ECD and its Contribution to Quality, Equaty and Efficiency in Education Workshop

1. ECD and its Contribution to Quality, Equatyand Efficiency in Education Workshop • UNICEF Presentation • AferditaSpahiu, • 18 September 2013

2. How does UNICEF Contribute to ECD in Kosovo? • Capacity development for improved child survival and development ( immunization, breast feeding etc.) • Support to child protection ( Child Rights Strategy, monitoring child rights etc.) • Advocacy for quality education for all, from early childhood onwards ( ECD and access to pre-primary education, Child-friendly schools, Quality education through curriculum development, Inclusion of vulnerable groups in education

3. ECD Support for Education Early Learning Development Standards Assessment of ECD in Kosovo with the University of Yale Networking and building partnership o ECD • Preschool education Law • Preschool curriculum • Capacity development of MEST • Community based education for preschool children • Women literacy

4. The Biggest Challenges • ECD not a priority • Limited multi-sectoral and comprehensive policy frameworks, none for ECD • Lack of coordination across-sectorial mechanisms to ensure adequate ECD related services • Underfunded health and welfare sectors not able to meet the basic needs, especially for the most vulnerable and poor groups

5. GIZ Workshkop on ECCD 18 September 2013

7. Save the Children - Objectives Our vision: Every child receives a good quality education and learns the skills and knowledge they need to thrive in the 21st century.

8. The Four Principles of SC’s ECCD Program

9. What we do • All children gain access to & benefit from quality pre-school, pre-primary and primary education and non-formal education. • Work in 9 pre-primary/kindergartens & 14 primary schools, in 9 project locations • Support training of teachers on IE methodologies, PRT members • Directly work with MEST, MED, CSO, kindergartens, pre-primary and primary schools, parents and children to increase awareness on importance of ECCD and focus on key areas of interventions • By end of 2012, Inclusive Education (IE) program has reached 10,162 children, including children with disability, Roma, Ashkali and Egyptian children, IDP communities.

10. Index of Inclusion (IfI) and other • IfI – accredited in 2012 as pilot project by the MEST. • Included in the Strategic Plan of Education for Children with Special Education Needs 2010-2015 and the Strategic Plan for Education in Kosova/o 2011-2016 • Improve skills of pre-school institutions’ management on budget planning • Support pre-school development processes in 9 pre-schools & 11 primary schools Quality pre-school and pre-primary education • Engage municipal education structures to commit more funds for inclusion of most marginalized groups of children • To conduct an ECCD situation analysis (focus on children 0-3 & families), in 5 municipalities • Advocacy events

11. Index of Inclusion (IfI) and other • IfI – accredited in 2012 as pilot project by the MEST. • Included in the Strategic Plan of Education for Children with Special Education Needs 2010-2015 and the Strategic Plan for Education in Kosova/o 2011-2016 • Improve skills of pre-school institutions’ management on budget planning • Support pre-school development processes in 9 pre-schools & 11 primary schools Quality pre-school and pre-primary education • Engage municipal education structures to commit more funds for inclusion of most marginalized groups of children • To conduct an ECCD situation analysis (focus on children 0-3 & families), in 5 municipalities • Advocacy events

12. Inclusion of Children with Disabilities • Realizing rights of children with disabilities – inclusion in pre school and primary • Promote inclusive education - raise awareness and advocacy campaigns (including self-sustaining advocacy bodies) through local partners & NGOs • Lobby at governmental level and capacity building of local administration • Support 8 regional resource centers • Develop and increase school capacities • - staff training, school materials, • rehabilitation and other

13. Inclusion of RAE children and IDP communities • Opened an ECCD center in Mitrovica - creating an opportunity & environment for the early development of children • Conducted a needs assessment on RAE children, ages of 3-6. Based on the findings, different approaches were identified & implemented • Activities to foster child participation, peer to peer support & child school links • Provide supplementary & extra curriculum classes • Decrease drop-out from mainstream • education through raising awareness

14. “MOZAIK “– Lessons Learned • Bilingual approach in kindergartens (age groups 3-5) • Teach tolerance and respect for a diversity of cultures • Socialization children into a multicultural environment at the earliest possible • Develop a child-centered pedagogical approach which includes age appropriate training in conflict-resolution skills aimed at children • Help different ethnic communities collaborate & communicate with each other • Accepted by MESTand currently financed in 3 kindergartens located in Obiliq, Peje and Prishtina. • Inclusion of children from non-majority communities

15. Challenges • No strong tradition of ECCD programs or preschool education • Not a priority at government and municipal level • No resource allocation support as per policy initiatives to increase access to school • Small number of public kindergartens and pre-primary classes • Lack of qualified educators and teachers (specifically those working with children 0-3) • Location - urban vs. rural • Monitoring of implementation of IfI from respective educational structures • Slow process of accreditation of private preschools

16. THANK YOU FOR YOUR ATTENTION Melita Kabashi Save the Children, Country Kosova/o Office Advocacy, Communication Media Coordinator Tel: +381 (0) 38 55 26 91 (ext.101) Mob : +377 44  507 842 melita.kabashi@savethechildren.org

17. Early Detection and Education

18. The Aim • The Aim of "Early Detection and Education" project is focused on improving the performance of the child's development, improvement of living and social conditions of children with disabilities, and provides assistance to their parents. • It is very necessary to intensively support children in early age 0-6 years old, in early development and learning ability because perception is greater in the first period of development and helps to improve children further development • Early Education in regular education system accepted

19. Importance of the early childhood education • This project offers better possibilities for the early development of children with disabilities (0-6 years old) consultancy help for their parents, and creates a link with education, social and health institutions on integration of the children into the Kosovar Society. The motto is: “EARLY HELP- BEST HELP”. • It eases the life of children and their parents, it eases the enrolment of children into kindergarten and schools, which by our help on their development it eases the work of parents and teachers too for further education.

20. Why do we do this? • Equal opportunities-every child has the right of education • To easy integration of children with disabilities in regular school system

21. Challenges • Lack of coordination and cooperation with CSO-s acting in this field • The interest of local and governmental institutions on supporting the idea -no local funding support • Sustainability of the project

22. Recommendations • Increase possibilities of education in early childhood for children with disabilities • Create policies for education in early childhood • To evaluate /use existing development and learning standards in early childhood – (2011/MEST publication- supported by UNICEF)

23. “ An investment in knowledge pays the best interest.” - Benjamin Franklin -

24. BALKAN SUNFLOWERS Primary School Drop-Out Rates fall 80% Between 450-500 children come daily to the Centers for preschool preparation, language club, homework help, enjoyment and support, lunch, school materials Enrollments are up! In Fushë Kosova, increasing enrollments and plummeting early leaving rates mean that primary school enrollment of Ashkali and Egyptian minority children has increased from around 350 to almost 600. The old dropout rate was 120 from 350. The most recent rate is 14 from almost 600.

25. LEARNING CENTERS NETWORK Preschool Program – ages 5-6/7 • 5 LC in Kosova ( Fushë Kosova, Graçanica, Plemetina 2x, Shtime ) • All children prior to beginning primary school, or preschool if already available in their communities, are welcomed to participate • Goals: Through art, music, and play activities the program focuses on strengthening the social and cognitive skills necessary for adaptation to primary school: • developing gross and fine motor skills, • improving language skills necessary for participation in the school of the community where the children live • Language skills will be enhanced through learning songs, experience with teachers using that language in appropriate ways, alphabet exercises and games, play, etc. • Awareness raising regarding early childhood education and development • Regular meetings with parents • Facilitating school enrollment of Roma, Ashkali and Egyptian children in regular schools • Facilitate co-operation between teachers, school directors and parents in order to promote enrollment and prevent drop -outs ,through the school mediators program • Find more information here: www.learningcentersnetwork.org

26. P R E C E D EPartnership for Reconciliation through Early Childhood Education and Development in Europe All of the partner countries have either suffered violent conflict during the last 25 years, or at least profound social dislocation. Though children have unique capacities for resilience, they are also vulnerable, including to the wounds of their parents. Poor investment in early childhood is among society’s most important short-comings, and the best opportunities for investment, and particularly that bringing methodology and activities of diversity, inclusion and acceptance into early childhood work contributes to healthier, happier children with increased likelihood of enjoying a good and productive life. A productivity that the hole society will benefit from in the present as well as in the future.

27. PRECEDEPartnership for reconciliation through early childhood education and development in Europe • Partnership with • Albania • Croatia • Macedonia • Northern Ireland and • Serbia • General Objective: • to support civil society’s influence over reconciliation processes and social cohesion, through education and development in early years in the Balkan region and Europe

28. PRECEDE Network • Main Activities: • Research and publication of a country ECED assessment in each partner country • Based on this initial country ECED assessment, on-going identification of gaps in ECED laws, policies, strategies or their implementation • Formation of country networks with working groups that will develop around research, monitoring, advocacy, programmatic tool kits, and CSO quality management • Link country networks to the International Network for Peace-Building with Young Children • Development of advocacy strategies and materials for each partner country • Advocacy actions on identified needs within the program mandate • Evaluation, research and adaptation or development of “tool kits” (games, activities, curricula, objects), specific to each country, for peace-building and reconciliation in ECED • Capacity building work for CSOs according to the gaps they identify • Support management quality certification at a European level for network members

29. PRECEDE Network • Participation of partner NGOs from different projects in joint training for • research • monitoring • advocacy • organisational capacity building • Exchange of experience and findings among the projects through common mailing lists of newsletters, policy briefs, announcements of events, participation in conferences, meetings …

30. “When you know better you do better.” - Maya Angelou -