ECDAN

Early Childhood Care and Education: Landscape Review 2010-2022

Summary

UNESCO published its first Early Childhood Care and Education Landscape Report. This technical report provides an overview of the current state of Early Childhood Care and Education in seven geographic regions, focusing on the progress made since the first WCECCE in Moscow, Russian Federation in 2010.

Report cover with title and drawings

May 2024 – UNESCO published its first Early Childhood Care and Education Landscape Report. This technical report was prepared for the World Conference on Early Childhood Care and Education that took place in Tashkent, Uzbekistan, from 14 to 16 November 2022. After the conference, the report was improved and finalized then recently made publicly available. It provides an overview of the current state of Early Childhood Care and Education in the following seven geographic regions: sub-Saharan Africa, Northern Africa and Western Asia, Central and Southern Asia, Eastern and South-Eastern Asia, Latin America and the Caribbean, Oceania, and Europe and Northern America, focusing on the progress made since the first WCECCE in Moscow, Russian Federation in 2010.

On the one hand, the report highlights efforts that have been exerted to enhance ECCE and considers the reasons for the less than optimal progress in achieving universal and equitable access to high-quality ECCE. On the other hand, it portrays noteworthy practices that can be scaled up across contexts. The report pinpoints facilitators of effective, efficient, and sustainable ECCE systems. It advances critical actions required for accelerating progress on targets associated with Sustainable Development Goal Target 4.2 – ‘to ensure all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education’.

This report is divided into two parts. Part I underscores the importance of investing in the early years of development and provides an overview of the factors that influence ECCE. It notes the diversity across and within countries in access to ECCE and the role of the state in the provision, financing and regulation of ECCE services, and the ECCE workforce. Part I also considers the broader influences of culture, sociodemographic factors, technological advancement, and the COVID-19 pandemic on ECCE. Part II describes noteworthy ECCE policies and practices from around the world. It distils take-home messages to accelerate progress in promoting high-quality and inclusive ECCE across country contexts.