The document provides a summary of the UNESCO 2006 report on Early Childhood Care and Education (ECCE). It outlines the goals and policies of ECCE programs, which aim to provide care, education, and support to vulnerable and disadvantaged children. While progress has been made, over 20 million primary-school aged children remained out of school in 2004, particularly in developing countries. Barriers to education included poverty, lack of infrastructure and teachers. The report establishes goals to increase access to education and reduce inequality.

1. Friday 4th april of 2008
Reading ECCE report
Early Childhood Care and Education.
UNESCO 2006, 400 pages second printing. Paris.
The document is presenting goals, policies, program of education around childhood. This project has
a conceptual framework that includes care, education for vulnerable and disavantaged children.
Goals have been set in 2000, and the main concern is about limited access of children to School. Even
if there are progresses, world enrolment ratio stands at 86% of children. 21 million of primary school-
age children are not going to school during 2004 due to poverty, lack of structure and teachers. The
program is a powerful boost to education and development for both children and their families
because it is releasing them from caring responsability while older can go to primary school. An index
for 125 countries is updated to compare development state about ECCE. It appears that primary
education is facing an increasing figure of intake and gross. Children that are not going to school have
the highest needs because their parents are poor and their mother uneducated. Nigeria, Pakistan, India
and Ethiopia are the countries where are living the larger amount of out-of-school children. Girls are
facing several difficulties in terms of access to school, because teachers do not consider them with
equality, their families are retaining them for homework or cultural barriers forbid them to go to
school. At two different stages, secondary have lower and upper levels that have a better participation
for the first stage and lower for the second. Providing teacher is a role of tertiary level where
enrolment is up and access still limited.
There have been some measures taken in order to reduce exclusion for reasons that have no sense.
Also the teachers are not enough in Africa and there will be a need up to 4 million. Secondary
education is not very well structured and there is a lack of capacity to enrol children. Equality in
school is not a reality for gender point of vu. Teachers are mostly expecting different results from girls
and boys even if they should not do so. Literacy is a huge problem among adults and 781 million are
not provided with the minimum of literacy skills. Conflict situation is a very bad context for education
and it is afterward possible to restore stability in children lives after a war through education. As it is
possible to say that children are learning from birth and the whole experience of life is a global
learning process. Childhood is determined mainly by household poverty, place of residence gender
and mother's education. Children rights are guaranteed with Early Childhood Education
implementation. It may also reduce poverty by an effect on family’s level of life.
In finance chapters different notions are described and we can see that local measures and global
involvement have a good effect on education state. The early childhood care and education is
composed with goals and specific treatment of precise causes. Situation of educational network shows
that girls still have a problem to access education structure. Also the state of health of children is a
clue to understand why they are not all in schools. Private or public sector in this field have different
importance depending to the continents and countries. Apart from health and education state, relation

2. between children and adults is focused on children needs. Poor children and teacher's recruitment are
some keys to analyse the situation and recommend solutions. Decision making power coordination
with global agency cooperation is required about young children programs. Experience of the
programs has an interest by informing educational organisations about what kind of action is
successful. At the same time of building the most effective projects, teams are observing very large
involvement of child-soldiers and would like to provide basic education and psychological care in
displaced people groups. Aid is provided by international support and reaches 11 USD billion a year.
Reducing social inequality is an aspect of childhood education and it can set better individual and
group values. The fact that some countries have made childhood their priority shows that there is a
main concern about present and future attitude of youngsters within society. One reason is that young
population is increasing and funding educational programs creates other benefits for everybody.
Leading to action, that policies and projects are several priorities to accomplish the ideas and improve
the system. Due to the fact that children are not all attending school, it is a priority to enrol every
single child. It is important to emphasise equity and inclusion. Public funding has to be increased and
used for better purpose. Basic education must be prioritized and targeted to be the highest need. The
concept of Early Childhood and Care Education must be developed at both national and international
level. Global team in charge of implementation has to be reinforced and get better qualification. Also,
monitoring the implementation of ECCE is a specific goal.
Goals of the millennium have already in challenge and there is only nine years left till 2015.
Dominique Deschamps