Within subcomponent 2.1 Support to the implementation of new Preschool Curriculum Framework, the Inclusive Preschool Education Project, continued the training of educators, professional associates and directors of preschool institutions.

After the lifting of the state of emergency, when the epidemiological situation allowed it, and after the survey of preschool institutions, during June, training was realized for 21 groups of participants (630 practitioners) from 6 preschool institutions.

For the remaining 16 preschool institutions, training for the implementation of the new Preschool Curriculum Framework of the program has been postponed and will be implemented (depending on the epidemiological situation) – live (with respect to all epidemiological measures), or online.

In contact with the PU and local public health institutes, and in relation to the epidemiological situation, the availability of space that meets the prescribed protection measures, for the remaining 17 preschool institutions it is planned and organized to continue training for the implementation of the new Preschool Curriculum Framework, as follows:

• – realization of live trainings – from September 12, 2020 for employees in preschool institutions from: Uzice, Kosjeric, Subotica, Kikinda, Cukarica, Stari grad, Rakovica, Jagodina, Sabac, Bogatc, Zajecar and Cajetina;
• – realization of online trainings – from September 21, 2020 for employees in preschool institutions from: Krusevac, Vranje, Leskovac, Vlasotince, Stari grad;
• – realization of online training related to documentation for 5 preschool institutions that completed the training for the implementation of new Preschool Curriculum Framework in June (Pozarevac, Mladenovac, Vrsac, Sombor and Parain), will be in the period from September 10^th to 16^th, 2020.

After the completion of works on the construction of new preschool institutions and after the stabilization of the epidemiological situation, children throughout Serbia will have the opportunity to play and socialize with their peers and gain different experiences in new kindergartens.

Within the first component of the Inclusive Preschool Education Project implemented by the Ministry of Education, Science and Technological Development, the construction of new preschool institutions is being carried out.

Component 1 aims to improve the availability of preschool services, especially for children from vulnerable social groups, by increasing the number of places in kindergartens and greater coverage of preschool education. In accordance with this goal, a total of 35 local self-government units were selected whose projects meet the basic criteria for implementation under the Loan Agreement. So far, two facilities within the preschool institution in Doljevac and Zitoradja have been completed. The works on the third building of the preschool institution in Sremska Mitrovica are being realized according to the planned dynamics, so the handover of the building is expected at the end of the year. Construction permits have been issued for 5 locations, two of which are in Krusevac and one each in Loznica, Merosina and Smederevo, and the preparation of technical documentation for announcing the tender is in the final phase.

For other selected locations, an intensive analysis of conditions for resolving property and legal relations as well as location conditions and communication with local government representatives is performed in order to harmonize the proposed projects with the regulations of the Republic of Serbia and World Bank procedures and ensure their implementation.

With the implementation of the Inclusive Preschool Education Project, preschool children and their families, preschool institutions, local communities (local self-government units, health services, centers for social work) as well as state administration institutions in charge of preschool education have numerous benefits.

The organization and implementation of trainings aimed at educating representatives of local communities on the key messages and goals of the Project as well as on public appearance and the main channels of communication with the media will be realized from the second half of September.

In accordance with the prescribed measures to prevent the spread of the Covid-19 virus, the trainings will be held in an online format, and the following will have the opportunity to attend: employees in preschool institutions, employees in health centers, employees in social work centers, local government employees, local government representatives NGOs as well as local project coordinators.

Through various videos covering lessons on the basics of communication and public appearances in the media, the specifics of appearances on TV and radio, social networks and the like, participants will have the opportunity to gain additional education in this area and to get involved in another way in the main activities of the project. Upon completion of the training, they will have the opportunity to apply theoretical knowledge in practice, promoting the activities of their local government and the main messages of the Project through various channels of communication.

Participants will be awarded Certificates of Attendance, and will subsequently be involved in other project initiatives, will be declared project ambassadors. All participants will have the opportunity to develop and improve cooperation as well as horizontal exchange of knowledge and experiences with colleagues from different local governments.

Video trainings will be available on the official website of the project. All details, dates and specific instructions for participation in the training program will be available on the project website and future participants will be notified by email.

The Progress Report published by UNICEF within the project Incentive Parenting through play highlighted the importance of parental support during the Covid-19 crisis as one of the main insights.

According to the report, it has become clearer than ever those parental capacities are the main source of support for children and that a strengthened parent is the best chance for a child.

In that sense, it is important to ensure the continuity of services for children and parents in crises and thus reduce inequality in society, which creates an opportunity for children to realize their maximum potential.

With that aim, UNICEF, together with partner organizations, has animated different stakeholders through various communication channels and interesting content. Thus, the activities of the strategic partnership UNICEF and RTS FOR PARENTS, the program PARENT’S CORNER and CHILDREN’S CORNER, as well as various programs aimed at strengthening professional and institutional capacities (equipping health centers, development of digital competencies of patronage nurses, etc.).

UNICEF will further develop all planned activities and future initiatives based on the need to provide support and protection to families in times of crisis, as the spread of the Covid-19 virus and emergencies have a major impact on children’s well-being even though they are not the „face” of the Covid-19 pandemic.

The Ministry of Education, Science and Technological Development, with the support of Inclusive Early Childhood Education and Care project, plans to work on improving the digital competencies of employees in preschool institutions. In order to record the initial situation, a questionnaire was created through which educators, professional associates and principals of preschool institutions assessed their competencies for using content offered by digital technologies, the frequency of different practices and the availability and use of different digital resources in computer science (digital equipment and digital resources and tools ). Also, the questionnaire looked at the opinions of the employees in the PU on the use of digital technologies in working with children.

The questions in the questionnaire, mainly given through four-point assessment scales, relate to the following areas:

• 1. use of computer equipment and digital resources;
• 2. implementation of digital technologies in direct educational work with children;
• 3. implementation of digital technologies for exchange of information with family, colleagues, local community;
• 4. implementation of digital technologies in professional networking and professional development, and
• 5. resources of the institution for the implementation of digital technologies.

Based on the processed results, a Research Report on the implementation of digital technologies in preschool institutions was prepared. The conclusions presented in it can be considered relevant given that they are based on data collected on a representative sample that includes preschools different in terms of size, level of development of the region in which they are located and the degree of urban settlement. The study involved 25 preschool institutions, which include 190 facilities, or 1560 respondents.

The results show that educators, professional associates and directors of preschool institutions have a positive attitude towards the integration of digital technologies in various aspects of their work, but also an assessment that they need further training in certain areas. Based on the presented results, the domains in which practitioners face greater challenges, and express a greater need for support, which can be the basis for developing a framework of digital competencies of educators and a starting point for creating various forms of professional development of practitioners in preschool institutions in order to develop and improving their digital competencies (creating accredited programs that respond to the needs of practice and practitioners, but also organizing horizontal exchanges and connecting practitioners themselves within the internal professional training in the institution). Also, the assessments of employees in preschool institutions indicate the necessary solutions from the system level and finding ways to adequately equip preschool institutions with digital technology and improve programs for initial education of educators.

The motivation of practitioners and their interest in further training with adequately developed measures and types of support are the way to a gradual transformation and shaping of the system that follows the trends of modern society, but which is primarily aimed at supporting the welfare of children. You can download a detailed research report on the application of digital technologies in preschool institutions HERE.