This report, presented to the 76th session of the General Assembly in October 2021, examines the channels through which poverty is perpetuated, in the areas of health, housing, educa
This Right to Education Initiative brief explores ECCE related content from the reports of UN Special Rapporteurs on the Right to Education published between 1999 and 2021.
Recently, Right to Education Initiative had the honour of interviewing Mercedes Mayol Lassalle, World President of the World Organization for Early Childhood Education (OMEP). In post since 2020, Mercedes has an extensive career in the field of education, human rights, and early childhood, and is an activist who campaigns for the right to education as a human right.
The efficient design and delivery of early childhood policies and services are critical to ensuring long-term learning opportunities and improved learning, behaviour, employment, and health outcome
Early childhood, defined as the period from birth to eight years old, is a crucial time for the physical, cognitive, social, and emotional growth of children.
Inclusion should be a principal commitment from early childhood.
Early childhood education has the potential to expand opportunities for disadvantaged children, provided that programmes use inclusion as a guiding principle.
One out of two children do not receive pre-school education. This situation has worsened due to the mass closure of preschools education due to the COVID 19 pandemic, affecting more than 155 million pre-school age children. But, in many countries the education response strategy to COVID 19 relatively neglected early childhood care and education (ECCE).
The Latin American Campaign for the Right to Education (CLADE, by its Spanish acronym) is a pluralistic network of civil society organizations with a presence in 18 countries in