Pursuing Quality in Early Learning: Early Childhood Care and Education (ECCE) Teacher Competency Framework for Southeast Asia (SEA)

Pursuing Quality in Early Learning: Early Childhood Care and Education Teacher Competency Framework for Southeast Asia

Recognizing the crucial roles that teachers have in early childhood development, UNESCO developed a competency framework for Early Childhood Care and Education (ECCE) teachers in Southeast Asia. The Framework was realized through a consultative and participatory process, taking into account insights from ECCE teachers, researchers, and practitioners from across Southeast Asia. This document provides: 

  • a brief background and a discussion of the purposes and intended audience for the Framework;
  • reflections on the regional ECCE landscape;
  • a discussion of the ECCE teacher competency framework for Southeast Asia;
  • uses of the ECCE teacher competency framework; and
  • areas for future action

The aim of this document is to enhance the professionalization and capacity development of ECCE teachers in the region.

Early Childhood Care and Education Teacher Development in Southeast Asia and the Pacific Island Developing States: Project Brief

This project aims to contribute to the professionalization and capacity development of ECCE teachers and practitioners in Southeast Asia and the Pacific Small Island Developing States (SIDS). The three specific objectives are:

  1. To develop baselines of ECCE teachers and practitioners in the countries of Southeast Asia and the Pacific SIDS, in terms of qualifications, standards and required/desired competencies; pre-service education and professional development; status, working conditions and environments.
  2. To develop a regional ECCE teacher competencies framework(s) for Southeast Asia and the Pacific SIDS.
  3. To support selected countries to upgrade their national ECCE teacher policies, qualification frameworks, standards and/or curricula.