Innocenti Research Report Tackling Gender Inequality from the Early Years: Strategies for building a gender-transformative pre-primary education system AUTHOR(S) Dita Nugroho; Mayra Delgado; Bella Baghdasaryan; Stefania Vindrola; Divya Lata; Ghazala Mehmood Syed Published: 2022 Innocenti Research Report Access to early childhood education has increased over the last two decades, with global enrolment rates showing gender parity in access among boys and girls. Despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequities and address harmful gender stereotypes while they are being absorbed by the youngest learners. As such, this research explores the ways in which pre-primary education can become more gender-transformative at a system level and presents 11 key strategies to support this goal. The strategies are organized around five interconnected action areas: planning and budgeting; curriculum; workforce development; family and community engagement; and quality assurance. These strategies can help governments and policymakers to proactively incorporate gender-responsiveness into the design and implementation of their pre-primary education policy and programming, following a system-wide perspective. + - Cite this publication | No. of pages: 62 | Thematic area: Early Childhood, Education, Gender equality | Tags: child education, early childhood, early childhood development, early childhood education, education, gender equality, gender issues × COPY BIBLIOGRAPHIC CITATION Dita Nugroho; Mayra Delgado; Bella Baghdasaryan; Stefania Vindrola; Divya Lata; Ghazala Mehmood Syed 2022 Tackling Gender Inequality from the Early Years: Strategies for building a gender-transformative pre-primary education system. , pp. 62.
Innocenti Research Briefs Gender-Transformative Pre-Primary Education: Addressing gender inequalities through early years education Published: 2022 Innocenti Research Briefs Access to pre-primary education has increased significantly in the past two decades and, as of today, boys and girls are participating equally. However, despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequalities and address harmful gender stereotypes and norms. In particular, children begin to gain insight into certain cultural gender stereotypes as early as the ages of two and three. There is, therefore, a need to proactively incorporate gender-responsive and gender-transformative strategies into the design and implementation of pre-primary education systems to address gender inequalities. + - Cite this publication | No. of pages: 6 | Thematic area: Early Childhood, Education | Tags: early childhood, early childhood development, early childhood education, gender equality, gender issues × COPY BIBLIOGRAPHIC CITATION 2022 Gender-Transformative Pre-Primary Education: Addressing gender inequalities through early years education. , pp. 6.
Innocenti Research Briefs Gender-Transformative Pre-Primary Education: Supporting gender-transformative parenting through pre-primary education systems Published: 2022 Innocenti Research Briefs Children begin learning about gender stereotypes as early as age two. The pre-primary education system does not always deliver on its potential to tackle and address harmful gender stereotypes while they are being absorbed by the youngest learners. All components of the pre-primary system have a role to play in breaking down these stereotypes. This includes parents, who are the primary agents of gender socialization for their children. As young children are in the process of forming their own gender identity, their primary caregivers can reinforce their behaviors and act as role models on how to behave and interact with others. This brief highlights key strategies and considerations to ensure family and community members are active agents of change for gender-transformative education and development. + - Cite this publication | No. of pages: 5 | Thematic area: Early Childhood, Education | Tags: child education, early childhood, early childhood development, early childhood education, education × COPY BIBLIOGRAPHIC CITATION 2022 Gender-Transformative Pre-Primary Education: Supporting gender-transformative parenting through pre-primary education systems. , pp. 5.
Innocenti Research Briefs Gender-Transformative Pre-Primary Education: Tools for gender-transformative policy and programming Published: 2022 Innocenti Research Briefs Gender-transformative pre-primary education requires a coherent system that integrates gender considerations across all its core components for a quality service delivery. This brief presents a set of tools to support policymakers and/or practitioners to progress towards gender-transformative pre-primary education policy and programming, organized by the five core components of quality pre-primary primary education systems: planning and budgeting; curriculum; workforce development; family and community engagement; and quality assurance. The tools provide key gender considerations to strengthen each core component and advocate for gender-responsive and gender-transformative policies and practices. + - Cite this publication | No. of pages: 6 | Thematic area: Early Childhood, Education | Tags: early childhood, early childhood development, early childhood education, gender issues × COPY BIBLIOGRAPHIC CITATION 2022 Gender-Transformative Pre-Primary Education: Tools for gender-transformative policy and programming . , pp. 6.
Innocenti Research Briefs Gender-Transformative Pre-Primary Education: A System-wide approach to tackling inequalities from the early years Published: 2022 Innocenti Research Briefs Mainstreaming gender within pre-primary education is a priority in tackling gender-related inequalities from the early years. Such mainstreaming requires the commitment of a variety of stakeholders within the education system and beyond, including different units within education ministries, pre-service and in-service teacher training providers, teacher unions, other ministries, academia and civil society organizations. This brief presents key advocacy points and enabling conditions to support education ministries to engage these partners in the delivery of gender-transformative pre-primary education. Advocacy points are aligned with the five components of quality systems: planning and budgeting; curriculum development and implementation; workforce development; family and community engagement; and quality assurance. + - Cite this publication | No. of pages: 4 | Thematic area: Early Childhood, Education, Gender Issues | Tags: early childhood, early childhood development, early childhood education, gender issues × COPY BIBLIOGRAPHIC CITATION 2022 Gender-Transformative Pre-Primary Education: A System-wide approach to tackling inequalities from the early years . , pp. 4.
Innocenti Research Briefs Gender-Transformative Pre-Primary Education: Investing in pre-primary education workforce development for gender equality Published: 2022 Innocenti Research Briefs Children begin learning about gender stereotypes as early as age two. The pre-primary education system does not always deliver on its potential to tackle and address harmful gender stereotypes while they are being absorbed by the youngest learners. All components of the pre-primary system have a role to play in breaking down these stereotypes. This includes the teaching workforce, who play a crucial role in determining how the education system contributes to gender equality and whose actions can influence children’s learning experiences and their personal gendered views and behaviour. This brief highlights key strategies and considerations to ensure the pre-primary workforce can be prepared to stop gender stereotypes from being perpetuated, and ways they can create a learning environment that is gender-transformative. + - Cite this publication | No. of pages: 5 | Thematic area: Early Childhood, Education, Gender equality, Gender Issues | Tags: early childhood, early childhood development, early childhood education, education, gender issues × COPY BIBLIOGRAPHIC CITATION 2022 Gender-Transformative Pre-Primary Education: Investing in pre-primary education workforce development for gender equality. , pp. 5.
Innocenti Working Papers COVID-19: A reason to double down on investments in pre-primary education AUTHOR(S) Atsuko Muroga; Htet Thiha Zaw; Suguru Mizunoya; Hsiao-Chen Lin; Mathieu Brossard; Nicolas Reuge Published: 2020 Innocenti Working Papers This paper summarizes the recent UNICEF analysis on investing in early childhood education in developing countries. It provides a benefit-cost analysis of investments in pre-primary education in 109 developing low- and middle-income countries and territories, using data from 2008 to 2019. + - Cite this publication | No. of pages: 22 | Thematic area: Education | Tags: early childhood, early childhood education, education × COPY BIBLIOGRAPHIC CITATION Atsuko Muroga; Htet Thiha Zaw; Suguru Mizunoya; Hsiao-Chen Lin; Mathieu Brossard; Nicolas Reuge 2020 COVID-19: A reason to double down on investments in pre-primary education. , pp. 22.
Innocenti Working Papers Understanding Governance of Early Childhood Development and Education Systems and Services in Low-Income Countries AUTHOR(S) Pia Rebello Britto; Hirokazu Yoshikawa; Jan Van Ravens; Liliana A. Ponguta; Soojin S. Oh; Roland Dimaya; Richard C. Seder Published: 2013 Innocenti Working Papers Over the past decade, early childhood development and education (ECDE) has received increasing attention. This has led to an influx of scientific, macroeconomic, and rights-based evidence, supporting the importance of equitably implementing quality ECDE programmes and services. Despite the increase in evidence, young children in the developing world still bear the greatest burden of poverty, disease, violence, and risk factors. Recent research suggests that equitable access to quality early childhood services (ECS) can reduce the impact of risk factors and improve outcomes. + - Cite this publication | No. of pages: 62 | Thematic area: Early Childhood, Governance | Tags: early childhood, education, governance, low income communities, social services × COPY BIBLIOGRAPHIC CITATION Pia Rebello Britto; Hirokazu Yoshikawa; Jan Van Ravens; Liliana A. Ponguta; Soojin S. Oh; Roland Dimaya; Richard C. Seder 2013 Understanding Governance of Early Childhood Development and Education Systems and Services in Low-Income Countries. , pp. 62.
Innocenti Discussion Papers Good Governance of Early Childhood Development Programmes in Developing Countries: The need for a comprehensive monitoring system AUTHOR(S) Marco Kools; Virginia E. Vitiello Published: 2010 Innocenti Discussion Papers There is need for a holistic, comprehensive ECD monitoring system that covers the multiple facets (i.e. education, health, social protection and the social and economical context in which the child is born) of public and private ECD interventions in a country. Such a system is essential for ensuring that all children can reap the benefits of ECD. It serves as a means of support and oversight for monitoring the performance and planning of ECD policies and programmes in developing countries. The paper highlights the importance of comprehensive ECD monitoring for making evidence-based decisions, and discusses practical issues to take into consideration when developing such a system. One of the first steps is deciding what to monitor through the selection of a limited number of valid and measurable indicators that are aligned to policy and programme goals. In this respect the capacity of the government system should be thoroughly assessed, including 1) the identification and evaluation of existing administrative and other data sources; 2) a training needs analysis of the administrators who will operate the monitoring system to allow for strengthening their skills and prepare them for their future duties; and 3) consideration of the long-term costs of operating a monitoring system in relation to the (projected) available funds, in order to ensure the sustainability of the system. + - Cite this publication | No. of pages: 16 | Thematic area: Early Childhood | Tags: early childhood, early childhood development, early childhood education, educational systems, monitoring × COPY BIBLIOGRAPHIC CITATION Marco Kools; Virginia E. Vitiello 2010 Good Governance of Early Childhood Development Programmes in Developing Countries: The need for a comprehensive monitoring system. , pp. 16.
Innocenti Discussion Papers Routine Data Collection and Monitoring of Health Services Relating to Early Childhood Development: A two-nation review study Published: 2009 Innocenti Discussion Papers Monitoring of health services can serve two major functions: providing information for performance management as well as for evidence-based policy-making. The means by which monitoring is carried out and the balance that is struck between these functions vary according to the situation of different countries. This paper reviews monitoring processes and the availability of data relating to early childhood development in the cases of Germany and the United Kingdom. The discussion centres on pre-requisites for successful routine data collection: a national framework, a national database and making data available publicly. + - Cite this publication | No. of pages: 12 | Thematic area: Early Childhood, Health | Tags: data collection, early childhood, health services, monitoring × COPY BIBLIOGRAPHIC CITATION 2009 Routine Data Collection and Monitoring of Health Services Relating to Early Childhood Development: A two-nation review study. , pp. 12.
Innocenti Working Papers La educación durante la primera infancia en México: expansión, mejora de la calidad, y reforma curricular AUTHOR(S) Hirokazu Yoshikawa; Robert G. Myers; Kathleen McCartney; Kristen L. Bub; Julieta Lugo-Gil; Maria A. Ramos; Felicia Knaul Published: 2008 Innocenti Working Papers Las investigaciones recogidas en cientos de estudios demuestran los beneficios que proporcionan la educación y los cuidados de calidad durante la primera infancia para el aprendizaje posterior del niño, su éxito escolar y su desarrollo social. Habiendo reconocido el valor de ofrecer oportunidades educativas al niño desde los primeros momentos de su vida, muchos países han extendido la educación y los cuidados a la primera infancia durante los últimos años. México consituye un caso interesante, en el que durante los últimos cinco años se han extendido la educación y los cuidados a la primera infancia, así como las iniciativas encaminadas a mejorar la calidad y a reformar el currículo nacional de los preescolares. Este documento examina tres iniciativas de política educativa que se llevaron a cabo en México entre 2000 y 2006: la expansión de la educación preescolar, la mejora de la calidad y la reforma curricular. + - Cite this publication | Thematic area: Early Childhood | Tags: early childhood, early childhood development, early childhood education, educational evaluation, educational reforms, preschool education, right to care and protection, right to child care services × COPY BIBLIOGRAPHIC CITATION Hirokazu Yoshikawa; Robert G. Myers; Kathleen McCartney; Kristen L. Bub; Julieta Lugo-Gil; Maria A. Ramos; Felicia Knaul 2008 La educación durante la primera infancia en México: expansión, mejora de la calidad, y reforma curricular.
Innocenti Working Papers Early Childhood Services in the OECD Countries: Review of the literature and current policy in the early childhood field AUTHOR(S) John Bennett Published: 2008 Innocenti Working Papers The aim of this publication is to provide a review of the literature and current policies of early childhood education and care in the economically most advanced countries of the world. The introductory chapter provides some basic definitions: what is meant by 'early childhood services' both in the narrow sense of care and education services for young children (family day care, childcare centres, pre-primary educational services, integrated services, etc.) and in the wider sense of services supporting the holistic development of young children. Subsequent chapters address: the rights and well-being of young children; the economic and social context of children's services; state investment in early childhood services. Chapter 2 addresses the question of the rights and well-being of young children. Chapter 3 explores the economic and social context of children's services, and seek to explain the contemporary focus on the upbringing and education of young children. Chapter 4 provides a rationale for substantial state investment in early childhood services. Chapter 5 recalls briefly the promise that participation in high-quality early childhood services holds for the individual child and at a wider level, for society as a whole. A short conclusion proposes a dynamic social market model that brings together the dynamism and choice that market approaches can present with the strong investment, effective control and equity in access that public systems have traditionally offered in several countries. + - Cite this publication | No. of pages: 93 | Thematic area: Early Childhood | Tags: basic services, early childhood, early childhood development, early childhood education × COPY BIBLIOGRAPHIC CITATION John Bennett 2008 Early Childhood Services in the OECD Countries: Review of the literature and current policy in the early childhood field. , pp. 93.