1st International Conference on Early Childhood Development

Quality Early Childhood Education: Shaping the Future

Abuja International Early Childhood Education Conference

Concept Note

Background

Financing quality Early Childhood Education (ECE) is one of the most impactful investments a country can make to foster holistic child development, promote gender equality, strengthen social cohesion, enhance human capital, and drive economic development. Quality ECE comprises several components including equitable access to inclusive environments that offer stimulating Learning Through Play (LTP) experiences, knowledgeable educators and communities and the delivery of a balanced curriculum targeted at nurturing young children’s holistic development. Quality ECE is well proven to improve school readiness and positively influence learning outcomes, including the development of core skills, knowledge, and attitudes that underlie success in an increasingly complex and interconnected world (UNICEF, 2012). Directly linked to increased primary and secondary school completion rates, access to quality ECE ultimately influences later life outcomes for children, communities and nations. Indeed, the lack of access to quality ECE means that approximately 50% of children worldwide will begin primary school without the necessary skills to complete it and transition to higher education (UNICEF, 2019).

In 2015, Nigeria adopted a play-based ECE approach to accelerate quality pre-primary education for all children. Nigeria has clear policy guidance in education and ECE, particularly as evidenced by the Integrated Early Childhood Development Policy 2007, National Minimum Standard for Early Childhood Centers and National Policy on Education, 2013. Additionally, Nigeria has developed ECE curriculums, including the One-year Pre-Primary Curriculum, a Play-Based Guide for In-Service Pre-Primary Teacher Training, and capacity development. Challenges, however, persist in ensuring quality and equitable access for all children. Despite significant growth in the number of LTP-trained teachers over the past decade, the numbers remain grossly inadequate to meet the country's needs. Other barriers include poor inclusion environments and materials, insufficient teaching and learning resources, inadequate supervision by school support officers knowledgeable in LTP, low parental and community awareness and understanding of LTP, unsuitable learning environments, and inadequate security measures. Nevertheless, several advancements within the country, across the continent, and globally, hold the potential to significantly improve the quality and implementation of ECE.

With these insights, Early Childhood Development Initiative (ECDI), in collaboration with the National Commission for Colleges of Education (NCCE), finds it pertinent to convene the first International ECE Conference titled Quality Early Childhood Education: Shaping the Future.