initiative on Early Childhool Care and Education
A large body of research has shown the following :
Children who participate in well-conceived ECCE programmes
tend to be more successful later in school, are more competent
socially and emotionally, and showhigher verbal and intellectual
development during early childhood than do children who are
not enrolled in high quality programmes.
Providing safe child care allows women the chance to continue
their education and learn new skills.
Children who are well nurtured during early years tend to
do better in school and stand a better chance of developing
the skills required to contribute productively to social and
While global data on all aspects of ECCE are not available,
it is inadmissible that in the year 2000, more than 50 per
cent of children aged 3 to5 years had no access to pre-primary
education. The situation is particularly worrisome in sub-Saharan
Africa where the gross enrolment ratio (GER) in pre-primary
education is 18 per cent and, in half of the sub-Saharan African
countries, the GER is less than 4 per cent.
The flagship aims to:
Monitor progress towards the first goal in the Dakar Framework
for Action" of expanding and improving comprehensive
early childhood care and education, especially for the most
vulnerable and disadvantaged children".
Highlight attention to the importance of integrated early
childhood care by building/improving the knowledge base on
this issue, and its use in policy and programming.
Demonstrate the positive linkage between ECCE and broader
EFA goals (preparation of children for school, increase in
achievement and retention in primary school, especially for
Ensure that in five years, the influence and impact of ECCE
efforts on achieving EFA goals are more clearly understood
The main activities
centre on advocacy and knowledge-development to:
Provide updated information related to ECCE in the Dakar Framework
and information on countries that include Early Childhood
Development (ECD) in their national plans or to collect case
studies from these countries.
Collect and analyse studies demonstrating the positive impact
of ECCE on other EFA goals.
Pilot ECCE indicators and disseminate the results.
Identify opportunities to influence agenda-setting and modes
Identify processes for raising consciousness and promoting
new activities in integrated ECCE.
Promote mothers' participation in the labour market as a way
to ensure a better balance between family and work responsibilities.
Empower parents, especially mothers.
Partners include the Academy
for Educational Development, Aga Khan Foundation, Bernard
van Leer Foundation, Christian Children's Fund, Netherlands
Ministry of Foreign Affairs through the Association for the
Development of Education in Africa (ADEA), the Working Group
on Early Childhood Development, Plan International, High Scope
Foundation, Pan-American Health Organization, Pueblito Canada,
UNICEF, UNESCO, USAID and the World Bank.
Section for Early Childhood Care and Inclusive Education
Division of Basic Education
7, place Fontenoy
Phone : +33 (0)1 45 68 08 15
Fax : + 33 (0) 1 45 68 56 27
E-mail : firstname.lastname@example.org
Aga Khan Foundation
1-3 avenue de la Paix,
P.O. Box 2369 / 1211 Geneve 2,
School of Early Childhood
350 Victoria Street
M5B 2K3 Canada
Tel: (416) 979-5000 ext. 7034
Fax: (416) 979-5239