COMMISSION 4: Exclusion and MarginalizationCOMMISSION 4: Exclusion and Marginalization 4.1. Delivering ECCE to the Poor and Marginalized4.1. Delivering ECCE to the Poor and Marginalized

Serving Children - Supporting Families - Revitalizing Communities: the Experience of the

Change opportunities for Schools initiative in Latvia

Aija Tuna

World Conference on Early Childhood Care and Education27-29 September 2010

Moscow, Russian Federation

Serving Children Serving Children -- Supporting Families Supporting Families --

Revitalizing Communities:Revitalizing Communities: the Experience of the the Experience of the

Change opportunities for Change opportunities for SchoolsSchools initiative in Latviainitiative in Latvia

Aija Tuna, Aija Tuna, Coordinator of the Initiative "Schools for Communities/ Change OCoordinator of the Initiative "Schools for Communities/ Change Opportunities pportunities

for Schools" for Schools" Soros Foundation Soros Foundation –– LatviaLatvia

WCECCE, Moscow, September 27WCECCE, Moscow, September 27--29, 201029, 2010

Goal of the presentation Goal of the presentation

•• To share the experience from Latvia on how To share the experience from Latvia on how inequalities in ECCE can be tackled to prevent the inequalities in ECCE can be tackled to prevent the polarization of the nation, especially in the period polarization of the nation, especially in the period of the financial downturn and the economic of the financial downturn and the economic recessionrecession

Lessons learned during the implementation of the Lessons learned during the implementation of the ““Change Opportunities for SchoolsChange Opportunities for Schools”” initiativeinitiative

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We have found evidence already thatWe have found evidence already that

•• Shared vision and accountability of Shared vision and accountability of committed committed

community stakeholderscommunity stakeholders supported by supported by

relevant relevant policiespolicies and coordination of and coordination of resourcesresources

and and administrative measures at the national administrative measures at the national

level level are needed for establishing and sustaining are needed for establishing and sustaining

holistic, functional, needsholistic, functional, needs--based ECCE based ECCE

systems in the vital communities systems in the vital communities to provide to provide

adequate support for each child with special focus adequate support for each child with special focus

to the most vulnerableto the most vulnerable3

Key task Key task –– to support each child!to support each child!

•• Rights based approach to early childhood care and Rights based approach to early childhood care and education (ECCE) as a departing point and education (ECCE) as a departing point and the the goalgoal

•• Early years are about learning/educationEarly years are about learning/education

•• Each child comes from a community: committed Each child comes from a community: committed community stakeholders with shared vision and community stakeholders with shared vision and accountability as a key to successaccountability as a key to success

•• Empowering parents/families is crucial for longEmpowering parents/families is crucial for long--term, term, sustainable support for childrensustainable support for children’’s development s development

•• Clearly defined, realistic and wellClearly defined, realistic and well--coordinated coordinated responsibilities of national and regional/local level are responsibilities of national and regional/local level are needed needed

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Latvia in briefLatvia in brief

••

Area:Area:64,589 sq.64,589 sq. km or 24,937 sq.km or 24,937 sq. milesmiles

••

PopulationPopulation

in 2009: in 2009: 2 261 294 (Urban: 68%; 2 261 294 (Urban: 68%; Rural:32%)Rural:32%)

••

Ethnic compositionEthnic composition::59.3% Latvian, 27.8% Russian, 59.3% Latvian, 27.8% Russian, 3.6% Belarusian, 2.5% Ukrainian, 3.6% Belarusian, 2.5% Ukrainian, 2.4% Polish, 1.3% Lithuanian, 2.4% Polish, 1.3% Lithuanian, 3.1% other nationalities3.1% other nationalities

••Founded on November 18, 1918Founded on November 18, 1918••In 1991 joined the United NationsIn 1991 joined the United Nations••In 1998 joined the WTOIn 1998 joined the WTO••In 2004 became a member of the In 2004 became a member of the 

European Union and NATOEuropean Union and NATO

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Preschool education: Legislative backgroundPreschool education: Legislative background

Preschool education is declared as the first stage of education Preschool education is declared as the first stage of education by by the lawthe law

in Latvia.in Latvia.

Law on General EducationLaw on General Education (section 20)(section 20)•• Children to age of 7 are entitled to preschool education; one moChildren to age of 7 are entitled to preschool education; one more year re year

can be added according to health and/or other conditionscan be added according to health and/or other conditions

Education Law Education Law (section 4)(section 4)•• The preparatory basic education acquisition by fiveThe preparatory basic education acquisition by five--year and sixyear and six--year old year old

children and the acquisition of basic education, or the continuachildren and the acquisition of basic education, or the continuation of tion of acquisition of basic education until reaching the age of 18, acquisition of basic education until reaching the age of 18, shall be shall be mandatorymandatory. . (Since 2002.01.09.)(Since 2002.01.09.)

Education LawEducation Law (section 59, 60)(section 59, 60)•• State provides funding for teachers working with children from aState provides funding for teachers working with children from age of 5 ge of 5 (in (in

all types of preschools with accredited programs, including privall types of preschools with accredited programs, including private preschools)ate preschools)

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The aim of preThe aim of pre--school education in Latviaschool education in Latvia

Facilitate holistic development of fullFacilitate holistic development of full

potential of a potential of a personalitypersonality

• to support active learning and development of each child, stimulate natural inquisitiveness about the surrounding world and accumulation of one’s own life experience

• to develop children’s understanding of the processes of social life, sense of belonging to their community and state, while supporting their own ethnic identity

• to lay foundations for the beginning of basic educationprograms

Learning through playLearning through playas main approachas main approach

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Guidelines for Preschool EducationGuidelines for Preschool Education

••

Legal frameworkLegal framework

for content and process of for content and process of preschool educationpreschool education

•• Include: goals, objectives, principles of Include: goals, objectives, principles of pedagogical approach, expected outcomes and pedagogical approach, expected outcomes and principles of evaluation/assessmentprinciples of evaluation/assessment

•• Compulsory for all providers of preschool servicesCompulsory for all providers of preschool services

General Law of Education, Section 15General Law of Education, Section 15

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Staff qualificationsStaff qualifications

Preschool teachers who have higher education in preschool education (university degree) or study to obtain it

%(Pēc IZM VID IAN informācijas uz 15.09.2004.)

5775 81

96 97

2000./2001. 2001./2002. 2002./2003. 2003./2004. 2004./2005.

mācību gads

%

Higher education is requiredHigher education is required

with additional qualificationswith additional qualifications

Ongoing professional development activities (min. 36 hours in Ongoing professional development activities (min. 36 hours in every 3 years)every 3 years)

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ENROLLMENT IN PRESCHOOLS IN LATVIA ENROLLMENT IN PRESCHOOLS IN LATVIA ((2008./2009.2008./2009.))

Percentage of enrolled children according to their agePercentage of enrolled children according to their age::

1) 0 – 1: 0% 2) 1 – 2: 7.1 % 3) 2 – 3: 42.7% (most children start attending preschool)

4) 3 – 4: 75% 5) 4 – 5: 77.8% 6) 5 – 6/7: 98%

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LR CSP un IZM informācija 2009./2010.m.g.

ENROLLMENT OF 5-6/7 YEAR OLD CHILDREN IN THE LAST YEAR OF PRESCHOOL (%), 2009/2010

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PROVIDERS OF COMPULSORY PREPROVIDERS OF COMPULSORY PRE--SCHOOL SCHOOL PROGRAM FOR 5PROGRAM FOR 5--6/7 YEAR OLD CHILDREN 6/7 YEAR OLD CHILDREN

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WAITING LIST: WAITING LIST:

Percentage from all children (according to age) Percentage from all children (according to age)

2007/2008 2008/2009 0 - 1 18% 16% 1 - 2 36% 38% 2 - 3 27% 29% 3 - 4 13% 12% 4 - 5 5% 5%

From age of 5 all children are involved in compulsory program through different providers

(Pēc IP/IZM informācijas)

Who knows what happens with children who are Who knows what happens with children who are not on the waiting list? not on the waiting list?

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CHANGE OPPORTUNITIES FOR SCHOOLS: CHANGE OPPORTUNITIES FOR SCHOOLS: DEVELOPMENT OF MULTIDEVELOPMENT OF MULTI--FUNCTIONAL FUNCTIONAL COMMUNITY CENTERS COMMUNITY CENTERS

53 projects across the 53 projects across the countrycountry

Initiative of Soros Foundation Initiative of Soros Foundation –– Latvia Latvia

In partnership with Ministry of In partnership with Ministry of Education and Science and Education and Science and Latvian Rural ForumLatvian Rural Forum

Funded by Emergency Fund of Funded by Emergency Fund of Open Society InstituteOpen Society Institute

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IDEA OF SUPPORTING SCHOOLS IDEA OF SUPPORTING SCHOOLS AS LOCAL MULTIFUNCTIONAL COMMUNITY AS LOCAL MULTIFUNCTIONAL COMMUNITY CENTERS CENTERS

The goal of the initiative: The goal of the initiative: to prevent threatening social disintegration brought by to prevent threatening social disintegration brought by

economic crisis by supporting revival of small schools in economic crisis by supporting revival of small schools in economically and socially depressed areas and development economically and socially depressed areas and development of multifunctional community centers.of multifunctional community centers.

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IDEA OF SUPPORTING SCHOOLS IDEA OF SUPPORTING SCHOOLS AS LOCAL MULTIFUNCTIONAL COMMUNITY AS LOCAL MULTIFUNCTIONAL COMMUNITY CENTERS CENTERS

““ In every small community there should be a service for In every small community there should be a service for children and their families. This service should honour the children and their families. This service should honour the needs of young children and celebrate their existence. It needs of young children and celebrate their existence. It should also support families, however, they are constituted should also support families, however, they are constituted within the community.within the community.””

Pen Green, 1983Pen Green, 1983

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CRITERIA OF SELECTION FOR PARTICIPATION CRITERIA OF SELECTION FOR PARTICIPATION IN THE INITIATIVEIN THE INITIATIVE

•• Danger of closing local schoolDanger of closing local school•• Limited opportunities for extracurricular activities for Limited opportunities for extracurricular activities for

studentsstudents•• Lack of services for preschool age childrenLack of services for preschool age children•• High unemploymentHigh unemployment•• Multiethnic communityMultiethnic community•• Limited experience of community initiativesLimited experience of community initiatives

However However --•• Vision and strategy for actionVision and strategy for action•• Partnership among municipality, school and community Partnership among municipality, school and community

with diverse resources mobilizedwith diverse resources mobilized

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METHODOLOGY OF INTERVENTIONMETHODOLOGY OF INTERVENTION

Following ways were chosen to achieve the goal: Following ways were chosen to achieve the goal:

•• to provide funding for schoolsto provide funding for schools//communities committed to communities committed to rere--profiling into multifunctional learning community centersprofiling into multifunctional learning community centers

•• to build capacity of local change agents: providing/offering to build capacity of local change agents: providing/offering knowknow--how to support the rehow to support the re--profiling of schoolsprofiling of schools

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INTERVENTIONS INTERVENTIONS

1.1. Actions for childrenActions for children

2.2. Actions for parents/familiesActions for parents/families

3.3. Actions for anybody in the community (and neighboring Actions for anybody in the community (and neighboring

communities)communities)

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•• Renovation of premises and purchase of equipmentRenovation of premises and purchase of equipment

•• Development of the multifunctional centers (management, Development of the multifunctional centers (management, administration etc. administration etc. ––looking for cost effective solutions) looking for cost effective solutions)

•• Learning and teaching: all ages, formal, nonLearning and teaching: all ages, formal, non--formal and informal and in-- formalformal

•• Revitalized social life of communities: sRevitalized social life of communities: sportsports, crafts, events , crafts, events etc.etc.

•• Development of partnerships and improvement of Development of partnerships and improvement of communication skillscommunication skills

•• Spreading of good news/publicity Spreading of good news/publicity –– dissemination of dissemination of information about activities and achievementsinformation about activities and achievements

What happens across Latvia: children benefit What happens across Latvia: children benefit

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•• Maintaining and expanding Maintaining and expanding ““ typicaltypical”” functions of schools functions of schools extracurricular (interest education)extracurricular (interest education)afterafter--lesson activities for students, especially from primary lesson activities for students, especially from primary gradesgradesAfternoon activities who return from a school in another Afternoon activities who return from a school in another settlement settlement

•• Adult education activitiesAdult education activitiesIT, language coursesIT, language coursesInformal education (hobbies and crafts: painting on silk, Informal education (hobbies and crafts: painting on silk, drawing, cooking, wood work etc.)drawing, cooking, wood work etc.)

This is an opportunity to get people together, to This is an opportunity to get people together, to encourage them to make first step outside encourage them to make first step outside their homes, to talk about their children!their homes, to talk about their children!

Main areas of activities Main areas of activities

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Specific services for young childrenSpecific services for young childrenGroups of preGroups of pre--school provisions (full day, half day, dropschool provisions (full day, half day, drop--in in etc.) etc.) Looking after children during classes for adults Looking after children during classes for adults Alternative forms of activities for young childrenAlternative forms of activities for young childrenMeetings, seminars, courses for parentsMeetings, seminars, courses for parents

Increasing potential for employabilityIncreasing potential for employabilityCourses on motivation, how to start business etc. Courses on motivation, how to start business etc. Acquiring specific skills (drivers license, wood and metal work Acquiring specific skills (drivers license, wood and metal work etc.)etc.)Setting up workshops for community needs to provide Setting up workshops for community needs to provide services services

This is an opportunity to build capacity of This is an opportunity to build capacity of local community to assure sustainability of local community to assure sustainability of initiatives started within the projectinitiatives started within the project

Main areas of activities (2)Main areas of activities (2)

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Building capacity Building capacity -- acquiring knowledge and acquiring knowledge and skillsskills

As a result multifunctional learning community As a result multifunctional learning community centers are acquiring centers are acquiring knowledge and skills knowledge and skills to to be able to address social aspects of the crisis in be able to address social aspects of the crisis in multiple, needsmultiple, needs--based ways based ways -- keeping in mind keeping in mind community development needscommunity development needs

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CONCEPT OF COMMUNITY SCHOOLCONCEPT OF COMMUNITY SCHOOL

••

Partnership:Partnership:

joined efforts of all stakeholders with a school joined efforts of all stakeholders with a school and municipality as central actorsand municipality as central actors

••

PlacePlace

where needs meet services, help and where needs meet services, help and opportunities opportunities

••

Values and beliefs:Values and beliefs:

Community school promotes Community school promotes –– Development and learning of all childrenDevelopment and learning of all children–– Strong partnerships with familiesStrong partnerships with families–– LifeLife--long learning for all community memberslong learning for all community members–– Informal education as crucial part of todayInformal education as crucial part of today’’ s lifes life–– Participation in decision making and sharing Participation in decision making and sharing

responsibilityresponsibility–– Creativity and entrepreneurship that leads to higher Creativity and entrepreneurship that leads to higher

employability and wellbeingemployability and wellbeing24

RESULTS RESULTS -- STRONGER AND HEALTHIER STRONGER AND HEALTHIER COMMUNITIESCOMMUNITIES

•• Improved support to young children development and Improved support to young children development and learninglearning

•• Empowered parentsEmpowered parents•• PreventPrevention ofion of social exclusionsocial exclusion and marginalization and marginalization •• Stronger communitiesStronger communities

““

Communities have gainedCommunities have gainedrenewed blood circulation.renewed blood circulation.””

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Some Observations, Reflections and Conclusions Some Observations, Reflections and Conclusions

••

Local community is where a child is; this is Local community is where a child is; this is where successful programs should be adapted where successful programs should be adapted and shaped according to the local needs and and shaped according to the local needs and circumstances circumstances

••

Holistic programs addressing diverse Holistic programs addressing diverse stakeholders in the community result into stakeholders in the community result into higher level of involvement and trusthigher level of involvement and trust

••

Education (concept of LLL) in its broad Education (concept of LLL) in its broad meaning is the best framework for promoting meaning is the best framework for promoting and implementing ongoing change in the and implementing ongoing change in the community community

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Some Observations, Reflections and Conclusions Some Observations, Reflections and Conclusions

••

Promoting learning and providing diverse, Promoting learning and providing diverse, nonnon--threatening learning opportunities for threatening learning opportunities for families/adults children benefitfamilies/adults children benefit

••

Parents/family members can be reached by Parents/family members can be reached by initiating programs/activities for childreninitiating programs/activities for children

••

It is not enough It is not enough ““ to trainto train”” local people; it is local people; it is crucial to provide time and opportunities and to crucial to provide time and opportunities and to encourage people to reflect, provide feedback, encourage people to reflect, provide feedback, share, internalize, develop sense of ownership share, internalize, develop sense of ownership to new ideas and activitiesto new ideas and activities

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Some Observations, Reflections and Conclusions Some Observations, Reflections and Conclusions

••

We have to apply more of the same principles We have to apply more of the same principles that we promote for quality ECD programs to that we promote for quality ECD programs to the ways how change is implemented in the the ways how change is implemented in the communitiescommunities

••

National and international donors and National and international donors and project/program implementers should be more project/program implementers should be more patient and more listen to people in the patient and more listen to people in the community. Nothing can be worse than community. Nothing can be worse than pretence or action without deeper pretence or action without deeper understanding of rationaleunderstanding of rationale

Moving to transformational community Moving to transformational community development modeldevelopment model

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30For more information contact For more information contact

aija.tuna@sfl.lvaija.tuna@sfl.lv

Together we are building happy communities for happy children