Supporting ISSA members in rasing awareness and advocating for quality ECE among different

audiences

Regina SabaliauskienėTatjana Vonta

Budapest, October 2008

The goal of the GL project was:

To develop advocacy materials for different target groups which will be adaptable for each country in ISSA

network

Strategies used:

• Analysies of the political, socio-economical and educational context in ISSA region;

• Analysies of the new research available on early years; EU documents on quality education; UN Convention on the Rights of the Child; UN Convention on the Rights of Persons with Disabilities; Millenium Development Goals; The Education for All Goals.

Strategies used:

• Participation in the revision of the International Pedagogical Standards;

• Development of the advocacy materials for different target groups which will be adaptable for each country in ISSA network;

• Piloting of the advocacy materials in Lithuania and Slovenia.

One of ISSA's main functions is to build capacity among its members, including their

ability to effectively advocate for early childhood education

ISSA members from:

Albania, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia, Georgia, Haiti, Hungary, Kazakhstan, Kosovo, Kyrgyzstan, Latvia,

Lithuania, Macedonia, Moldova, Mongolia, Montenegro, Romania, Russia, Serbia, Slovakia,

Slovenia, Tajikistan, Ukraine, Uzbekistan

ISSA's members advocate for policy to ensure that every child regardless of gender, race, religion, nationality or ability has the

opportunity to develop to his or her full potential

Political context

• 10 countries from the CEE region have joined the EU in recent years.

• ISSA’s network includes developed, middle-income and developing countries.

• Some countries are significantly more open to reforms than others.

Socio-economic context

• There are rising average standards of living, but significant differences among countries are still evident.

• Great diversity and growing gaps in each country and in the region, in terms of the situation and needs of different population groups.

Educational context

• Preschool enrolment rates are still low in the Caucasus, Central Asia and South- Eastern Europe.

• High drop out rates among children from disadvantaged groups.

• Children from poor and otherwise disadvantaged families have less access at every level of education.

ISSA Pedagogical Standards

Since 2001 were used as a tool for:● self assessment

● professional development● assesment of teacher performance

● mentoring● advocacy

Pedagogical Standards provide a common language for educators,

school administrators, government entities, and others to recognize

high-qualityteaching within national contexts

Pedagogical Standards can be used as a foundation for development of:

• advocacy materials;• national strategies of education;

• national preschool curricula;

• national primary curricula;

• requirements for teacher competences;

• national teacher standards;

• national standards for children achievements.

Why Pedagogical Standards are attractive for policy makers?

• Internationally increased awareness of the importance of investing in early childhood.

• Internationally and regionally increased focus on disadvantaged groups (persons with disabilities, those living in poverty, minorities, migrants).

• Increased need for definition of quality in education.

International Pedagogical Standards correspond to:

• new research available on early years;

• EU documents on quality education;

• UN Convention on the Rights of the Child;

• UN Convention on the Rights of Persons with Disabilities;

• Millenium Development Goals;

• The Education for All Goals.

International Pedagogical Standards promote:

• Child centered and rights based approach to education;

• Commitment to democratic principles;

• Respect for diversity and inclusive practices;

• Family and community involvement;

• Ongoing professional development.

Piloting of the advocacy materials in Slovenia

• The article: “Why do we need quality EC care and education?”

• PowerPoint presentation the main ideas: Conference of The Association for culture of leaving (mixed participants-appr.40)

• Evaluation and reflection on participants reactions

Piloting of the advocacy materials in Lithuania

• Two articles published in National Educational journal “Zvirbliu takas”;

• Materials presented during trainings for teachers and shools administration;

• Materials presented for parents in SbS schools;

• PowerPoint presentation in the Lithuanian Parlament (300 participants).

MAIN CHARACTERISTS OF THE PRESENTATION MATERIALS

• Ideas were build on 3 main motives driven ECE effords– Children’s rights– Brain research– Investment data

• We used research data from other countries to ilustrate some statements (influence of SES on children’s outcomes)

• We stressed chalanges ( in general and in our situation)

1. UN Convention on the Rights of the Child

• Importance of equality and demands for quality preschool programs accessibility • Fact that preschool programs can provide

equal opportunities especially for children in endanger (poverty, special needs, low SES, minority groups etc…)

• Why poverty is so damages for children's development (low SES)

2. BRAIN RESEARCH

• General findings (holistic approach)

• Synapses development

• Stress is damaging

• Optimal periods for specific development (on time quality intervention programs involving families)

• Rich environment

3. INVESTMENT IN ECE

Hekman’s curve:

• Earlier we invest into human capital higher is the rate of return

WHAT WE LEARNED • It is important to use international and national research data.• It was hard to understand how poverty (as we understand it in our

cultural situation) can influence children’s development.• Strong opinion that SES can not influence parent-child in the first

year. • Strong opinion that mothers should stay at home for some years.• School administrators needs this kind of support to have more

success with negotiation with local authorities when they decided about budgeting.

• Many participants had no idea what kind of support can parents have for child’s development in the first year on the level of socio- emotional and cognitive needs.

• When we talk about program they understand only programs in preschool institutions.

FUTURE STEPS

• To test materials with other focus groups

• To adapt and translate materials

• To create templates for presenters in other countries

• To post materials on internal ISSA website

Thank you for your attention!