What you need to know about early childhood care and education

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What is the global situation for ECCE? Disparities and Financing in ECCE What is the basis for UNESCO’s approach to this work? How does UNESCO work to promote ECCE? What are the recommendations highlighted in the global report on ECCE? Why is early childhood care and education so important? Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life. Despite these benefits, ECCE often receives low priority in education policies and investment and may exclude marginalized groups. Much of ECCE is privately provided, adding to its vulnerability. Extending education rights to include early childhood care can significantly impact developmental outcomes for children. Evidence suggests that legal provisions for compulsory pre-primary education can boost early development. However, there's no international framework that currently enshrines these rights, which limits global progress. Quality improvement in ECCE can be driven by better training for caregivers, more robust community engagement, and improved infrastructure, such as better water and sanitation services in early learning settings. Additionally, extending family-friendly policies like parental leave and childcare benefits can significantly enhance early learning environments. What is the global situation for ECCE? Meeting SDG 4, which aims for inclusive and quality education for all, requires integrating ECCE. The Transforming Education Summit highlighted this integration to address the equity and relevance crises in education. Significant challenges include fragmented ECCE policies and services, insufficient funding, and a lack of comprehensive data. Extending the right to education to include ECCE could greatly enhance early learning, yet no international legal framework currently ensures this right. Addressing these issues is critical for supporting foundational learning and ensuring equitable access to quality early education, essential for preparing children for primary education and beyond. This effort aligns with the objectives of the Tashkent Declaration to transform and improve global ECCE practices. Disparities and Financing in ECCE Disparities in child development begin early and are pronounced among disadvantaged groups. Approximately 30% of children worldwide are not on track developmentally, with those from poorer households and rural areas facing significant challenges. In contrast, 78% of children in wealthier households are developmentally on track compared to only 55% in the poorest ones. These children often lack access to early stimulation and educational resources, with only a fraction having books or playthings at home. ECCE is crucial for developing foundational skills necessary for lifelong learning. However, it faces significant challenges including underfunding, lack of cohesive policies, and insufficient data. There is a pressing need to improve access and quality of ECCE to ensure that children are ready for primary education by 2030. Despite calls for increased funding, actual investment in ECCE remains low, with global median spending on pre-primary education at just 0.4% of GDP. Closing this financing gap is critical, especially considering that the required investment to meet pre-primary education goals by 2030 is estimated at USD 354 billion for low and middle-income countries. What is the basis for UNESCO’s approach to this work? UNESCO regards ECCE as a fundamental and integral part of the education system and a solid foundation on which to build lifelong education, lives, and careers. All of its work in this area is aligned with target 4.2 of Sustainable Development Goal 4, which aims to ‘By 2030, 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.’ To further advance this target, UNESCO established a Global Partnership Strategy to bridge the gap and ensure that quality ECCE, early primary school years, and family education are available for all children. UNESCO’s work is based on the idea that ‘Learning begins at birth,’ introduced in the World Declaration on Education for All Jomtien declaration . As inscribed in the Convention on the Rights of the Child (1989), young children have the right not only to survive but to thrive and develop to their fullest potential. In 2000 the international community at the World Education Forum (Dakar 2000) committed itself to ‘expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.’ Ten years later