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Noting that young children in the Republic of Korea have received institutional education and care for more than 100 years, this report provides an in-depth analysis of Korea's reform of its early childhood education and care (ECEC) system. The analysis focuses on how ECEC has evolved, the current system, why Korea has attempted to reform the system, efforts that have been made in the reform process, and the reasons for the lack of success of the reform. The reform began with the key idea that national administrative systems be organized by age group, so that the Ministry of Education would take charge of care and education for 3- to 5-year-olds and the Ministry of Health and Welfare would be responsible for the care of children under 3 years rather than its current situation in which the Ministry of Education serves 3- to 5-year-olds and the Ministry of Health and Welfare provides childcare services from birth to age 5. The report notes that although the reform of the Korean ECEC system has not been successful, there has been some impact, including increasingly integrated kindergarten and childcare services, strengthened cooperation and greater influence among ECEC associations, increased parental participation and concern, and increased research on the ECEC system. The report concludes by pointing out that the main reasons ECEC system reform failed were: (1) the inability to reach consensus among scholars, those involved in kindergarten and childcare facilities, and public organizations regarding the concept of education and care; and (2) the authority-centered attitudes of government officials. (Contains 19 references.) (KB)

This monograph summarizes the issues discussed at an international workshop convened to identify strategies, lines of action, and innovative approaches to respond to the needs of young children faced by the African HIV/AIDS pandemic. The monograph provides background information on the HIV/AIDS pandemic; describes current initiatives and results of case studies; and discusses the interaction of culture, HIV/AIDS, and childrens rights. The workshop brought together representatives of early childhood development nongovernmental organizations (NGO), institutions, and United Nations organizations working in Africa. Participants reflected on child rights advocacy strategies in the context of HIV/AIDS and addressed the integrated approach calling for collaboration between numerous statutory bodies and voluntary organizations. Also examined at the workshop were revised case studies methodology, an outline for a Young Child and HIV/AIDS website, and an Action Plan proposal. Key questions addressed during the workshop related to: (1) obstacles in providing appropriate services for HIV/AIDS affected or infected young children; (2) cultural or religious causes of discrimination against these children; (3) cultural resources for combating discrimination; (4) the role of policy in ensuring the adequacy of programming; (5) principles to be observed in developing programs; (6) frameworks for protecting children rights; (7) strategies for developing partnerships among NGOs and government; and (8) the type of training required for sustainability. Recommendations relate to policy, advocacy, partnerships and collaboration, program planning and implementation, training, sustainability, communication, funding, and action plan development. The monograph's appendix lists participants and questions used to prepare the workshop. (Contains 29 references.) (KB)

As part of a UNESCO-sponsored series of studies examining how integrated and coordinated early childhood policies are implemented, this case study focuses on Senegal's integrated early childhood policy. The case study examines the context for policy development and analyzes the structure and resources of the Ministry for the Family and Early Childhood (MFPE). Also examined are the goals and strategies of the new policy, the programs feasibility and relevance, and issues related to access, quality, and equity. The study draws on four data types, including document analysis, interviews, and observations of integrated and traditional preschool centers. At the center of the policy is the model of the childrens hut, that considers the complexity of the African situation and tensions between tradition and modernity, offering an early childhood support program providing education, health, and nutrition services. The study concludes that the new Senegalese policy draws on the potential of the nonformal sector to resolve problems faced by formal and informal preschool education as well as health and nutrition services. It is noted that the proposed model is considerably removed from the inexpensive, grassroots approaches previously tried and does not necessarily seem the most relevant in terms of declared ambitions regarding access and quality. Among the positive features is the presence at the MFPE of those involved in inter-ministerial approaches and actively advocating preschool innovation. The study asserts that time will be needed for a new, shared vision to take shape, and regular meetings devoted to shared projects are needed; the policy's success is dependent on balanced joint construction backed by authentic action research and self-assessment. (Contains 57 references.) (KB)

As part of a UNESCO-sponsored series of studies examining how integrated and coordinated early childhood policies are implemented, this report presents a case study of the process of integrating early childhood education and care (ECEC) in Sweden under the auspices of the Ministry of Education and Science. The report outlines the reforms preceding the integration, concepts prevailing in the field, rationales behind the reform, the process itself, and its impact and consequences. Emphasized within the report is the finding that with formal integration at the ministerial level, ECEC shifted from the arena of social and family affairs to the educational sphere. Through the reforms of 2001 and 2002, preschool became a right for all children in Swedish society, bringing Sweden closer to the ideal of universal preschool as the first stage of lifelong learning. The processes, consequences, and impacts of the policy differed significantly among Swedens 289 municipalities. It is noted that the integration of the two school forms resulted from a well-planned process with a strong pedagogical rationale in some municipalities, while in others the rationale was mainly financial. Integration translated into overall financial gain as well as further progress toward the goal of preschool for all children. One of the major lessons learned from the policy changes was that the personnel involved, including teachers, recreational instructors, and day care attendants, need time to adjust to the new integrated work teams, to document their new practices, and to collectively reflect on the change. (Contains 68 references.) (Author/KB)

This report describes early childhood care and education (ECCE) and other family support policies and programs in seven southeast Asian countries: Thailand, Malaysia, Philippines, Indonesia, Vietnam, Laos, and Cambodia. The report draws primarily on background country reports prepared by officials in these countries to focus on the context in which policies and programs have been developed, describes extant or proposed child and family support policies and programs, and details specific ECCE initiatives in each country. The report notes that all the countries stress the central and traditional role of the family in rearing and socializing children and that improvement in the status and role of women is a fundamental component of efforts toward enhancing the situation for children. Trends influencing the growing demand for ECCE include family changes, legislative initiatives, increased awareness of the impact of early childhood experiences on child well-being, school performance, and adult productivity. Barriers to expanding ECCE include competition for resources with other needs, government administrative arrangements, and the extent to which care and education are viewed as integrated and administered under one government agency, or separate and administered by several agencies, departments, or ministries. Specific ECCE initiatives are described for each country. The report concludes by emphasizing that there is growing recognition of the importance of ECCE but limited resources, staff shortages, lack of training opportunities, and the prevalence of traditional values have limited the development of ECCE programs. (Contains 12 references.) (KB)

This report was commissioned as a state-of-the-art paper on policy development and implementation of integrated or coordinated services of early childhood education and care (ECEC) within a systemic perspective. The report compares main ECEC policy issues in developed and developing countries, focusing on practical implications and mechanisms especially useful for policymakers in developing countries. Information sources included country background reports for the OECD and interviews with delegates of various nations. The report is organized into five sections. Section 1 presents an overview of the current situation and recent changes in ECEC policy in developed countries (United States, Netherlands, Great Britain, Portugal, Czech Republic, Sweden, Australia, Belgium, Finland, Denmark, Italy, Norway) and developing countries (Brazil, Cambodia, China, Vietnam, Gambia, Kenya, Senegal, and Uganda). Section 2 discusses the parallel development of different types of institutions for young children and political, cultural, and economic events influencing the adoption of more or less integrated ECEC approaches. Section 3 argues for a broad theoretical framework to support an integrated or coordinated approach to ECEC systems. Section 4 discusses the practical challenges of coordination and integration in terms of policy (state responsibility, administrative auspices, the target population, age range served, and financing) and program implementation (types of service, setting, pedagogical approach, staffing, and parent involvement). Section 5 discusses the benefits and risks of an integrated approach. The report concludes by noting that the use of a variety of terms to refer to the early childhood field in developing countries reveals differences in underlying assumptions reflected in the resulting programs, and that many developing countries have unresolved fundamental issues regarding the kind of education envisioned for young children. (Contains 92 references and lists 11 relevant Web sites.) (KB)

Most female workers in developing countries do not have wage jobs. However, the preponderance of female workers in non-wage jobs is not consistent across all developing countries. It is highly likely that the proportion of non-wage female workers in developing countries is greater than is suggested by the statistics. Consequently, mothers in the developing world cannot be assumed to be freely available to serve as full-time child caretakers, and the demand for early childhood care and education and family benefits and services (ECCE-FBS) among working mothers in developing countries is huge. These facts have the following implications for ECCE-FBS policy in developing countries: (1) family support measures such as parental leave are unlikely to be available in developing countries in the near future; (2) given a relatively high per-child cost, institutional services for children under the age of 3 are also out of reach in most developing countries; (3) mothers in disadvantaged countries are not easily available to attend classes; and (4) investment in the education of girls and women will have a synergistic effect on the development of ECCE-FBS. Encouraging women, through good education, to participate more actively in the formal labor market is not only a sound economic strategy but also a strategy for ECCE-FBS. (MN)

This UNESCO-supported case study report documents aspects of New Zealand's integration of the administrative auspices for early childhood care and education (ECCE) into the national education authority, the Department/Ministry of Education. The report is presented in nine sections. Following the introductory section providing a historical overview of early childhood education in New Zealand and describing early childhood services and shifts in their administration, Section 2 outlines the content prior to the decision to integrate ECCE administration into one department, thereby providing the context to give child care the same government support as ECCE services. Section 3 details the rationale for the administrative integration of ECCE. Section 4 presents the processes involved in administrative integration at the national level. Section 5 describes the processes for implementing the three major changes involved in administrative integration: (1) transfer of administrative responsibilities; (2) integrated training programs; and (3) Before Five policies. Section 6 outlines further developments following the administrative transfer of child care to the Department of Education, including the transfer of administration of the Maori language immersion centers from the Department of Maori Affairs to the Ministry of Education and the expansion of post-graduate early childhood study. Section 7 discusses the impact and subsequent developments of administrative integration, including increased participation in ECCE services, increasing concerns about program quality, and development of a strategic plan for early childhood education by the Labour party. Section 8 discusses remaining issues and challenges, including improving the coordination across ministries, achieving even-handedness by the two government funders of ECCE, and improving policy coherence for ECCE services. (Contains 69 references.) (KB)

In November, 2000, several international early childhood organizations and UNESCO met to develop a joint framework for action to reinforce awareness of the need for a flexible, creative, communicative, and supportive learning environment; the impact of a value-based child-friendly learning environment; the importance of surrounding children with human core-values from an early age; and the ways of implementing values-based early childhood education approaches. This report, in English, French, Spanish, Russian, Chinese, and Arabic versions, presents the resulting plan for action. Section 1 of the report discusses the reasons for developing a framework for action on values education in early childhood, focusing on the basic needs of young children and the importance of investing in early childhood programs. Section 2 presents program guidelines comprising the foundation for the action plan, including goals and objectives, guiding principles, and key elements of the framework. Section 3 details five levels of action to facilitate the implementation of the framework for action: personal, family, school, community, and state. Section 4 focuses on seven program areas for the plans implementation: (1) undertaking advocacy/dialogue/awareness raising activities; (2) developing and offering training; (3) enhancing prevention and protection; (4) creating supports and advocacy through media and communications; (5) mobilizing and involving business/private sector; (6) building on networks, partnerships, and affinity groups; and (7) assessing effectiveness and monitoring progress. Section 5 identifies the next steps toward implementing child-friendly learning environments. Appended is a list of sample quality-based values learning indicators. (KB)

This document consists of eight double-sided briefs addressing aspects of the field of early childhood education. Titles of the briefs are as follows: (1) "Early Childhood Care? Development? Education?," outlining the distinctions between these terms; (2) "Planning for Access: Develop a Data System First," highlighting Brazil's census to collect baseline data on child care centers and preschools as a first step to broadening early childhood education beyond pre-primary; (3) "Integrating Early Childhood into Education: The Case of Sweden," on that country's transition to a preschool system serving 1-5 year olds with a national curriculum, and expansion of entitlement to preschool education; (4) "Women, Work, and Early Childhood: The Nexus in Developed and Developing Countries (I) [and] (II)," on the relationship between women and the labor force in developed nations and developing nations and government policy for supporting young children and their working parents; (5) "Home-Based Early Childhood Services: The Case of New Zealand," summarizing key details and implications of participation and administration of New Zealand's home-based services; (6) "Papua New Guinea's Vernacular Language Preschool Programme," on that nation's reform of the country's English-only educational system and subsequent bilingual education policy; and (8) "Social Transformations and Their Implications for the Global Demand for ECCE," on trends likely to dramatically affect demand for early childhood care and education. (HTH)

This monograph from the Center for Child Well-Being, looks at children's well-being holistically, integrating physical, cognitive, and social-emotional dimensions. The monograph begins by identifying elements of child well-being and then reviews the literature on well-being, describing foundational elements in physical, social-emotional, and cognitive well-being and their interrelationships. With these elements in mind, the monograph then discusses scientific implications and next steps in their application to child health and development (these include producing a governing framework, enhancing indicators of well-being, building a directory of indicators, creating a registry for interventions, developing a national index of well-being, and establishing a parenting network). The monograph concludes with recommendations for the future of child well-being, including developing a strategic plan and an alliance of child well-being partners. (Contains 142 references.) (EV)

Since 1995, UNESCO and the Averroes Foundation have collaborated to develop early childhood education programs. This report describes Averroes intervention programs currently used in the Netherlands with young at-risk children. Following a Foreword which describes various UNESCO early childhood activities, the report is divided into six parts. Part 1 provides background on early intervention program development in the Netherlands. Part 2 describes how intermediary agencies can connect effectively with researchers, policymakers, practitioners, and families. Part 3 describes the Averroes programs: (1) "Instapje," to improve the quality of caregiver-child interactions; (2) "Klimrek," a home-visit program to stimulate verbal interaction between parents and children; (3) "Spel ann Huis," a home-based program to stimulate play development in 1- to 4-year-olds; (4) "Opstapje," to facilitate transitions from home to elementary school for disadvantaged 2- to 4-year-olds; (5) "Opstap Opnieuw," a home-based extra-curriculum for disadvantaged 4- to 6-year-old children and their parents; (6) "Overstap," focusing on collaboration between school, parents, and children during the process of learning to read; (7) "Stap door," a continuation of the Overstap program for second and fifth graders; (8) "Stap rond," a parent education program for caregivers of children from birth to 6 years of age; and (9) "Kaleidoscoop," the Dutch version of the American High/Scope program. Part 4 discusses the limited value in using educational models as the basis for program development and presents key principles for developing intervention programs. Part 5 concerns lessons Averroes has learned in disseminating programs to large numbers. Part 6 discusses the relationship between home-based and center-based intervention strategies. (KB)

This report has two aims: (1) to stimulate discussion on issues, strategies, and possible activities at the international level relevant to the links between early childhood development and education and primary education; and (2) to gather additional ideas and information on relevant experiences and structures, to be included in a more comprehensive publication. Section 1, "Background," discusses access to primary education in developing countries and concerns about dropout rates and grade repetition. Section 2, "Early Childhood Development and Education," focuses on the role of early intervention programs in improving the progress and achievement of children in primary schools. Section 3, "Entrance into Primary School," discusses primary school entry as crucial for later success. Section 4, "The Rationale for Linking Early Childhood Development and Education," discusses the possibility of links between early and primary education programs in reducing underachievement, dropouts, and absenteeism, and considers various approaches to and expected outcomes of such linkages. Section 5, "Examples of Linked Programmes and Experiences," provides information on formal and nonformal program practices. Section 6, "Case Studies," describes programs in China, Denmark, France, Guyana, India, Morocco, and the United States. Section 7, "Policy Issues," considers several areas, including funding, curriculum, and administration. Section 8, "Conclusion," highlights the awareness of many nations that early intervention is more effective than later remedial measures. (Contains 52 references.) (KDFB)

Noting demographic pressures and increased poverty most countries experience, this report shows how parents and family members can work in their communities in developing countries to provide low-cost and efficient child care facilities for very young children and explains how such community-based early childhood programs benefit whole families. The report describes the equipment needed to enable a center- or home-based child care program to operate effectively and offers suggestions regarding the selection of child caregivers and ways to compensate them for their services. Also included is an outline of the main activities to be carried out in the child care center related to health, hygiene, and nutrition; language skills; cooperation with others through play; and rest periods. The report concludes by noting that if poor families work together and share their human and material resources, they will be able to provide care for children before they enter a school program. Completing the report is a list of questions for parents to consider regarding child care and activities for parents. (KB)