Strategic Plan

january 2020- december 2022​

Strategic Plan, january 2020- december 2022

Starting Point

In its 70 years of existence, OMEP became a global benchmark in defending the human rights of children from birth to 8 years old. OMEP’s work has focused on education as a right and tool for the achievement of other rights: comprehensive development, citizenship, well-being and dignity of all children around the world. 

In the early 1950, in Vienna, the second World President of the OMEP Suzanne Herbiniére Lebert said: “We want early childhood everywhere to have everything they need, everything they are entitled to: protection, but also education.”

Pillars

A- THE FIRST PILLAR: THE OMEP CONSTITUTION

The OMEP MISSION is raised in Article 2.1 of its Constitution: to defend and promote the rights of the child with special emphasis on the right to education and care worldwide. To this end, OMEP shall help any undertaking which could promote access to quality early childhood education and care.

B- THE SECOND PILLAR: THE CONVENTION ON THE RIGHTS OF THE CHILD (UNCRC)

The Convention on the Rights of the Child (UNCRC) is the international treaty, ratified by almost

every State in the world, which recognizes the human rights of children and obliges governments to comply with them. In General Comment No. 7 (2005) the Committee on the Rights of the Child reaffirms that “Young children are right holders” and should

be applied holistically in early childhood, taking into account the principles of universality, indivisibility and interdependence of all human rights. While States have priority responsibility, civil society must also contribute to the realization of the rights of all young children, influencing and collaborating on the formulation and promotion of policies, laws, programmes, proposing knowledge-based practices, collaborating in professional training and research, articulating

local, regional and global actions focused on early childhood rights.

C- THE THIRD PILLAR: THE SDGS AND THE AGENDA EDUCACION 2030

Since the adoption of the EDUCATION 2030 Framework for Action, OMEP is committed to its achievement, focusing on SDG4: Ensure inclusive and equitable, quality education and promote lifelong learning opportunities for all.

 

At the current historical juncture, ECCE faces major challenges:

  1. incorporate the millions of children who do not have access to ECCE
  2. improve the quality of the systems and services offered.

 

It is not enough to point out that early childhood is an important step, we must work together to ensure that States guarantee the universal right to quality education and care ensured by adequate and sustainable funding.

That is why OMEP advocated to include a specific Goal about early childhood: Target 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education, is a challenge to which we are committed, but it also raises the need to perfect it and improve it in its conception and scope.

Aims

  • Contribute to the consolidation of universal and comprehensive public policies, which ensure equitable, inclusive, quality and adequately funded ECCE.
  • Promote global and national initiatives and strategies that ensure the full exercise of the
  • human right to education and care for all children, from birth to 8 years of age, with an
  • “educare” perspective.
  • Expand and disseminate pedagogical knowledge, based on research and developing spaces and opportunities for the joint construction of knowledge, in order to enrich teaching practices and ensure educational quality.
  • Strengthen the work and professional development of educators through training, continuous
  • updating, and participatory research.
  • Recognize the knowledge and experiences of educators integrating their vision in the elaboration of global policies and strategies related to ECCE.
  • Value the role and voices of young children, demanding consideration of their perspectives and the compliance with the principle of best interests of the child, both in policy formulation and in educational practices.
  • Consolidate international cooperation with organizations of the United Nations system, States and their education systems, civil society organizations and universities, in order to create synergies to collaborate in the achievement of the 2030 Agenda.
  • Deepen democracy and participation within the organization by ensuring its enrichment through the incorporation of new members, along with the recognition of the trajectory of its partners, strengthening its institutional culture and sustainability.
  • Capitalize and make visible the achievements of the projects developed by OMEP, highlighting the diversity, variety and wealth of knowledge, actions, experiences and trajectories of National Committees.

STRATEGIC AREAS

1. Political Advocacy

By political advocacy we mean the processes carried out by OMEP to influence public policies and resources allocation decisions within political, economic, social and institutional systems, aimed at protecting the right to ECCE.

Flagship Initiative

  • Early Childhood Decade
  • General Comment on the Right to Early Childhood Education
  • Follow-up of Agenda Education2030 and SDG Indicators 4.2.

2. Knowledge Management

Knowledge management involves the development of knowledge and competences within OMEP for the purpose of sharing and applying it among members and with global agencies, governments, institutions, and communities related to ECEC.

This task involves the collection, construction and dissemination of knowledge that will enable OMEP to be strengthened as scientific and pedagogical reference specialized in ECEC, which also collaborates to inform its action of political advocacy.

Flagship Initiative

  • Young Researchers Award
  • Research project: ECEC World Map
  • Education from birth to 3 years old (2021/2)
  • ECEC educators
  • IJEC
  • OMEP: Theory into practice

3. Education

The Educational Area proposes to follow up in achieving the right to quality education for children in Early Childhood.

OMEP’s actions are multiple and include education and capacity building in teachers, professionals and educational agents, as well as public officials and legislators. It also offers Congresses, Seminars, Courses, Awards and Research attending to the training needs

of the different actors of the ECCE systems in different educational and social contexts.

Flagship Initiative

  • Education for Sustainable Development – ESD
  • ESD Rating Scale más
  • ESD travel competition
  • ESD student award
  • ECEC resourcebank:
  • WASH from the start
  • World OMEP Project “Colour Your Rights”
  • Play and resilience
  • World and Regional Conferences
  • World Commemorations:

4. Organization

The ORGANIZATION area includes strategies to strengthen the management of OMEP, consolidating a plural, open, democratic and participatory space, which enables its members to think, understand, dialogue, project and act.

Flagship Initiative

  • Education for Sustainable Development – ESD
  • ESD Rating Scale más
  • ESD travel competition
  • ESD student award
  • ECEC resourcebank:
  • WASH from the start
  • World OMEP Project “Colour Your Rights”
  • Play and resilience
  • World and Regional Conferences
  • World Commemorations:

TRANSVERSAL STRATEGIC: COMMUNICATION

COMPLETE STRATEGIC PLAN TO DOWNLOAD

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