Promising practice

This bulletin for professionals presents an overview of child welfare supervision and explores the dimensions of supervision that agencies may want to consider as they seek to strengthen the effectiveness of their services to children and families. This bulletin is designed to provide child welfare supervisors, managers, and related professionals with examples of States’ efforts to strengthen supervisory capacity and with tools and resources to enhance supervisory skills.

The Innovative Pedagogical Approaches in Early Childhood Care and Education (ECCE): A Resource Pack includes case studies from nine countries. Each is an example of an innovative pedagogy developed according to a specific context and with concern for sustainable learning.This resource pack discounts the idea that ECCE should solely rely on a “universalized ‘one size fits all’ model" and emphasizes the need for ‘real-life’ approaches that connect children with their communities. Innovations in ECCE in the Asia-Pacific region are often intended to improve not only the lives of children but also those of the entire community. These examples of transformational pedagogy are inspirational reads for practitioners, researchers, and policymakers.

The appendices from the Critical Competencies for Infant-Toddler Educators Related Professional Criteria, provide clear and concise guidance on essential knowledge and skills for infant-toddler educators.

Illustrating how criteria from various partners can be used together to support the preparation and professional development of infant-toddler educators, this document includes related professional criteria, tools and child development benchmarks.

ECEC professionals’ qualifications and working conditions are inseparably linked to the quality of education and care children receive. This series of reports present why do workforce qualifications, education, training and working conditions matter for better child development. Each of the reports also describe where each of the respective countries (Slovak Republic, Japan and Finland) stand compared to other countries in terms of workforce qualifications, training and working conditions, what are the challenges they face and what strategies have been employed in order to address those challenges.

This up to date text is suitable for students on all early years and early childhood courses as well as interested practitioners. It looks at the current structure of the early childhood education and care (ECEC) workforce in different countries, each of which represents a distinct philosophical tradition, tracing what has shaped this structure and examining how politics and policy have moulded the workforce over time. Each chapter analyses historical, philosophical and political developments in the respective country and looks at key theorists, the concepts of childhood that have shaped the workforce and the pedagogical approach. The unique aspects of each country are highlighted along with a consideration of what the future might hold for the workforce. Students and practitioners will achieve a more critical understanding of current practice and the beliefs which underpin particular pedagogical approaches while being encouraged to question their own values and practice.

The goal of the integrated programme guide for ECD in emergencies is to guide the humanitarian community in designing a response that takes into account the needs of young children. This programme guide can be used in times of emergency preparedness, response, and early recovery, and for building resilience. It is designed for use by UNICEF Programme Officers as well as for representatives from other UN agencies, NGOs and government divisions responsible for designing, implementing, monitoring and evaluating ECD interventions.

This report summarizes the analysis of major issues affecting the status of teaching personnel worldwide at all levels of education by the 12th Session of the Joint ILO–UNESCO Committee of Experts on the Application of the Recommendations concerning Teaching Personnel (the Joint Committee), held in Paris on 20–24 April 2015. Composed of independent education experts from around the world, the 12th Session of the Joint Committee examined a number of urgent issues affecting teaching personnel, including quality teaching in higher education, professionalization of early childhood education personnel, changing employment relationships in teaching, the impact of digital technologies, and social dialogue. The Joint Committee also examined a number of allegations from teacher unions regarding the application of the Recommendations. The report of this session contains recommendations to the Governing Body of the ILO and to the Executive Board of UNESCO, and through them to governments, employers’ and workers’ organizations of their member States, on how to improve the condition of the teaching profession within their respective mandates, using the two Recommendations as guidelines. The recommendations of the Joint Committee are nonbinding, being intended to guide the actions of national authorities, employers’ and workers’ organizations and other education stakeholders.

ILO and UNESCO

2015

This report is an important contribution to the Women at Work Centenary Initiative. It gives a picture of where women stand today and how they have progressed in the world of work over the last 20 years, and of the root causes of inequalities and how they should be tackled based on what works and the guidance provided by international labour standards. It shows that, despite some encouraging advances, major gender gaps at work remain. Increasing gender parity in educational attainment does not prevent women from being concentrated in middle to lower-paid occupations that reflect traditional gender stereotypes and beliefs about women’s and men’s aspirations and capabilities. While sectoral and occupational segregation and differences in working time contribute to the gender wage gap, the report turns the spotlight on the role of the discrimination that further exacerbates labour market inequalities, including the persistent differences in access to social protection between women and men. The report also discusses the extent to which measures to recognize, reduce and redistribute unpaid household and care work in families and societies affect women’s access to quality work and social protection. It shows how work-family policies aligned with international labour standards can help to remedy inequalities and to transform the gender-based division of labour at home.

The report aspires to support a renewed and reinforced global commitment towards gender equality at work, as part of the 2030 Agenda for Sustainable Development. It is also hoped that the report will be of use to ILO constituents in their efforts to identify, in their specific contexts, the policies that are most conducive to the attainment of substantive equality between women and men, combining increased economic growth with decreased income inequality.

International Labor Organization

2016