1 ````` `

2

I. Acronyms Acronym Definition

AAU AssociationofAfricanUniversities

ADEA AssociationforDevelopmentofEducationinAfrica

AfDB AfricanDevelopmentBank

AU AfricanUnion

ECD EarlyChildhoodDevelopment

ELP EarlyLearningPartnership

ICQNECD InterCountryQualityNode-EarlyChildhoodDevelopment

SABER-ECD SystemsApproachforBetterEducationResults-EarlyChildhoodDevelopment

SDG SustainableDevelopmentGoal

SWOT Strength,Weakness,Opportunity,andThreat

UIS UNESCOInstituteforStatistics

UNICEF UnitedNationsInternationalChildren'sEmergencyFund

WGECD WorkingGroupforECD

3

II Key Definitionsi

v Early child development (ECD) services are all services that promote or support the

development of young children. These range from infrastructural provision such aswater

andsanitation, social security,birth registrationandhealthservices tosafeandaffordable

daycare, opportunities for children to learn together in structured programmes, and

preparationforformalschooling.

v EarlyChildCareandEducation (ECCE) servicesare servicesandprogrammes thatprovide

careanddevelopmentallyappropriateeducationalstimulationforgroupsofyoungchildren

incentresand/orincommunity-orhome-basedprogrammes.

v Comprehensive services refer to a range of services for pregnant women, mothers and

youngchildrenacrossinfrastructure,health,educationandsocialservices.

v Parents:‘Parent’or‘parents’aredefinedasapersonorpersonswithparentalauthorityor

responsibility includingmothers, fathers,grand-parents,aunts,unclesorotherswhoact in

this capacity, it is not limited to biological or legal parents, large number of children are

raisedbypeopleotherthantheirparents.

v Parenting refers to how parents and caregivers execute their roles and is about the

relationship between the child and caregiver or others acting in loco parentis in order to

raisechildren.

v Family: ‘Family’ is defined in its widest sense to include: parents, those acting in loco

parentis,siblings,grandparentsandextendedfamilymembers. It isusedinabroadwayto

includekinship,marriage,adoptionofchoice.

v Family support is interpreted here as a set of (service and other) activities oriented to

improving family functioning and grounding child-rearing and other familial activities in a

systemofsupportiverelationshipsandresources(bothformalandinformal).

v Parentingsupportisasetof(serviceandother)activitiesorientedtoimprovinghowparents

approachandexecutetheirroleasparentsandtoincreasingparents’child-rearingresources

(includinginformation,knowledge,skillsandsocialsupport)andcompetencies.

4

Foreword

“Ourgoal isnothing less thanbreakthrough impacts for children facingadversity.Webelieve that

dramatic improvements in lifelong learning,behaviour,andhealtharenotonlyachievablebutalso

absolutelyessentialforathrivingandsustainablesociety.”ii_

Earlychildhoodisatimeofhopeandpossibilityforyoungchildrenandtheirfamiliesandfornations

asawhole.Itisuniversallyrecognizedtodaythatensuringahealthystartforeverychild,ensuring

they survive and thrive, sets themonapathofwellbeing for lifewhere they are able todevelop

their potential and contribute positively to the world.iii In the same vein, supporting the early

development of children offers an opportunity to address inequality, unlock poverty traps and

improvelong-termhealthandwellbeing.ivSucharecognitioninevitablybegsacommitmenttoact

todayandtoplacethematthecentreofourpolitical,economicandsocialendeavours.

Ourchildrenarenotjustthefuture,theyarealsotoday.

Nodoubt,parentsare themost significantearlychildhooddevelopment force in the lifeofyoung

children.However,incircumstanceswheretheircapacitytoprovideiscompromised,governments

must act as duty bearers, supporting their role while protecting the rights of the child to

development,careandprotection.

Thisresponsibilityforpolicyshapersandmakerstomakethatarealityisnowuniversallyrecognized.

The new Sustainable Development Goals (SDGs) agenda approved by 193Member States of the

UnitedNationsin2015recognisestheopportunitiesmanifestinyoungchildrenandthecurrentloss

ofthispotential.Thisexplainsthecallforuniversal“accesstoqualityearlychildhooddevelopment,

care and pre-primary education” by 2030, seeking specifically to accelerate provision for

marginalisedchildrenandfamilies.

The African Union (AU) equally adds to this call for action, prioritising universal access to early

childhoodeducationintheAfrica2063Strategy.

For itspartandasanadvocateandactivist forearly childhooddevelopment (ECD)on theAfrican

Continent, the ECD Inter-CountryQuality Node (ICQN) of the Association for theDevelopment of

Education in Africa (ADEA) is committed to advancing the rights of young children to care and

services.

5

This document sets out the strategic intention of the ICQN to contribute to change for young

children on the African Continent, explaining why ECD should be a priority for every parent,

organisation and government. It provides an overview of ECD as a potent development game

changer. Mapping the context of childhood on our Continent, it draws “inspiration and strength

fromthefoundationofAfrica’srichculturesandenduringtraditionsofchildcare.”v Italsoprovides

anoverviewoftheactionstheICQNwilltaketoadvanceanECDagenda.

AsMinisterofEducation,IamalltooawareoftheneedfortheICQNECDtobecomeaplatformfor

collaboration and partnership with all who have a heart for our youngest children.We all also

recognise that our failure to act will only perpetuate cycles of inequality, locking children, their

familiesandevennationsintoperpetualcyclesofeconomic,socialandpoliticalhardship.

Thisgloomyperspectivecanbeandwillbechanged.Weoweitasmuchtoourchildrenasweoweit

toourContinent.

MinisterofEducationofMauritius

ChairpersonoftheICQNSteeringCommittee.

CenterontheDevelopingChildatHarvardUniversity(2016).FromBestPracticestoBreakthroughImpacts:AScience-BasedApproachto

BuildingaMorePromisingFutureforYoungChildrenandFamilies.http://www.developingchild.harvard.edu1Heckman,JamesJ.,andDimitriyV.Masterov."Theproductivityargumentforinvestinginyoungchildren."AppliedEconomicPerspectives

andPolicy29.3(2007):446-493.1Sayre,R.K.,Devercelli,A.E.,Neuman,M.J.,&Wodon,Q.(2015).InvestinginEarlyChildhoodDevelopment:ReviewoftheWorldBank's

RecentExperience.WorldBankPublications1Pence,A.andNsamenang,B.(2008)Acaseforearlychildhooddevelopmentinsub-SaharanAfrica.WorkingPaperNo.51.TheHague,

TheNetherlands:BernardvanLeerFoundation.

6

Chapter 1

BACKGROUND TO THE ICQN ECD

Prior to the nineties, other than in sectoral health and nutrition policies and strategies, young

childrenfrombirthtofivewerealmost invisible inAfricanpolicydocuments.Withtheadoptionof

theConventionon theRightsof theChild in1990and theWorldDeclarationonEducation forAll

(UNESCO 1990), a new impetus was given to an agenda for young children. Early Childhood

Development (ECD) has since been firmly on the agenda stimulating dialogue and action globally.

Africanleadershaveplayedacentralroleintheseadvances,notedasamongsttheearliestandmost

enthusiasticsupportsfortheCRC.vi

In1993theDonorstoAfricanEducation(nowtheAssociationfortheDevelopmentofEducationin

Africa,ADEA)establishedaspecialfocusgroupwithintheFemaleParticipationGroupofADEA(now

FAWE) on ECD. By 1997, this had morphed into a fully operational Working Group for Early

ChildhoodDevelopment(WGECD),whichADEAformalised.Focusedonthemobilisationofpolitical

and public as well as multilateral support for the adoption of an integrated approach to the

developmentoftheyoungchildinAfrica,theWorkingGroup’s(WG)overallgoalwastoensurethat

African children survived, thrived and had a good start in life. The WG made some important

contributionstopolicydialogue,reformandknowledgebuildingonECDontheContinent.

As theWG found its feet, it was able to participate in and contribute to the growing global and

continentaltake-upofECDasacritical issueforhumandevelopment.viiTheAfricanCharteronthe

RightsandWelfareoftheChild(ACRWC)wasratifiedin1999and,in2001,atthePan-AfricanForum

for Children, Governments affirmed their commitment to an Africa Fit for Children: The African

Common Position. The ECD agenda was further advanced at the DakarWorld Education Forum

where delegates committed to “expanding and improving early childhood care and education,

especiallyforthemostvulnerableanddisadvantagedchildren.”1

As part of ADEA’s strategic development approach, its Working Groups were set to morph into

independentbodiesoncetheywerewellestablished;FAWEisacaseinpoint.Thiswasinitiallythe

ideafortheWGECDaswell.However,ADEAinpursuitofamoresustainablemodel,beganbuilding

itsInterCountryQualityNodestrategy,whichrestedoncountriesinAfricathathadtrackrecordsof

investmentanddeliveryoncriticaleducationanddevelopmentissues.OnesuchpriorityareaisECD.

7

ThustheICQNECDwaslaunchedin2015,itspurpose,beingtoactasaninter-Governmentalagency,

mandated to work towards advancing the ECD agenda on the African Continent. It sets out to

provide strategic direction and thought leadership, contributing to the capacities of African

governmentstorespondpositivelytotheopportunitiespresentedbyearlyinvestmentandmitigate

thesignificantchallengesposedtotheContinentasawholeanditschildreninparticular.

TheICQNECDemphasisesacomprehensiveandintegratedapproachtoECDthroughthepromotion

ofpoliciesandprogrammesthatworksynergisticallytoensurethechild’srightstohealth,nutrition,

protection, a nurturing environment, early brain stimulation, cognitive, social and emotional

development,asenshrinedintheConventionontheRightsoftheChild.Theseveralresponsibilities

oftheWGECDhavenowmigratedtotheICQNECDhostedandledbyMauritiussince2015.

The ICQN also has a mandate over and above that of policy dialogue and advocacy and the

generation of new knowledge on ECD. This new approach relies on a networking of African

institutions andexperts for theemergenceof centresof excellence for capacitybuilding, forpeer

learningandpoolingofsuccessfulexperiencesandbestpractices that respondsupportively to the

varying contexts in which ECD programmes are implemented. On that basis, it is premised that

progresstowardstheECDgoalinAfricawouldbebothacceleratedandsustainedwithintheglobal

SDGFramework.

The ICQN also has a mandate over and above that of policy dialogue and advocacy and the

generation of new knowledge on ECD. This new approach relies on a networking of African

institutions andexperts for theemergenceof centresof excellence for capacitybuilding, forpeer

learningandpoolingofsuccessfulexperiencesandbestpractices that respondsupportively to the

varying contexts in which ECD programmes are implemented. On that basis, it is premised that

progresstowardstheECDgoalinAfricawouldbebothacceleratedandsustainedwithintheglobal

SDGFramework.

8

Chapter 2

2.0 STRATEGIC POSITION OF THE ICQN ECD

OUR VISION isthateveryAfricanchildhasagoodstartinlifethroughtheimplementationof

qualityECDservicesandprogrammes.

OUR MISSION is to serve as a platform for collaborative action through sharing of innovative

experiences, peer learning, building a community of practice, policy dialogue and advocacy,

partnershipandnetworking.

OUR POSITION: MORE THAN ABCs The ICQN ECD emphasises a comprehensive approach to ECD recognising that it spans from the

beginning of life at conception until the child is eight years old. It promotes holistic and multi-

sectoral ECD efforts, advocating for an essential package of services and care that addresses

nutrition,primaryhealthcare,protectionfromharm,parentingsupportandtheopportunitytoplay

andlearn.

Mindfulthatresponsibilityfortheseinter-dependentareasofdevelopmentismostlysharedacross

differentsectorsgenerallyresultinginfragmentedapproachestoECDpolicyandprogrammeswhich

undermine its potential impact, the ICQN promotes cross-sector collaboration with a view to

addressing the essential needs of all children and their evolving capacities in an age- and stage-

appropriatemanner.

This cross-sectoral nature of ECD allows formultiple entry points, education being one. Given its

relationshipwithMinistries of Education via ADEA, the ICQN is well positioned to focus on early

learningasaplatformtoplayathoughtleadershiproleinadvancingearlychildhoodactivitieswithin

the education sector while advocating for an integrated multi-sectoral approach to ECD on the

Continent.

2.1 OUR KEY PHILOSOPHIES ThestrategyoftheADEAICQNECDisthusbasedonthefollowingkeyphilosophies:

1. Youngchildrenarethepresentandthefutureofeverynation;havingthebeststartinlifeis

theirright.Theirneeds,diverseidentitiesandintrinsicworthmustberecognized,respected

andsupported.

9

2. Early Childhood Development begins at conception calling for a life-cycle approach that

ensuresevery childhasaccess to the coreessentialprovisions theyneedwhen theyneed

themsotheycanthriveandreachtheirpotential.

3. Early Childhood Development is shaped by both environmental and genetic factors; early

experiences take place in relationships that are shaped through support to primary

caregiversandparents.

4. All domains of early development are interdependent; provision for health, nutrition,

education, and psychosocial support during the early years is essential for the future

wellbeingofchildren,families,nationsandtheglobalcommunity.

5. Early development is cumulative; early experiences and environment from conception are

foundational to what follows, necessitating early intervention especially in the lives of

vulnerableyoungchildrenand familieswhoareatrisk.

2.2 OUR GUIDING PRINCIPLES TheactivitiesoftheICQNECDareguidedbythefollowingprinciples:

§ TheICQNECDemphasisesanintegratedandholisticapproachtochilddevelopmentbased

ontheprinciplesoftheUNConventionontheRightsoftheChild,theAfricanCharterforthe

Rightsof theChildandotheruniversallyagreedprinciplesandConventions relating to the

Child.

§ The national ownership and operation of ECD is primarily the responsibility of member

countrieswhoare thebest judge in contextualisingpolicies, programmes and activities at

theirnationallevels.

§ Quality improvement is only possible when the main actors in education in Africa are

committedtotheprocess.

§ Participation,dialogueandrespectforindigenousculturesareamongthesharedvaluesthat

guidetheworkingoftheICQNECD.

§ TheICQNECDwillcarryoutitsundertakingswithinthebasicprinciplesofgoodgovernance,

transparencyandaccountability.

10

2.3 THE ICQN ORGANISATIONAL STRUCTURE The ICQN ECD is led by Ministry of Education and Human Resources, Tertiary Education and

ScientificResearchoftheRepublicofMauritius.Table1belowpresentshowthevariousbodiesare

representedwithinitsorganisationalstructure.

Table 1: ICQN ECD organisational structure

Structure Responsibility CompositionICQNECDSteeringCommittee

Providestrategicdirection

andleadershiptothe

ICQNECD

TheSteeringCommitteeischairedbytheMauritianMinisterof

Education&HR,TE&SR,andiscomposedofsomeMinistersof

MemberCountries,ADEA,RECs,DevelopmentPartners,CSO

Representatives,PrivateSectorandAcademia

ICQNECDCoordinationCommittee

Coordinatestrategic

prioritiesandactasan

advisorybodytotheICQN

Secretariat

TheCoordinationCommitteeshallcompriserepresentativesofRECs,

ADEA,DevelopmentPartners,CSO,PrivateSectorandAcademia

ICQNECDSecretariat Facilitateallactivitiesof

theICQNECD

TheICQNECDSecretariatshallcomprise

1. OneCoordinator

2. OneDeputyCoordinator

3. 2TechnicalAssistants/ProgrammeOfficersandProjectManagers

toberecruitedonaprojectbasis

ICQNECDCountryFocalPoints

ParticipateinICQNECD

activities

EverymembercountrywillhaveanECDCountryChapterandwill

designateaNationalFocalPersontoactasliaisonofficerwiththeICQN

ECDSecretariat.

11

Chapter 3

3.0 EARLY CHILDHOOD: A TIME OF OPPORTUNITY Neurosciencesuggests“thatthelaterwewaittosupportfamilieswithchildrenwhoareatgreatest

risk,themoredifficult(andlikelymostcostly)itwillbetoachievepositiveoutcomes,particularlyfor

thosewhoexperiencethebiologicaldisruptionoftoxicstressduringtheearlyyears.”viii

ADEA as an education-focused forum provides a strategic platform for the ICQN ECD’s advocacy

agendaonearlychildhooddevelopmentanditsprimaryfocusonimprovingthecapacityofchildren

inAfricatolearn,stayinschoolandfinishsecondaryeducationsuccessfully.Thestandpointofthe

ICQN is accordingly through a lens of integration, given the interdependent nature of child

development-poornutritionalstatus,forexample,impactinglearningcapacity.

Thisinterface,illustratedinFigure1below,touchesonearlylearningandplay,parentingandfamily

support, health care and nutrition aswell as social protection, acknowledging that together they

constituteakey investment inearlychildhoodthatwill leadtohappierchildrenwhoarereadyfor

school, greater equity, better health, improved education outcomes and increased economic

prospectsfornationsandtheAfricanContinentasawhole.

Figure 1 Early investment leads to lifelong returns

Evidencefromtheevolvingscienceofearlydevelopment isunderpinnedbytheacknowledgement

thatthisisnotonlyaninvestmentintheinterestsofeconomicandsocialdevelopment,butitisalso

therightofeveryyoungchild.ThisisthebasisoftheICQNstrategy.

Health Impactthe roots of early

health, physically and mentally, are built in

early childhood

Social Impactprenatal and early

childhood development

unlocks poverty and puts children on a path to suceess

reducing inequality

Education Impactprenatal and early

childhood develpment improve cognitive functioning, readiness for school and increase school retention and rates

of success

Economic Impact

reduced need for remedial services,

increased employability,

positive contribution to society

Investment begins in the first

1000 days

12

Chapter 4

A FRAMEWORK FOR ECD ACTIONS Governments must recognise that effective investments in the early years are a corner- stone of

humandevelopmentandcentraltothesuccessfulnessofsocieties.”ix

It is universally recognized that increased access to quality ECD leads to improved education

outcomes.A game changer for ECDwill thenbe thepioneeringofpathways that cross thedivide

between multiple sectors to engage collaboratively with families, communities and systems of

supportandreachthosechildrenwhoaremostatriskofnotrealisingtheirpotential.Governments

inpartnershipwith civil society actors canwork togetherwith families toprovideequal access to

strong nurturing environments. Figure 2 below shows the building blocks of an environment that

enablesandsupportslearning.

Figure 2: Our Theory of Change: How we see it happening

SupportfamiliesBasicneeds

Nutritionalsupport

Adultcapacity

Adultcapabilities

PositiveParenting

(mothersandfathers)

education

AccesstoEarlylearning

Infantstimulation

Parents–firstteachers

Playbased

Ageandstage

appropriate

BuildtheSystemCreatearobustpolicy

framework

Integrateservices

Adoptmixedmodesof

delivery

Buildtheworkforce

Bealearningsystem

More children access quality early learning

opportunities

Resilient parents, stronger families

Better provision through improved

policy framework + enhanced systems

Healthier happier children better

able to learn and take advantage of

education opportunities

Outcomes

Input

Outputs

IMPACT

Increased education access, retention and

success

13

Chapter 5

ECD : AN ENABLER OF LIFE LONG LEARNING Theearlyyearsof life,particularly thefirst1000daysareatimeof immensehopeandpossibility;

conversely, theyare also a timeofparticular risk. Providing for young children, from the timeof

conceptionwith the things theyneed to survive and thrive, ensures they are able to realise their

potential,playapositiveroleinsocietythusenablinghealthysocietiesandnations.

Indicationsarethatprimaryeducationaccess inAfricahasslowedandthat learningoutcomes, for

manychildrenwhoareinschool,arepoor.xxiLancet(2011)estimatesin2011werethat99million

children of primary school age were not in school and that only 78% of those whowere, would

completetheirprimaryschooling.

By far themajority of these children who live in sub-Saharan Africa are from resource poor and

vulnerable communities.xiiMany of them started schooling at a disadvantage because they never

received the input theyneeded fromthestartof their lives todevelop the foundational skillsand

capacities needed to be ready to learn at school.xiii It is then obvious then that holistic early

childhooddevelopmentinterventionfromthestartoflife,especiallyforvulnerablechildren,canbe

thegamechangerAfricaneeds.

5.1 THE BUILDING BLOCKS FOR SCHOOL SUCCESS START AT CONCEPTION

.

Whenchildrenareborn,theyareprimedtolearnwiththemost importantdevelopmentoccurring

duringfirstthousanddaysoflifebeginningatconception(Figure3).Hencemakingsurechildrenget

Figure 3: The first 1000 days a window of opportunity

14

the things they need so they have the best start possible from the beginning of their life has a

greaterimpactthantryingtorepairdamagedoneduringthisperiodoftheirlives.

5.2 POSITIVE PARENTING BUILDS CAPACITY FOR EARLY LEARNING Youngchildrenexperience theirworld throughrelationships,whichwhentuned in to theirunique

personality and needs, promote healthy brain development and emotional wellbeing.xiv This

‘ordinarymagic’ is createdby thebondbetween caregiver and infant andhas thepower tobuild

resiliencethatwilllastalifetime.xvTalkandplayinteractionsbetweenparentandchildcreateasafe

space for learning and development,xvi stimulating exploration, self-confidence and

competence.xviiParent’sday-to-dayinteractionsaretheearly‘stimulation’everychildneedsifthey

aretodevelopwellcognitively.

5.3 THE CAPABILITIES OF PARENTS’ IMPACT ON EARLY LEARNING IntheAfricancontext,itisestimatedthatover50%ofwomenaged25andaboveand30%of15-24

yearsoldare illiterate.xviii

Thechildrenofthesewomenare less likelytogotoschooland,oncein

school, will not perform as well as their peers.xix Improved parental education, especially for

mothers,islinkedtoimprovedchildoutcomes.

5.4 HEALTH AND NUTRITION ARE FUNDAMENTAL TO EARLY LEARNING Evidencepointstomalnutritionasa leadfactor in infantmortality,poor long-termhealthand low

levelsofschoolretentionxx.Alifecycleapproachtonutritionsupportwhichincludesgoodnutrition

during pregnancy andwhich supports exclusive breastfeeding for the first sixmonths of life, has

numerousbenefits,including,

• protectionagainstchildhoodinfections;xxi

• promotionofbondingandhealthyemotionaldevelopment;

• advancesincognitivedevelopment;xxiiand

• increasedreadinessforlearningwhichtranslatesintoimprovededucationoutcomes.

Together these improvechildren’shealthandcontribute to raise theirearning levelsasadults

later.xxiii

ConsideringthatabouttwothirdsofAfricanpreschoolchildrensufferfromanemiaandabout40%

who enter schooling are affected bymalnutrition, hence compromising their ability to learn, the

challengeistoaddressmalnutritionsoastoenablepositiveschooloutcomes.xxiv

15

5.5 PLAY IS AN ESSENTIAL PART OF EARLY LEARNING Play ishowchildrenexperience theirworld, test their ideasand learn. It isa ‘serious’activity for

youngchildrenandithasstronglinkstocognitivedevelopmentandemotionalwellbeing,xxvbuilding

concentration and problem solving skillsxxvi

. It is central to unlocking quality experiential learning

opportunitiesathomeandinotherearlylearningenvironments.

CONCLUSION Learning begins well before the door of formal schooling opens. The challenge is therefore for

authoritiestoprioritisethefirst1000daysof life.Thiscriticalperiodisanenablerofhealthybrain

development which is foundational to cognitive, motor and socio-emotional capacity throughout

childhoodandadulthood.xxvii

Thetruepowerofearlyinterventioncanonlyberealisedthroughthe

structuredprovisionof access toquality ECD serviceswith attention to a goodnutrition, dynamic

infantstimulationandearlylearningcomponent.

16

IN SUMMARY KEY ECD

BUILDING BLOCKS

Start early “Learning starts in infancy, longbefore formal education begins, and continues

throughout life. Early learning begets later

learningandearlysuccessbreeds latersuccess,

justasreallyfailurebreedslaterfailure”xxviii

Relationships matter “When adults interact

with children ina caring, responsiveway, they

helpbuildandreinforceneuralconnectionsina

child’s brain that support the development of

importantcognitive,social,andlanguageskills.

If an adult’s responses are consistently

unreliable, inappropriate, or simply absent,

children may experience disruptions to their

physical,mental,andemotionalhealth.”xxix

Nutrition counts “Nutrition during pregnancyand in the first of a child’s life provides the

essentialbuildingblocksforbraindevelopment,

healthygrowthandastrongimmunesystem,in

fact, a growing body of scientific evidence

shows that the foundations of a person’s

lifelonghealth–includingtheirpredispositionto

obesity and certain chronic diseases – are

largelysetduringthis1000daywindow.”xxx

Seek holistic integrated solutions “The multiple threats to the survival and well-being of the most disadvantaged and vulnerable children are not neatly divided by sector. The enormous challenges that affect them – conflicts, climate change, extreme poverty and more – are all closely interconnected. The multiple deprivations that children suffer are also overlapping and all too often mutually reinforcing. So solutions must Intersect as well.”xxxi

17

Chapter 6 BUILDING AN EFFECTIVE ECD SYSTEM

Historically,ECDservicedeliveryinAfricadependedontheworkofcivilsocietyorganisations.Asa

result,servicesareoftenuncoordinated,reachonlypocketsofthepopulation,aredonor-dependent

and frequently of insufficient quality. Achieving universal access to quality and integrated ECD

servicesrequirestheinterventionofgovernments.Thismeansundertakinganumberofkeyactions

necessarytotheadvancementoftherighttodevelopmentforeveryyoungchildandfamily.

Thekeyelementsofastrongsystemofsupportaretouchedoninthissection.

6.1 ASCERTAIN INTEGRATION AT SYSTEMIC LEVEL Giventhe‘collection‘ofinter-relatedessentialneedsyoungchildrenhaveacrosstheagesandstages

of their development, an effective ECD strategy at national level must bemultidisciplinary and

multi-sectoral. This requires at the very least a guiding framework outlining how government

agencieswill collaborateandatbest a clearlydefined single system for childrenand families. An

approach that provides access to health, nutrition, opportunities to learn, social protection and

parentalsupportsimultaneouslyismorelikelytoensurethatchildrenareresilient,healthyandare

ready to learn.xxxii

.Managing such an integrated ECD system requires high levels of collaboration

from policy makers through to administrators and implementers. Evidence points to significant

advances in ECD in countries “that have developed and implemented a coherent inter-sectoral,

multi-levelpolicythatisbroadlyunderstoodandsupported”.xxxiii

6.2 PROVIDE POLICY SUPPORT TO ENABLE FUNDING AND IMPLEMENTATION The establishment of conducive environments for ECD provision and enabling adequate funding

provisioncanbeadvancedbyrobustNationalECDpoliciesorpolicyframeworks.Asalreadynoted,

the holistic nature of child development calls for an integrated approach to service delivery. It

follows that policy planning should be inclusive of various role-players, partners and stakeholders

acrossministries,parents, communities,non-governmentalorganisations, andothers. “Thepolicy

planning process often promotes the expansion of national and international investment in ECD,

including private sector resources. Finally, most policies establish ECD indicators, databases,

evaluationandmonitoringsystemsandactionresearchprogrammes.”xxxiv

6.3 SUPPORT RESEARCH AND EVIDENCE BASED PRACTICES

While there is seeming consensus about what children need and howwe cater for these needs,

muchof this growing scienceof earlydevelopmenthasevolvedoutsideof theAfrican context. In

18

response,discoursecritiquingtheuniversalisationofchildhoodraisestheimportanceofrecognising

theparticularrealitiesofchildren,raisingthe importanceofdiversecontexts inwhichchildrenare

born and grow as key features of the definitions of childhood.xxxv

The Lancet (2011) stresses the

needforfurtherresearchtoincreaseourabilitytopromoteearlychilddevelopmentinlow-income

andmiddle-income countries. They note in particular the fragmented nature of existing research

withfindingsthatoftendonotconverge. IndigenousresearchpresentsanopportunityforAfrican

thinkers, researchers and early childhood specialists to expand international discourse to include

multipleunderstandingsof childhood. Furthermore, there isadearthof relevantand important

informationonAfricanyoung childrenand theirwellbeing. The collectionof statistics and stories

thatincludethevoicesofchildrenfromwithincountriesontheContinentwarrantsfocus.Dataisa

keyresourceforaction:itprovidesanevidencebaseforadvocacy,policyformulationandtargeted

intervention.

6.4 USE A MIXED-MODE OF DELIVERY It is a fact that, on the African ContinentNGOs, private businesses and donors have been in the

forefront in the provision of early childhood care and education programmes with governments

settingupthepolicyenvironmentandprovidingsome,thoughmostly,notenoughfunding.Paying

attentiontothemechanismofservicedeliveryforchildreniskeytotherealisationofanappropriate

packageofearlychildhoodservicesofgoodquality.

Threemainapproacheshavebeenidentifiedasbeingviablewaysofsupportingchildren.

i. Facility-based interventions (such as clinics, community-based ECD facilities and formal

preschools);

ii. Community-basedinterventions(suchasmobileclinics,communityplaygroups,toylibraries

anddaymotherprogrammes);and

iii. Home-visitingprogrammes(aimedatprovidinghomebasedparent-childsupportaccessto

acomprehensivepackagetochildrennotinECDprogrammes).

Theseprogrammeapproachesareknowntobeparticularlyeffectivewhenofferedinage,stageand

contextappropriateways.

6.5 ADDRESS PRE-PRIMARY EDUCATION AS PART OF A LEARNING CONTINUUM Preprimaryeducation,establishedaspartofthecontinuumofformalschooling,isthefirststageof

structured learning towhichchildrenareexposed. Aspartofa comprehensiveapproach toearly

childhood development, it can be a time where the gains of the first four years of life are

consolidatedandchildrenpreparedfortheirentryintoprimaryschool.Thedesiredcharacteristicsof

19

qualitypre-primaryeducationarethat itwill include:(i)highlyskilledteachers;(ii)smallclasssizes

and high adult-to-child ratios; (iii) age-appropriate curricula and stimulating materials in a safe

physical setting; (iv)a language-richenvironment; (v)warm, responsive interactionsbetweenstaff

andchildren;and(vi)highandconsistentlevelsofchildparticipationxxxvi

.Whilemanygovernments

have introduced a preschool year into their education systems, most are far from this level of

quality.

6.6 BUILD AND RETAIN A SKILLED ECD WORKFORCE “Researchtellsusthatstimulatingenvironmentsandhighqualitypedagogyarefosteredbybetter-

qualified staff, andbetter-qualitypedagogy leads tobetter learningoutcomes… (this applies)not

only to preschool teachers, but to home visitors, social workers, community healthworkers, and

othersprovidingbroaderservicestoyoungchildrenandtheirfamilies”.xxxvii

Unfortunately,thecare

andearlylearningofyoungestchildrentendstoreceivetheleastpriorityandisoftenplacedinthe

hands of the least qualified, poorly paid and lowest status workers. To get enough of the right

servicesofqualityforyoungchildrenwhentheyneedthem,acapableandskilledworkforcemade

upof qualifiedprofessionals togetherwithparaprofessionals able tooffer a rangeof contextually

appropriate early childhood services is needed. Building an ECDworkforce that is fit for purpose

requires attention to career pathing, training and qualifications. Retaining that workforce will

dependonemploymentconditionsincludingrecruitmentandremuneration.

6.7 COLLABORATE WITH CIVIL SOCIETY ConsultationandcollaborationinECDisanimportantplatformforadvancingthechild’srightsand

wellbeing.Asalreadynotedinthisstrategy,parentsarethefirst‘educators’oftheirchild:enabling

themtoprovidewhattheirchildrenneed isacoreelementofservicedelivery. Atthesametime,

thekeyunderstandingthatittakesavillagetoraiseachildremindsusthatparentsdonotdothis

importantworkalone.Communitiesareabletoprovide‘surround’supportforfamilies,theyknow

andunderstandthecomplexitiesofcontextbasedneedsandoftenhave important resources that

canbemobilized aspart of anyearly childhoodendeavour. At the same time, communitybased

organisations and other civil society actors including donors have been part of the fabric of ECD

advocacyandprovision. In resource-constrained countries, it is unlikely that governmentswill be

abletotakeforwardanagendafortheuniversalisationofECDfromconceptionalone.Retainingand

expanding support through strategic public/private partnerships can be a significant means to

advancingservicesofqualitytoyoungchildren.

CONCLUSION

20

Inthissection,wehavenotedtheneedtoestablishanintegratedsystemofprovisionthatactivates

accesstoacomprehensivepackageofservicesforchildren. It isclearthattoadvanceECDonthe

continentweneedtochangesystems,weneedstrongpoliticalsupportwhichmeans leaderswith

visionforearlyinvestmentasagamechanger.Motivatingmovementintherightdirectionis“bigger

thananyonepersonorinstitution.Itssuccessdependsonthesharedvisionandworkofindividuals,

organisationsandsystems.Whenleadersaligntheiragendas,networks,andresourcesinsupportof

asharedgoal,theyhavethepowertomakelastingsignificantimprovementsinthelivesofchildren

andfamilies.”xxxviii

21

Chapter 7

ECD: A SITUATIONAL ANALYSIS OF THE AFRICAN CONTEXT ThissectionhighlightsthecurrentstatusofECDservicedeliveryontheContinent.Bigdataisused

highlighting that some progress has been made but the gaps and disparities are wide. The key

message is that tochange theoutlook forAfrica,wemustmake robust strides towardaddressing

theneedsofouryoungestchildren.

7.1 POLICY ENVIRONMENT

Ideal for support to ECD is a policy framework that addresses the needs of children andmothers

fromconceptionandcutsacross sectors toofferan integratedmodelofprovision. Somesuccess

towardframingECCEasapolicyprioritywasnotedin2012byANCEFAreportingthat26countries

hadincludedECCEintheirsectorornationaldevelopmentplansandatleast76percentofcountries

inAfricawereengagedinECCEpolicyplanningorimplementation(19countrieshaddevelopedECCE

policiesand20wereengagedinplanningprocess).Atthatstage,nocountry inSubSaharanAfrica

had adopted a compulsory pre-primary education policy.Despite these indications that ECCEwas

awarded greater prominence, in the same year, UNESCO reported that less than 12 per cent of

African children had access to Early Childhood Care and Education (ECCE) services.xxxix

A major

challenge for policymakers on the Continent has been to identify ways to enhance systems

efficiencies and reduce inequity through the effective allocation and use of financial and human

resourcesxl.

7.2 EARLY LEARNING OPPORTUNITIES

Itistruethatthecomplexitiesandmultiplerisksforpoordevelopmentincludingwar,poverty,poor

health and inadequate nutrition affect the childhoods of too many of our youngest children,

seriously undermining their learning potential. Estimates are that there are about 127 million

childrenontheContinentwhoareofschool-goingagewithatleasthalfofthesechildrenreaching

adolescencewithout having thebasic skills they need to advance their education, hence trapping

them in intergenerational poverty.xli Even though the evidence telling us that it is the most

disadvantagedchildrenwhowillbenefitmost fromearlychildhoodeducation, indicationsare that

thechildrenfromthepoorestquintilearetheoneswhoareleastlikelytohaveaccess.xlii

Table2highlights thevariedagesatwhichECCEservicesareprovided inaselectedgroupofSub-

SaharanAfrican countries. Angola fares exceptionally at 104%access for 5 year olds,whilemost

22

other countries are well below 50%. There could be a number of interrelated reasons for the

alarminglylowratesofprovision.Amongstthemisthefactthatwhathappensbeforepre-primary

education isnotyetseenascrucial to thebigpictureofeducationeventhoughtheevidencetells

otherwise.Evenwhenitisunderstood,translatingitintoactionischallenging.

Inaddition,ECDservicedeliveryhasyettobeformalisedandsystematisedinmanycountriesandis

most commonly in the hands of NGOs or private organisations with fragmented or insufficient

supportfromgovernmentandlittleavailabledataoratleastcoordinateddatacollection.Lastly,the

commonsiloedapproachtoECDmeansthatreportingtakesplacewithinspecificsectorswithlittle

cross-pollination or cross-reporting, i.e. little is done as yet to relate early nutrition and health

indicatorstoearlylearning.

The 2008GlobalMonitoring Reportmade the point that early learning and care programmes for

childrenunder3wasaneglectedareaandonlyfoundin53%ofcountriesintheworld,largely,North

America, Western Europe, Central Asia, Latin America and the Caribbean with organised policy,

programmessupportedbydatacollection.Theselevelsofpoorprovisionarefurthercompounded

by the idea that it is a privatematter that parents or families should address rather than a State

concern.Unfortunately,giventhatitislargelythewealthyandmiddleclasseswhocanaffordtopay

fortheseservices,theequalisingpowerofECDislostinthisapproach.

Table 2: Overview of Service Provision for children 0 - 5 in selected African countries

23

Data fromtheUNICEF2014statistical snapshotTable

4 alongside, indicate that large numbers of young

children under 5, when they are most geared for

learningandalsomostvulnerable,arenotadequately

cared for. It follows that theywould alsobemissing

out on other key development provisions and so are

seriouslyatriskofnotrealisingtheirpotential.Ashas

beenarguedinthisstrategy,“thefirstyearsoflifeare

important, because what happens in early childhood

canmatterforalifetime”.xliii

7.3 HEALTH AND NUTRITION OUTLOOK How we treat 0-2 year-olds shapes their brains,

theirlives–andultimatelyoursocieties.Itfollowsthatearlylearning,healthandnutritioninearly

developmentareapriority. Research(andcommonsense)tellsusthattheyareinter-related,one

doesnothappenwellwithouttheother.Yetprovisionofholisticcareandsupportforyoungchildren

isseriouslylackingforlargenumbersofvulnerablechildren.

Ø InfantmortalityremainsaconcernforAfricawithnearlyhalfof theworld’sdeathsofchildren

under-five occurring here (WHO, 2013). Preventable causes such as pneumonia,malaria, and

diarrhoea,accountforabout40%oftheseunder-fivedeaths(WHO,2014).

Ø NearlyhalfofbirthsinAfricaarenotattendedtobyaskilledhealthworker(UNICEF,2014).

Ø At least one in three African children younger than fivewas stunted in 2011. As displayed in

Figure 5, stunting rates range widely by country. Within countries, there are significant

disparitiesbetweentherichestandpoorest.

Ø AccordingtotheWorldHealthOrganization(WHO),only37%ofchildreninSub-SaharanAfrica

areexclusivelybreastfedduring0-6months.xliv

Persistent poor healthcare, food insecurity, malnutrition and stunting continue to plague our

Continent, undermining the learning capacity of our youngest children, their long termwellbeing.

We cannot address and improve the capacity of young children to learn and succeed at school

withoutattentiontotheseinter-relatedissues.

Table 4 Levels of care for children under 5 in selected Sub-Saharan countries

24

7.4 EARLY CHILDHOOD AND DISABILITY Children with disability who are more vulnerable to development risks than their peers are

frequently overlooked inmainstream programmes and services for early childhood development.

This cohort of children often faces discrimination, is not prioritised in formal programmes and is

oftenstrugglingtoovercomethebarrierstoaccessingneededservices.Tragically,manydisabilities

or development delays are the result of preventable causes such as malnutrition, and childhood

illnesses,lackofsanitationandcleanwaterandpreventableaccidents.Forchildrenwhoexperience

disability,earlychildhood isacriticalperiod inwhich toensureaccess to supportive interventions

which can help them reach their full potential.xlv Ensuring that we collect sufficient data and

prioritise the needs of all children, is critical to enabling the successful implementation of

programmesofsupport.

CONCLUSION Africa is a vast, diverse and complex Continent. When talking about children and their lives in

generalised ways, we run the risk of losing sight of this diversity and the specific childhood

experiencesandneedsof young childrenacross theContinent. Whatdoeshowever standout as

generic in this landscape is the destructive power of poverty, discrimination and violence. Often

inter-relatedandpresenttogether,theyconstituteamilieuofmultipledeprivationandimpedethe

capacitiesofchildrentodevelopandofparentstoprovideforthatdevelopment.Governmentsmust

prioritise poverty reduction and address the multiple factors that inhibit children’s pathways to

success.

0

10

20

30

40

50

60

70

Stun

ting

Rate

(%)

Figure 5:: Stunting rates (moderate and severe) for children 0-5 (Souce: Joint malnutrition dataset from UNICEF, World Bank, WHO, 2014)

Percentage of children aged 0–59 months who are below minus two standard deviations from median height-for-age of the WHO Child Growth Standards.

25

Chapter 8 ICQN ECD STRATEGY (2017 – 2019) TheICQNECDiscommittedtoensuringan“integrated,prosperousandpeacefulAfrica,drivenbyits

owncitizensandrepresentingadynamicforceintheinternationalarena”xlvithroughtherealisation

ofearlychildhooddevelopment inall its fullness foreveryAfricanchild. The ICQNECDtherefore,

groundsitselfonAfricansoilwithastrongcommitmenttopracticesthatplacechildrenatthecentre

ofpolicyactions.

TheICQNECDalignsitsstrategicintentionsandactivitieswiththoseofADEAanditsstrategicplan.

ItupholdstherighttouniversalaccesstoqualityeducationforeveryAfricanchild,recognisingECD

interventionfromconceptionasarightinitselfaswellasenablingtotherealisationofthisrightto

learnanddevelop.Thisstrategyisbuiltaroundtheattainmentof

ü theSDGs,4.2inparticularwhichcallstoensurethatby2030allgirlsandboyswillenjoyaccess

toqualityearlychildhooddevelopment,careandpre-primaryeducationsothattheyareready

forprimaryeducation,and

ü theAfricanAgenda2063inparticular,Aspiration1.14whichstatesthat“Africa’shumancapital

willbe fullydevelopedas itsmostprecious resource, throughsustained investmentsbasedon

universalearlychildhooddevelopmentandbasiceducation.”xlvii

8.1 OUR STRATEGIC FOCUS Within this positioning, the ICQN will pursue its agenda to impact on the way in which ECD is

understood and acted upon on the Continent, advocating for urgent, immediate, integrated

responsesfromconceptiontoage8foreverychild.TheADEAplatformasapolicydialogueforum

providesastrategicbaseandhomeforthisapproach. WhiletheICQNECDrecognisesthisagenda

callsformulti-sectoralengagement,itisalsomindfulthatECDbyitsinter-sectoralnatureallowsfor

multipleentrypoints.

The ICQNwill thereforeposition its strategywithin theearly learning space,mindful that learning

beginsatbirth, thatthepathwaysfor learningcapacityareactivatedfromconceptionthroughthe

wellbeingofthemotherandthatnutrition,health,parentingsupport,childprotectionandlearning

opportunities underpin good learning outcomes. Our emphasis within this framework is to

strengthen the opportunities for early learning, and so build the pathway for lifelong health and

26

wellbeing,acrossacontinuumofprovisionthroughtheagesandstagesof thegrowthofthechild

withthefollowingtenets:

ü What happens from conception impacts on early learning and so maternal education and

supportiscriticaltoagoodstartforeverychild,

ü For thebiggest impactonschool success,early stimulationshouldbeginatbirthuntilaround

two years old, provided primarily through the primary care giver, necessitating a focus on

parenteducationandsupport,

ü As childrengrow, theybecome ready to learn together throughplay, creatingopportunity for

care and learning for young children between 3 and 4 forms a critical part of their learning

continuum,

ü Preparation for formal schooling through access to pre-school from 4 is a priority and an

essentialelementofthelearningprocessstartedatbirth

8.2 STRATEGIC OBJECTIVES OF THE ICQN ECD TheStrategicObjectivesoftheICQNECDareto

i. Serveasaforumforadvocacyandpolicydialoguetotranslateevidenceintoeffective

policies

ii. Actasaregionalplatformforcapacitybuilding,peerlearningandinnovativeendeavours

iii. Facilitateknowledgesharinganddissemination,peerlearningandpartnershipbuilding.

8.3 STRATEGIC ACTIONS ThefollowingcorestrategicactionswillguidetheworkoftheICQNECDoverthenextthreeyears.

8.3.1 StrategicObjective1:Serveasaforumforadvocacyandpolicydialoguetranslatingevidence

intoeffectivepolicies

(i) ConductadvocacycampaignsamongECDstakeholders

TheICQNECDwillconveneregional/internationalmeetingsandcontributetootherforatoadvance

issuesrelatingtoearlyyearscare,health,protectionandeducationincludingparenteducationthus

buildingpoliticalsupportforcountriestoinvestinECD,prioritisingthefirst1000daysoflifeandthe

provisionofanessentialpackageofECDservices.

27

(ii) BethevoiceofECDontheContinent

Strong pieces of analyticalwork are being produced in and for Africa. ICQN-ECD iswell-placed to

partnerwith,contributeto,anddisseminatethesepiecesofanalyticalwork.ICQN-ECDwillseekon-

going analytical work that can serve as strong advocacy tools for increased investment in and

attentiontoECDinAfrica.

8.3.2 Strategic Objective 2: Act as a regional platform for capacity building, peer learning and

innovativeendeavours

(i) CreatetrainingplatformstopromotecriticalECDknowledge,skillsandqualifications

Capacity building efforts for various levels of an ECD system, from national ECD leaders to

practitioners, varies significantly by country and is often fragmented. ICQN-ECD can serve as a

regional platform to support countries in shifting mind-sets around capacity building and in

developingtheirowntrainingprogramsbasedonregionalnorms.Developingaclearframeworkwill

identifytrainingneedsforpolicymakers,technicians,practitioners,andotherkeystakeholdersand

serveasatoolthatcanbeadaptedbycountries. Theframeworkwillbeinformedbyregionaland

international good practices and universities across Africa will be encouraged to develop ECD

trainingprograms.

TheICQNECDwillengagewithinternationalandregionalpartners,includingdonorgroups,bilateral

organizations, and international non-governmental organizations so as to catalyse such training

opportunities.

(ii) Promote African-led solutions to address national and regional early children

developmentneeds.

The ICQN ECD will hold annual meetings with focal points of Member Countries to strengthen

national evidence on ECD initiatives. This will create opportunities for peer-learning as well as

solution-driven initiatives to common implementation challenges. Such a platformwill alsomake

spaceforinnovativeideasandapproaches.

8.3.3 Strategic Objective 3: Facilitate knowledge sharing and dissemination, partnership building,

andcelebratingAfricansuccesseswithintheregionalcommunityofpractice

28

(i) Create different fora inclusive of on line platforms for a regular dissemination of ECD

researchfindings.

The ICQN ECDwill help feed research and evidence -based knowledge in policy formulation for

greaterauthenticitysuchthatanewerainpolicyandpracticeiscatalysed.

ICQNECDwillequallycontributetofurtherenhancingthedisseminationanduptakeofECD-related

knowledge,especiallywithregardstoindigenousknowledge.

Withaviewtostrengtheningpartnerships,theICQN-ECDwillcompileaninventoryofregionaland

national ECD experts/individuals, structures, and initiatives so that the community of practices is

informedofexistingorganizationsandnetworksexistandtheactivitiestheyarecurrentlyengaged

in.

(iii) CelebratesuccessofECDeffortsinAfrica

CelebratingbestpracticesandachievementsinAfricaisanimportantstrategytoencourageAfrican-

driven initiatives. ICQN-ECD will facilitate the celebration of success in Africa through two main

activities.

First,ICQN-ECDwillsupportawardsintributetoCyrilDalais,anECDleaderfromMauritiuswhohad

committedhislifetoadvocatingforECDinAfrica.IncommemorationofMr.Dalais’contributionsto

thefieldofECDinAfrica,theAwardwillrecognizeoutstandingworkingandinnovationsinthefield

ofECDinAfrica.

Second, ICQN-ECD will support an ECD flagship day across Africa. Member countries will be

encouragedtoparticipateand leadnationalactivities tocelebrateachievements in theECDsector

andadvocateforearlychildhood.

29

2017–2019ICQNECDResultsFrameworkSTRATEGICOBJECTIVE1:Serveasforumforadvocacy,andpolicydialoguetotranslateevidenceintoeffectivepoliciesOUTCOME:AnincreasednumberofcountriesdevelopintegratedandholisticECDpoliciesandrobustinstitutionalframeworks

STRATEGICINTIATIVE1.1ConductadvocacycampaignsamongECDstakeholdersatmajorregional/internationalmeetings

STRATEGICACTIVITIES ACTIONS TIMEFRAME INPUTS OUTPUTS RESPONSIBILITY/PARTNERSHIP

HostaPan-AfricanECDConferencein2019

Establishplanningteamtotakeinitiativeforward

June2017

CoordinatorforICQNECDTeamcommittedtoinitiativefromstakeholdergroups

ReportonECDPan-AfricanConference

ICQN-ECDSecretariatandADEASecretariatUNICEFWorldBank,others?

Host2sideeventsperannumatrelevantInternational/regionalmeetingsbeginningin2017–buildupto2019conference

Identifytwostrategiceventsfor2017

April2017 InputfromkeystakeholdersincludingUNICEF,ADEAsteeringcommittee,WB

ECDexpertiseinputonmeetings/(WorldBank,UNICEF,UNESCO,universities)

ICQN-ECDSecretariatandADEASecretariat

DevelopECDadvocacykit

July2017 ConsultantspecialistinECD

Toolkitreadyfordissemination+training

Planning,logisticsandmeetingshostedandreportedagainst

Firsteventbeforeend2017

Financialresourcestoenablehostingofmeetings

CountriescommittoinitiateactionsatcountrylevelforECDpolicydialogue

STRATEGICINITIATIVE1.2:BethevoiceforECDinAfricaSupport and endorse analyticalwork on ECD jointly with partnerorganisations, as advocacy tools forincreasedfocusonECD

Reviewexistingdocuments,includingTheAfricaUnionEducationOutlookReport:EarlyChildhoodDevelopment:

• October2017

• Consultancyresources• Resource/reviewteam

• Presentdocument(s)toAUCforfurther

• ICQN-ECDSecretariatandpartners

30

FormulatepolicydocumentstoadvocateforAUAgenda2063andtheContinentalStrategyonEducationforAfricawrtECD

2018

collaboration/direction

UseICQNplatformtoshareresourcematerials, including newslettersproducedelsewhereanddatabases

DevelopICQN-ECDcommunicationstrategy(includedisseminationorresearch,socialmediaatevents,websitesupport)

• July2017 • Consultancyservicesforelaborationofacommunicationstrategy

• Communicationplanincludingadvocacyoutputs

• ICQN-ECD,ADEAWGCOMED

ProduceabiannualECDnewslettertobedistributedtoallAfricanMinistries

• Starting2018 • Coordinator • 2newslettersPA• x2blogsPA

STRATEGICOBJECTIVE2:Actasaregionalplatformforcapacitybuilding,peerlearningandinnovativeendeavours

OUTCOME:Strengthenedcapacityatnational level to improvethedesign,developmentand implementationofECDpoliciesthatadoptamulti-sectoral, lifecycleandrights-basedapproach

StrategicInitiative2.1CreatetrainingplatformstopromotecriticalECDknowledge,skillsandqualifications

STRATEGICACTIVITIES ACTIONS TIMEFRAME INPUTS OUTPUTS RESPONSIBILITY/PARTNERSHIP

DeveloparegionalframeworkforcapacitybuildingwithaviewtoexpandingECDtrainingprogrammesatuniversitylevel

Seekpartnershipswithexistinggovernmentandcivilsocietyinitiativesandleadingtraininginstitutionstoaddresscapacitybuildingneedsincountries

Mid2017 I ConceptnoteandTORforlandscaping

ADEA-ICQN,ADEAWGCOMED,UNICEF,WB,Partnershipsin

place

LandscapingtoIdentifylocal/regionalneeds/opportunitiesandprovision,formalandnon-formal(qualifications)

Byearly2018 ICQN-ECDandresourcesforconsultant/Coordinator

Studycompletedandpublished

UndertakeECDleadershiptrainingandcapacitybuildingforseniorcadresincountriesforeffectiveimplementation,monitoringandevaluationofintegratedandholistic

Establishpartnershipswithotherexistingtraininginitiatives

June2017

MOUwithstrategicpartnersfortrainingofECDleadershipinidentifiedcountries

MauritiusInstituteforEducationandICQN-ECDSecretariat,WBinitiative,AfCEN,IICBE

31

ECDpolicies Developmaterialsinpartnershipwithidentifiedregionalpartners,designedinkeepingwithqualificationsframeworkrecommendations

2018 CurriculumdevelopmentcostsProductdesignincludinglayoutandediting

Trainingpackage

Conducttrainingincollaborationwithexistingtraininginitiatives

Travelandtrainingcosts

Reportonparticipationandtraining

AdvanceacomprehensiveECDqualificationsframeworkappropriateto0–5yearolds

DraftConceptnoteandsourcefunding

2018 Consultantappointed

ADEAICQN,WorldBank,AppropriateADEAworkinggroups,AU,AfECN,UNICEFReviewqualificationsframeworkfor

ECDprovisionthroughacomparativeanalysisfromdifferentcountries

2018 Mappingexercisecompleted

DevelopanECDqualificationframeworkappropriatetoanAfricancontext(mixedmodedelivery,professional+paraprofessional)

Releasedend2018

Consultantcosts Draftframeworkpreparedforconsultation

Frameworksharedwithlaunchoflandscapingforinputfromwideraudience

2019 Consultantcosts Frameworkfinalizedbasedoninput

Buildcapacitytosupportpolicyprovision,planningandimplementationforeffectiveECDworkforcesinAfricancountries

2019

StrategicInitiative2.2PromoteAfrican-ledsolutionstoaddressnationalandregionalearlychildhooddevelopmentneeds

STRATEGICACTIVITIES ACTIONS TIMEFRAME INPUTS OUTPUTS RESPONSIBILITY/PARTNERSHIP

CountryfocalpersonsandICQNstrategyteammeetannually(x3meetings2017,2018and2019)

Strategiseforplannedmeetingswithfocalpoints

October2017 Consultant/CoordinatortoorganiseeventFinancialresourcestofacilitateevent

Workplanfor2017withapproved

budget

ICQN-ECDSecretariatandADEASecretariat

32

STRATEGIC OBJECTIVE 3: Facilitate knowledge sharing and dissemination, partnership building, and celebrating African successes within theregionalcommunityofpractice

OUTCOME:ExpertiseinECDmadeaccessiblethrougharegionalcommunityofpractice

Createplatformsforcosteffective,innovativeideasandapproachestosolvecommonimplementationchallenges

Conductnationalsurveysonimplantationchallengesandnovelapproachesindealingwiththem

Jan2018 Financialresourcestofacilitateevent

Consultantreport CoordinatorandPartners

Promoteandstrengthenacultureofindigenousresearchtogenerateinnovativeandcontextually-relevantsolutions

Usestudiesundertakentobuildeffectivepartnershipswithappropriateinstitutionsanddefineresearchgapstoinformaresearchagenda

Ongoing Researchreports2017/2018

policybriefsonindigenousresearchinECDinAfricaproduced

UNICEF/WorldBankECDpartnership;ECDVU;GlobalLeadersinAfricaProgram;AssociationofAfricanUniversities;EACuniversitiesWorldBank’sexistingeLearningECDcourse;AgaKhanFoundation-ScienceofECDcourse,HarvardCenterontheDevelopingChild;FundaçãoMariaCecíliaSoutoVidigal(Brazil)ECD

CompileaninventoryofregionalandnationalECDexperts/individuals,structures,andinitiativesasareferentialbase

Conductmappingexercise Ongoing Activeparticipationofmemberstatesandotherplayers

Databaseestablishedandconstantlyupdated

CelebratesuccessofECDeffortsinAfricathroughthesettingupofanAwardandtheannualcommemorationofanECDFlagshipDayinrecognitionofendogenousAfrican-driveninitiatives

DevelopguidancenoteondocumentingandsharingofgoodECDpractices

ConceptNotewithcriteriaandselectioncriteriadevelopedin2016

Technicalassistance(WB&UNICEF)

• Information/datafrompartnerorganizations

ExistinginformationfromWGECDandpartners

ConsolidatedinformationeasilyaccessiblefortheAfricancommunityofpractice

Compileinventoryofexistinginitiatives,structures,andindividualsworkingonECD

Jan2018

IdentifygoodpracticestobeawardedtheCyrilDalaisAward,includingdefinitionoftargetgroupandselectioncriteria

0

APPENDIX A: BUDGET 2017/18

EXPECTEDEXPENDITURE 2017 2018 TOTAL1. MANAGEMENTOFTHEICQNECD USD USD USD

Coordinator 84000.00 84000.00Equipment 2500.00 2500.00

AdministrativeCosts 1000.00 5000.00 6000.002. ANNUALMEETINGOFICQNECD

Travel 5000.00 16000.00 21000.00Contractedsupplierservices(Accommodation) 5000.00 16000.00 21000.00

Knowledgesharing 2500.00 2500.00Administration 500.00 5000.00 5500.00

3. COMMUNICATIONSTRATEGY Consultant/technicalexpert 15000.00 15000.00

Contentdevelopment 6000.00 6000.00PublicationofReports 6500.00 6500.00

WebDevelopment 2500.00 12000.00 14500.004. DEVELOPDATABASEOFREGIONALEXPERTS,ORGANISATIONS,

Coordinator/consultanttime 10000.00 10000.005. HOST2SIDEEVENTSIN2017

Travel 8600.00 8600.00Contractedsupplierservices(Accommodation) 12500.00 12500.00

Knowledgesharing 1000.00 4000.00 5000.00Equipment 1000.00 1000.00

Administration 2000.00 2000.006. LANDSCAPINGFORQUAILFICATONSFRAMEWORK

ConsultantServices 12000.00 12000.00Publishingcosts(editing,layout,design) 7000.00 7000.00

Travel 5000.00 5000.00Dissemination 3000.00 3000.00

7. SURVEYOFREGIONALTRAININGORGANISATIONSENDORSE ConsultantServices 12000.00 12000.00

Publishingcosts(editing,layout,design) 7000.00 7000.00Travel 5000.00 5000.00

Dissemination 5000.00 5000.008. SUPPORTANDANALYTICALWORK

MeetingwithAU(Travelrelatedcosts) 6500.00 6500.00ConsultantServices 15000.00 15000.00

Consultationredraftreport(meeting) 10000.00 10000.00Publishingcosts(editing,layout,design) 7000.00 7000.00

9. ECDAWARD CommunicationandAdministration 3500.00 3500.00

TOTAL 321600,00

1

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