This Guide accompanies the Home Visiting Workforce Needs Assessment Tool, which aims to help Ministries and government agencies reflect on the ways in which they can support personnel delivering home visiting programs across sectors for pregnant mothers and caregivers with children under 3.
The Home Visiting Workforce Needs Assessment Tool aims to help Ministries and government agencies reflect on the ways in which they can support personnel delivering home visiting programs across sectors for pregnant mothers and caregivers with children under 3. Drawing inspiration from the UNICEF Pre-Primary Diagnostic and Planning Tool, this tool is intended for countries with home visiting programs at either the sub-national or national levels.
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.
The aim of this paper is to supports the ways countries may go about developing or strengthening their pre-primary workforce. There are multiple pathways to competent and effective workforce that may be relevant to different country context and that may combine different level of qualifications, with training and retention strategies in support of developing adapted career trajectories for pre-primary teachers.
Informing and guiding the development of a Framework to Strengthen the Capacity of “Tipat Halav” nurses in Israel is a qualitative research study on behalf of Goshen Institute, with the overall objective to generate in-depth data that unveil effective processes and strategies which need to be in place in order to achieve a practice-change among
These Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with 80 ECEC practitioners with the aim to help them to deal with daily challenges in their practice so they could better support the socio-emotional well-being of children in their care.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
There is mounting evidence on the positive link between high quality early childhood development (ECD) personnel and the physical, social, and cognitive development of young children. Despite this growing body of knowledge, the early childhood workforce continues to face challenges such as inadequate training, low remuneration, and a lack of professional recognition.
