UNESCO (United Nations Educational, Scientific and Cultural Organization)
One of their focuses is
Education with a sub-theme interest in
strengthening early childhood systems.
This week I spent some time exploring this portion of UNESCO's work. There are links for their mission, strategies for achieving their mission, the history, policy briefs, country profiles, and more. There are four areas that UNESCO has placed their focus in working in Early Childhood. They are:
Access & Equity,
Quality,
Investment & Financing, and
Coordination & Integration.
Assessiblity to quality early childhood care and education is greatly important to me. But this access in my opinion needs to be for all and not just the poor or not just the advantaged. Because of this, I looked into this area with some depth. There is an article on
Vietnam's early childhood policy from 2005. While the report is dated, it did provide some interesting information.
Vietnam has a pro-poor policy for early childhood. Their early childhood programs (for children birth through 5 years old) are available for children of all economic statuses yet 42% are "state" meaning there is no fee to attend, these are for the "poorest" children. Then there are semi-state schools (48%) where families must pay a fee, which covers the teacher's salary and the balance is covered by the state. The remaining schools are "people-founded" or "private" and although they receive no financial support from the state, the state sets standards, monitors & evaluates the programs. Sounds a bit like the U.S. BUT .... the final question posed and answer must be shared:
Choi: Finally, although many challenges remain, Vietnam seems to have been successful in developing and implementing concrete pro-poor early childhood policy measures. What would you single out as the success factors?
Tuyet: In Vietnam, the Ministry of Education and Training is responsible for the entire early childhood age group, and is the lead sector for early childhood. This makes it easier to develop and implement policies and monitor progress. We do not have to waste effort on coordinating different initiatives by different sectors. More important, the state has always been committed to investing in early childhood. This has made it possible to cater for the early childhood needs of the poorest. Without state investment, the equity issue cannot be tackled efficiently.
This is where the U.S. differs. We have not be able to develop one unifying governmental leader and there isn't a strong commitment on the government's part for investing in early childhood. We do have funds and some leadership, but it isn't enough.
While I am passionate about this issue. I am not sure what kind of a voice I have in making a difference. My primary goal in early childhood is to see that all children have the ability and opportunity to participate in quality early childhood care and education from birth through Kindergarten. I thought my means to see this happen was through the road of preschool director. Now I don't know. I wish I did, but I don't.