Recognition of the profession

This report which was issued by BRIDGE, Ilifa Labantwana, National ECD Alliance (NECDA), the Nelson Mandela Foundation, Smartstart and the South African Congress for Early Childhood Development (SACECD), is based on a survey of 3,952 ECD operators in South Africa conducted in mid-April 2020.

In line with government’s concern for lives and livelihoods, the organizations that issued the report believe that support needs to be offered to ECD operators owing to the circumstances they find themselves in due to COVID-19. The report constitues a proposal that requests government to appropriately assist ECD workforce during this precarious time of COVID-19.

After presenting the reasons why ECD operators should be accomondated in relief interventions and the impact on ECD operators' sustainability, caregivers and children, two possible interventions that the state can take to support the ECD sector during this time are presented: 1) Support to the ECD workforce to offset their loss in income and 2) Support to ECD operators due to loss of income from reduced fee payment.

BRIDGE, Ilifa Labantwana, National ECD Alliance (NECDA), Nelson Mandela Foundation, Smartstart, South African Congress for Early Childhood Development (SACECD)

2020

COVID-19 can disrupt the environments in which children grow and develop. Disruptions to families, friendships, daily routines and the wider community can have negative consequences for children’s well-being, development and protection. Measures used to prevent and control the spread of COVID-19, including quarantine measures such as school closures and restrictions on movements disrupt children's routine and social support while also placing new stressors on parents and caregivers who may have to find new childcare options or forgo work. With added stress, school closures and restricted movement, children and caregivers may face increased social isolation, psychosocial distress and heightened domestic violence. Movement restrictions can also make it much harder for a children or caregivers affected by violence to leave their household and seek help. In addition, stigma and discrimination related to COVID-19 may make children more vulnerable to violence and psychosocial distress. Children and families who are already vulnerable due to socio-economic exclusion, have a history of violence in the home, or those who living in overcrowded settings are particularly at risk. For all of these reasons, the continuation of case management to very high-risk children and families is a fundamental part of emergency response and should be considered child lifesaving.

All children, wherever they live and whatever their circumstances, have the right to be protected, nurtured and free from all forms of violence, abuse, neglect, maltreatment and exploitation as set out in the Convention on the Rights of the Child. Respecting and supporting this right is the essence of child safeguarding. All forms of Sexual Exploitation and Abuse (SEA) are a violation of human rights.

In line with Ministry of Social Affairs, Veterans and Youth Rehabilitation (MoSVY) Instruction No.031, dated 20 March 2020 and Instruction, dated 26 March 2020 on Prevention and Protection of COVID-19 Infection to Children without family, relative or guardian specifically on social work and psychosocial supports for children and families affected by COVID-19, this Guideline aims to further provide technical guidance to child protection workers to better respond to the child protection risks during a COVID-19 pandemic through case management, including psychosocial support.

Download it here.

Ministry of Social Affairs, Veterans and Youth Rehabilitation (MoSVY) of Cambodia

2020

Information on the impact of COVID-19 on early pregnancy outcomes remains unavailable at the time of writing. Non-pregnant women of childbearing age are also at low risk of severe disease. The impact on acute care services in settings with under-resourced health systems is likely to be substantial. Maternity services should continue to be prioritized as an essential core health service, and other sexual and reproductive health care such as family planning, emergency contraception, treatment of sexually transmitted infections, and where legal safe abortion services, to the fullextent of the law, also need to remain available as core health services.

Maternity care providers (including midwives and all other health care workers providing maternal and newborn care), whether based in health facilities or within the community, are essential health care workers and must be protected and prioritized to continue providing care to childbearing women and their babies. Deploying maternity care workers away from providing maternity care to work in public health or general medical areas during Covid-19 pandemic is likely to increase poor maternal and newborn outcomes.

Maternity care providers have the right to full access for all personal protective equipment (PPE), sanitation and a safe and respectful working environment [2]. Maintaining a healthy workforce will ensure ongoing quality care for women and their newborns; without healthy midwives and other maternity care providers there will be limited care for women and newborns.
As part of COVID-19 Pandemic UNFPA Global Response Plan, the UNFPA response involves a 3-pronged approach for Maternity care:

1. Protect maternity care providers and the maternal health workforce
2. Provide safe and effective maternity care to women
3. Maintain and protect maternal health systems

Detailed practical recommendations across these 3 prongs for antenatal care, intrapartum and postnatal care have been outlined in: UNFPA COVID-19 Technical Brief for Maternity Services Interim Guidance, April 2020 This document serves as an adjunct to the UNFPA COVID-19 Technical Brief for Maternity Services to provide interim guidance on providing phone based antenatal care (ANC) in the immediate clinical situation during COVID-19. These recommendations are provided asa resource for UNFPA staff based on a combination of WHO guidelines, good practice and expert advice based on the latest scientific evidence

UNFPA

2020

The COVID-19 virus has created considerable uncertainty about the remainder of this school year, the next school year, and beyond. Federal, state, and local government responses should be informed by understanding current policies and their history, including the effects of the last major economic crisis, the Great Recession, on America’s state-funded preschool programs.
The 17th edition of The State of Preschool, the National Institute for Early Education Research’s (NIEER) report on the annual survey of state preschool policies, provides government policymakers valuable information for planning short- and long-term responses to the crisis. The report includes information for every state on child enrollment, resources (including staffing and funding), and quality standards. It also provides information on where children are served, operating schedules, and other program features relevant to planning the education of children in a post-COVID-19 world.

National Institute for Early Education Research

2020

It is paramount that the Education in Emergencies sector shares and learns from promising policies, practices, and research approaches for supporting teachers in crisis contexts. For this reason, this publication provides donors,policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. Authored by researchers, practitioners, and policy-makers working in education in emergencies, the 24 studies in this publication showcase promising practices in teacher management, professional development, and well-being from diverse regions and contexts.

The case studies are organized by three thematic areas:

• Teacher management (i.e. teacher recruitment, supply, compensation, supervision, certification, etc.)
• Teacher professional development (i.e. training modalities that include face-to-face training, coaching, mentoring, distance, and/or online learning etc. for either pre-service or in-service approaches; teacher collaboration; coordination across providers; collaboration with national teacher training institutes), and
• Teacher well-being (i.e. including social, emotional, physical, intellectual, financial, cultural, and spiritual well-being; interventions to support teacher well-being).

They present a snapshot of promising research methods, evidence-informed policy making, and innovative approaches to program design and implementation from diverse regional and crisis settings, as well as diverse organizations and teacher profiles.

Inter-agency Network for Education in Emergencies (INEE)

2019

The United States Agency for International Development (USAID) Flagship Community Health Worker (CHW) Resource Package compiles priority resources for strengthening CHW programs developed through USAID’s Bureau for Global Health (BGH) investments, as well as what USAID BGH’s flagship partners have produced and prioritized. It includes tools, research, guides, approaches, and best practices recommended by USAID’s flagship project community health experts through a series of convenings and reviews. The rationale for the development of this package was to showcase these priority resources for greater internal and external dissemination and agenda setting, including the Community Roadmap and the WHO CHW Hub. It is a living document*, and we expect to update it periodically as emergent state-of-the-art resources are recommended by flagship experts.

The resources can be used to integrate CHWs within the broader health workforce and to promote their professionalization. For this reason, some resources may support broader health workforce development and strengthening, policy, program implementation, or financing, but can be applied to CHW programs. Professionalizing CHWs is a key step for ensuring the effective role of community health within primary health care, critical for achieving health for all and global health goals. Resources may be cross-cutting or technically specific, and all are relevant to optimizing CHWs in a health systems context.

The resources are presented according to the WHO guideline on health policy and system support to optimize community health worker programs using the HRH2030 lifecycle approach and the main categories of WHO’s recommendations:

• CHW policy implementation enablers (cross-cutting)
• Build
• Manage
• Optimize

USAID

2020

This Guide is designed to assist national policy- and decision-makers and education officials to develop an informed teacher policy as an integrated component of national education sector plans or policies, aligned to national development plans and strategies.
More specifically, the Guide is a tool designed to contribute to the elaboration of an evidence-informed national teacher policy, specific to each national context and drawing on the evidence of good practices from a wide range of countries and organizations.1
Based on the best available evidence on teacher policy and the teaching profession, the Guide aims to:

• Present an overview of teacher-related policy dimensions and issues that need to be considered when elaborating a national teacher policy and how they are interrelated;
• Outline policy responses that need to be considered; and
• Suggeststepstoelaborateandimplementanational teacher policy.

UNESCO, International Taskforce on Teachers for Education 2030

2019

Little research attention has been paid to documenting and analyzing attempts of education systems moving quickly and at scale to provide online learning when all or many schools are closed. Related 'good practices' are considered rare, and on the whole, activities and initiatives of these sorts are poorly documented, especially when it comes to the needs of learners and education systems across the so called 'developing world'.

This brief extrapolates from the existing knowledge base about the use of educational technologies in general over past decades, as well as from consensus expert and practitioner wisdom and experience, to offer high-level guidance and 'rules of thumb' for policymakers forced to make related decisions in fast moving, very challenging circumstances with little guidance or relevant experience.

World Bank

2020

The COVID-19 crisis has revealed how much our nation relies on early care and education services in order for other workforces to function, yet chronic disregard for early educators’ well-being has essentially rendered their needs invisible. The Center for the Study of Child Care Employment has developed a set of 5 recommendations intended to be undertaken together, that help protect the lives of early educators and their communities and prioritize getting financial relief directly to childcare programs and staff. The recommendations are concluded with a series of resources to help stakeholders understand the severity of this crisis.

Center for the Study of Child Care Employment

2020

Health workers are at the front line of the COVID-19 outbreak response and as such are exposed to hazards that put them at risk of infection. Hazards include pathogen exposure, long working hours, psychological distress, fatigue, occupational burnout, stigma, and physical and psychological violence. This document highlights the rights and responsibilities of health workers, including the specific measures needed to protect occupational safety and health.

WHO

2020