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Caregivers are a child’s core educator alongside ECE provision. Family engagement: Parents/caregivers are children’s “first educators” and have a key role as advocates for and supporters of quality ECE.Furthermore, it is important that ECE teachers are qualified and trained in gender-responsive curriculum and pedagogy, as well as in universal design for learning principles. This should be coupled with a longer-term strategy for gradually upgrading teacher qualifications and retaining quality teachers.

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In the short term, greater numbers of teachers with lower initial qualifications can be hired to grow the cadre of teachers, compensating with investments in intensive continuous professional development and on-the-job mentoring. This entails developing robust strategies for growing and supporting the pre-primary workforce (including strategies for achieving more a more gender balanced workforce). It is therefore crucial that they are valued and well supported. Teachers:Teachers are vital to provide young children with quality early learning experiences.

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Curriculum: A developmentally appropriate, pedagogically sound and gender-responsive curriculum with an inclusive and holistic approach to learning helps enable children to reach their full potential. In particular, a play-based learning approach empowers children’s active and hands-on exploration of the world around them.Consider the following when planning for and costing quality ECE:

This phase of the plan preparation process is an opportunity for you to advocate for and articulate your country’s aspirations for young children’s optimal learning and development. This vision is not just about young children sitting on chairs in a classroom, but rather about setting the foundations of learning and development right – which means it is about quality and inclusive ECE. Your work on developing and/or strengthening the ECE strategies, activities, indicators and targets should be guided by a strong and comprehensive vision for the ECE subsector.

global and international development frameworks, such as the SDGs and Education 2030, with particular attention to SDG 4.2, which sets forth a target of at least one year of quality pre-primary education for all children.

national and subnational education and policies and plans and public statements of intent, as well as other cross-sectoral national policies or plans for early childhood development that include policy intent for ECE and.

Note that we assume that ECE policy priorities will have already been set, as they are often influenced by national development priorities and international commitments – for ECE, such policy priorities should be aligned with:

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This focus is coupled with a related focus on how to simulate costs for the ECE components, so as to test their financial feasibility. Whatever the structure of the Education Sector Plan (ESP) (either by subsector or by theme), this Section 3 focuses on the development of the key ECE strategies, activities and their associated targets and indicators, all of which can be integrated or translated into the Education Sector Plan (ESP) structure. For each subsector, the challenges that the ESP will address can then be categorized into thematic areas (access, quality, etc.). There is no prescribed way to structure the Education Sector Plan (ESP), but it may be advisable to structure it by subsectors (pre-primary, primary or basic, secondary, vocational, adult, tertiary).