concept paper on thescm.oas.org/pdfs/2017/cided00054e.pdf · 2017-01-12 · 1 concept paper on the...
TRANSCRIPT
1
Concept Paper on the
Inter-American Education
Agenda: Building Alliances and
advancing towards the
Sustainable Development Goals
FULL PAPER
Prepared for the 9th Inter-American Meeting of Ministers of Education
To be held in Nassau, New Providence Island, The Bahamas, February 9 and 10, 2017
by
Linda A Davis Glenford D Howe
2
Acknowledgements The authors wish to acknowledge the operational and logistical assistance provided by the
Government of The Bahamas, local secretariat liaison, Deputy Permanent Secretary, Ministry of
Education, Science and Technology, Janice Knowles. Appreciation is also extended to Saint
Lucia’s Ambassador Sonia Johnny for her early feedback, clarification of context, and pointing
to source documents and other materials of note. Finally, the thoughtful and comprehensive
feedback provided by Maria Claudia Camacho, Lead Conference Technical Officer, OAS was
key in finalizing the paper and for that we are most appreciative.
3
Table of Contents
Acknowledgements ...................................................................................................................... 2
Abbreviations and Acronyms ..................................................................................................... 7
1 Introduction ................................................................................................................... 8
2 Framework for building Alliances ............................................................................. 12
2.1 E d u c a t i o n Alliances as Multi-Stakeholder Initiatives or Multi-Stakeholder
Partnerships for Development .................................................................................... 12
2.2 Suggested Objectives of an Education Alliance ........................................................ 13
2.3 Suggested Guiding Principles of Education Alliances .............................................. 15
3 Alliances and the IEA Priorities ................................................................................. 17
3.1 Quality, Inclusive, and Equitable Education ............................................................. 17
3.1.1 Summary of Projects: Priorities Identified ............................................................. 18
3.1.2 Studies from the Hemisphere ................................................................................... 19
3.1.3 Relevant Hemispheric issues ................................................................................... 21
3.1.1 Global best practices and Policy Guidelines ........................................................... 22
3.2 Strengthening of Teacher Education Profession ....................................................... 25
3.2.1 Summary of Projects: Priorities Identified ............................................................... 25
3.2.2 Benchmark Studies from the Hemisphere .............................................................. 26
3.2.3 Teacher Policies: Relevant Hemispheric Issues ...................................................... 27
3.2.4 Global Trends and Best Practices ............................................................................ 28
3.2.5 Policy Guidelines ....................................................................................................... 32
3.3 Comprehensive Early Childhood Care & Education ............................................... 33
3.3.1 Summary of Projects: Priorities Identified ............................................................. 33
3.3.2 Sample Studies from the Hemisphere ...................................................................... 34
3.3.3 Developing ECCD Policies: Relevant Hemispheric Issues ..................................... 37
TABLE 3: Funding across Levels of Education System: A Regional View ................... 38
3.3.4 Global Trends and Best Practices ............................................................................ 40
4. Implementation Considerations ................................................................................. 45
4.1 Policy Coherence for Development (PCD) ............................................................... 46
4
4.2 Public-Private Partnerships (PPPs) Framework ...................................................... 48
5. IEA Funding and Sustainability ................................................................................ 52
6. Conclusion ................................................................................................................... 54
References .................................................................................................................................. 55
About the Authors ..................................................................................................................... 86
5
List of Case Studies CASE STUDY 1: Multi-Stakeholder Engagement in Inclusive Education (The
Bahamas)……………………………………………………………………………….….24
CASE STUDY 2: Todos Pela Educação (Brazil)……………………………………..….39
CASE STUDY 3: Sample Legislation (Jamaica)……………………………………......40
CASE STUDY 4: Crece Contigo (Chile)………………………………..…………… …42
CASE STUDY 5: De cero a siempre (Colombia )…………………………………..…..43
CASE STUDY 6: Guatemala: Encouraging linguistic and ethnic diversity………..…46
CASE STUDY 7: The Caribbean-Pacific Island Mobility Scheme
(CARPIMS)………………………………………………………………………...……..48
CASE STUDY 8: Focus on Youth (The Bahamas)…………………………………..…50
CASE STUDY 9: Institute for Sustainable Development (ISD).………………....……51
6
List of Diagrams DIAGRAM 1: Basic Typology of Multi-stakeholder Partnerships ................................. 16
DIAGRAM 2: Models of Public-Private Partnerships ..................................................... 49
List of Tables TABLE 1: Regional Teacher Profession Characteristics of Note………………….…..31
TABLE 2: Characteristics of exemplary leadership programmes………………..…..33
TABLE 3: Funding across Levels of Education System: A Regional View……...……41
TABLE 4: Strategies for success: Lessons from the Global Leaders for Young
Children…………………………………………………………………………………...45
7
Abbreviations and Acronyms DAP Developmentally Appropriate Practice
CImPACT Caribbean Inform Parent and Child Together
CODEV Working Party on Development Cooperation
COREPER Committee of Permanent Representatives
DFATD Department of Foreign Affairs, Trade and Development (Canada)
ECC Early Childhood Care
ECCE Early Childhood Care and Education
ECD Early Childhood Development
EFA Education for All
EU European Union
FOY Focus on Youth
IADB Inter-American Development Bank
IEA Inter-American Education Agenda
ITE Initial Teacher Education
ITEN Inter-American Teacher Education Network
INNOVEMOS Education Innovations Network for Latin America and the
Caribbean
MSI Multi-Stakeholder Initiatives
MSP Multi-Stakeholder Partnerships
NAEYC National Association for the Education of Young Children
NGOs Non-Governmental Organizations
OAS Organization of American States
OECD Organization for Economic Cooperation and Development
OREALC Oficina Regional de Educación para América Latina y el Caribe
PCD Policy Coherence for Development
PPPs Public Private Partnerships
STEM Science, Technology, Engineering and Mathematics
UN United Nations
UNESCO United Nations Educational, Scientific, and Cultural
Organization
8
1 Introduction Significant progress has been made in education in Latin America and the Caribbean over the
past several decades in such areas as access and attainment at all levels, but especially at the
primary and secondary levels. In the area of teacher education, the percentage of trained
teachers has increased to an average 81% at the primary level and 73% at the secondary level
(UNESCO, 2015, pp. 29-38). This is a significant achievement since quality teachers are
the foundation for delivering quality education. In the education systems of both Canada and
the United States good teacher quality is highly valued, and is ensured through rigorous teacher
education and training programmes for all educational levels. Yet despite the prioritisation of
teacher education as a key policy response some challenges remain. In Canada for example, there
is some evidence of a teacher recruitment imbalance overall, “with oversupply in some provinces
while other provinces have difficulty recruiting qualified teachers in rural areas and in some
specialities (mainly scientific disciplines)” (OECD 2015, p.10).
Overall, as noted at the 8th
Inter-American Meeting of Ministers of Education held February
4th
and 5th
in Panama City, Panama, the Hemisphere continues to experience severe education
challenges, many rooted in chronic socio-economic, development and other disparities,
vulnerabilities and risks (OAS, 2015d, pp. 1-5). Across the Hemisphere the multiple
disadvantages, which exist with respect to income inequality, rural-urban contexts,
technology, divides, gender, age and opportunity, intersect with external forces including
economic recession, threatening to forestall and even reverse development. In Latin America
and the Caribbean adolescents (ages 10-19) and youth (ages 15-25) who presently number
around 106 million are particularly affected by severe challenges in such areas as employment,
schooling, health, political and civic engagement, and the chance to progress to responsible
adulthood. Approximately 39 percent of youth live in poverty, and about 15 million adolescents
live in extreme poverty. Six million children and adolescents experience neglect and abuse and
risk factors including teen pregnancy, drug addiction, conflict with the law, and dropping out
of school affect 25% to 32% of young people (OAS, 2015a, p. 2).
9
Despite the impressive accomplishments of the past, education systems across the countries of
the Americas continue to struggle with relevance, and in some respect, many are dysfunctional,
impervious to change, problem-plagued and severely challenged in meeting the rights of children,
and youth to quality education. In some parts of the Hemisphere, education systems continue
to use archaic methods, processes and even content when what is required are cutting-edge
21st
Century high-level skills, competencies and knowledge, and the development of appropriate
thought processes, mindsets and attitudes. The effects of weaknesses or failures of education
systems in the Hemisphere impact most severely on those individuals and groups, including
children with disabilities, those in rural and remote areas, pregnant teens, dropouts and other out-
of-school children, and children of undocumented migrants, who often do not benefit as they
should, or are fully excluded from these systems.
Internationally, there is strong consensus that investment in education is particularly important in
driving inclusive socio-economic development, reducing inequality, and tackling the broad range
of problems that currently affect children and youth across the Hemisphere. The construction
of an Inter-American Education Agenda (IEA) is reflective of the recognition that a new
dispensation based upon shared commitment to meaningful collaboration are urgently needed
to foster education inclusiveness and quality and provide equitable, sustainable development in
the Hemisphere. Conceived as a “process for dialogue, cooperation, and regional integration”
the purpose of the IEA is to “strengthen inter-American cooperation as well as coordination and
linkages of efforts with other international organizations and regional and sub-regional entities to
ensure inclusive and equitable quality education and promote life-long learning opportunities for
all” (IEA, Draft Agenda, 2016, p. 5).
In this regard, the identification of the three priority areas, namely: ( 1 ) quality, inclusive and
equitable education; (2) strengthening of the teaching profession; and (3) comprehensive early
childhood care, are of particular importance. These represent the heart of quality education
provision and overcoming some of the most severe education deficits in the Hemisphere. In
addition, the recognition given to the identification of the three additional cross-cutting themes,
specifically, specifically, q u a l i t y , i n c l u s i o n a n d e q u i t y , are noteworthy. This
means that the IEA and resulting alliances can become important transformative tools for
10
modernising education provision and systems in the Hemisphere, and for enabling education
cooperation, coherence, partnerships and sharing among multi-sectoral partners on an
unprecedented scale.
Given the rapid pace of socio-economic and technological change, it is now an even greater
imperative today than at any other time in history that education policy makers and stakeholders
seek to forge new innovative alliances and compacts in order to cope with the challenges, and
capitalise on the opportunities of the 21st century knowledge economy and society. This is so
not only in education, but also across virtually every other sector nationally, regionally and
globally. In a new environment where it is knowledge that drives and sustains economic
competitiveness and social development, it becomes an urgent imperative to create inter-sectoral
and innovative multi-stakeholders' alliances that can catalyse and support the required
educational transformations. The new information and communication technologies offer
unprecedented opportunities as a platform for supporting partnerships and for sharing
information on initiatives carried out by multi-stakeholders. They also allow education
stakeholders the opportunity to provide quality education to even the most remote and
disadvantaged learners anywhere and at any time.
Diagram 1: Basic Typology of Multi-Stakeholder Partnerships
SOURCE: (Peterson et al, 2014, Cited in Hazelwood, 2015, p. 2)
11
Utilising these technologies as their backbone and networking platform, Multi-stakeholder
collaborations of the types depicted in Diagram 1 above, provide a model for mobilising and
sharing knowledge, expertise, technologies, and financial resources to support the achievement
of the IEA, and the broader post-2015 development agenda based on the SDG’s. (See for
example, Dodds, 2015.)
12
2 Framework for building Alliances 2.1 E d u c a t i o n Alliances as Multi-Stakeholder Initiatives or Multi-
Stakeholder Partnerships for Development In many ways, the IEA is reflective of an explicit recognition of the importance of alliances
and partnerships. This is especially so for Multi-Stakeholder Initiatives (MSI) or Multi-
Stakeholder Partnerships (MSP) as these are important mechanisms for tackling the growing
number of inherently multi-faceted and multi-dimensional global development issues and
challenges, of which educational problems are among the most persistent and intractable (see
for example, Dodds, 2015; and Maetens, 2007). In its 2006 Strategic Plan the Organization
of American States (OAS) advocated strongly for the strengthening of existing partnerships
and the creation of new alliances among states aimed at enhancing their capacity to address
development challenges such as equity in education, teacher preparation at all levels and areas
of education, in the Hemisphere. As such, the IEA itself can be construed and framed as a major
development and imperative for the Americas, at this historical juncture.
Alliances conceived within Member States and across the Hemisphere that are multi-stakeholder
and sectorial focused have several benefits. In addition to enhancing the potential of cross-
sector dialogue, they can be used to engage stakeholders in meaningful ways. According to
Hazelwood (2015), Global Multi-Stakeholder Partnerships, if structured well, can assist in
moving the collaboration to planning, investment and implementation, “linking action across
multiple scales from global to local and local to global…facilitating rapid learning and
efficient knowledge transfer, both horizontally and vertically” (p. 4).
Simultaneously, it must be recognized that such partnerships are not without risks and
challenges, and given the diversity of the Hemisphere, care must be paid to variations in needs
and cultural differences. Indeed, for such alliances to the successful, there must be a level
of flexibility as attention is paid to the “the drivers of systemic change and [the resulting
potential] for scaling impact through a more programmatic approach” (Hazelwood, 2015, p. 4).
Critically, given the complexity resulting from collaborating across regional, national and
local levels, it must be recognised that investment in management structures will ultimately
be a determining factor in successful outcomes. This too must be coupled with what
Hazelwood (2015) calls “agreed rules and other measures to ensure private sector transparency
13
and accountability” as well as shared measurement systems to enable monitoring and impact
evaluation (p. 5).
2.2 Suggested Objectives of an Education Alliance The explicit objectives of this type of collaboration in areas like education were clearly
articulated in 2015 Panama Resolution of the 8th
Inter-American Meeting of Ministers of
Education; the 7th
Summit of the Americas, and at least two of the General Assembly
Declarations. These objectives highlight the importance of, maximising the use of financial and
technical resources, greater integration and leveraging of efforts across actors and institutions,
galvanising regional political commitment for education, and ensuring that technical advice,
capacity development and financial support provided are based on needs and priorities of
member states, as well as comparative advantages built on complementarities.
Specifically, at the Thirty-Sixth Regular Session held in Santo Domingo, Dominican Republic
(June 4 – 6, 2006), a call for greater collaboration was echoed through the Declaration that noted
the need for “cooperation, collaboration, and coordination with other subregional, regional, and
multilateral organizations, support and stimulate strategic alliances among government, the
private sector, and civil society, to promote the adoption of ICTs in order to improve and
enhance competitiveness in the productive sectors, particularly micro, small, and medium-sized
enterprises and other units of production” (Organization of American States, 2006, p. 314).
This was followed by the Forty-Fourth Regular Session, held in Asunción, Paraguay (June 3-
5, 2014), when the value and benefits of the Special Multilateral Fund of the Inter-American
Council for Integral Development (FEMCIDI) were acknowledged, but a call was made "to
restructure it in accordance with the new realities of cooperation in the Hemisphere; to
strengthen, in a comprehensive and effective manner, the various cooperation approaches—
including triangular and South-South cooperation; and to promote greater alliances to finance
cooperation projects and activities, so that it may respond more effectively to the needs of the
member states" (OAS, 2014, p. 46). Clear support of multi-sectorial cooperation was once
again the focus of deliberations at the Seventh Summit of the Americas held in Panama City,
Panama (April 10-11, 2015) as it concluded with the request of the OAS to promote discussion
and formulation of public policies through the relevant institutions. S p e c i f i c a l l y , t h e
14
r e q u e s t w a s m a d e o f the Inter-American Development Bank (IADB), through the
creation of an educational research and innovation laboratory for the Americas, ‘ to support
this initiative, and likewise the World Bank, through the creation of an inter-American
education network, to consolidate the various proposals in this area. To that end, the appeal
was to establish a working group comprising the OAS, the IADB, the Development Bank of
Latin America (CAF) and the World Bank to, with the active participation of the Hemisphere’s
countries, design and integrate these initiatives within an inter-American institutional framework’
(p. 3)
Then, at the Eighth Inter-American Meeting of Ministers of Education held in Panama City,
Panama (February 4 and 5, 2015), Ministers once again reaffirmed commitment to
“strengthen[ing] dialogue, coordination, and cooperation with other subregional, regional, and
international organizations and mechanisms in order to identify, as part of the process of building
the Inter-American Education Agenda, synergies and concrete opportunities to complement
efforts on strategies for action to help steer inter-American cooperation on education; and to
provide information to the CIE to those ends” (p. 3).
In sum, mult i -s takeholder alliances could, as is evidenced in their successful use in other
global priority development areas including in health, energy, forestry and water, be efficient
mechanisms or tools for implementing the IEA, as a crucial development initiative for the
Hemisphere. As highlighted by Dodds (2015), the Global Alliance for Vaccines and
Immunisation (the GAVI Alliance), the Global Polio Eradication Initiative (GPEI), the Renewable
Energy and Energy Efficiency Partnership (REEEP), the Forest Stewardship Council (FSC) and
the UN Global Compact CEO Water Mandate all have common elements which speak to their
success and are elements that could play a role when developing criteria for other successful
partnerships. Specifically, successes point up the importance of such alliances being broad-based
and inclusive with participation from a wide range of education stakeholders, including
business, non-governmental organizations, governments, as well as regional and international
development education partners. As some partners in the hemisphe re have been engaged
in multi-stakeholder initiatives over the past few decades, their experiences and the lessons
15
learned can provide added value and guidance to the process of creating and sustaining possible
alliances.
2.3 Suggested Guiding Principles of Education Alliances Based on a review of operational experiences of multi-stakeholder initiatives, it is possible to
suggest that alliances in the Americas might be guided by the following principles as outlined
by Stern, Kingston, and Ke (2015). Specifically, alliances should:
Pay adequate attention to long-term sustainability issues, ensuring that there is not
overwhelming or singular focus on particular education challenges, but instead bring
about more system-level changes by considering the full education context and impact of
all initiatives on the various levels and areas of the education system.
Consider that multi-stakeholder initiatives have the greatest potential to mobilise the
strengths and resources of the various stakeholders when they are fully engaged, as equal
partners, from conceptualisation through to implementation and review.
Always be cognisant of the fact that stakeholder buy-in is best achieved when there is
close alignment between the objectives and activities of the respective stakeholders and
those of the multi-stakeholder partnership.
Adopt the position that there is great benefit to be derived from fully engaging local
partners such as NGOs, and the local private sector at all stages ensuring their active
participation as they bring on board unique capabilities including local knowledge and
local networking, which can be critical to the sustainability of projects.
Adopt the view that the best governance models to adopt are those which maximise
impact and outcomes through the streamlining of the decision-making process, and which
facilitate funding from multiple sources to be combined and mobilized efficiently and
effectively.
Recognise that multi-stakeholder initiatives can be complex and difficult to design and
manage, especially given the differences in development levels, institutional capacities,
culture and the general diversity among the countries of the Hemisphere, and therefore
it makes good sense to start small and scale up those programmes, which show the
greatest promise.
16
Harness and encourage the use of innovative ideas, approaches and ICTs emanating from
within the partnership or from the external environment to enable the work of the IEA
in a transparent and accountable manner.
Ensure that priorities align closely with the Sustainable Development Goals, and the
quest of member countries to achieve these goals.
These overarching principles noted as a backdrop, the complexity of the challenge becomes
evident when one reviews the Agenda priorities along with the emerging projects, which are
proposed be addressed through alliances.
17
3 Alliances and the IEA Priorities 3.1 Quality, Inclusive, and Equitable Education
The past decade or more has seen an increasing global emphasis on the provision of quality,
inclusive and equitable education, and more importantly, there has been growing consensus that
inclusiveness and equity in education are at the heart of quality education provision. A s
a g r e e d b y O A S M e m b e r S t a t e s ,
“Quality is a referential multidimensional framework for setting educational goals that
promote human development for civic life in knowledge, skills, competencies, attitudes
and values, necessary to successfully face and maximize the opportunities of the XXI
Century.
Inclusion seeks to eliminate or minimize the barriers that result from discrimination and
exclusion, which can affect the student population, from early childhood and covering all
education levels, as well as in the areas of teacher training and professional development.
Equity is helping ensure equal access to education for all children, youth and adults. It
refers, inter alia, to the strategic distribution and use of resources in order to help provide
individuals, institutions and organizations with equality of opportunity with the hope that
they may maximize their potential” (IEA Draft Agenda, 2016, pp. 5-6).
These definitions are consistent with those advanced as well by bodies such as UNESCO which
posits that inclusive education is “a process of addressing and responding to the diversity of
needs of all learners through increasing participation in learning, cultures and communities, and
reducing exclusion within and from education. It involves changes and modifications in content,
approaches, structures and strategies, with a common vision which covers all children of the
appropriate age range and a conviction that it is the responsibility of the state to educate all
children” (p. 13). Thus, any privileging of education in the development process must also
prioritize inclusiveness as a central plank of education systems, processes and practices.
Similarly, the United Nations High-Level Panel's report to the Secretary-General on the post-
2015 development agenda placed particular attention on the Bali communique's focus on social
inclusion of all marginalized groups including those with disabilities and other special needs
18
(UN, 2013). These efforts build on the previous initiatives related to the implementation of
United Nations and other international instruments including the Convention on the Rights of the
Child, and the Convention on the Rights of Persons with Disabilities. Likewise, inclusive and
equitable education as a right has been central to the development of recent education policies
throughout the Hemisphere. This was reaffirmed in Panama by the Minister of Education of
Panama and Chair of the 8th Ministerial meeting, Marcela Paredes de Vásquez who cautioned
that greater emphasis had to be placed on education not only as an “important variable for
achieving human development, and overcoming situations of marginality and vulnerability” but
also as a “transformative variable of the paradigms of our societies and an essential element to
create and deepen equality between people” (OAS, 2015c). Her views reflected the thrust
across the region to articulate and implement a new development paradigm, based on various
regional and international policy statements and instruments including the Salamanca Statement
(1994), the Social Charter of the Americas in 2012, and its Plan of Action, the Declaration of the
OAS General Assembly in 2014, as well as the “Protocol of San Salvador,” and its emphasis on
equity and equality through the upholding of economic, social and cultural rights.
3.1.1 Summary of Projects: Priorities Identified
The projects emerging from the consultations of the Working Group on quality, inclusive and
equitable education were the most extensive of the three working groups. The consensus
coming out of the Preparatory Meeting for the 9th Inter-American Meeting of Ministers of Education
however focused on two objectives and two action lines. Specifically, objective 1 highlighted the
need to “[l]earn about and exchange policies, programs and experiences regarding quality,
inclusive and equitable education at all levels’, with the action line noted as the target to
“[i]dentify, study and promote innovative initiatives - policies, programs and experiences - aimed
at improving learning processes and pedagogical mediation in educational centers that promote
quality, inclusion and equity” (p. 6). The second objective focused on the intention to “[d]evelop
cooperation projects on quality, inclusive and equitable education among member States’, with
the resulting target being to “[d]esign dissemination methods that share best practices carried out
by member States” (p. 6). This desirability of sharing good practices across the Hemisphere
aimed at promoting quality, inclusion and social equity, is fertile ground potentially for alliances.
In this regard, activities that would include, but not be limited to, cooperation missions to
19
explore best practices and lessons learnt from successes of international cooperation organisations,
government agencies, the public sector and civil society are noteworthy.
3.1.2 Studies from the Hemisphere Countries in the hemisphere have made good, but uneven progress in the development of
policies, programmes and other measures to strengthen inclusive education in the region, but
the task of systematic transformation of education systems for inclusiveness remains a
difficult one, particularly in Latin America and the Caribbean. Despite the dissemination of
guidelines and routine training and consultations, much work still needs to be done around the
issue of building consensus on the principles and meaning of proactive inclusiveness in
different contexts, particularly concerning the most vulnerable and marginalized groups.
Nevertheless, the Working Group 1 has identified some initiatives that can help mainstream
inclusiveness in regional education systems. These ought to include the effective utilization of
the OAS Virtual Platform for Education Cooperation to promote dialogue and interaction
concerning inclusive and equitable education.
This type of initiative can complement others such as the Single Virtual University Space
mechanism being used by the University of the West Indies, and the online and outreach
activities of the University’s Open Campus, both of which have become powerful tools for taking
quality education to marginalized and disadvantaged persons, as well as those in the most remote
areas who would not normally have access to tertiary education. These mechanisms have also
become important for strengthening quality education provision across the Caribbean using
their capacities in teacher education and professional development. In addition, there are
initiatives that have focused on enhancing inclusive education through the exchange of
specific inter-sectoral collaboration projects being undertaken with the support of regional,
sub-regional and international cooperation. In this regard, key regional institutions like the
Caribbean Community (CARICOM) and the various universities ought to be leveraged as key
partners in the conceptualization, development and implementation of education programmes
and policies aimed at transforming education systems in the region to make them more inclusive.
In this regard, it is worth emphasizing the crucial role of hemispheric international development
partners such as Global Affairs Canada (formerly DFATD), and USAID in supporting various
countries through inclusive education capacity building projects over the last decade or more. For
20
example, the UWI Open Campus, Strengthening Distance Education in the Caribbean, a project
funded by the Canadian Government, has resulted, as of March 2016, in:
(1) the delivery of 20 new and renewed undergraduate and graduate programmes (24
courses beginning in 2016 to 1134 enrolled students;
(2) the approval of 23 programmes (13 undergraduate and 10 graduate) which surpassed the
project’s target of a minimum of 15 programs and 75 courses; [and]
(3) the design, development and implementation of four Programme Advisory Committees
(PACs) including private and public sector representatives, which advised on course
design and delivery to ensure the project prepared students who were ready to enter the
labour market (http://www.acdi-cida.gc.ca/cidaweb%5Ccpo.nsf/projEn/A034764001).
Another such example of a multi-stakeholder partnership is seen in the instance of The Bahamas’
Investing in Students and Programmes for the Innovative Reform of Education (INSPIRE),
highlighted in Cases Study 1 below.
CASE STUDY 1: Multi-Stakeholder Engagement in Inclusive Education (The Bahamas)
The goal of Investing in Students and Programmes for the Innovative Reform of Education
(INSPIRE) which was formerly named Support Program for Transforming Education and Training
(SPTET) was “to enhance human capital accumulation through the development of a dynamic
system of education and training that is aligned with the demands of the economy for skilled human
resources” (Mindbloom, 2014, p. 6). To achieve this goal, the Commonwealth of The Bahamas,
with the support of the Inter-American Development Bank, planned the implementation of three
key initiatives or project components
1. developing technical and vocational education;
2. improvements in preschool programming and the provision of learning opportunities to an
increased number of students through a more inclusive education system; and
3. capacity building within the Ministry through the establishment of an education management
information system, increased leadership capabilities and greater monitoring and evaluation
expertise.
The process to develop legislation related to the second component is noteworthy. Based on broad-
based multi-stakeholder consultations, legislation that guides the delivery of Inclusive Education
in The Bahamas was drafted and sent to Cabinet for its consideration. Initially the proposed
legislation was deemed too narrow in scope and adjustments for a more national perspective were
requested. Stakeholders were consulted and a paper-based survey about inclusion was
administered. The data were summarized and formed the basis for revisions to the legislation that
was approved in the House of Assembly in December of 2013. Personnel from both the Special
Needs and ECE Units within the Ministry cited the involvement of broad-based stakeholder
21
involvement in the reformulation process as key to the legislation development process.
Stakeholders included parents, administrators, classroom teachers, support teachers,
paraprofessionals, the National Association for Disability, merchants who would take students in
for work experience and representatives from other government agencies outside of the Ministry
of Education. In addition, town meetings were held in a number of the islands in addition to New
Providence.
SOURCE: Mindbloom Consulting, 2014, p. 6.
3.1.3 Relevant Hemispheric issues This growing emphasis on quality inclusive education seeks to address the chronic manifestation
of the problem of exclusion at all levels and in all areas of education systems across the
countries of the Americas in varying degrees. There is, however, broad consensus among
education policymakers that as a concept inclusive education is multi-dimensional and
depending on the national and cultural context may mean different things to different people,
and hence the solutions to be developed must necessarily be nuanced, culturally sensitive,
integrated and multi-dimensional, involving input from various stakeholders.
While it is true that the hemisphere has seen some significant improvements in enrolment rates
among both children and adults, as well as in the areas of literacy and numeracy, exclusion and
inequality remain persistent features of many education systems. Thousands of children
across many of the countries continue to be disconnected from the education systems and face
increased prospects of poverty, and disengagement from crucial areas of the society and
economy. For example, while there has been a marked increase in primary education coverage
and completion and a corresponding improvement in transition rates to secondary school, i n
l a r g e m e a s u r e , dropout rates have hardly improved.
In fact, one of the significant areas of concern has to do with the large numbers of young people
who are out of school. One recent study by the World Bank (2016) revealed that one in five
youth in L a t i n Amer i ca and Ca r i bbean or more that 20 million persons aged 15-24
were living as a nini, a term usually used to refer to youth who are neither working nor in
school (p. 1). Significantly, almost 60% of these were from poor or vulnerable households
representing the bottom 40% of the income distribution, and 66% of these out of school youth
were women (Ibid). The prevalence of out of school children across these countries is not only
22
a challenge for the education system, but also severely affects the other social and economic
sectors since it contributes to the intergenerational persistence of inequality, the high incidence
of crime and violence, and undermines productivity and economic growth.
Between 2000 and 2012 drop-out rates declined by a mere 2% from 17.7% to 15.5%, lower
secondary completion rates being most evident among those from lower income households,
ethnic groups and those from rural areas (OAS, 2015a, pp. 3-4). An even more telling sign
of inequalities within the system at the secondary level is reflected in the fact that among
"young people who are part of the richest quintile of the population, 78.3% complete secondary
school, while only 21.7% of those in the poorest quintile are able to attain this objective" (OAS,
2015a, p. 4). Children of migrants, especially undocumented ones, as well as children with
disabilities likewise, face severe challenges with respect to effective participation in the
educations systems. Clearly, as UNICEF and UIS have emphasized, there is need for more
innovative strategies which not only address the need for teachers, classrooms and textbooks, but
more important seek to specifically target the hemisphere’s most vulnerable and marginalized
children and youth such as those with disabilities, and those from ethnic, religious or linguistic
minorities (UNESCO Institute for Statistics and UNICEF, 2015).
3.1.1 Global best practices and Policy Guidelines
Given the extensive nature of social exclusion and inequality in the education systems across the
Hemisphere the IEA and proposed alliances are well positioned as mechanisms to help
governments address this challenge, and enable the spill-off effects in other social and economic
sectors. For the education system, inclusiveness, as UNICEF rightly argues, is "central to the
achievement of high quality education for all learners and the development of more inclusive
societies" (UNICEF, 2015). From a policy perspective, programmes to address the problem
must, therefore, go well beyond the advances being made in increasing education access and
improving teacher quality at all levels, often utilizing the new range of education ICTs. It
must also focus more intently on access plus learning, and adopt strategies aimed at causing a
change in underlying values, attitudes and beliefs that lay at the root of practices that perpetuate
exclusion and inequality within school systems. According to UNICEF (2015, Inclusive
Education), such strategies should include the following:
23
Government wide measures to establish the necessary infrastructure:
o political will and good governance
o government structures
o ending institutionalization
o financing
o guarantee the right to non-discrimination
o strengthening information systems
o learning from what works
o partnerships and participation
o capacity building and awareness raising
Specific targeted measures to promote the right of access and full participation in
quality education:
o removing the barriers to inclusive education
o working and supporting parents
o early childhood and care services
o ensuring access and availability of inclusive education
o creating inclusive learning environments
o securing appropriate individualized support for children with disabilities
o developing inclusive curricula, teaching and learning methods
o introduction of rights based and inclusive student assessments
o investment in teacher training
o support within schools for teachers
o establishing resources to provide specialist support
o a child-centered, safe and healthy environment
o providing social protection to help people build resilience.
Respect for rights within learning environments
o right to respect for identity, culture and language
o respect for children’s participation rights
o right to respect for personal and physical integrity
The implementation of all of these strategies requires policy that recognizes and reflects the fact
that meaningful inclusion needs system-wide changes, the active involvement of all key
24
stakeholders including parents and children, changing school environments, culture and ethos,
greater emphasis on networking and collaboration, as well as more and better-targeted funding.
The IEA and alliances are therefore well positioned to promote inclusive education by
articulating education goals, which focus on the most excluded groups, and by ensuring
effective monitoring of progress towards these goals.
The IEA and alliances build on a solid history of initiatives and policies aimed at promoting
quality inclusive education. As the technical secretariat for the Protocol of San Salvador the
OAS, and its Working Group of experts from Argentina, Brazil, Colombia, Ecuador, Mexico,
and Uruguay, as well as members of Inter-American Commission on Human Rights (IACHR),
play a vital role in furthering the mission to mainstream social inclusion across education
systems in the region. In Latin America and the Caribbean, only 20% to 30% of children with
disabilities can attend school due to, among other factors, severe lack of adequate transportation,
teacher training, equipment, furniture, learning materials, and access to school infrastructure.
As well, there are other impediments rooted in negative attitudes and misplaced beliefs,
which result in severe disadvantage for the disabled. In Suriname, for example, about 90 percent
of disabled children who are enrolled in schools attend special segregated schools, and in
Brazil only 20%, and in Mexico 10% of the regular schools are accessible to disabled
children (World Bank, 2014).
Significantly, while meaningful access is a greater reality in both Canada and the United States,
the 2012 Supreme Court of Canada ruling on learning disabilities illustrates the need for
continuous monitoring and new understandings of the issues, even in those countries with well-
developed inclusive education policies, systems and funding supports, ensuring that children
with disabilities are provided with adequate help to be able to achieve their potential (Philpott &
Fiedorowicz, 2012). Also, important for inclusive education policy and practice across the
hemisphere is the Canadian Supreme Court’s “distinction that what is effective classroom
placement for one group of students with disabilities may not be effective for another group of
students with disabilities” (Towle, 2015, p. 9). This caveat notwithstanding, Statistics Canada
conducted its Canadian Survey on Disability (Csd), which looked at Canadians aged 15 and over,
reporting that “about 3.8 million (13.7%) of Canadians in this age group have disabilities….[and
25
that] the rate of the disability among the 15–24 age group was 4.4%, with mental/psychological,
pain, and learning disabilities as the most reported” (Towle, 2015, p. 12).
3.2 Strengthening of Teacher Education Profession 3.2.1 Summary of Projects: Priorities Identified
The projects emerging from the consultations of the Working Group on strengthening of the
teaching profession focus on the development of policies related to the teaching profession and
teacher preparation; and mechanisms for the validation and recognition of continuing and
professional development short courses for teachers. The majority of the countries engaged in
consultations on these projects viewed the projects focusing on policies, and continuing
education and professional development as most relevant (Argentina, The Bahamas, Brazil,
Chile, Colombia, Peru, Paraguay, St. Vincent and the Grenadines and the USA were the
countries that consulted on this Working Group). Priority w a s g i v e n t o the
development of public policies to guide the teaching professions and teacher preparation.
Indeed, all but one country participating in this consultation indicated that such policies
compared to the other two projects – promoting opportunities for teacher professional
development and promoting courses of inter-American relevance – would be a priority.
Of the themes prioritized by Member States at the OAS, Technical Secretariat of the Inter-
American Committee on Education, Strategic Planning Session 2016, Executive Secretariat for
Integral Development (January 2016), the most pertinent one related to this project is the ‘State
of the Art on Initial Preparation and Professional Development for Teachers.’ Toward this end
the proposed action, preparing a study of current public policies on the teaching profession and
teacher training as a first step, is reasonable. Such an action plan should be multifaceted and
interface with multiple sectors, including as highlighted by The Bahamas, “tertiary institutions,
representatives from public and private schools, industry, public and private partnerships,
NGO’s, unions, inter-sectoral agencies, and civil society” (p. 4). Additionally, the idea advanced
by Brazil challenges countries to engage innovative collaborative models such as the “support
for short-term (internships) and medium-term regional teacher exchange and mobility programs
and for development of virtual content for teacher training” (p. 5). Similarly, Colombia suggests
the “development of communities of expertise in in-service training” while St Vincent and the
26
Grenadines advances the use of technologies and the “inclusion of practicum/practical sessions
which allow the participants real life experiences while in training” (p. 5).
3.2.2 Benchmark Studies from the Hemisphere
In this vein, we would be remiss if we did not direct attention to a benchmark study recently
published by UNESCO (2015) on teacher policies in Latin America and the Caribbean. This
publication documents extensive efforts mounted to contribute to the development of a regional
strategy on teacher policies by the Regional Bureau for Education in Latin America and the
Caribbean (OREALC/UNESCO Santiago). The approach taken included four phases:
2011-2012 – Production of a state-of-the-art study on teacher policies in the region
and a series of criteria and guidelines for policymaking
2012-2013 – Exploration of specific relevant themes in each of the four key areas,
initial education; service training and professional development; teaching career
and working conditions; and institutions and processes of teacher policies.
6 and 7 June 2013 – Consultations with experts from ministries of education,
academics and teaching union representatives from 23 Latin American and
Caribbean countries at a Regional Technical Meeting convened by
UNESCO/OREALC in Santo Domingo, Dominican Republic
Finally, six Latin American experts commented on the draft documents.
One of the key analyses of this work and instructive for the purposes of the establishing an
alliance for the implementation of a ‘state of the art plan for the initial preparation and
professional development for teachers’ in the Region is the profile of the existing teachers and
the status of the career. The chart below captures the major findings.
TABLE 1: Regional Teacher Profession Characteristics of Note
Characteristic Description Teacher Profile Predominantly women
Middle-class or lower middle-class background; a higher education training Low salaries, in comparison with similar professions
Few opportunities for professional development and promotions within the
classroom teaching sphere
Teachers’ organizations and labor unions, and links to public policies through
dialogue, negotiations, or confrontation with central and local education
authorities
27
Initial Teacher
Training
Carried out at the higher or tertiary education levels Duration fluctuates between 3-5 years
In some countries, supply of teachers is higher than current needs while in
others there is a scarcity, particularly in rural areas and in the scientific field.
Significant weaknesses in basic skills among students who enter pedagogical
careers and weaknesses also noted in the quality of teacher training
Regulations for university level training are weak or non–existent, although
recent efforts in some countries to implement accreditation systems,
graduation and licensing tests, and standards are noted
Teaching Career Difficulty in attracting and retaining good students Lack of acknowledgement of different stages of teaching Dissociation between the career and professional development Tension between common salary scales and differentiated remunerations Difficulty in generating consensus for performance evaluations
Institutions and
Processes of
Teachers’
Policies
Teachers’ policies are not at the center of government action
Lack of coordination or consistency, and policy instability due to the lack of
coordination and of harmony among responsible agencies
Lack of a long-term approach in teachers’ policies, detailed assessments,
diagnoses, or studies to back the new initiatives
SOURCE: UNESCO (2012)
3.2.3 Teacher Policies: Relevant Hemispheric Issues
The resulting analyses based on the profile captured above (UNESCO, 2012), highlighting
key issues, are instructive to the core of the matter at hand, and a major pillar of the current
concept paper – Strengthening of the Teacher Profession. Specifically, attention is drawn to
the following shortlist of issues as they provide an excellent framework to inform an
implementation plan:
1. Systematized information on initial teacher education, types of institutional
organization and the challenges of coordinating subject-matter education with
pedagogical and professional education
2. National definitions of teacher education standards – in terms of those
entering the training, the training content and process or those who have
completed training.
3. Ongoing training processes
4. Assessing teachers’ work
5. Politics of Teacher Policies
6. Economic Aspects of Public Policy-making for the Teaching Sector
SOURCE: http://unesdoc.unesco.org/images/0024/002436/243639e.pdf
28
While OREALC/UNESCO Santiago (2015) readily admits that the above analyses referenced
are not complete, they are surely an excellent, well-documented beginning point, suggesting that
there is no need to recreate the process. As noted, “there is clearly a need to expand research and
reflections by incorporating different visions into decision-making on public policies capable of
tackling the huge challenges of achieving quality education for all” (UNESCO, 2015, p. 6).
Notwithstanding, unless there are “well-trained, socially recognized teachers committed to their
profession” little progress will be achieved on the quality front (UNESCO, 2015, p. 6).
Such findings are consistent with those found in the Canadian context as Kutsyuruba
Godden and Tregun (2013) highlight through their research of teacher induction and mentorship
programmes. Arguing that ‘the provision of induction and high-quality teacher mentoring
programmes for new and beginning teachers correlates to increased teacher effectiveness, higher
satisfaction, commitment, and early-career retention of novice teachers, as well as improved
classroom instruction and student achievement’ the authors note two broad implications in this
regard, (1) the importance of administrators’ roles and commitments to mentoring programmes for
new teachers as this can either support or undermine the success of induction and mentorship for
new and beginning teachers; and (2) the need for a consistent approach to the support of new and
beginning teachers in the pan-Canadian context (p. 51).
3.2.4 Global Trends and Best Practices
Similarly, global calls in this respect are informative. Oon Seng (2015) highlights the
importance of teacher polices to improving teacher quality, which in turn influences student
outcomes. The issues of recruitment, teacher preparation, performance management, teacher
development and empowerment are noted as key policy considerations in this regard. Based on
his examination of global trends, he identifies ten categories of note that ought to be factored into
development of policies to guide the teaching professions and teacher preparation:
29
Recruitment of Quality Candidates
Tools found in use in high performing systems usually involve several in a
complementary fashion, and include: (a) academic performance and/or an entrance
proficiency test, (b) classroom simulations, (c) interviews with experienced panels,
(d) prior teaching experience and/or (e) vocational fit assessments.
Compensation and Incentives
Competitive salaries are typically built into policy guidelines while encompassing
merit increments for top performers. A range of incentives such as performance and
retention bonuses,
additional pay for extra duties taken, and leave for professional and personal
growth are also evident, suggesting that policies guidelines should account for such
possibilities.
Initial Teacher Preparation and Accreditation Standards
Global trends reveal that the best Initial Teacher Education (ITE) programmes are
holistic, incorporating “both general and specialized content knowledge training,
with a substantial focus on research-informed pedagogy” (p. 2). Significantly,
theory and practice are effectively integrated, and there is a focus on the
establishment and nurturing of strong learning communities. The incorporation of
mentoring programs and means through which teachers learn continually are
valued. Finally, alignment with national professional standards and rigorous
accreditation is ensured.
Zeichner and Hollar (2016), highlighting the challenges of ITE in the US, likewise suggest that
fast-track programmes be replaced with programmes that focus instead on “a deeper and
broader view of human capital, which moves beyond undergraduate grade point averages and
the selectivity-rankings of undergraduate institutions to ensure that teachers not only have deep
knowledge of their content area, but also understand the social, historical, and cultural contexts
of education, have strong pedagogical content knowledge, and are able to adapt their teaching
to the diverse learners in their classrooms” (p. 120). The recent release of the US Department
30
of Education’s Notice of Final Rulemaking (NFR) for the Teacher Preparation Regulations
also point up the importance of ensuring that ‘every student is taught by a great educator’
(http://www.ed.gov/teacherprep). Key provisions of the final regulations include ‘providing
transparency around the effectiveness of all preparation programs (traditional, alternative
routes, and distance) by requiring states to report annually – at the program level – on such
indicators as placement and retention rates of graduates; student learning outcomes; teacher
evaluation results; and assurances that the program has specialized accreditation or graduates
candidates with content and pedagogical knowledge, and quality clinical preparation, who have
met rigorous exit requirements’ (Ibid). In addition to allowing states flexibility in whether to
report on additional measures, and assessment processes, states are required to provide
assistance to low-performing programs. Finally, prospective teachers in high-need fields
and/or who agree to work in a low-income school are eligible for TEACH Grants.
TABLE 2: Characteristics of exemplary leadership programmes
Commissioned by the Wallace Foundation, a study by the Stanford Educational Leadership
Institute examined eight exemplary pre-service and in-service programme models that develop
strong educational leaders. All of the programmes of initial preparation that were characterised as
exemplary shared the following characteristics:
a comprehensive and coherent curriculum aligned with professional standards
a philosophy and curriculum that explicitly focus on instructional leadership and school
improvement
student-centred instruction that integrates theory and practice and stimulates reflection
faculty knowledgeable about their subject areas and experienced in school administration
social and professional support in the form of a cohort structure and formalised mentoring and
advising by expert principals
vigorous, targeted recruitment and selection to seek out expert teachers with leadership
potential
well-designed and supervised administrative internships under the guidance of expert veterans.
SOURCE: Darling-Hammond et al. (2017) Cited in Schleicher, 2015
Career Development Structures
Policies also support the creation of career tracks for teachers, providing opportunities for
career advancement and best use of talent in and across systems, from the classroom,
curriculum specialists, to school leadership, and beyond.
31
Professional Development and Continuous Learning
Optimal professional development opportunities in best practice environments do not
simply mean to promote workshops and courses, but “include school-embedded professional
development, sophisticated induction and mentoring, collaborative teacher networks and
project- based research-cum-inquiry approaches to improving teaching practices and
learning outcomes: (p. 2).
Accountability, Performance Management and Evaluation
Teacher development and accountability are at the core of teacher assessment models that
result in higher performing systems and involve a multi-faceted approach. Classroom
observations by peers and senior teachers, interviews/dialogue sessions, portfolios,
individual goal-setting and self-evaluation, and documentation of student learning and
development and commonly found assessment tools.
School Leadership
As leadership is key in the implementation of policies, best practices advanced by top
performing systems include focused attention on the selection and development of
leadership capacity, as well as succession planning. Evidence of programs developed to
promote research- based and instructional leadership practices is also found, as effective
leaders “nurture professional involvement and development, and practice effective public
engagement” (p. 3).
Teacher Symbolism
Key policy factors in enhancing teacher symbolism direct attention to ensuring the respect,
trust and recognition of teachers and the profession. Such ends must be supported by
“quality-driven recruitment, selection criteria and training” (p. 3). Policies must also address
the general work conditions and environments of teachers.
Policy Integration, Alignment and Coherence
Evident in highly effective systems, globally, is the focus on what Oon Seng (2015) calls a
“big- picture” perspective that is supported by policies with longer-term impact. “Key
policy strategies include (i) governance structures that ensure congruence of goals,
alignment of activities and optimisation of resources, (ii) ensuring collaboration among all
32
stakeholders, and (iii) the presence of mediating layers and networks for facilitating
implementation” (p. 3).
Future Orientations: Teaching Roles in the Twenty-first Century
As Oon Seng (2015) rightly summarises, the implications for teacher preparation and
policies related to teacher preparation are no more evident that when one considers the
changing global landscape, the nature of knowledge, learning and the environments in which
learning now takes place. Teachers then have seen their roles transformed, no longer as
purveyors of knowledge, but as facilitators and designers of learning and the learning
environments. Teachers must be willing to embrace and leveraged the many new and
innovative pedagogies and practices to account for diverse and ever-changing learner
profiles, while in cultivating twenty-first-century competencies such as problem-solving,
critical thinking, collaboration, creativity, and interpersonal skills.
3.2.5 Policy Guidelines
The action lines defined by IEA on strengthening of the teacher profession clearly cluster around
issues that are at the core of many debates globally. Strengthening initial teacher preparation
is a multi-faceted task and any implementation plan that draws upon collaborative networks
across the countries of the Americas must consider several inter-related components. The review
and development of teacher training standards, the monitoring of such through quality assurance
mechanisms, local and regional, are key considerations and ought to be carefully collated and
understood across sectors engaged in and across Member States. As well, strategies to attract
and retain teacher educators and teacher trainees must be agreed as the quality of the services
provided at each level and in each sector depends on such. Given the understanding that on-
going professional development and support of in-service teachers will enhance delivery,
ways to integrate these opportunities and experiences using innovative approaches and
technologies will be important.
33
3.3 Comprehensive Early Childhood Care & Education 3.3.1 Summary of Projects: Priorities Identified
The projects emerging from the consultations of the Working Group on Comprehensive Early
Childhood Care (ECC) focus on t h r e e m a i n o b j e c t i v e s – ( 1 ) l e a r n i n g a b o u t
and exchanging policies, programs and experiences in relation to comprehensive early childhood care in
institutional, community, and family modalities; (2) strengthening training of teachers and of other
agents and actors associated with comprehensive early childhood care; and (3) exchanging
experiences and information on standards and curricula for comprehensive early childhood care
(IEA Draft Agenda, 2016, pp. 7-8). Specifically, the resulting action lines that emerged at the
same Preparatory Meeting in Washington, DC (October 26-28, 2016) highlighted the need to:
Identify and exchange baselines on the existence and approach of public policies on
comprehensive early childhood care in each of the member States;
Identify baselines of existing centers for comprehensive early childhood care in each
Member State;
Exchange experiences on comprehensive early childhood care in institutional, community,
and family care modalities, and include those carried out by international organizations and
non-governmental institutions;
Coordinate efforts with the Working Group on Strengthening of the Teaching Profession,
in order to identify online continuous training options that address the general components
of comprehensive early childhood care;
Recognize the role of education ministries in training programs for teachers who provide
comprehensive early childhood care; and
Gather and socialize, directly, experiences from countries in the region, with the purpose
of analyzing them and creating a document that includes recommendations on development
of standards and curricula in this topic.
Of the themes prioritised by Member States at the OAS, Technical Secretariat of the Inter-
American Committee on Education, Strategic Planning Session 2016, Executive Secretariat for
Integral Development (January 2016), the most pertinent one related to the development of
policies are ‘State of the art inter-sectoral articulation models of intervention in ECC, and the
development of curricula and standards for ECC’. Both themes are complementary and
34
potentially serve as parts of a holistic approach to address challenges regarding ECC in the
Hemisphere.
Countries highlighted the importance of taking the diversity across countries into account as well
as the importance of training in assessment procedures, highlighting best practice models
already operational in countries of the Americas, including “the Regional Early Childhood
Development Agenda being promoted by the Maria Cecilia Souto Vidigal Foundation, Inter-
American Dialogue, and Todos Pela Educação” and the need to leverage virtual portals to share
ideas (p. 4). Such an action plan should be multifaceted and interface with multiple sectors,
including, “tertiary institutions, representatives from public and private schools, industry, public
and private partnerships, NGO’s, unions, inter-sectoral agencies, and civil society” (p. 4).
Additionally, the idea of engaging innovative collaborative models such as the “support for
short-term (internships) and medium-term regional teacher exchange and mobility programs
and for development of virtual content for teacher training” is noteworthy as is the
“development of communities of expertise in in-service training” along with use of
technologies and the “inclusion of practicum/practical sessions which allow the participants real
life experiences while in training” (p. 5).
There are clear calls throughout the comments of Members States for cooperative activities,
given the high priority placed on the need to establish a comprehensive early childhood care
strategy. In fact, several focus on the importance not only of Ministries of Education, but
educational providers in an effort to enhance teacher preparation, funding for in-service
programs for teachers, engagement of other public and private sector entities, all auguring
positively toward the establishment of a multi-sectorial strategy to address this critical area
across the Hemisphere.
3.3.2 Sample Studies from the Hemisphere
The Lima Declaration (2014) was a defining point in many ways that established a clear point
at which the Americas rallied with other global voices in recognition of the importance of
Early Childhood Care and Education (ECCE). This recognition, as articulated in the
Declaration, resulted in the recommendation of “the provision of at least 12 years of free,
35
compulsory and quality formal education for all by 2030 that includes at least one year of pre-
primary education. Every effort should be made to e n s u r e access to q u a l i t y learning
oppor tun i t i e s through community-based and parenting programmes, in school and
education centers” (Lima Declaration, 2014, p. 2)
Leading up to this point, snapshots of Hemispheric progress in the area have revealed mixed
results. The diversity of contexts and experiences make it difficult to provide a one size fits all
solution, although according to UNESCO (2014) “internal inequalities are extremely acute in
almost all the region’s countries, with social class, poverty status and place of residence being
the most common manifestations of such inequality” (p. 17). Finally, the point is made that
expansion of education should not be equated, necessarily, to quality. Indeed, progress in this
area as should obtain more broadly across the sector, must “increasingly be judged according
to new criteria relating to quality…that includes not only achievements but also conditions and
processes, and not only academic aspects but also psychosocial and citizenship aspects…the
dimension in which the region is lagging chronically behind” (OREALC/UNESCO Santiago,
2014, p. 17). It is placed against this backdrop then that selected models provided through
various studies of the Hemisphere must be reviewed.
In an IADB commissioned study of Early Childhood Development Services in Latin America
and the Caribbean, Araujo, López-Boo and Puyana (2013) report findings according to 5
major themes: coverage, modality of care, benefits package or components offered by
programs, available funding, and educational profile and compensation for the staff
administering various programs. Large-scale programs coexist with smaller ones with the
childcare services model being the most predominate in the urban areas. Araujo, López-Boo
and Puyana (2013) highlight the growing shift from the community modality toward the
institutional, suggesting that this is a major thrust to improve the quality of childcare provision.
Rural areas according to the authors utilize parenting programs, in contrast, faced with the
challenge of access, given the geographical areas to be covered, the frequency of interaction with
parents/caregivers, as well as the staff training and professional development required. Related
challenges, and resulting policy implication pointed out by the authors focusses on the fact that
36
there has been a tendency to focus on funding for programs in the urban areas where the majority
of working women are found, to the neglect of the rural and most vulnerable groups, found in
the rural areas. As well, best practices indicate that child development programs should
engage a comprehensive approach including multi-sector partnerships and needs in education,
health and nutrition, once again highlighting the critical nature of highly trained adequately
compensated staff and multi-sectoral commitment to coordinating implementation plans.
CASE STUDY 1: Todos Pela Educação (Brazil)
SOURCE: http://www.todospelaeducacao.org.br/
Additionally, there is a need for a quality assurance mechanism, throughout the Region,
for “defining, monitoring, and meeting quality standards on the part of providers responsible
for the operation of centers providing child development services…[This is] essential, both
in cases where the provision of publicly funded services depends on third parties and in those
where the program itself is in charge” (Araujo, López-Boo and Puyana 2013, p. 10). Finally,
the level of funding required for high-quality comprehensive early childhood care and
education is considerable. Current levels vary across Latin America and the Caribbean, with
an average annual cost per child of US$1,239.90 for childcare services and US$247.20 for
parenting programs. This, according to assessment completed by Araujo, López-Boo and
Puyana (2013) would require a ‘significant budget commitment’ for without it is “impossible
to think about real improvement in the quality of these services in the region” (pp. 71-72). In
Canada, according to the Early Childhood Education Report 2014 published by Ontario Institute
for Studies in Education/ University of Toronto, “the single most noteworthy [trend] is the
decision of policy-makers to at least maintain, if not grow, funding to early learning and care.
Another $3 billion has been added to provincial/territorial early childhood budgets since 2011
represent[ing] .6 percent of GDP. Still short of the 1.1 percent of GDP, representing the average
for OECD spending on early education” (p. 15).
Founded in 2006, the All for Education is a movement of Brazilian society whose mission is to
engage the government and Brazilian society in the commitment to ensuring the right of children
and young people to a basic education of quality. Nonpartisan and plural, brings together
representatives of different sectors of society, as public officials, educators, parents, students,
researchers, media professionals, entrepreneurs and individuals or social organizations that are
committed to ensuring the right to a quality education. The aim of the movement is to help
provide the conditions of access, literacy and school success, the expansion of resources invested
in basic education and improved management of these resources.
37
CASE STUDY 2: Sample Legislation (Jamaica)
The Early Childhood Commission under the Ministry of Education has 35 inspectors and 5 senior
inspectors who are responsible for supervising 2,700 early childhood education institutions (only
131 of them public). With regard to their professional qualifications, inspectors must have at least
one degree in early childhood education (and senior inspectors, two). There are also 70 officials
and development supervisors who monitor centres monthly through observation visits and training
sessions for teachers. They monitor quality standards in the following 12 dimensions:
1. Staff
2. Programs
3. Behaviour and interaction/relationship with children
4. Physical environment
5. Equipment and furnishings
6. Health
7. Nutrition
8. Safety
9. Children’s rights and protection and equity
10. Interaction with parents and community members
11. Administration
12. Finance
After this monitoring, inspectors produce a report that they share with the centre and publish on
the Commission’s website (http://www.ecc.gov.jm/ecc/ECIReports/). In this process, some
lessons have been learned. First, it remains a challenge to have sufficient funds to carry out the
monitoring and development program (for example, mobilization, training costs, etc.). Second, the
registration process of the centres is difficult and there are delays in receiving documents or
certificates that must be issued by the police and fire departments because they themselves do not
have enough staff or budget to visit the centres and verify compliance with the minimum
conditions.
SOURCE: Araujo, López-Boo and Puyana (2013) p. 61
3.3.3 Developing ECCD Policies: Relevant Hemispheric Issues
A recent IADB publication, The Early Years Child Well-Being and the Role of Public Policy
(2015), provides an overview of the status of policy and issues influencing the early childhood
sector in the selected countries in the Hemisphere. Focussing on the approximately 50 million
children in under the age of five, the authors sketch a framework that takes into account several
factors that ought to inform policy. Based on the finding that ‘no single actor owns the issue of
early childhood’, they call for a “coherent policy for development…[that] is more than a
collection of programs – even if these programs are, by themselves, effective. To coordinate
these efforts, an institutional architecture must support them. A consolidated governance structure
should clearly define roles, planning, quality standards, monitoring, data systems, and
38
coordination across sectors and levels. Accountability is key. Adequate and sustainable funding
is needed. In addition, the institutional architecture must place great emphasis on monitoring and
rigorous evaluation. Countries have to develop the capacity to experiment, learn from
evaluations, and adapt methods and modes of delivery. Most of all, there needs to be a clear
policy to develop human capacity to provide high-quality services” (IDB, 2015, p. 209).
TABLE 3: Funding across Levels of Education System: A Regional View
SOURCE: Cited in IADB (2015), p. 150
The need for increased funding for the early years notwithstanding, as the chart above highlights,
increased funding alone will not result necessarily in enhanced services, as the qualitative
characteristics of the program are what must be addressed. Specifically, the above analysis
directs attention to the return on investment that various programs – preschool and home visits
versus day care – produce. Indeed, data produced by Araujo, López-Boo and Puyana (2013)
in the same review, suggest that the preschool and home visit models produce higher returns
on investment.
39
Yet, while the Hemisphere has witnessed an expansion in preschool services, investment in
home visits has been low. However, a note of caution made as the authors recommend that
increases in investment should be preceded by pilot projects before major expansions are
launched. In addition, recognizing the demand for day care programs, particularly for working
women, greater attention must be paid to enhancing the quality of existing day care programs
if there are to be retained.
CASE STUDY 3: Crece Contigo (Chile) Chile Grows with You, a comprehensive child protection system, is designed to assist and protect all
Chilean children, with the goal of supporting them in their development from birth until they enter the
school system as pre-kindergarteners. Chile Grows with You delivers access to services that address
children's needs and aims to provide help in development at every stage of growth. Additionally, the
programme supports families and communities by working on provision of appropriate conditions for
child growth and development.
The programme consists of intersectoral coordination of initiatives, services, and programmes for
children, so that it creates a support network for the development of children up to 4 or 5 years old
(early childhood). Support for each child is provided simultaneously in different areas that unite in
their development: health, preschool, family conditions, and conditions of their neighbourhood and
community, among others.
1. Mass Educational Programme: Aimed at the entire population (children in early childhood and their
families) through awareness, advocacy, information, and education on appropriate care and stimulation
of children, the programme seeks to generate a social environment involving family and community
to contribute to the maximum developmental potential of children at this stage of life.
2. Biopsychosocial Development Support Programme: This is the access programme for the Chile
Grows with You programme, developed by the public healthcare network, open to all children who
receive services through the public health system. Run from the Ministry of Health through its 29
health service offices, it is the gateway to Chile Grows with You. It consists of the offer of intensive
support for check-ups, surveillance, and health promotion for children in early childhood (birth - 4
years of age).
3. Support for Newborns Programme: This programme's objectives aim to complement the "Integral
Protection System for Early Childhood", ensuring more equitable paths and equalising development
opportunities of children, as well as supporting families encountered in childbirth facilities belonging
to the Assistance Network of Health Services and in maternity hospitals, through the delivery of a set
called "Basic Tools for Newborns" and educational materials.
SOURCE: http://www.comminit.com/global/content/chile-crece-contigo-chile-grows-you
40
CASE STUDY 4: De cero a siempre (Colombia)
With support from the Bank PKS program, Colombia developed and launched a national Early
Childhood Development (ECD) Strategy, De Cero a Siempre, which aims to cut across sectors
and provide all young children, particularly the poorest, with access to high quality ECD services
spanning nutrition, education, health, and protection. The Program strengthened a newly created
ECD Commission by helping it develop the tools needed to oversee the Strategy and make sure
that integrated and high quality services reach Colombia’s youngest children. With the support of
the Program, the multi-sectoral Strategy was finalized, supported by practical tools including
manuals, guidelines and information systems, and implemented in 6 municipalities.
Comprehensive ECD services reached 750,000 children under 5 years old during the first phase,
with 1,200,000 targeted moving forward.
SOURCE: World Bank (2013)
3.3.4 Global Trends and Best Practices
Neuroscience literature provides growing evidence that human brains are more malleable in
the first years of life than at any other stage. In addition, research supports the assertion
that hormones activated during intense and/or prolonged periods of stress can harm the
physical structure and future functioning of the developing brain. Thus, the focus on conception
to birth – nutrition, maternal health, infant mortality and fertility rates, and prevention against
diseases – has been a major consideration and thus has greatly influenced approaches to
early childhood care and education globally.
Within the context of access to the pre-primary level, ensuring secure housing, balanced nutrition
and access to health care are essential if children are to go to school ready to learn, in what
should be developmentally appropriate and supportive early learning environments.
Fundamentally, ensuring that children have access to early childhood education can also improve
life chances and promote better student outcomes overall (OECD 2012).
Yet, as reported by UNESCO (2014), there are shortfalls in the achievement of this goal, as
the global statistics on early childhood development (ECD) in many contexts evidence
that the poorest and most vulnerable children are still falling far behind. Global trends suggest
countries that have legislation and policies that enforce or make pre-primary education
compulsory can also increase enrolment, assuming that there is an expansion in the number
of early childhood spaces available. However, according to the 2006 Global Monitoring
Report, there are only 30 countries with some form of compulsory pre-primary education.
41
Since 2006, available data indicates that only five more countries have taken the initiative:
Bosnia and Herzegovina, Ecuador, Guatemala, Nicaragua and one Commonwealth country,
Ghana (UNESCO-IBE, 2011). This stated there are still noteworthy initiatives being mounted
in the early childhood sector that are instructive and should be leveraged to encourage greater
gains in the Hemisphere.
Nurturing Leaders
In 2004, the World Forum Foundation launched an initiative, the World Global Leaders for
Young Children, to the goal of which is nurture emerging early childhood professionals around
the world. Since its inception, this leadership program has gathered and trained approximately
200 advocates, representing over 60 countries. Participants in the two-year program focus on
three major areas, including “gain[ing] a deeper understanding of current issues affecting early
childhood development globally, which will strengthen their awareness of and connection to the
broader early childhood community; enhance[ing] their leadership and advocacy skills, and
put[ting] new learnings into practice through implementation of their own action-oriented
projects; training and a two year license to access resources from the Science of ECD curriculum
from the consortium led by Red River College” (World Forum, 2016).
The premise of the program is that through the identification and nurturing of country and
regional-level expertise, stronger networks will emerge. In turn, “strong networks provide a
forum to share best practice, collaborate on initiatives, and strengthen professional development”
(Bernard van Leer Foundation, n.d.). The training modality employed includes face-to-face
training in regional settings, along with pre-conference sessions at the World Forum; monthly
calls/webinars; listserv distributions and resources on topics of relevance to their work in the
sector; and deliberate and international integration into regional networks.
TABLE 4: Strategies for Success: Lessons from the Global Leaders for Young Children
Lessons learned from the Global Leaders for Young Children programme point to successful
strategies and principles that build local and global leadership capacity to help implement critical
early childhood development efforts. Some key strategies include:
Step Up and Out. Give someone an important title, like ‘Global Leader’, and ask them to
step out of their comfort zone and step up to do important work. Leaders rise to the occasion.
Diversity Builds Capacity. Provide a structure for people to listen and learn from each other,
especially when they come from different countries and cultures. It breaks down barriers and
expands vision.
42
Think Globally, Act Locally. Encourage people to read and learn about global issues, and
then think globally as they work locally to implement new policy and practice. Their local
work takes on new meaning.
Networks Build Momentum. Create communities that share ideas, build each other up and
collaborate. One person can make an incredible difference, but when they are aligned with
like-minded individuals, they can become a powerful force for good.
SOURCE: Bernard van Leer Foundation, n.d.
Developing Culturally Relevant Programs
The well-established US non-profit organization, the National Association for the Education
of Young Children (NAEYC), founded in 1926 is dedicated to the promotion of high-quality
education for children from birth to age eight. Through the connection of practice, policy and
research, the organization advances best practices in the field. As such, its core statement
supports the Developmentally Appropriate Practice (DAP) in early childhood programs serving
children from birth through eight. This approach, grounded in research, has been borne out
through studies conducted globally.
Modica, Ajmera, and Dunning (2010) highlight case studies from Tanzania, Guatemala,
and Thailand. In Tanzania, the power of integrating traditional practices establishes a foundation
and creates a readiness to learn, while in Guatemala through the encouragement of linguistic
and ethnic diversity gains are evidenced and learning enhanced; and in Thailand making the
most of community resources addresses the challenge of ensuring that children receive
nutritious meals and therefore are better prepared for learning.
43
CASE STUDY 5: Guatemala: Encouraging linguistic and ethnic diversity
Asociación para el Desarrollo Integral y Multidisciplinario (Association for Comprehensive and
Multidisciplinary Development), known as APPEDIBIMI, was founded in 1996. It provides
bilingual early childhood education in the Ixil and Spanish languages to more than twenty-five
hundred indigenous children in 21 remote villages.
APPEDIBIMI is a leader in the development of bilingual education in Guatemala. The bilingual
approach makes education more accessible for children and their parents. Most parents do not
speak Spanish, and many cannot read or write in their native language. An early focus on Ixil
highlights the families’ indigenous status as a point of pride and importance, while Spanish
instruction prepares children for the requirements of primary school and beyond.
APPEDIBIMI’s bilingual model and culturally appropriate curriculum emphasize health,
structured play, and intercultural education. The curriculum goals include developing children’s
social, motor, and reasoning skills; musical and artistic expression; and language and
communication ability. Initially, children are taught only in their native language. Spanish is
introduced gradually as children make progress….children learn first in their native language so
they can develop their identity, self-esteem, and basic communication skills. By gradually
introducing Spanish, APPEDIBIMI aims to awaken in children an interest in learning the language.
This approach also helps the children learn Spanish without fear or shame about their indigenous
status.
APPEDIBIMI strongly emphasizes the involvement of parents, teachers, local and national
officials, and other community members in the children’s education. Teachers, parent groups, and
village education committees collaborate to run the centers. Community acceptance is critical in
any program, but even more so when working with populations that have been isolated from the
rest of society due to ethnic discrimination and conflict.
SOURCE: Modica, Ajmera, and Dunning (2010), pp. 22-23.
3.3.5 Policy Guidelines
The case for ECD Interventions is clear. Policies in the Hemisphere are in need of review and
can positively be informed by best practices and successes experienced globally as noted
above. Investments by Member States are in need of review with the premise that higher
investments will produce higher yield and outcomes through the education systems, within
and across the Hemisphere as a whole.
An assessment of programs, including preschool, home visits, day care, nutritional and parenting
components must be integrated, requiring multi-sectorial cooperation. Maternal and child health
programs cannot be seen as standalone initiatives, divorced from the ECCD fabric. Integrated
multiservice programs must be the mantra of all sectors. Given the steady growth and need for
44
women in the workforce, programs that support the re-entry of mothers into multi-sectors. This
is a call for a comprehensive approach and the establishment of ECCD policies that undergird
such initiatives.
45
4. Implementation Considerations At the October 26-28, 2016 P r e p a r a t o r y Meeting of the 9th Ministerial countries finalized
the draft IEA. promotion of the teaching of science, technology, engineering and mathematics
(STEM); use of information and communication technologies (ICTs); and promotion of gender
mainstreaming there was agreement that the IEA would be implemented for a period of
5 years, commencing 2017, after which it would be revisited by the Members States.
The tools to strengthen inter-American cooperation on education were highlighted as
follow:
On-line databases that systematize policies, programs and experiences.
Hemispheric workshops, seminars and webinars that allow for the exchange of initiatives, the
discussion of lessons learned and the identification of policy recommendations.
Cooperation missions or study tours that facilitate direct exchange and hands-on experience, and
are tailored to the needs and strengths of participating entities.
Technical Studies that complement direct exchanges by offering useful and more thorough
insight on the issues, as well as the possibility of analyzing successful policies, programs and
alternatives for coordinating efforts with other international, regional and sub-regional entities.
On-line fora where public officials and staff can consult and contribute to the discussion of
relevant issues, and that provide an ongoing and direct channel of communication between
stakeholders.
On-line or in-person courses developed specifically to train public officials and staff and allow
them to gain in-depth knowledge and have access to tools that contribute to the advancement of
education in the region. (pp. 8-9)
Specific attention was drawn to the desire to incorporate existing OAS initiatives including, but
not limited to the OAS Scholarships and Training Program, the Inter-American Teacher Education
Network (ITEN), the Development Cooperation Fund. The need to review and strengthen the
Virtual Platform for Education Cooperation as an important component of IEA was also
supported.
This clear and deliberate focus on institutional strengthening and public policy development
directs attention to specific areas within each of the pillars – Quality, Inclusive and Equitable
46
Education; Strengthening of the Teaching Profession; and Comprehensive Early Childhood
Care, with a focus on the cross-cutting themes, as agreed ad referendum of the Delegation of
Paraguay – 10/28/2016, to include promotion of the teaching of science, technology, engineering
and mathematics (STEM); use of information and communication technologies (ICTs); and
promotion of gender mainstreaming (IEA, 2016, p. 10). Toward this end, several models,
adapted accordingly, for cooperation through alliances are useful considerations.
4.1 Policy Coherence for Development (PCD) The European Commission global tool for creating the enabling environments and policy
processes, the Policy Coherence for Development (PCD), provides an excellent model for the
collaborative approach envisioned. Through this tool, efforts are made to ‘minimise
contradictions while building synergies between different EU policies to benefit developing
countries and increase the effectiveness of development cooperation’ (European Commission,
2016). Based upon agreed objectives, the Approach was subsequently integrated into law, and
an EU policy framework agreed. Its mechanisms and instruments include Commission Impact
Assessment Guidelines, the Better Regulation Guidelines (European Commission, 2015).
Members States ensure policy coherence within their national contexts while at the EU level
there are various coordination mechanisms. Bi-annual meetings are held with liaisons from
the Members States as a monitoring tool and access point for sharing of best practices. There
are also intersections with partner countries and international organisations, such as the
OECD. (See, http://www.oecd.org/pcd/). A key strategy of note is that there is a dedicated
team at the EU with responsibility for coordinating this work across areas. Finally, the PAD is a
regular agenda item on the Working Party on Development Cooperation (CODE), the
Committee of Permanent Representatives (CORE PER) and the Foreign Affairs Council in
Development Formation.
Given the commonalties of purpose, the lessons to be drawn from this example are obvious.
Aligned with comments emerging from the consultations conducted by each of the Working
Groups, alliances should seek to establish such multi-sectorial mechanisms. Such mechanisms
would build, as seamlessly as possible, a means through which the education, labour, universities,
youth, and business sectors would connect with and inform the establishment of regional,
international, and civil society organisations toward common ends. Specifically, building upon
47
studies already conducted on each of the pillars and data readily available, gaps should be
ascertained and addressed and action steps incorporate the drafting of relevant policies. This work
could be best o r g a n i s e d m a k i n g good use of existing n e t w o r k s to exchange
information and share expertise. Given the diversity across the Hemisphere, it is advisable too,
to group countries based on commonality of issue and stage of development, while allowing
for clusters of countries to access best practices across groups. Best practice models discussed
above direct attention to the use of the various tools of cooperation identified by the IEA, such as
hemispheric workshops, cooperation missions or study tours or on-line fora, among others.
CASE STUDY 6: The Caribbean-Pacific Island Mobility Scheme (CARPIMS)
The University of the West Indies (UWI) is the coordinating institution for the Caribbean-Pacific
Island Mobility Scheme (CARPIMS), managing the largest South-South academic mobility
programme ever funded by the European Commission. CARPIMS came to fruition in 2011 when
the Education, Audiovisual and Culture Executive Agency (EACEA) called for Caribbean and
Pacific academic mobility projects. The UWI was successful in its proposal and in 2012 the
inaugural CARPIMS consortium convened. This consortium includes several Caribbean and
Pacific Partner Universities, including the University of the South Pacific, University of Papua
New Guinea, National University of Samoa, Universidade da Paz Timor Leste, University of
Guyana, University of Belize and Universite D’Etat D’Haiti. CARPIMS also benefits from a
Technical Partnership with the University of Porto (Uporto), and an Associate Partnership with
the Association of Universities and Research Institutions of the Caribbean (UNICA).
The CARPIMS programme was born from the realization that increased cooperation between
Caribbean and South Pacific higher education institutions could lead to the resolution of common
developmental issues faced by Small Island Developing States. CARPIMS has now created an
invaluable platform for advancing institutional capacity, with 41 postgraduate and 16 staff
mobilities being awarded in its first cohort. The programme is spearheaded by the OIAI at St.
Augustine, which is an amalgamation of the International Office, the Alumni Affairs and
Fundraising Office and two new departments, Commercialisation and Institutional Development
Projects.
The partnership between UWI and UPorto (Coordinators of the Mundus ACP programme) has
ensured the success of CARPIMS through the sharing of best practices and technical training. The
consortium ensures the sustainability of CARPIMS via measures such as the creation of guidelines
for mobility management, institutional research and development collaborations, the creation of
an online CARPIMS course, and promotion at international conferences.
SOURCE: UWI (2012) https://sta.uwi.edu/uwitoday/archive/november_2012/article31.asp
In addition, also as articulated in the Draft Agenda coming out of the Preparatory Meeting
for the 9th Inter-American Meeting of Ministers of Education (October 26-28, 2016) the
48
“CIE will be responsible for the oversight of the IEA as well as well as for making strategic
decisions and providing recommendations on its implementation. The CIE Working Groups will
provide technical inputs and guide specific activities and projects on an on-going basis” (p. 10).
Toward this end there may be lessons learnt from Public-Private Partnership (PPPs) frameworks.
4.2 Public-Private Partnerships (PPPs) Framework There is no standard global definition of the term Public-Private Partnerships (PPPs) as it takes a
variety of forms. The World Bank Group (2016) defines a PPP as a “long-term contractual
arrangement between a public entity or authority and a private entity for providing a public asset
or service in which the private party bears significant risk and management responsibility.” It is
important to note, still that despite this broad definition, governments use different names for
various forms of PPPs.
Diagram 2: Models of Public-Private Partnerships
SOURCE: World Bank Group (2016)
Notwithstanding the variation conceptually, according to the World Bank, if ‘well-designed and
implemented in a balanced regulatory environment, PPPs can bring greater efficiency and
sustainability to the provision of such public services as water, sanitation, energy, transport,
telecommunications, health care and education’ (World Bank, 2016).
This approach points up Non-Governmental Organizations (NGOs) in ways that have proven
successful within the context of the Education for All (EFA) post-2015. Various organisations
of the civil society, at a regional and global level, have developed wide processes of reflection
49
and consultation regarding the agenda of education for all post-2015. As the Latin American
Regional Review Report on EFA (2015) recommends, such an approach is not only desirable
but “vital for the implementation of policies and actions. Inter-ministerial are necessary,
especially for programs dealing with topics from different areas….Working with NGOs can
be prolific because of their grassroot knowledge of our societies and their expertise in
specific topics. Alliances with academic institutions are also important, especially regarding
acquiring data and information and their analysis. Associations with the International
Cooperation are also fundamental for financing as well as for attaining technical input in the
execution of educational projects” (UNESCO, 2014, p. 24).
CASE STUDY 7: Focus on Youth (The Bahamas) The Focus on Youth (FOY) research programme consists of five research projects whose objective is to
evaluate the efficacy and sustainability of the impact of Focus on Youth Caribbean (FOYC) curriculum.
FOYC is an evidence-based education methodology that emphasizes life skills training, and uses interactive
exercises to teach and reinforce behaviours which reduce risks for HIV/STI transmission and teen
pregnancy. In Project 2, conducted from 2004-2009, The Bahamas Ministry of Health, Ministry of
Education and Wayne State University partnered to conduct the research project, “Adolescent Health Risk
Reduction in The Bahamas: Values, Peers and Parents”. The goal was to assess the efficacy of FOYC when
paired with the parent training program, Caribbean Inform Parent and Child Together (CImPACT). Fifteen
primary schools from the island of New Providence comprised the study schools, (9 schools represented
Wave I in the 2004/5 school year; 6 schools represented Wave II in the 2005/6 school year). Five schools
were randomized to the student control Program (Wondrous Wetlands Curriculum) while ten schools were
randomized to the student intervention (FOYC Curriculum). In the Parent Training component of the
research, 10 schools were randomized to the parent control program (Goal For It) while 5 schools were
randomized to the parent intervention program (CImPACT). The research tracked grade six students and
their parents over a four-year period. The results, at 24-month post intervention, demonstrated a sustained
positive effect in increasing HIV knowledge, perception of the effectiveness of condoms and abstinence as
well as condom use intentions among the intervention group.
Participants: 1,360 students assented and received consents from parents; 1,193 parents
participated in the parents training. 60 grade 6 teachers were trained as facilitators and
monitored.
Participating Institutions: 15 Ministry of Education primary schools on the island of New
Providence
Key Partners: Health and Family Life Education Unit, Ministry of Education, Science and
Technology, Lisa Sorenson and the Bahamas National Trust (Lyn Gape)
Funded: National Institutes of Health (NIH)
SOURCE: Office of Focus on Youth Research Project, HIV and AIDS Centre, The Bahamas
Ministry of Health
As noted previously, recent efforts such as those mounted through the Inter-American Teacher
Education Network (ITEN) must also be leveraged. This entity along with the collaborative
50
framework launched to address the new Global Education Agenda, Education 2030 including
the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO
Santiago), along with the Organization of American States are existing channels through
which Members States are realizing and better tracking efforts. The INNOVEMOS Network
is an additional means through which best practices in the Region can be identified and shared.
According to Jorge Sequeira, Director of OREALC/UNESCO Santiago, such strategic
alliances can “through the dissemination of practices…contribute to improving education,
particularly those that promote innovative education” (UNESCO, 2016).
CASE STUDY 8: Institute for Sustainable Development (ISD)
The Institute for Sustainable Development (ISD) was established by the University of the West
Indies (UWI) in 2006 to assist Caribbean countries address issues of sustainable development and
to promote, foster, reinforce, and facilitate efforts to achieve sustainable development in the
Caribbean region for the benefit of present and future generations. The mandate of the ISD is to
play a leadership role in capacity building, and improving the coordination of environmental
and sustainable development activities in the region.
The ISD comprises the Centre for Policy Studies in Sustainable Development; the Centre
for Environmental Management; the Disaster Risk Reduction Centre and the Sustainable
Tourism and Hospitality Unit. The ISD also hosts the Caribbean Sustainable Development
Solutions Network (CSDSN); the International Secretariat of the University Consortium for
Small Island States, (the UCSIS) and the Violence Prevention Alliance. The work of these entities
focus on development research in select areas and dialogue with stakeholders (including
policymakers and key decision makers) with a view to foster the incorporation of sustainability
and resilience actions into national, sub-national and sectoral strategies, plans, policies and
programmes. The entities under the ISD have near-complete autonomy in their operations. The
ISD facilitates collaborative research, teaching and outreach activities among its entities.
The ISD supports and is affiliated to the Caribbean Disaster Emergency Management Agency
(CDEMA); engages and networks with key multilateral stakeholders including the United Nations
Environment Programme (UNEP) and other UN agencies; the CARICOM Secretariat; the
Association of Caribbean States, and a range of other regional and sub-regional organizations. It
attempts to service and facilitate governments, academia, NGO’s, civil society, professional
organizations as well as the private sector. The ISD also develops, implements and participates in
externally-funded projects. It disseminates the results of its work by publication in print, on the
Internet as well as by face-to-face or group communication and the use of other media.
The Institute aims to evolve into a regional “portal” on Sustainability and Resilience and seeks to
add value to the wide range of relevant knowledge, capacity and competence in human resources
to sustain the Caribbean region. The Institute’s orientation is towards the community outside the
walls of academia with the development needs of the CARICOM community as a first priority.
The development of the capacity and competence of Caribbean people and institutions to manage
the environment is a high priority. Its work is multidisciplinary and collaborative in nature and
51
requires the input, collaboration and cooperation of experts drawn from several disciplines within
the UWI as well as collaborators and partners from similar institutions.
SOURCE: UWI (2012-2016) http://www.uwi.edu/isd/aboutus.aspx
52
5. IEA Funding and Sustainability Given the current financial and economic environment across the Hemisphere as well as
internationally, the articulation of a financial sustainability framework and plan become urgent
imperatives if the IEA is to be successful. Such a plan should be closely aligned to the
development of a strategic plan for the IEA, and should clearly indicate how partnerships
will be mobilised to ensure that there is financial capacity to adequately implement the IEA.
Importantly, the plan should adequately deal with the perennial problem many education and
other development projects encounter, that of being trapped at the stage of being prototypes or
pilot projects, and then eventually dying due to lack of funds. The following section offers some
ideas for the combined and integrated funding of any proposed alliance(s) and the IEA as a single
enterprise.
While international donors have traditionally spent significant amounts of funds on these types
of pilot projects, their impact on improving the development challenge they were intended
to address is questionable. Attention needs to be paid to the sourcing and provision of
adequate financing for the scaling-up of those programmes, which show great promise and
need to be expanded nationally and/or across the hemisphere. To overcome these financing
challenges, it will be vital that the financial sustainability plan is based upon the view that
alternative innovative models and approaches that creatively and efficiently combine domestic
and international financing are required to support the implementation of the Agenda.
Additionally, there is merit, as highlighted in the Draft IEA (October 27-28, 2016) in the
suggestion that “Members States will explore the possibility of creating a seed fund in which they
could make voluntary contributions based on their national capacities” (p. 11). Successful
alliances of the kinds envisioned will depend upon innovative funding models. According to
Hazelwood (2015), although global success stories are found primarily in the health sector,
‘pooled funding arrangements’ that result in mobilizing, combining and allocating diverse
sources of international and domestic public and private finance, have played a central role in
global MSPs (p. 4). As well, blended finance approaches can “increase the effectiveness and
impact of grant money and can maximize the development impact of private investments”
(Hazelwood, 2015, p. 4).
53
Among the questions, which will need to be addressed in transparent and honest manner, are the
following:
What will be the largest/major cost components in implementing the IEA and by
extension building alliances?
What factors will drive or constrain the costs associated with the implementation of
the Agenda?
What are the traditional and non-traditional potential sources of funding available for
and to the IEA locally, regionally and internationally; and what strategies may be
developed to be able to access these alternative sources at both the national and
international levels in the future?
What strategies and guiding principles will be implemented to enhance the financial
efficiency and overall cost effectiveness of the implementation of the IEA?
How is the current and future state of the global economy likely to impact on the
IEA’s sustainability?
Clearly, the issue of funding of the IEA and it resulting sustainability are matters that must be
addressed is the ambitious agenda has laid out is to be achieved.
54
6. Conclusion The building of the Inter-American Education Agenda, to be approved by the 9th Inter-American
Meeting of Ministers of Education in Nassau, Bahamas in February 2017, has been an initiative
long in the making. Given the current reality of the Hemisphere, it is an imperative that given
the commitment of the Member States it will be realized, through strategic investments drawing
upon Multi-Stakeholder Partnerships. Respectful of the diversity across the countries of the
Americas as well as the various stages of goals’ advancement, the implementation of the IEA,
supported by a network of strong alliances, must reflect an understanding that the approaches
taken, depending on the project and context, may need to take different forms and shapes at
different times and junctures. Best practice models direct attention to sound monitoring and
evaluation principles as well as a governance structure that has a multi-layered ‘backbone’
required to manage the complexities of regional, national and local contexts simultaneously,
and an integrated and results-driven framework, with a commitment to pursuing a programmatic
approach. Such an approach can potentially lead to aligning priorities that will assist in building
national and local ownership of initiatives and ultimately build capacity to implement the three
identified priorities: ( a ) quality, inclusive and equitable education; (b) strengthening of the
teaching profession; and (c) comprehensive early childhood care.
55
References Adelman, M., Baron, J. D. Blimpo, M., Evans, D. K., Simbou, A. and Yarrow, N. (2015).
Why Do Students Learn So Little? Seeking Answers Inside Haiti’s Classrooms.
Available at: http://documents.worldbank.org/curated/en/960691468189857251/pdf/96500-
REVISED-WP- PUBLIC-Box391464B-Why-Do-Students-Learn-So-Little-2015-05-22-
PUBLIC.pdf
Amadio, M. (2009). Inclusive Education in Latin America and the Caribbean: Exploratory
Analysis of the National Reports Presented at the 2008 International Conference on Education
Prospects: Quarterly Review of Comparative Education, v39 n3 pp. 293-305 September 2009.
Available at: http://eric.ed.gov/?id=EJ865071
Anderson, A. and Grigsby, C. (2013). Inclusive Education: A Rising Tide Floats all Boats.
Available at: http://www.brookings.edu/blogs/education-plus-
development/posts/2013/06/17- post-2015-development-agenda-inclusive-education-
anderson
Araujo, Maria Caridad, Lopez Boo, F., and Puyana, J. M. (2013). Inter-American Development
Bank. Overview of early childhood development services in Latin America and the Caribbean.
Available at: http://www.researchconnections.org/childcare/resources/26909
Araujo, M. C., Ardanaz, M., Armendáriz, E.; Behrman, J. R.; Berlinski, S.; Cristia, J. P.; Cruz-
Aguayo, Y., Flabbi, L., Hincapie, D., Jalmovich, A., Kagan, S. L., López Bóo, F., Pérez
Expósito, A., Schady, N. (2015). Samuel Berlinski and Norbert Schady (Eds.) The Early Years:
Child Well-being and the Role of Public Policy. Available at:
https://publications.iadb.org/handle/11319/7259?locale-
attribute=en#sthash.fLyAFPWn.dpuf%20https://publications.iadb.org/bitstream/handle/11319/7
259/The_Early_Years_Child_Well-being_and_the_Role_of_Public_Policy.pdf?sequence=2
56
Bailey, B. (2009). Gender and political economy in Caribbean education systems. An agenda for
inclusion”. Commonwealth Education Partnerships. Available at: http://www.cedol.org/wp-
content/uploads/2012/02/102-105-2009.pdf
Bailey, B. and Charles, S. (2010). Gender differentials in Caribbean education
systems. Commonwealth Education Partnerships. Available at:
http://www.cedol.org/wp- content/uploads/2012/02/70-72-2010.pdf
Barrow, D. A. and Lochan, S. N. (2012). ‘Supplementary Tutoring in Trinidad and Tobago:
Some Implications for Policy Making’. International Review of Education, 58 (3): 405-422.
Barnett, W. S. and Nores, M. (2012). Investing in Early Childhood Education: A Global
Perspective, National Institute for Early Education Research, New Brunswick, NJ. Available at:
http://eric.ed.gov/?q=source%3a%22National+Institute+for+Early+Education+Research%22&i
d=ED541832 .
Biersteker, L (2011), ‘Lessons from South Africa’s National Integrated Plan for ECD’, in Early
Childhood Matters, Bernard van Leer Foundation. Available at:
http://issuu.com/bernardvanleerfoundation/docs/early_learning_lessons_from_scaling_up.
Boston-Kemple, T. E. (2012). "A conceptual analysis of key concepts in inclusive education."
PhD (Doctor of Philosophy) thesis, University of Iowa, 2012. Available at:
http://ir.uiowa.edu/cgi/viewcontent.cgi?article=3198&context=etd
Bray, M. and Lykins, C. (2012). Shadow education: private supplementary tutoring and its
implications for policy makers in Asia. Asian Development Bank the Comparative Education
research Centre, The University of Hong Kong.
Bruns, B. (2011). Building better teachers in the Caribbean. Presentation made at Regional
Learning Event--Improving teaching and learning outcomes in the English-speaking Caribbean
57
countries with ICT, Bridgetown, Barbados 13-16 April. Available at:
http://siteresources.worldbank.org/EDUCATION/Resources/WB-
Bruns_BuildingBetterTeachersintheCaribbean-1.pdf
Bureau of Education for Latin America and the Caribbean. Available at:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED_new/pdf/LAC-GEM-2014-
ENG.pdf
Byron, I. (2012). The Path of Progress: achievements and challenges of ECD policy
implementation in St Kitts and Nevis An Early Childhood Policy Brief. Prepared for the
Ministry of Education, St Kitts and Nevis. Available at:
http://www.open.uwi.edu/sites/default/files/Policy.pdf
Burnett, N., and Bermingham, D. (2010), ‘Innovative Financing for Education’, Open Society
Institute Education Support Programme, Working Paper Series No. 5, London and New
York, available at:www.opensocietyfoundations.org/sites/default/files/innovativefinancing-
education-20100831.pdf .
Cecchini, S. (2016). Strengthening social development in the contemporary context: Lessons
from Latin American and the Caribbean, Social Development Division, ECLAC. Paper
presented at the Expert Group Meeting on the priority theme of the 53rd & 54th sessions of the
Commission for Social Development: “Strengthening Social Development in the
Contemporary World” United Nations Headquarters, New York, 19-20 May 2015. Available
at: http://www.un.org/esa/socdev/csocd/2016/strengthening-sd-SC.pdf
Charles, L.D. and Williams, S. (2006). Early childhood education and care in the Caribbean
(CARICOM states). Paper commissioned for the EFA Global Monitoring Report 2007, Strong
foundations: Early childhood care and education. Available at:
http://unesdoc.unesco.org/images/0014/001474/147446e.pdf
58
Charney, A., and Libecap, G. D. (n.d.), Impact of Entrepreneurship Education, Kauffman
Center for Entrepreneurial Leadership, Kansas City, available at:
www.unm.edu/~asalazar/Kauffman/Entrep_research/e_ed_grow.pdf
Caribbean Knowledge and Learning Network (CKLN) (2012), ‘The Importance of Research
Networks’, workshop presentation, Antigua, Guatemala, 28–29 May, available at:
http://enlace.csuca.org/attachments/article/82/The_importance_of_research_networks.
pdf; www.ckln.org/home/content/caribbean-nrens.
CARICOM (2014). CARICOM Regional TVET Strategy for Workforce Development and
Economic Competitiveness. Available at: http://www.collegesinstitutes.ca/wp-
content/uploads/2014/09/CARICOM_Carribean_Report_September12.pdf
Center for Universal Education at Brookings (2011). A global compact on learning: Taking
action on education in developing countries, Washington, DC. Available at:
https://www.brookings.edu/research/a-global-compact-on-learning-taking-action-on-
education- in-developing-countries/
Dang, Hai-Anh and Rogers, F. H. (2008) The growing phenomenon of private tutoring: Does it
deepen human capital, widen inequalities, or waste resources? Published by Oxford University
Press on behalf of the International Bank for Reconstruction and Development/The World Bank.
Available at:
http://siteresources.worldbank.org/INTPUBSERV/Resources/Dang_private_tutoring.pdf
Darling-Hammond, L. (2010), The Flat World and Education: How America’s Commitment
to Equity Will Determine our Nation’s Future, Teachers College Press, NY.
Darling-Hammond, L., R Chung Wei and Andree, A. (2010), How High-Achieving
Countries Develop Great Teachers. Available at:
https://edpolicy.stanford.edu/sites/default/files/publications/how-high-achievingcountries-
develop-great-teachers.pdf .
59
D’Alessio, S. and Donnelly, V. (2013). Organisation of provision to support inclusive
education-Literature Review. European Agency for development in special needs education.
Denmar. Brussels, Belgium. Available at: https://www.european-
agency.org/sites/default/files/Organisation-of-Provision-Literature-Review.pdf
DEC/NAEYC (2009). Early childhood inclusion: A joint position statement of the Division for
Early Childhood (DEC) and the National Association for the Education of Young. Available at:
https://www.naeyc.org/files/naeyc/file/positions/DEC_NAEYC_EC_updatedKS.pdf
DeMonte, J. (2013). High quality professional development for teachers- supporting teacher
training to improve student learning. Center for American Progress, July. Available at:
http://www.sheeo.org/sites/default/files/PD%20Research%20-
%20High%20Quality%20PD%20for%20Teachers%2007-2013.pdf
Dodds, F. (2015). Multi-stakeholder partnerships: making them work for the post-2015
development agenda. Prepared for United Nations Department of Economic and Social Affairs.
Available at::
http://www.un.org/en/ecosoc/newfunct/pdf15/2015partnerships_background_note.pdf
Dzidonu, C. (2010). The Role of ICTs to Achieving The MDGs in Education: An Analysis of
the case of African countries, paper commissioned by The Division for Public
Administration and Development Management of the United Nations Department of
Economic and Social Affairs (UNDESA). Available at:
http://unpan1.un.org/intradoc/groups/public/documents/UN-DPADM/UNPAN039076.pdf.
Dzidonu, C. (2010). An Analysis of the Role of ICTs to Achieving the MDGs – A background
paper, paper commissioned by the Division for Public Administration and Development
Management of the United Nations Department of Economic and Social Affairs (UNDESA).
Available at:
http://unpan1.un.org/intradoc/groups/public/documents/undpadm/unpan039075.pdf.
60
Ellison, C. S. (2013). A Review for Norad: Education in Fragile Situations, October 2013.
Available at:
http://eprints.ulster.ac.uk/28155/1/Education_in_Fragile_Situations_A_Review_for_Nora
d_%282%29.pdf .
Engel, L. C., Reich, M. and Vilela, A. (2014). “The Role of Teachers in Quality Education in
Latin America and the Caribbean: Exploring New Forms of Horizontal Cooperation”,
in Alexander W. Wiseman, Emily Anderson (ed.) Annual Review of Comparative and
International Education 2014 (International Perspectives on Education and Society, Volume
25) Emerald Group Publishing Limited, pp. 269-293
EULP/NCEE (2013). The Entrepreneurial University: From Concept to Action,
Entrepreneurial University Leaders Programme (EULP) and The National Centre for
Entrepreneurship in Education (NCEE), Coventry, UK, December 2013, 8. Available at:
http://eulp.co.uk/wp-content/uploads/2013/11/From-Concept-To-Action.pdf
European Agency for Development in Special Needs Education (2011). Key Principles for
Promoting Quality in Inclusive Education – Recommendations for Practice, Odense, Denmark:
European Agency for Development in Special Needs Education. Available at:
https://www.european-agency.org/sites/default/files/Key-Principles-2011-EN.pdf
European Agency for Development in Special Needs Education (2011). Teacher Education for
Inclusion Across Europe – Challenges and Opportunities, Odense, Denmark: European Agency
for Development in Special Needs Education. Available at: https://www.european-
agency.org/sites/default/files/te4i-challenges-and-opportunities_TE4I-Synthesis-Report-EN.pdf
European Agency for Development in Special Needs Education, 2010. Teacher Education for
Inclusion – International Literature Review, Odense, Denmark: European Agency for
Development in Special Needs Education. Available at: https://www.european-
agency.org/sites/default/files/TE4I-Literature-Review.pdf
61
European Agency for Development in Special Needs Education (2009). Key Principles for
Promoting Quality in Inclusive Education Recommendations Matrix. European Agency
for Development in Special Needs Education. Denmar: Brussels, Belgium. Available
at:https://www.european-agency.org/sites/default/files/Key-Principles-Matrix.pdf
European Commission (2013). Survey of Schools: ICTs in Education-Benchmarking Access, Use
and Attitudes to Technology in Europe’s Schools. Final Report. Available at:
https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf.
European Commission (2015). Better Regulation Guidelines. Strasbourg, 19.5.2015. Available
at: http://ec.europa.eu/smart-regulation/guidelines/docs/swd_br_guidelines_en.pdf).
European Commission (2016). Available at: http://ec.europa.eu/europeaid/policies/policy-
coherence-development_en.
Gaible, E (2009). ‘Survey of ICT and Education in the Caribbean: Regional trends and
analysis’. World Bank, Washington, DC. Available at:
http://infodev.org/infodevfiles/resource/InfodevDocuments_441.pdf.
García-Cedillo, I., Romero-Contreras, S., Ramos-Abadie, L. (2015). Where do Mexico and
Chile stand on inclusive education? Short title: Inclusion in Mexico and Chile. International
Journal of Special Education, vol. 30, no 2. Available at:
http://www.internationaljournalofspecialed.com/docs/Where%20do%20Mexico%20and%20Chi
l e%20Stand%20on%20Inclusive%20Education%20FORMATTED.pdf
Gaskin, P. S. et al (2014). Early Childhood Nutritional Status in CARICOM Countries: An
Overview with respect to Five Nutrition Related Millennium Development Goals. Available at:
http://www.hindawi.com/journals/jeph/2014/580928/
62
Glewwe, P. W., Hanushek, E. A., Humpage, S. D., Ravina, R. and Glewwe, P. (2013),
‘School resources and educational outcomes in developing countries: A review of the
literature from 1990 to 2010’, in P Glewwe (Ed.) Education Policy in Developing Countries,
University of Chicago Press, 13–64. Available at:
http://hanushek.stanford.edu/publications/school-resourcesand-educational-outcomes-
developing-countries-review-literature-1990.
George, P. (2011). Risk in OECS Education Systems. Report prepared for the Education Reform
Unit of the OECS, Castries St Lucia.
Glat, R. and Ferreira, J. R. (n.d). National Panorama of Inclusive Education in Brazil:
diagnostic study and challenges. Paper prepared for the World Bank. Available at:
http://cnotinfor.imagina.pt/inclusiva/pdf/Educacao_inclusiva_Br_en.pdf
Global Development Incubator (2015). More than the sum of its parts: making multi-
stakeholder initiatives work US agency for International Development. Available at:
http://globaldevincubator.org/wp-content/uploads/2016/02/Making-MSIs-Work.pdf
Gong, J., Stanton, B., Lunn, S., Deveaux, L., Li, X., Marshall, Brathwaite, N. V., Cottrell,
L., Harris, C., Chen, X. Effects Through 24 Months of an HIV/AIDS Prevention
Intervention Program Based on Protection Motivation Theory Among Preadolescents in
The Bahamas. Available at: http://pediatrics.aappublications.org/content/123/5/e917
Government of Canada (2016). Project profile: Strengthening Distance Education in the
Caribbean. Available at: http://www.acdi-cida.gc.ca/cidaweb%5Ccpo.nsf/projEn/A034764001
Gulamhussein, A. (2013). Teaching the teachers-effective professional development in an era
of high stakes accountability. Center for Public Education. Available at:
http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-
Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-
Teachers-Full-Report.pdf
63
Hazelwood, P. (2015). Global Multi-Stakeholder Partnerships: Scaling up public-private
collective impact for the SDGs. IRF2015: World Resources Institute. Available at:
https://sustainabledevelopment.un.org/content/documents/1738Global%20Multistakehold
er.pdf
Howe, G. (2016). A region at risk: A review of issues impacting educational access, equity and
relevance in CARICOM member states. Paper prepared for the CARICOM Commission on
Human Resource Development (HRD Commission) to inform The Regional Education and
Human Resource Development 2030 Strategy and Action Plan, Revised Final Version, 7th
June.
Howe, G. and Davis, L. (2015). Education in the Commonwealth: Quality Education for
Equitable Development Performance, Paths and Productivity–3PS. Paper prepared for the 19th
Conference of Commonwealth Education Ministers. Commonwealth Secretariat: Marlborough
House, London. Available at: https://doc-14-7g-
docs.googleusercontent.com/docs/securesc/89fmava7otpv8ulf6mf67m5hhs8ipn9q/q3064c6bc97
2vp71fj2mjk53jn1n3ovo/1471896000000/08149316199693823645/08149316199693823645/0B
y2PiduSGNteNFBtdmE1dVNVYl9DWTRiRFhObnE1bGpGNlE0?e=download&nonce=qut0bjv
395dpo&user=08149316199693823645&hash=u9mo19n1rulpn2uu1s04su217ofefo3f
Jules, D. (2014). “Human resource development: reshaping Caribbean education - an urgent
imperative” background paper prepared for the Regional Human Resource Development Cluster
and presented to the Twenty-Fifth Inter-Sessional Meeting of the Conference, March 2014, St
Vincent and the Grenadines
Jules, D. (2011). “TVET: A CXC perspective.” The Caribbean Examiner, vol.9 no.1 (6)
Jules, D. (2008). Rethinking education for the Caribbean: A radical approach. Comparative
Education: vol. 44 no 2, May (pp. 203-215).
Kutsyuruba, B., Godden, L. & Tregunna, L. (2013). Early-Career Teacher Attrition and
Retention: A Pan-Canadian document analysis study of teacher induction and mentorship
program. Kingston, ON: Queen’s University. Available at
64
http://educ.queensu.ca/sites/webpublish.queensu.ca.educwww/files/files/People/Faculty/Kutsyur
uba%20-%20Pan-Canadian%20Document%20Analysis.pdf
IADB (2013). Overview of Early Childhood Development Services in Latin America and the
Caribbean. Prepared by María Caridad Araujo; Florencia López-Boo; and Juan Manuel Puyana.
Available at:
https://publications.iadb.org/bitstream/handle/11319/3617/BID_Panorama_ENG%20%28Web%
29.pdf?sequence=2
ICEP Europe (2010). Literature Review of the Principles and Practices relating to Inclusive
Education for Children with Special Educational Needs. Report prepared by Eileen Winter and
Mr Paul O’RawI CEP Europe in conjunction with the 2007–2009 NCSE Consultative Forum.
Available at: http://ncse.ie/wp-content/uploads/2014/10/NCSE_Inclusion.pdf
ILO (2012). Right beginnings: Early childhood education and educators. Report for discussion
at the Global Dialogue Forum on Conditions of Personnel in Early Childhood Education (22–23
February 2012). Geneva: International Labour Office. Available at: http://www.fruehe-
chancen.de/fileadmin/PDF/Archiv/ilo_2012_right_beginnings_ecec.pdf
Inter-Agency Network for Education in Emergencies (INEE) (2015) Where it’s needed most:
Quality professional development for all teachers. New York: The Inter-Agency Network for
Education in Emergencies (INEE). Available at:
http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1162/Teacher_Professional_Development_v1
.0_LowRes.pdf
International Institute for Communication and Development (IICD) (2007). ICTs for education:
Impact and lessons learned from IICD-supported activities. Available at:
http://unpan1.un.org/intradoc/groups/public/documents/unpan/unpan037293.pdf.
65
International Mathematical Union (2014). Mathematics in Latin America and the Caribbean:
Challenges and Opportunities. Report for the Commission for Developing Countries.
Available at: http://www.mathunion.org/fileadmin/CDC/cdc-
uploads/CDC_MENAO/Mathematics_in_Latin_America_and_the_Caribbean.Report.pdf
IMF (2002). ‘Financing for Development – Implementing the Monterrey Consensus’, paper
prepared by the staff of the World Bank and the International Monetary Fund (IMF) for the
Spring 2002 Development Committee Meeting, 11 April. Available at:
www.imf.org/external/np/pdr/FfD/2002/imp.htm.
InfoDev/PcW (2010). Information and Communication Technology for Education in India and
South Asia, Volume 1 – Extended Summary. Available at:
http://infodev.org/infodevfiles/resource/InfodevDocuments_889.pdf.
Inter-American Development Bank (2013). Overview of Early Childhood Development
Services in Latin America and the Caribbean. Available at:
https://publications.iadb.org/handle/11319/3617?locale-attribute=en#sthash.cpYVNngV.dpuf
Inter-American Development Bank (2015). Samuel Berlinski and Norbert Schady (eds.).
The Early Years: Child Well-being and the Role of Public Policy. Available at:
https://publications.iadb.org/handle/11319/7259?locale-attribute=en#sthash.fLyAFPWn.dpuf
Kagan, S. L. (2013). On Rights and Realities: Building a System of Services for Young
Children Early Childhood Systems and Daycare Centers in Latin America and Europe. San
Jose, Costa Rica November. Teachers College, Columbia University Child Study Center, Yale
University. Available at: http://dds.cepal.org/proteccionsocial/pacto-social/2013-11-seminario-
Costa- Rica/Pres-Sharon-Lynn-Kagan-Costa-Rica.pdf
Martens, J. (2007) Multi-Stakeholder partnerships - future models of multilaterism? Berlin:
Friedrich Ebert Stiftung. Available at: http://library.fes.de/pdf-files/iez/04244.pdf
66
Micronutrient Initiative (2009), Investing in the future: A united call to action on vitamins and
mineral deficiencies, report prepared by the Micronutrient Initiative, with the financial support
of the Government of Canada through the Canadian International Development Agency
(CIDA). Available at: www.unitedcalltoaction.org/documents/Investing_in_the_future.pdf.
McConnell-Farmer, J. L. (2012) Perspectives in Early Childhood Education: Belize, Brazil,
Mexico, El Salvador and Peru. A Global Scenario (June 9). Available at:
http://forumonpublicpolicy.com/vol2012.no1/archive/farmer.pdf
McClain-Nhlapo, C (2007), ‘Including People with Disabilities in Actions to Reduce Poverty
and Hunger’, 2020 Focus Brief on the World’s Poor and Hungry People, International Food
Policy Research Institute, Washington, DC. Available at:
http://conferences.ifpri.org/2020chinaconference/pdf/beijingbrief_McClainNhlapo.pdf
Modica, S., Ajmera, M., and Dunning, V. (2010). Meeting Children where they are:
Culturally Adapted Models of Early Childhood Education. National Association for the
Education of Young Children. Available at: http://www.globalfundforchildren.org/wp-
content/uploads/2012/01/NAEYC-Final-Article-Nov-2010.pdf
Moreno, L. A. (2016). What’s Wrong with Latin American Early Education. Available at:
http://www.nytimes.com/2016/03/19/opinion/internat ional/whats-wrong-with-latin-
american-early-education.html?_r=0
NAEYC (2009). Developmentally Appropriate Practices in Early Childhood Education
Programmes: A Position Paper. Available at:
https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
Nascimento, D. (2014). ´Teacher Professional Development in Brazil: Colonization of Teachers’
Voices” Cultural and Pedagogical Inquiry, 2014, 6(1), Special Issue, pp. 4-24. Available at:
http://ejournals.library.ualberta.ca/index.php/cpi/index
67
Neal, T (2011), Open and Flexible TVET in Commonwealth Pacific Countries, available at:
www.col.org/SiteCollectionDocuments/Open%20+%20Flexible%20TVET%20in%20Pacific.pd
f.
New Zealand’s Teachers Council (2011), Guidelines for Induction and Mentoring and
Mentor Teachers. Available at: www.teacherscouncil.govt.nz/content/guidelinesinduction-
and-mentoring-and-mentor-teachers-2011-english.pdf
New Zealand’s Teachers Council (2014), Courses relevant for mentor teacher development.
Available at: www.teacherscouncil.co.nz/content/courses-relevant-mentorteacher-development.
New Zealand’s Teachers Council (n.d.), Induction and mentoring. Available at:
www.teacherscouncil.govt.nz .
Nores, M. and Barnett, W. S. (2010). “Benefits of early childhood interventions across the world:
(Under) Investing in the very young”. Review Volume, April, pp 271–282.
NSW Government (2014). Children with disability in inclusive early childhood education and
care- Literature Review. Centre for Education Statistics and Evaluation, Office of Education.
Available at: https://pdsp.northcott.com.au/sites/default/files/LiteratureReview-PDSP.pdf
OAS (2006). General Assembly, THIRTY-SIXTH REGULAR SESSION SANTO DOMINGO,
DOMINICAN REPUBLIC June 4 – 6, 2006. Washington DC: Organisation of American
States. Available at: http://scm.oas.org/doc_public/ENGLISH/HIST_06/AG03341E09.DOC
OAS (2014). General Assembly, FORTY-FOURTH REGULAR SESSION, Proceedings,
Volume 1. Asunción, Paraguay June 3-5, 2014. Available at:
http://scm.oas.org/pdfs/2014/AG06712E04.doc )
OAS (2015a). Background and rationale of the proposal for the construction of an inter-
American education agenda. Prepared by the OAS, Inter-American Council for Integral
68
Development (CIDI), for the 8th
Inter-American meeting of Ministers of Education, February 4
and 5, 2015 held in Panama City, Panama.
OAS (2015b). Building an Inter-American Agenda: Education with Equity for prosperity.
Prepared by the OAS, Inter-American Council for Integral Development (CIDI), for the 8th
Inter- American meeting of Ministers of Education, February 4 and 5, 2015 held in Panama
City, Panama.
OAS (2015c). Countries create new Inter-American Education Agenda. Available at:
http://www.oas.org/en/sedi/nl/0215/2_en.asp
OAS (2015d). Eighth Inter-American Meeting of Ministers of Education, Panama City,
Panama, February 4 and 5, 2015. Washington DC: Organisation of American States. Available
at:
http://scm.oas.org/IDMS/Redirectpage.aspx?class=V.11.1%20CIDI/RME/RES.&classNum=1&
lang=e )
OAS (2015e). Inequality and Social Inclusion in the Americas, 14 Essays 2nd
edition.
Washington DC: Organisation of American States. Available at:
https://www.oas.org/docs/desigualdad/LIBRO-DESIGUALDAD-INGLES.pdf
OAS (2015f). Seventh Summit of The Americas, April 10-11, 2015, Panama City, Panama.
Washington DC: Organisation of American States. Available at: http://www.summit-
americas.org/vii/docs/mandates_en.pdf
OAS (2016a). Compilation of replies received on the inquiry form about the proposed plan of
action of the working group on comprehensive early childhood care. Prepared by the OAS,
Inter- American Council for Integral Development (CIDI), for the 7th
regular meeting of the
Inter- American Committee on Education, April 28 and 29 2016, held in Washington, DC.
69
OAS (2016b). Compilation of replies received on the inquiry form about the proposed plan of
action of the working group on quality, inclusive, and equitable education. Prepared by the
OAS, Inter-American Council for Integral Development (CIDI), for the 7th
regular meeting of
the Inter- American Committee on Education, April 28 and 29 2016, held in Washington, DC.
OAS (2016c). Compilation of replies received on the inquiry form about the proposed plan of
action of the working group on strengthening of the teacher profession. Prepared by the OAS,
Inter-American Council for Integral Development (CIDI), for the 7th
regular meeting of the
Inter- American Committee on Education, April 28 and 29 2016, held in Washington, DC.
Ochs, K (2013), Early childhood education: Renewing focus and taking action in the
Commonwealth. Available at: www.cedol.org/wp-content/uploads/2013/11/6-Earlychildhood-
education.pdf
OECD (2015). Education Policy Outlook-Canada. Available at
http://www.oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20CANADA.pdf.
OECD (2012). Equity and Quality in Education: Supporting Disadvantaged Students and
Schools. OECD Publishing. Available at: http://dx.doi.org/10.1787/9789264130852-en
OECD Teaching and Learning International Survey TALIS (2009). ‘Creating Effective Teaching
and Learning Environments: First Results from TALIS’ Education International analysis.
Available at: https://download.ei-
ie.org/Docs/WebDepot/OECD%20TALIS%20Report_EI%20Analysis.pdf
OECS (2012), Every Learner Succeeds: 2012–2021 OECS Education Sector Strategy.
Available at: www.oecs.org/uploads/edmu/OECS-Education-Sector-Strategy-2012-
21_web.pdf.
OECS Secretariat (2014). Education Statistical digest 2013/2014. Available at:
http://www.oecs.org/edmu-documents/733-oecs-education-statistical-digest-volume-
3/file
70
OECS Secretariat (2012). OECS education sector strategy, 2012-2021: Every learner
succeeds. OECS Secretariat, Castries, St Lucia. Available at:
http://www.oecs.org/uploads/edmu/OECS- Education-Sector-Strategy-2012-21_web.pdf
OREALC/UNESCO (2015). Critical issues for formulating new teacher policies in Latin
America and the Caribbean—The current debate. Regional Strategy on Teachers. Published
in 2015 by the United Nations Educational, Scientific and Cultural Organization and the
Regional
Office for Education in Latin America and the Caribbean. Available at:
http://unesdoc.unesco.org/images/0024/002436/243639e.pdf
OREALC/UNESCO Santiago (2012). Background and Criteria for Teachers’ Policies
Development in Latin America and the Caribbean, teachers for education for all, Regional
strategic project on teachers. Available
at:http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Background-
mexico.pdf
Orlando, M. B., and Lundwall (2010). Boys at Risk: A Gender Issue in the Caribbean Requiring
a Multi-Faceted and Cross-Sectoral Approach. Washington, DC: World Bank Available at:
http://siteresources.worldbank.org/INTLAC/Resources/257803-
1269390034020/EnBreve_158_Web.pdf
Oon Seng, Tan (2015). Teacher Policies: Global Best Practices for Developing the Teaching
Profession. Qatar Foundation: Doha, Qatar. Available at: https://www.wise-
qatar.org/sites/default/files/asset/document/teacher_policies_executive_summary_0.pdf
Outline of the Issues & Solutions: What challenges exist for Early Childhood Care and
Education? What should we do about them? Nicholas Burnett First World Conference on Early
Childhood Care and Education Moscow, Russian Federation 27 September 2010. Available at:
71
http://www.resultsfordevelopment.org/sites/resultsfordevelopment.org/files/resources/What%20
c hallenges%20exist%20for%20Early%20Childhood%20Care%20and%20Education.pdf
Padwad, A. and Dixit, K. (2011). Continuing Professional Development an Annotated
Bibliography. Kolkata, India: British Council India. Available
at:https://www.britishcouncil.in/sites/default/files/cpdbiblio.pdf
Penson, J, A Yonemura, B Sesnan, K Ochs and C Chanda (2011), Beyond the Commonwealth
Teacher Recruitment protocol: Next steps in managing teacher migration in difficult
circumstances. Available at:
www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/ManagingForcedTeacherMigration
InEducationInEmergencies.pdf .
Peebles, D. (2014). Gender analysis of open and distance learning in the Caribbean region,
report prepared for the Commonwealth of Learning. Available at:
www.col.org/PublicationDocuments/Gender_ODL%20_Caribbean_2014.pdf
Peters, S. J. (2004). Inclusive education: An EFA Strategy for all children. Report prepared for
the World Bank. Available at:
http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-
1099079993288/InclusiveEdu_efa_strategy_for_children.pdf
Peters, S. J. (2003). Inclusive education: Achieving education for all by including those with
disabilities and special needs. Report prepared for the Disability Group, The World bank, April
30. Available at:
http://web.uam.es/personal_pdi/psicologia/agonzale/Asun/2006/Libros/Inclusive_Disab.pdf
Philpott, D.F. & Fiedorowicz, C.A.M. (2012). The Supreme Court of Canada ruling on
learning disabilities. Available at: http://www.ldac-
acta.ca/downloads/pdf/advocacy/Education%20Implications%20-
%20Moore%20Decision.pdf
72
Plan/UNICEF/Save The Children (2014), Why Children’s Protection from Violence must be
at the heart of the Post-2015 Development Agenda: A review of consultations with
children on the Post-2015 Development Agenda. Available at:
http://srsg.violenceagainstchildren.org/sites/default/files/publications_final/why_childrens_prote
ction_from_violence_should_be_at_the_heart_of_%20the_post_2015_development_agenda.pdf
Porter, D (2014), MOOC on M4D, Mobiles for Development Report, prepared for the
Commonwealth of Learning, available at:
www.col.org/PublicationDocuments/M4DMOOC_Porter.pdf (accessed 10 August 2014).
Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO
Santiago (2011). New Agenda for teaching policies in Latin America and the Caribbean:
Critical challenges and recommendations for action. Report prepared by the Regional Bureau
of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago), for the
R e g i o n a l Preparatory Meeting 2011 United Nations Economic and Social Council Annual
Ministerial Review ECOSOC – AMR Buenos Aires, Argentina, 12 - 13 May 2011. Available
at: http://www.un.org/en/ecosoc/newfunct/pdf/3.new.agenda.for.policies.pdf
Saebones, Ann-Marit et.al (2015). Towards a disability inclusive education. Background paper
prepared for the Oslo Summit on Education for Development. Oslo 15 June.
https://www.usaid.gov/sites/default/files/documents/1865/Oslo_Ed_Summit_DisabilityInclusive
_Ed.pdf
Schleicher, A. (2015). Schools for 21st-Century Learners: Strong Leaders, Confident Teachers,
Innovative Approaches, International Summit on the Teaching Profession, OECD Publishing.
Available at: http://dx.doi.org/10.1787/9789264231191-en
Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform:
Lessons from Around the World, International Summit on the Teaching Profession, OECD
Publishing, Paris. Available at:
73
http://www.istp2016.org/fileadmin/Redaktion/Dokumente/documentation/ISTP_Teaching_Exce
l lence_eBook_20160222.pdf
Spencer-Ernandez, Joan (2015). Baseline survey of teacher training for special needs education
in the Caribbean. Report prepared for the Commonwealth of Learning.
Special Representative of the Secretary-General (2014), Releasing Children’s Potential
and Minimizing Risks: ICTs, the Internet and violence Against Children, report prepared by
the Office of the Special Representative of the Secretary General (SRSG) on Violence
Against Children. Available at:
http://srsg.violenceagainstchildren.org/sites/default/files/documents/docs/Releasing%20
Children's%20Potential%20and%20Minimizing%20Risks%20-
%20ICTs,%20the%20Internet%20and%20Violence%20against%20Children.pdf .
Stern, A., Kingston, D., & Ke, J. (2015). More Than the Sum of Its Parts: Making Multi-
Stakeholder Initiatives Work. Available at: http://globaldevincubator.org/wp-
content/uploads/2016/02/Making-MSIs-Work.pdf
Stewart, S. (2013): Everything in di Dark mus Come to Light: A Postcolonial Investigation of
the Practice of Extra Lessons at the Secondary Level in Jamaica’s Education System. PhD
dissertation, University of Denver.
Stewart, S. and Tuitt, F. (2014). ‘Extra Lessons in Jamaica and Antigua: A Comprehensive
Qualitative Analysis Using Critical Inclusive Pedagogy.’ Presentation to the World Education
Research Association conference, Edinburgh, 19-21 November.
Tardi, R. (2012). The right of children with disabilities to inclusive education- good practices in
the CEECIS region and recommendations to the Albanian government. Report prepared for
World Vision, March. Available at:
http://www.wvi.org/sites/default/files/Raport_Rajonal_3_Eng_Web.pdf
74
Timperley, H., Wilson, A., Barrar, H. and Fung, I. (2007). Teacher Professional Learning and
Development Best Evidence Synthesis Iteration. University of Auckland New Zealand Ministry
of Education. Available at: http://www.oecd.org/edu/school/48727127.pdf
Tinajero, A. R. (2010). Scaling-Up Early Child Development in Cuba - Cuba's Educate Your
Child Program: Strategies and Lessons from the Expansion Process. Washington DC:
Wolfenson Centre for Development, The Brookings Institution, Working Paper 16, April.
Available at: http://www.brookings.edu/~/media/research/files/papers/2010/4/child-
development-cuba-tinajero/04_child_development_cuba_tinajero.pdf
Towle, H. (2015). Disability and Inclusion in Canadian Education - Policy, procedure and
practice. Canadian Centre for policy Alternatives
http://www.communitylivingkingston.org/Portals/11/Disability_and_Inclusion_in_Education.
UNESCO (2015). “2015 Regional Review of the EFA objectives”. Working paper presented at
the Regional Ministerial Meeting “Education for all in Latin America and the Caribbean: Post-
2015 Assessment and Challenges” Santiago de Chile, October 2014.
UNESCO (2014). Regional report about education for all in Latin America and the
Caribbean: Global education for all meeting, Musscat, Oman, May 12th
and 14th
of 2014.
UNESCO Santiago Office, Regional Bureau of Education for Latin America and the
Caribbean, April. Available at:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/ED_new/pdf/LAC-GEM-
2014-ENG.pdf
UNESCO (2011), Education for All Global Monitoring Report (2011), The Hidden Crisis:
Armed conflict and Education (Summary), UNESCO, Paris, France. Available at:
http://unesdoc.unesco.org/images/0019/001911/191186e.pdf; Full Report, available at:
http://unesdoc.unesco.org/images/0019/001907/190743e.pdf .
75
UNESCO (2010a). Early Childhood Care and Education. Regional Report: Latin America and
the Caribbean (2010/ED/BAS/ECCE/RP/4), Santiago, Chile. Available at:
https://www.essex.ac.uk/armedcon/story_id/latinamericaedureport.pdf
UNESCO (2010b), Education for All Global Monitoring Report (2010), Reaching the
marginalized (Summary), UNESCO, Paris, France. Available at:
http://unesdoc.unesco.org/images/0018/001865/186525E.pdf; Full Report. Available at:
http://unesdoc.unesco.org/images/0018/001866/186606E.pdf.
UNESCO (2006), Teachers and Educational Quality: Monitoring Global Needs for 2015,
UNESCO, Paris, France. Available at: www.uis.unesco.org/Library/Documents/teachers06-
en.pdf.
UNESCO (2005). Guidelines for Inclusion: Ensuring Access to Education for All. Available at:
http://unesdoc.unesco.org/images/0014/001402/140224e.pdf
UNESCO Institute for Statistics (UIS) and UNICEF (2015). Fixing the Broken Promise of
Education for All: Findings from the Global Initiative on Out-of-School Children. Montreal:
UIS. Available at: http://www.uis.unesco.org/Education/Documents/oosci-global-report-
en.pdf.
UNICEF (2005). National Integrated Plan for Early Childhood Development in South Africa
2005–2010. Available at: www.unicef.org/southafrica/SAF_resources_nip.pdf (accessed 23
July 2014).
UNICEF (2012). The right of children with disabilities to education: A rights-based approach to
Inclusive Education. Available at:
http://www.unicef.org/ceecis/IEPositionPaper_ENGLISH.pdf
UNICEF (n. d.). Inclusive Education. Available at:
http://www.unicef.org/ceecis/education_18613.html
76
UNICEF/UNITE (2012). The right of children with disabilities to education: A rights-
based approach to Inclusive Education- Position Paper. United Nations Children’s Fund,
Geneva, Switzerland. Available at:
http://www.unicef.org/ceecis/UNICEF_Right_Children_Disabilities_En_Web.pdf
Underwood, K. et al. (2012). “Understanding Inclusive Early Childhood Education: a capability
approach”, School of Early Childhood Education, Ryerson University, Toronto, Canada
Contemporary Issues in Early Childhood Volume 13 Number 4 2012. Available at:
http://cie.sagepub.com/content/13/4/290.full.pdf
United Nations (2013). A new global partnership: eradicate poverty and transform economies
through sustainable development. The Report of the High-Level Panel of Eminent Persons on
the Post-2015 Development Agenda. New York: United Nations Publications. Available at:
http://www.post2015hlp.org/wp-content/uploads/2013/05/UN-Report.pdf
UNESCO (2007), Education for All Global Monitoring Report (2007), Early childhood
education (Summary), UNESCO, Paris, France. Available at:
http://unesdoc.unesco.org/images/0014/001477/147785e.pdf.
UNESCO (2010a), Childhood Development in Developing Countries: Pre-primary Education,
Parenting, and Health Care, UNESCO, Paris, France. Available at:
http://basiced.org/wpcontent/uploads/Publication_Library/UNESCOEarly_Childhood_Develop
m ent_in_Developing_Countries-2010.pdf .
UNESCO (2014). Regional report about education for all in Latin America and the Caribbean.
Global education for all meeting, Muscat, Oman, May 12th
and 14th.
UNESCO, Santiago Office,
Regional UWI Open campus (2010). The learning outcomes for early childhood development in
the Caribbean: A handbook for practitioners. Available at:
http://www.open.uwi.edu/sites/default/files/Learning_Outcomes_Handbook.pdf
77
UNESCO (2014). The Regional Review Report on EFA 2014. Report prepared by Planning,
Management, Monitoring and Evaluation Section of the Regional Bureau of Education for Latin
America and the Caribbean of the United Nations Educational, Scientific and Cultural
Organization (OREALC/UNESCO Santiago). Available at: http://www.edupost2015.cat/wp-
content/uploads/2015/11/Synthesis-Report-of-EFA-reviews_LAC.pdf
United Nations (2013). A new global partnership: Eradicate poverty and transform economies
through sustainable development. The Report of the High-Level Panel of Eminent Persons on
the Post-2015 Development Agenda. New York: UN. Available at:
http://www.post2015hlp.org/wp-content/uploads/2013/05/UN-Report.pdf
U.S. Department of Health and Human Services/US Department of Education (2015). Policy
statement on inclusion of children with disabilities in early childhood programs, September 14,
2015. Available at: http://www2.ed.gov/policy/speced/guid/earlylearning/joint-statement-full-
text.pdf
UNESCO (2011). Transforming Education: The Power of ICT Policies, UNESCO, Paris,
France. Available at: http://unesdoc.unesco.org/images/0021/002118/211842e.pdf.
UNESCO (2012), Education for All Global Monitoring Report, Youth and Skills: Putting
education to Work (Summary), UNESCO, Paris, France. Available at:
http://unesdoc.unesco.org/images/0021/002175/217509E.pdf; Full Report available at:
http://unesdoc.unesco.org/images/0021/002180/218003e.pdf .
UNESCO (2012). Key Messages and Data on Girls’ and Women’s Education and Literacy,
UNESCO, Paris, France. Available at:
www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/globalpartners-keymessages.pdf.
UNESCO (2012). Shaping the Education of Tomorrow 2012. Report on the UN Decade of
Education for Sustainable Development, Abridged. Paris, France Available at
http://unesdoc.unesco.org/images/0021/002166/216606e.pdf.
78
UNESCO (2014). Lima Declaration. UNESCO, Paris, France. Available at:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/images/Lima
- Declaration-31-10-2014-ENG_01.pdf
UNESCO (2014). Education for All Global Monitoring Report (2013/2014), Teaching and
Learning: Achieving Quality for All, UNESCO, Paris, France. Available at:
http://unesco.nl/sites/default/files/dossier/gmr_2013-4.pdf?download=1.
UNESCO (2014). The International Teacher Task Force on Teachers for Education for All
(EFA): Strategic Plan - Second phase of action (2014-2016). Available at:
http://www.teachersforefa.unesco.org/v2/index.php/en/ressources/file/301-strategic-plan-2014-
2016
UNESCO (2016). UNESCO and OAS reaffirm alliance to contribute to the E2030 Agenda
through the Inter-American Teacher Education Network. Available at:
http://www.unesco.org/new/en/media-services/single-
view/news/la_unesco_y_la_oea_reafirman_alianza_para_contribuir_a_la_agenda_e2030_a_trav
e s_de_la_red_interamericana_de_educacion_docente/#.V-WrNMkmrCY
UNESCO Institute for Statistics (UIS) and UNICEF (2015), Fixing the Broken promise of
Education for All: Findings from the Global Initiative on Out-of-School Children. Available
105 at: www.uis.unesco.org/Education/Documents/oosci-global-report-en.pdf.
UNESCO/Commonwealth of Learning (2012), Survey on Governments’ Open Educational
Resources (OER) Policies, report prepared for the World OER Congress. Available at:
www.col.org/PublicationDocuments/Survey_On_Government_OER_Policies.pdf.
UNESCO-UN International Centre for Technical and Vocational Education and Training
(UNEVOC) (2014) Global Forum Skills for Work and Life Post-2015. Available at:
http://www.unevoc.unesco.org/go.php?q=Global%20Forum%202014%20Roundup
79
UNESCO-UN International Centre for Technical and Vocational Education and Training
(UNEVOC) (2014) Global Forum Skills for Work and Life Post-2015. Available at:
http://www.unevoc.unesco.org/go.php?q=Global%20Forum%202014%20Roundup
UNESCO-UIS (2012). “Opportunities Lost: The Impact of grade repetition and early school
leaving”. Global Education Digest 2012, prepared by the UNESCO Institute for Statistics
(UIS).
UNESCO-UIS/UNICEF (2012). Finishing School. A right for children’s development. A Joint
effort. (Executive Summary). Report prepared by UNICEF Regional office for Latin
America and the Caribbean and the United Nations Organisation for Education, Science and
Culture (UNESCO) through the UNESCO Institute of Statistics (UIS). Panama: UNICEF-
TACRO. Available at: http://www.uis.unesco.org/Education/Documents/oosci-lac-executive-
summary- 2012-en.pdf
UNICEF (2010), ‘Early childhood interventions key to achieving global equity, experts say’,
Implementing Child Rights in Early Childhood. Available at:
www.unicef.org/mdg/index_56530.htm
UNICEF (n. d.). Inclusive Education. Available at:
http://www.unicef.org/ceecis/education_18613.html
UNICEF/UIS (2015). Fixing the broken promise of education for all: Findings from the Global
Initiative on Out-of-School Children. Report published by UNESCO Institute for Statistics, and
United Nations Children’s Fund.
United Nations (2011a), ‘Education for the future – Changing needs’, paper prepared by
the UN Department of Economic and Social Affairs. Available at:
www.un.org/en/ecosoc/julyhls/pdf11/concept_note_education_for_the_future_changing_
needs_12_may.pdf.
80
United Nations (2013), The Millennium Development Goals Report 2013. Available at:
www.un.org/millenniumgoals/pdf/report-2013/mdg-report-2013-english.pdf
United Nations (2014), The Millennium Development Goals Report 2014. Available
at:
http://mdgs.un.org/unsd/mdg/Resources/Static/Products/Progress2014/English2014.pdf
United Nations (2015). Education 2030: Incheon Declaration. Available at:
http://www.uis.unesco.org/Education/Documents/incheon-framework-for-action-en.pdf
United Nations (2015). Transforming our World: The 2030 Agenda for Sustainable
Development. Available at:
https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sus
t ainable%20Development%20web.pdf
University of Pretoria and Southern Africa Legal Information Institute (2014), Children’s
Act 38 of 200, Gazette No. 28944, Notice No. 610. Available at:
www.saflii.org/za/legis/consol_act/ca2005104.pdf
Vaillant, D. (2011) “Preparing teachers for inclusive education in Latin America” Prospects-
Quarterly Review of Comparative Education. UNESCO-IBE. Available at:
http://denisevaillant.com/articulos/2011/Prospects2011.pdf
Valero, A. and Reenen, J. V. (2016). The economic impact of universities: Evidence from
across the globe. National Bureau of Economic Research Working Paper 22501. Cambridge,
MA. Available at: http://www.nber.org/papers/w22501
Vaz, G (2012), Integrating vocational education with academic education in Commonwealth
open schools. Available at:
81
www.col.org/PublicationDocuments/IntegratingVocationalEducationWithAcademic_COMOS.p
df .
Wei, RC, A Andree and L Darling-Hammond (2009), ‘How nations invest in teachers’,
Educational Leadership, Vol. 66 No. 5, 28–33, Association for Supervision and Curriculum
Development (ASCD), Alexandria, VA, available at:
https://edpolicy.stanford.edu/publications/pubs/128.
Wong, P-K (2006), Towards an Entrepreneurial University Model to Support Knowledge-
Based Economic Development: The Case of the National University of Singapore, National
University of Singapore Entrepreneurship Centre, Singapore. Available at:
www.sciencedirect.com/science/article/pii/S0305750X07000381.
Wong, P-K (2007), ‘Approaches to University–Industry Links: The Case of the National
University of Singapore’, in S Yusuf and K Nabeshima, K (Eds.), How Universities Promote
Economic Growth, prepared for the World Bank. Available at:
https://openknowledge.worldbank.org/handle/10986/6631
World Bank (2008), School and work in the Eastern Caribbean. Does the Education system
adequately prepare Youth for the Global Economy? World Bank, Washington, DC. Available
at:
http://siteresources.worldbank.org/INTLACREGTOPPOVANA/Resources/BLOMandHOBBSS
choolandWorkEasternCaribbean.pdf.
World Bank (2009). Early Childhood Development Programs Help Reduce Inequalities in Latin
America, Study shows. Available at: http://go.worldbank.org/0OHVAK9FD0
World Bank (2011), World Development Report 2011: Conflict, security and development,
International Bank for Reconstruction and Development/World Bank, Washington, DC.
Available at:
82
http://web.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/0,,c
o ntentMDK:23256432~pagePK:478093~piPK:477627~theSitePK:477624,00.html.
World Bank (2014). Disability in Latin America and the Caribbean (fact sheet). Available at:
http://siteresources.worldbank.org/DISABILITY/Resources/Regions/LAC/LACfactsheetEng.pdf
World Bank (2016). Out of School and Out of Work Risk and Opportunities for Latin America’s
Ninis. Report prepared by Rafael de Hoyos; Halsey Rogers; and Miguel Székely. Washington
DC. Available at:
https://openknowledge.worldbank.org/bitstream/handle/10986/22349/K8318.pdf?sequence=8&i
s Allowed=yy
WCECCE (2010). Early Childhood Care and Education Regional Report Latin America and
the Caribbean. Report prepared for the World Conference on early childhood care and
education, Moscow, September 2010. Available at:
https://www.unesco.de/fileadmin/medien/Dokumente/Bildung/WCECCE_Regional_Report_Lat
i n_America_and_the_Caribbean.pdf
World Bank (2009). ‘Non-traditional approach helps boys at risk in the Caribbean’, World
Bank, Washington, DC. Available at:
http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/LACEXT/0,,contentMDK:222
5 8513~pagePK:146736~piPK:146830~theSitePK:258554,00.html
World Bank (2010). The Promise of Early Childhood Development in Latin America and the
Caribbean. Report prepared by Emiliana Vegas and Lucrecia Santibáñez. World Bank:
Washington DC. Available at:
http://siteresources.worldbank.org/EDUCATION/Resources/278200-1099079877269/547664-
1099079922573/ECD_LAC.pdf
World Bank (2011). No small matter: The Impact of Poverty, Shocks, and Human Capital
Investments in Early Childhood Development. Harold Alderman (Ed.). Available at:
83
http://documents.worldbank.org/curated/en/850041468323377290/pdf/600410PUB0ID181Matte
r09780821386774.pdf
World Bank (2013). Project performance assessment report Dominican Republic early
childhood education project, June 27, IEG Public Sector Evaluation Independent Evaluation
Group. Available at: https://ieg.worldbankgroup.org/Data/reports/PPAR-78275-P133008-
DominicanRep_Early_Childhood_Education.pdf
World Bank (2013). Strengthening Governance of Early Childhood Development Programs:
Operationalizing a New Multisectoral Framework for ECD in Colombia. Available at:
http://www.worldbank.org/en/results/2013/09/06/early-childhood-development-colombia
World Bank (2014). Great Teachers. How to Raise Student Learning in Latin America and
the Caribbean. Report prepared by Barbara Bruns and Javier Luque et al. Available at:
http://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-
How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf
World Bank (2014) Mozambique’s Sustained Efforts on Higher Education, Science and
Technology. Available at:
http://wwwwds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2014/03/06/0004
56286_20140306100811/Rendered/PDF/858070BRI0WB0H00Box382147B00PUBLIC0.pdf
World Bank (2016). Out of School and Out of Work Risk and Opportunities for Latin America’s
Ninis. Report prepared by Rafael de Hoyos; Halsey Rogers; and Miguel Székely. Washington
DC. Available at:
https://openknowledge.worldbank.org/bitstream/handle/10986/22349/K8318.pdf?sequence=8&i
s Allowed=yy
World Bank (2015). Making quality education accessible to children with disabilities December
3. Available at: http://www.worldbank.org/en/news/feature/2015/12/03/making-
quality- education-accessible-to-children-with-disabilities
84
World Bank Group (2016a). PPP Arrangements/Types of Public-Private Partnership
Agreements. Available at: https://ppp.worldbank.org/public-private-partnership/agreements
World Bank Group (2016b). Overview: Public-Private Partnerships. Available at:
http://www.worldbank.org/en/topic/publicprivatepartnerships/overview#1.
World Health Organization (WHO) (2005), The World Health Report 2005. Make Every
Mother and Child Count, World Health Organization, Geneva, Switzerland. Available
at: www.who.int/entity/whr/2005/whr2005_en.pdf?ua=1.
Yale Global Health Leadership Institute (n.d.). Available at:
http://yaleghli.blogspot.com/2013/06/dr-nicholas-alipui-speaks-on-future.html.
Yen Ping, T (2009), The Mahathir Years. Available at:
www.mtholyoke.edu/~teh20y/classweb/worldpolitics/Education.html.
Yonazi, E, T Kelly, N Halewood and C Blackman (Eds.) (2012), The Transformational Use of
Information and Communication Technologies in Africa, prepared for the World Bank, the
African Development Bank and the African Union. Available at:
http://siteresources.worldbank.org/EXTINFORMATIONANDCOMMUNICATIONANDTEC
H NOLOGIES/Resources/282822-1346223280837/Education.pdf.
Yoshikawa, H. and Kabay, S. (2015). The Evidence Base on Early Childhood Care and
Education in Global Contexts Background paper prepared for the Education for All Global
Monitoring Report 2015 Education for All 2000-2015: achievements and challenges. Available
at:
http://repositorio.minedu.gob.pe/bitstream/handle/123456789/4187/The%20Evidence%20Base
%
20on%20Early%20Childhood%20Care%20and%20Education%20in%20Global%20Contexts.p
df?sequence=1&isAllowed=y
85
Young, M. E. (2002). From Early Child Development to Human Development Investing in Our
Children’s Future. Report prepared for the World Bank. Available at:
http://www.sck.gov.tr/oecd/From%20Early%20Child%20Development%20to%20Human%20D
evelopment.pdf
Yusuf, S, and K Nabeshima (2007), How Universities Promote Economic Growth, prepared
for the World Bank. Available at: www-
wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2007/01/23/000020439_
20070123091321/Rendered/PDF/383330Universi101OFFICIAL0USE0ONLY1.pdf
Zeichner, K. & Hollar, J. (2016). "Developing professional capital in teaching through initial
teacher education Comparing strategies in Alberta Canada and the US ", Journal of Professional
Capital and Community, Vol. 1 Issue 2 pp. 110 – 123. Available at:
http://dx.doi.org/10.1108/JPCC-01-2016-0001
86
About the Authors Linda A Davis has recently returned to The Bahamas to assume the post of the Provost of
the University of The Bahamas, having served as Dean of International Programs and
Partnerships at Wheelock College (Boston, MA) with administrative oversight for Wheelock's
Boston and Singapore-based operations, along with evolving global partnerships in Latin
America, the Caribbean, and the Middle East. Her academic preparation has placed her in North
America and the Caribbean at different periods in her career, while the various professional
roles in which she has served over the years have taken her to the United Kingdom, Africa,
Asia and the Middle East where she has worked within and across cultural contexts to
facilitate higher education institutional partnerships. Her research interests include Curriculum
Design, International Relations, and School Readiness. Nationally, Dr Davis has served in
various capacities such as Consultant, Quality Assurance Unit and the Curriculum Division,
Ministry of Education & Youth; Consultant, Government of The Commonwealth of The
Bahamas/Inter-American Development Bank Education Program.
Glenford D Howe is Senior Programme/Research Officer in the Institutional Research
Department of the University of the West Indies, Open Campus. He has written and published
on a wide range of disciplines including history, education, health, culture and child protection.
He has served as consultant to several regional governments, as well as various national,
regional and international organisations including the Child Care Board of Barbados,
UNICEF, UNESCO, the UN Development Programme (UNDP), UN Women, The Caribbean
Development Bank, the Organization of American States (OAS), The British Broadcasting
Corporation, the Caribbean Community (CARICOM) and the Commonwealth
Secretariat.