The FEEL study evaluates the effects of participation in the Leadership for Learning Professional Development program by assessing the direct impact on participating early childhood educators in New South Wales, Australia. Researchers observed educators’ practices related to indicators of curricular and interactional quality. The study further assessed the indirect impacts on children by measuring children’s outcomes before and after the PD.
East Asia and Pacific
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:
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.Why is this report so important?R
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.
Quality is key in Early Childhood Education in Australia highlights several key policy priorities for limiting quality across the Early Childhood Education and Care (ECEC) system. These priorities address gaps in access by focusing on:
The Role of Social Service Workforce Development in Care Reform illustrates key issues by drawing on the experiences of Indonesia, Moldova and Rwanda – three countries are in the process of reform. Each country's reform takes place within their own context and history, social and political system, protection structure and services, and social services education system.
Towards the Right Care for Children: Orientations for reforming alternative care systems - Africa, Asia, Latin America, commissioned by the European Commission Directorate General for International Cooperation and Development commissioned SOS Children’s Villages International to conduct a study on the possible issue of institutionalization in six South and Central American, Asian and African countries, in order to strengthen the knowledge of the European Commission on the nature, the extent and scope of institutionalization and feasibility of the de-institutionalization.