Monitoring & mentoring

For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centers? Do all children face the same opportunities to enroll in high-quality settings? What are the main spending priorities to raise the quality of ECEC? These are key questions for parents, staff and policy makers. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector.

This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being.

OECD

2020

The goal of the research ‘Bulgaria grows with its children: Building professional competences for early childhood development’ (hereinafter referred to as ‘research on the early years workforce’ and ‘the research’) is to outline the main directions for improvement of the professionalization of the early years workforce on the basis of data – quantitative and qualitative – as well as to formulate recommendations for policy development in this area.

This summary shares the main results and recommendations derived from this research.

Dr. Natalia Mihaylova and included Dr. Ivanka Shalapatova, Elitsa Gerginova, Savelina Roussinova, and Dimitar Ivanchev

2021

A well-supported, appropriately equipped, empowered, and protected social service workforce is essential to mitigating the damaging effects of the COVID-19 pandemic. Social service workers can build on their existing strong ties to children, families, and communities to rapidly respond in ways that are effective. However, to do so, they must stay safe and healthy. This document is intended to provide guidance on how to support the social service workforce and empower them to safely serve children, families, and communities during the COVID-19 pandemic. This guidance is for governments, non-governmental organizations, social service workers, and their supervisors.

Global Social Service Workforce Alliance, UNICEF, International Federation of Social Workers, Alliance for Child Protection in Humanitarian Action

2020

This Guide accompanies the Home Visiting Workforce Needs Assessment Tool, which aims to help Ministries and government agencies reflect on the ways in which they can support personnel delivering home visiting programs across sectors for pregnant mothers and caregivers with children under 3. 



Drawing inspiration from the UNICEF Pre-Primary Diagnostic and Planning Tool, this tool is intended for countries with home visiting programs at either the sub-national or national levels. The scope of the Tool includes home visitors who work directly with young children and their families, as well as supervisors and trainers.

 

The newly completed User's Guide completes the Tool's package. It includes supporting materials, as well as editable handouts and annexes. It is easy to download, translate and adapt to your context. The User's Guide lays out the steps needed to:

• Prepare for the application of the Tool,
• Organize and facilitate a workshop with stakeholders at both the national and sub-national levels, and
• Take action on findings generated from the workshop.


Below, you can find two versions of the User's Guide: 

Version 1: a downloadable PDF
Version 2: a ZIP file for Print, which contains:

• A Print version of the User Guide
• 11 editable handouts and annexes that can be adapted for implementation
• A slide deck, which presents an overview of the Tool

Access the Tool here.

Mihaela Ionescu and Zorica Trikic (International Step by Step Association) and Denise Bonsu, Kavita Hatipoglu, Michelle Neuman, and Vidya Putcha (Results for Development).

2020

The Home Visiting Workforce Needs Assessment Tool aims to help Ministries and government agencies reflect on the ways in which they can support personnel delivering home visiting programs across sectors for pregnant mothers and caregivers with children under 3. Drawing inspiration from the UNICEF Pre-Primary Diagnostic and Planning Tool, this tool is intended for countries with home visiting programs at either the sub-national or national levels. The scope of this tool includes home visitors who work directly with young children and their families, as well as supervisors and trainers.

You can also download the accompanying User's Guide here.

Denise Bonsu, Kavita Hatipoglu, Michelle Neuman, Vidya Putcha, Mark Roland, and Jon Korfmacher

2020

It is paramount that the Education in Emergencies sector shares and learns from promising policies, practices, and research approaches for supporting teachers in crisis contexts. For this reason, this publication provides donors,policymakers, practitioners, researchers, and teachers with compelling examples of programs and practices that positively influence improvements in teachers’ work conditions and teaching practice. Authored by researchers, practitioners, and policy-makers working in education in emergencies, the 24 studies in this publication showcase promising practices in teacher management, professional development, and well-being from diverse regions and contexts.

The case studies are organized by three thematic areas:

• Teacher management (i.e. teacher recruitment, supply, compensation, supervision, certification, etc.)
• Teacher professional development (i.e. training modalities that include face-to-face training, coaching, mentoring, distance, and/or online learning etc. for either pre-service or in-service approaches; teacher collaboration; coordination across providers; collaboration with national teacher training institutes), and
• Teacher well-being (i.e. including social, emotional, physical, intellectual, financial, cultural, and spiritual well-being; interventions to support teacher well-being).

They present a snapshot of promising research methods, evidence-informed policy making, and innovative approaches to program design and implementation from diverse regional and crisis settings, as well as diverse organizations and teacher profiles.

Inter-agency Network for Education in Emergencies (INEE)

2019

The United States Agency for International Development (USAID) Flagship Community Health Worker (CHW) Resource Package compiles priority resources for strengthening CHW programs developed through USAID’s Bureau for Global Health (BGH) investments, as well as what USAID BGH’s flagship partners have produced and prioritized. It includes tools, research, guides, approaches, and best practices recommended by USAID’s flagship project community health experts through a series of convenings and reviews. The rationale for the development of this package was to showcase these priority resources for greater internal and external dissemination and agenda setting, including the Community Roadmap and the WHO CHW Hub. It is a living document*, and we expect to update it periodically as emergent state-of-the-art resources are recommended by flagship experts.

The resources can be used to integrate CHWs within the broader health workforce and to promote their professionalization. For this reason, some resources may support broader health workforce development and strengthening, policy, program implementation, or financing, but can be applied to CHW programs. Professionalizing CHWs is a key step for ensuring the effective role of community health within primary health care, critical for achieving health for all and global health goals. Resources may be cross-cutting or technically specific, and all are relevant to optimizing CHWs in a health systems context.

The resources are presented according to the WHO guideline on health policy and system support to optimize community health worker programs using the HRH2030 lifecycle approach and the main categories of WHO’s recommendations:

• CHW policy implementation enablers (cross-cutting)
• Build
• Manage
• Optimize

USAID

2020

The aim of this paper is to supports the ways countries may go about developing or strengthening their pre-primary workforce. There are multiple pathways to competent and effective workforce that may be relevant to different country context and that may combine different level of qualifications, with training and retention strategies in support of developing adapted career trajectories for pre-primary teachers. Our focus in this paper is to summarize the background evidence and research available in the area of pre-primary workforce development that can in turn support the outline of options and pathways to be developed further through in the next part of the work.

UNICEF/Jan Peeters, Ayça Alayli, Marilou Hyson and Hsiao-Chen Lin

2019

Informing and guiding the development of a Framework to Strengthen the Capacity of “Tipat Halav” nurses in Israel is a qualitative research study on behalf of Goshen Institute, with the overall objective to generate in-depth data that unveil effective processes and strategies which need to be in place in order to achieve a practice-change among Parent and Child Health ("Tipat Halav") nurses in Israel. Specifically, the study, which is part of a larger initiative pursued by Bernard Van Leer Foundation, the Rothschild Foundation Foundation and Israel’s Ministry of Health, aimed at mapping:

1. the strategies and processes that need to be in place in order to successfully achieve a practice-change among nurses in working with parents;
2. the common elements among successful programs;
3. the barriers and challenges in program implementation.

Interviews with 9 training providers and practitioners from across 6 countries, highlighted the complexity of the field and of nurses’ role and revealed the necessary knowledge, skills and attributes that effective nurses should possess. In addition, the interviews revealed the key challenges faced by the profession, the professionals and the training programs, as well as the success factors and recommendations about how challenges can be tackled. Research results highlight that practice-change is inseparably linked to the system in which practitioners operate and that in order for practice change to be achieved it is important to recognize the importance of the field as well as the uniqueness of this field. Thus, interviewees highlighted the need to focus on the social aspects of health and move beyond hospital-oriented practices and theory as well as the need for more innovative, practice-based approaches and experiential learning and for common standards of practice and common standards among training providers.  

2020

These Guidelines are the outcome of the second part of the SEED project, during which a group reflection pathway, called WANDA1, was piloted with 80 ECEC practitioners with the aim to help them to deal with daily challenges in their practice so they could better support the socio-emotional well-being of children in their care.

The Guidelines include a mix of insights from research and i.e. practitioners’ reflections, as well as practical tools that coaches, mentors and facilitators can use to guide and support ECEC practitioners to reflect on their practice. They are meant to be an inspiration for ECEC pedagogical coaches, mentors and trainers who want to invest in reflecting on practice with teams or groups of practitioners, in order to support the socio-emotional well-being of children.

Margaret Kernan, Giulia Cortellesi, Nima Sharmahd and Chris de Kimpe

2019