This report presents an analysis of theEarly Childhood Development (ECD) subsector, includingprograms and policies that affect young children in theSolomon Islands. This was a collaborative effort betweenUNICEF and World Bank Group, as it combines World BankGroup’s SABER-ECD framework, which includes analysis ofearly learning, health, nutrition, and social and childprotection policies and interventions in the SolomonIslands, along with regional and international comparisons,as well as the regionally developed UNICEF NationalSituational Analysis-ECD, which takes a greater in-depthlook at the following system components, which have beenhighlighted by the Pacific Region as priority components forquality Early Childhood Care and Education (ECCE)implementation: policy/legislation and governance; humanresources; curriculum, child assessment, and environment;performance monitoring and assessment; and communitypartnerships. The government of the Solomon Islands (SIG)recognizes the importance of providing early learningopportunities for young children. In 2008 the Ministry ofEducation and Human Resources Development (MEHRD) endorsed aNational Early Childhood Education Policy Statement,targeting age’s three to five, which states its commitmentto develop a quality Early Childhood Education (ECE) sector.This commitment has been reflected in both the NationalEducation Action Plan, 2013–2015, and the EducationStrategic Framework, 2007–2015. However, the statementclearly identified ‘in relation to quality practice, thepayment and training of teachers, relevant curriculum,effective management, community awareness about the value ofECCE and children’s access and participation in ECCE’ aschallenges to the implementation of ECCE services.
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