文档介绍：In Search of Quality in Programmes of Early Childhood Care and Education (ECCE)
A paper prepared for the 2005 EFA Global Monitoring Report
By
Robert G. Myers
April 2004
Introduction
Early Childhood Care and Education (ECCE) and Quality
as seen in the documents of Jomtien and Dakar
The Jomtien Declaration of the World Conference on Education for All stated that: “Learning begins at birth. This calls for early childhood care and initial education. These can be provided through arrangements involving families, communities, or institutional programmes, as appropriate.”(Article 6) The Framework for Action also set as one of the targets to be considered in plans: (1) Expansion of early childhood care and development activities, including family munity interventions, especially for poor, disadvantaged and disabled children.”(Paragraph 8).
These particular statements do not include any mention of quality. Indeed, there are relatively few specific references to quality in the Declaration. The “expanded vision” set out does say that to universalise access and promote educational equality it is necessary to “increase educational services of quality”. In addition, “The most urgent priority is to guarantee access and improve the quality of education ….” What constitutes quality for the writers of the Declaration must be inferred, but in general, the notion seems to be that quality education is that which meets the basic needs of children.
The Framework for Action presented at Jomtien includes additional references to quality in its text. Among the suggested principles that countries are urged to follow we find reference to “relevant, quality primary schooling.” Later on, the text of the Framework notes that “Expanding access to basic education of satisfactory quality is an effective way to improve equity.” And, “Relevance, quality and equity are not alternatives to efficiency but represent the specific conditions within which efficiency should be achieved.” In these