incheon framework for action - --- - الصفحة ١٤ - Targets and indicative strategies

Education ٢٠٣٠ Framework for Action

· Develop more robust, comprehensive assessment systems to assess learning outcomes at critical points, including during and at the end of primary and lower secondary education, reflecting both cognitive and non-cognitive skills. These should include assessment of foundational reading, writing and numeracy skills as well as non-cognitive skills. Design formative assessments as an integral part of the teaching and learning process at all levels, with a direct link to pedagogy.

Target ٤.٢: By ٢٠٣٠, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

٣٥. Beginning at birth, early childhood care and education (ECCE) lays the foundation for children’s long-term development, well-being and health. ECCE builds the competencies and skills that enable people to learn throughout life and to earn a livelihood. Investments in young children, particularly those from marginalized groups, yield the greatest long-term impact in terms of developmental and educational outcomes [[xxi]]. ECCE also enables early identification of disabilities and children at risk of disability, which allows parents, health care providers and educators to better plan for, develop and implement timely interventions to address the needs of children with disabilities, minimizing developmental delays, improving learning outcomes and inclusion, and preventing marginalization. Since ٢٠٠٠, pre-primary education enrolment has increased by almost two-thirds and the gross enrolment ratio is projected to increase from ٣٥% in ٢٠٠٠ to ٥٨% in ٢٠١٥ [[xxii]]. Despite this progress, young children in many parts of the world do not receive the care and education that would allow them to develop their full potential.

٣٦. ECCE includes adequate health and nutrition, stimulation within the home, community and school environments, protection from violence and attention to cognitive, linguistic, social, emotional and physical development. It is in the first few years of life that the most significant brain development occurs, and that children begin to engage in intensive meaning-making of the self and surrounding world, building the very basics for being healthy, caring, competent and contributing citizens. ECCE lays the foundation for lifelong learning and supports children’s well-being and progressive preparation for primary school entry, an important transition that is often accompanied by increasing expectations of what children should know and be able to do. ‘Readiness for primary school’ refers to the achievement of developmental milestones across a range of domains, including adequate health and nutritional status, and age-appropriate language, cognitive, social and emotional development. To achieve this, it is important that all children have access to quality holistic early childhood development, care and education for all ages. The provision of at least one year of free and compulsory quality pre-primary education is encouraged, to be delivered by well-trained educators. This should be put in place taking into account different national realities, capacities, levels of development, resources and infrastructure. In addition, it is critical that children’s development and learning be monitored from an early stage at individual and system level. It is equally important that schools are ready for children and able to provide the developmentally appropriate teaching and learning opportunities that yield the greatest benefits for young children.

٣٧. Indicative strategies:

· Put in place integrated and inclusive policies and legislation that guarantee the provision of at least one year of free and compulsory quality pre-primary education, paying special attention to reaching the poorest and most disadvantaged children through ECCE services. This includes assessment of ECCE policies and programmes in order to improve their quality.

· Put in place integrated multisector ECCE policies and strategies, supported by coordination among ministries responsible for nutrition, health, social and child protection, water/sanitation, justice and education, and secure adequate resources for implementation.