only due to the lack of value for the job, but also due to gender stereotypes.
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Early childhood education can tackle harmful gender stereotypes before they have a lasting effect. At the parallel session “Gender and Education” organised by UNGEI, VVOB presented its work in the development of training materials for teachers and school leaders and gender-transformative pedagogy (GTP). GTP supports educators to recognise and act on gender stereotypes in school settings, promoting gender equality in the earliest years. Furthermore, at the side event organised by Forum for African Women Educationalists (FAWE), Plan, VVOB and FAWE shared lessons learnt on supporting children’s learning in times of crisis, specifically the COVID-19 crisis. VVOB presented its blended trainings for teachers on GTP in ECE and showcased how close collaboration with partners in the development of both content and modalities created opportunities for scaling.
To ensure all children’s #RightToEducation, we need teachers trained in gender-responsive pedagogy! As shared at the #WCECCE, I and @VVOBvzw support equal futures for all learners. ECCE teachers are key to advance gender equality and a better tomorrow!#EducationStartsEarly pic.twitter.com/LmrcLVaR1H
— Anna Carmen Murru (@AnnaCarmenMurru) November 15, 2022
Solutions Day was a busy day, as VVOB also moderated a side event organised by the thematic group on ECCE Teachers of UNESCO’s Teacher Task Force, titled ‘Harnessing a global network for the ECCE workforce development’. Panellists and participants brainstormed on concrete activities the members of the working group could carry out in 2023, related to the professionalisation of ECCE teachers, attractiveness of the profession and support to ECCE teachers. Many participating CSOs presented good practices, such as Turkey’s ACEV, which strengthens the capacity of fathers to have meaningful interactions with their children. Or Ghana, where preschool education now covers 2 years and ECCE teachers’ qualifications have been upgraded from a diploma to a bachelor’s degree. Franscesca Kipsoi shared how Montessori community-based preschools have been set up in Kenya and parental involvement in supporting the schools.
Policy Day
At the conference’s official opening on day 3, the President of the Republic of Uzbekistan stressed the importance of ECCE education, showcased the national vision and progress made in Uzbekistan and advocated strongly for ECCE as a key theme for the UN’s ‘Summit of the Future’ in 2024.
High-level sessions further explored the main themes of the conference - inclusion, quality and well-being; ECCE workforce and caregivers; programme innovations; policy, governance and finance – and a special session focused on high-level commitment to engaging in and advancing the cause of ECCE. VVOB showcased its learning through play and ECCE interventions in Vietnam, South Africa, Zambia and Rwanda at the exhibition booth of the LEGO Foundation.
Commitments day
On the last day, participants had the opportunity to visit Uzbek education institutions. While some visited government-run urban preschools, others saw the presidential school educating gifted and highly talented students. Others went further afield and experienced (snowy) mobile preschool classes.
The day was further dedicated to the discussion on and the adoption of the Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education. To our great satisfaction the points from the CSO Joint Engagement Document have been taken up in the Tashkent Declaration, except for the number of years of pre-primary (2 suggested and only 1 adopted) and the budget commitment.
A warm thank you to UNESCO and the Republic of Uzbekistan for organising the conference and making us all feel welcome. Until next time!
An inspiring 4️⃣ days spent at the #WCECCE contributing to strategies for improving teacher and school leader development in #EarlyChildhoodEducation.
Such a pleasure to moderate and host sessions alongside partners in #ECCE such as @RsFawe, @PlanGlobal, @UNGEI & @LEGOfoundation! pic.twitter.com/olyhVYcpTl
— VVOB - education for development (@VVOBvzw) November 18, 2022
