East Asia and Pacific
Resisting Neoliberalism: Professionalisation of Early Childhood Education and Care focuses on the professionalization of early childhood in Australia, Chile, England, Germany, Ireland and the United States.
Framework for assessing standards for practice for registered nurses, enrolled nurses and midwives provides a resource for persons assessing the standard of practice of nurses and/or midwives, as well as for nurses and/or midwives whose performance is undergoing assessment.
Early Childhood Care and Education in Five Asian Countries seeks to consolidate early childhood developments in Asia as a basis for The Head Foundations further research and advocacy in this area.
A general overview of the ECCE landscape in the Asia-Pacific region is introduced by this resource. Country profiles are included as a way to share data on individual countries. These country profiles are presented through five aspects:
The Child protection workforce strategy 2017-2020 recognizes the difficulties that can be encountered by child protection practitioners and the vital role practitioners play in working with children and families.
In recognition of the fact that a strong workforce must be supported in order to protect children, Victorian Government focused on five major priorities:
The 2018 Fostering Effective Early Learning (FEEL) study focuses on the importance of quality, and how to strengthen it in early childhood education and care (ECEC) settings. Extensive research demonstrates that the benefits of ECEC for children are increased when the service provider and educators are highly skilled and participate in professional development (PD), and the service is of high quality.
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.
More than half of the 70 million teachers (primary and secondary) in the world’s formal educational system are from the Asia-Pacific region – making it essential to document the current situation for teachers in the region. Teachers in Asia Pacific: Status and Rights (2015) examines the trends and policies affecting teachers’ status and their emerging needs and challenges. It provides a general picture of the current situation of teachers in Uzbekistan, Mongolia, Republic of Korea, Samoa, Pakistan, Sri Lanka, Cambodia and Indonesia.
National Guidelines - Best Practice in Early Childhood Intervention presents eight recommended best practices in Early Childhood Intervention. The document also offers rationale for each of these practices in the following quality areas:
- Universal Principles
This text draws upon extensive consultation with key stakeholders in the early childhood intervention sector.