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Agreement made by 164 governments to provide education for everybody by 2015. Consist of a set of goals in 6 main areas.

Still 58 million of children that have never attended school and around 100 million who don't finish primary school.

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Goal 1: Early Childhood Care and Education

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Goal 1: Early Childhood Care and Education

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Poverty

Child nutrition

Child mortality

Stimulation of cognitive development

Quality of Services

Teaching profession

Enrollment in pre-primary education

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Socioeconomic level was a common cause for the quality of educational service, nutrition levels, general well-being, enrollment, cognitive development, and mortality rates.

Poorer countries and groups within a country have a greater gap to access basic services which result as the main impediment for the Education For All goals.

This is a worldwide problem that requires local & international governments and agencies to join forces.

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Child Nutrition: Malnourished children attend less years of schooling (UNESCO, 2015)

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Child Nutrition: Malnourished children attend less years of schooling (UNESCO, 2015)

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Nutrition and socioeconomic levels are linked. Therefore, children living in poverty are at a higher risk of being malnourished.

Nutrition depends on food availability, water, sanitation, and health care services. Another big factor is the education of the mother.

Stunting (low height for age) is an indicator used to measure the good care, early childhood health, well-being, and development of a child.

Countries that showed improvement presented national programs of disease control, vitamin supplementation, coordination of governmental agencies and ministries.

Vietnam

Guatemala (reduction of 18% from 1987-2009)

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Children need stimulation and interactions appropriate for their age development (UNESCO, 2015). This is why in DAKAR it was recommended to educate parents and caregivers because less educate parents lack the resources to help and stimulate their children. Actions taken include:

Improving parenting through programs outside of the home.

Promoting parental leave to support children after child-birth

However, parental leaves (specially paternal) represent reduced or non-existent payments which may results in parents declining. Consequentially, child care services increase and are mainly concerned with providing a safe environment and feeding kids while parents work. They don't provide socio-emotional stimulation.

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It has been well-researched that pre-primary education has a great impact on a child's primary education outcomes.

The major obstacles to increase this index were in rural areas. There are gaps in the access to this service between countries, provinces, and socioeconomic status. In addition, classroom process and child-teacher interaction are different.

Great progress was reported in Ghana due to fees abolition of fees and in Mongolia due to the establishment of mobile kindergartens. Thailand, also, reported an increase in their pre-primary enrollment mainly to the government efforts to expand and raise the demand for children to attend this level of schooling.

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Poorest countries and countries that are affected by conflicts struggle the most with child mortality.

Democratic Republic of Congo, Sierra Leone, Somalia, & Mali

Great progress was evident in Niger due the implementation of the following programs:

Insecticide-treated bed nets

Improved nutrition

Vitamin A supplementation

Vaccination

Population seeking for treatment and medical care for fever, malaria, and pneumonia

External funding for vaccination

Having skilled birth attendants during child birth has proven to be crucial for the survival of the baby and mother. Countries are creating awareness and promoting the training of typical birth attendants with updated techniques and sanitization.

Immunized children against common and preventable illness are at least risk of dying. Some countries are implementing programs at the local level

Cambodia's National Immunization Programme 2006-2010: Join force of governmental ministries and international organizations (WHO, PATH, UNICEF) target hard to reach groups.

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Children deserve quality education. Quality education provides better outcomes in the next educational levels. On the contrary, poor quality care leads to poor outcomes in language and sociability.

Although it is hard to measure quality, UNESCO uses this indexes as a guide:

Use of mother tongue

Opportunities to learn through play and interactions with adults/children

Appropriate materials

Context and space for active and engaged children

Trained teachers and caregivers

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Teacher preparation is the main determinant of a quality service. The more prepared and qualified a teacher is the better opportunities he/she will be able to offer his/her students.

This represents a problem when untrained staff is employed due to staff turnover. The teaching profession is often linked with low-paying jobs which causes teachers to live in poverty levels (UNESCO, 2015).

Policies that require teacher training are needed and are implemented at the local level.

The chain-link effects results in poor service to students and the Education for All goal is affected as the educational service is not of high quality in this stage. Thus, the outcomes in the next educational level will not be as successful.

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UNESCO Monitoring Report (2015) shows how government action and the join force of the governments with international organizations provided a steady progress for different countries and in different the different areas.

Each country needs to continue implementing the policies, laws, and programs to create awareness of early child education benefits and nutrition, reduce socioeconomic gaps, reduce malnutrition, and reduce child mortality. The report, also, states, that governments need to establish implementation plans to ensure that their policies are put into place.

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Education for all 2000-2015: Achievements and challenges. (2015). Retrieved from http://unesdoc.unesco.org/images/0023/002322/232205e.pdf