Early Childhood Care and Development in Emergencies
Who are we?
The Consultative Group on ECCD: Established in 1984 by a small group of donor
funding agencies A global inter-agency network with committed
partner agencies involved in the field of ECCD at all levels UN Agencies Multi and bilateral donors International Foundations & NGOs National and regional organizations and networks; and Academic/educational institutions and organizations
What do we do?
The CG draws on its diverse partners as well as others’ work, knowledge and expertise to:
actively identify gaps, critical issues and emerging areas of need and interest related to ECCD;
enhance our awareness-raising, advocacy, and dissemination efforts; and
broaden participation in the work of the CGECCD as well as to seek out new partners.
Why we do what we do?
What do we know:
The development of young children (prenatal-8 years) is the foundation of human development
Children’s environment and early experiences affect brain development, physical and mental health, cognition, learning, and behavior for a lifetime
These effects determine the quality of human capital
There is strong scientific, social, economic and moral evidence and arguments for increasing investment in programs intended to improve the development and well being of young children
And yet…
…an estimated 200 million children under age 5 do not achieve their potential because they live in poverty and have poor health, nutrition, and care (Lancet 2007)
Despite…
the accumulation of work showing the alarming magnitude of the problem
setting out evidence about risks, protective factors and benefits
presenting suggestions about how to improve child development
some progress national governments and international organizations are not adequately meeting the challenge with the policies, programs and resources that are needed.
What is needed?
Increased high-level policy and political commitment to EC in all nations Inclusion of EC in all national budgets, all sectoral plans for education,
health, sanitation and social protection, and in all Poverty Reduction Strategy Papers.
Significantly increased public funding of EC at national, provincial and local levels is essential, especially targeting vulnerable, marginalized children and their parents and caregivers – including children living in poverty, rural areas, and ethnic minority groups or affected by HIV/AIDS, malaria or other diseases, malnutrition, disabilities, conflicts or domestic violence.
Stronger political and financial commitment from international donors is urgently required
Investment in early childhood is not a luxury: it is essential!
Mission
to facilitate a global understanding of the importance of EC for social development and poverty reduction and to advocate for improved investments, policies and actions to support the holistic development of young children.
Objectives
4 Cornerstones to Secure a Strong
Foundation for Young Children 1. Start at the Beginning 2. Get Ready for Success 3. Improve Primary School Quality 4. Ensure EC is in all relevant policies
What programs/policies do we want in place?
Cornerstone 1: Start at the Beginning
Integrate early stimulation, child development, and parenting information into prenatal, early health, nutrition, and education services:
• Parenting programmes • Services for young children and families - early stimulation, health, nutrition, and child care.
Ensure access to at least two years of quality early childhood programmes prior to formal school entry, beginning with the most vulnerable and disadvantaged children.
Cornerstone 2: Get Ready for Success
Increase investments and improve the transition from home or preschool to primary school and the quality of learning in grades 1-3:
• training • learning materials • smaller classes
Cornerstone 3: Improve Primary School Quality
Address early childhood in all national policies and plans across sectors.
Assure adequate resources and multi sectoral coordination by ensuring that Early Childhood is integral to development and macroeconomic planning and budgeting.
Cornerstone 3: Include EC in Policies
Key Strategies
Knowledge Generation and Dissemination Contribute to the development of a diverse global knowledge base on ECCD through analysis, synthesis and dissemination which is accessible and used by a wide range of actors and stakeholders.
Communications and Advocacy Facilitate a broad-based global understanding of the critical importance of ECCD to social development and poverty reduction and advocate for improved investments, policies and actions to support the holistic development of young children.
Strengthening Regional Capacity Strengthen national and regional capacities to generate and disseminate knowledge, share information and advocate for the support of children’s overall development
Key Mechanisms
Working Groups 4 Cornerstones (0-3, 3-6, 6-8, Policy) Emergencies (INEE/CPC) HIV/AIDs (IATF) Climate Change (UNFCC) Leadership/Capacity Building (online
course)
ECCD in Emergencies WG (EEWG)
Convened in 2006 – priority issue to be addressed
100 plus orgs and individuals including INEE and CPC
INEE task team in 2008 GTG for CPC
EEWG Priorities
Facilitate a global understanding of the critical importance of ECCD in each phase of an emergency
Call for increased investments, policies and action to support survival, growth and dev’t of young children in emergencies
Develop tools, practices and policies Foster Partnerships
EEWG Activities (cont’d)
Thematic consultation in 2008 Revised workplan including
Position Paper Coordinators’ Notebook on ECCD in
Emergencies Research agenda Partnerships with INEE and CPC
Key Activities
Annual Thematic Consultation 2005: Costing and Financing 2006: Global Report on EC 2007: Climate Change 2008: Emergencies 2009: 4 Cornerstones
Other key fora, networking and advocacy meetings
Key Activities (cont’d)
Publications/other materials The Coordinators’ Notebook and other
communication materials (briefs, BBC, advocacy cd)
CG Website: ecdgroup.com
Position Paper: Gaps to be addressed
stronger case for 0-3/need for care, attention and stimulation perhaps the education section focuses too much on 3-6's (learning begins at birth)
include a visual representation of key conceptual points/how ECCD intersects with the Clusters
Other examples of promising practice integrate a reflection or a common position on accountability of
State Parties towards ensuring young children’s rights to survival, development, protection and participation
re Programming Principles and Guidelines: how can we best integrate them/make them more emergency specific
ECCD for peacebuilding
Additional feedback
case example for HIV/AIDs, disabilities/inclusion, gender – send to task teams
possibly a different title/photo to highlight need to support young children and their caregivers
include a sub-section in the Call for Action on the importance of working on ECCD policy development during and after violent conflicts.
a case study that is not driven by an international NGO or the UN -- that is rooted in a specific culture, promotes inter-cultural understanding and is based on developing culturally appropriate service
Expand Disabilities section to "developmental delays, malnutrition and disabilities“
Highlight an effective, low-cost and efficient project in crisis situations that is fully integrated at the local level and includes key elements of education, health, nutrition, sanitation/hygiene and protection.
Additional feedback
More examples – needs more depth
Toolkit, gpg
Early Childhood Counts: Rights from the Start