Education is essential to child growth. World Vision’s aspiration for all girls and boys is that they are “educated for life.” This requires that children attain the core cognitive, emotional, social and essential life skills they need in order to reach their full potential to lead productive and fulfilling lives. Education is therefore listed as one of the four child well-being aspirations of World Vision.

Throughout the years, World Vision has strived to help millions of children attend school through a number of area development programmes (ADPs) across the globe, supported by child sponsorship. Until recently, much of the support went to helping communities build schools, helping parents afford school uniforms and fees, and providing school supplies. 

Since 2012, World Vision has piloted new methods to improve education outcomes for children through education projects in 25 countries, a shift of focus toward being able to learn, rather than just attend school.

World Vision uses a life-cycle approach in our programmes that focuses on the needs of children at all stages of development: early childhood, adolescence, and youth.

We work with children, families, teachers, community members and local partners so that:

• Children can read, write and use numeracy skills
• Children can access and complete education
• Children make good judgements, can protect themselves, manage their emotions and communicate ideas
• Adolescents are ready to grasp economic opportunities
• Teachers know how to make learning effective and fun
• Parents are equipped to help their children learn at home
• Community volunteers are trained to host after-school activities

Among the various categories of education, early childhood education is often neglected. According to the 2016 GEM Report, the admission rate for early childhood education has always been uncertain due to the significant variance in admission age and programme length across different countries.

Almost half of the world’s countries have a three-year pre-primary education age group, with children expected to first enrol at the age of three. Among 207 countries and territories, pre-primary education was compulsory in 50, and free and compulsory for at least one year in 38.

Among three- to four-year-olds, the richest children are almost six times more likely to attend an early childhood education programme than the poorest. This indicates the urgent and important need to promote early childhood education in impoverished countries.

From the above, we can see that it is critical for children to learn well during the golden period of development and learning. In the first eight years, a child’s needs and capabilities change more rapidly than at any other period, establishing essential brain architecture and behavioural patterns that contribute to all subsequent individual and societal outcomes.

In light of this, World Vision has launched the “Early Childhood and Development Programme” (EDC) that is suitable for nurseries, pre-schools and home- or community-based schools, aiming to enhance young children’s well-being and their acquisition of critical education and life skills.

Education is essential to the development of every person and society as a whole. Malala Yousafzai, winner of the Nobel Peace Prize, once said, “One book, one pen, one child, and one teacher can change the world. Education is the only answer.”

Although many impoverished children are still at a starting line different from ours, let us strive to promote early childhood education, so that more children can benefit from real learning that will enable them to meet their daily needs and dream a different future.

School is starting again, we wish all children a happy “learning” year!

ECCD Classes Help Mothers Learn Too

Mothers in Afghanistan are busy. Women are responsible for washing, cooking and taking care of small babies in an area where the lack of electricity means almost everything has to be done manually. Although they may want to, mothers don’t have time to play with their children who are often sent outside to play with other children.

“I had noticed that Nazifa was a little bit rude and used impolite words while arguing with her sisters and brother,” adds Najiba. “Sometimes she didn’t listen to my advice [and I would react angrily],” she recalled.

“In the ECCD sessions, I learned that [to discipline Nazifa] I should first calm myself if I was angry, and then think of an alternative punishment, like 'you can't watch TV tonight.’ I've noticed a big improvement in Nazifa’s behaviour,” she says.

In addition to preparing children for school, the ECCD spaces also aim to improve health and childcare knowledge and skills among caregivers. Thirty mothers attend the health education sessions on a weekly basis. The sessions, which focus on topics like cooking nutritious food, vaccinations, early initiation of breast-feeding and proper hygiene among other topics, are designed to help women better care for their children.

During the ECCD sessions, women also receive training on first aid, women's, and child rights, and health and hygiene. Women who attend the ECCD sessions then share their knowledge with their neighbours and relatives.

“One day Nazifa asked me to buy her toothpaste and a toothbrush,” remembers Najiba. “I was surprised and asked her who told her to use a toothbrush. I even tried to convince her that it wasn’t good for children to use toothbrushes,” she recalls. “The next day, I went to the kindergarten and discovered about the importance of brushing children’s teeth.”

"I am very proud to be a parent of a child who attended and completed the ECCD programme,” says Najiba. “The programme prepared my daughter for school with indispensable educational knowledge. It also taught her everyday skills essential to surviving in today’s society such as good manners, the importance of good hygiene, health, feelings and compassion.”