ECCE Teacher Development in Southeast Asia and the Pacific Small Island Developing States

ECCE Teacher Development in Southeast Asia and the Pacific Small Island Developing States

15_Mar_MFit Info Note - FINAL_Page_1.jpg

Background

There is a clear shift of focus from universal primary education to lifelong learning in the SDG4 - Education 2030 agenda. Early childhood care and education (ECCE) covers the period below the age of eight, and quality ECCE learning experience not only plays a pivotal role in a more effective and successful transition into primary education but it is the bedrock of lifelong learning and development. Quality ECCE interventions lead to subsequent academic achievement as well as improved social, economic and health outcomes at both individual and societal levels. The quality of each child’s ECCE learning experiences depends greatly on the quality of work by the ECCE teachers/practitioners. The ECCE teachers’ competency, capacity and motivation depends much on teacher preparation, support and continued professional development, working conditions and compensation.

Project Objectives
This project aims to contribute to the professionalization and capacity development of ECCE teachers and practitioners in Southeast Asia and the Pacific SIDS. The
three specific objectives are:
1. To develop baselines of ECCE teachers and practitioners in the countries of Southeast Asia and the Pacific SIDS, in terms of qualifications, standards and required/desired competencies; pre-service education and professional development; status, working conditions and environments.
2. To develop a regional ECCE teacher competencies framework(s) for Southeast Asia and the Pacific SIDS.
3. To support selected countries to upgrade their national ECCE teacher policies, qualification frameworks, standards and/or curricula.

Expected Results
1. The ECCE teacher/practitioner competencies framework(s) have been developed and agreed by Southeast Asia and the Pacific SIDS.
2. The National ECCE teacher policies/qualification frameworks or standards/curricula have been reviewed by at least two Southeast Asia and one Pacific countries, in line with the regional competencies framework.


Project Brief