A central strategy is the targeting of course offerings to ECD professionals from across Africa. Typically, ECDVU participants are nominated by ECD country committees; these committees' nominations are based on achieving inter-sectoral representation and evidence of individual commitment to child well-being and broader social and economic development within the country. Nominees accept responsibility for promoting ECD capacity within their country, their region, and internationally. A key feature of the programme is that the practitioners - who hail from countries in Sub-Saharan Africa as well as the Middle East and North Africa region - continue to live and work in their own country while they study. It is hoped that, by encouraging learners to apply what they are learning directly to their daily work, students will facilitate the the work of their employers and will contribute to ECD capacity development within and across participating countries.

The ECDVU is based on a partnership model that encourages collaboration across institutions, governments, NGOs, learners, and teachers. Some of the ECDVU partners participate in advisory groups - international and Africa-based - that provide technological and pedagogical expertise to the programme. Others are 'Friends of the ECDVU' who are committed to the objectives of the capacity-building initiative and are prepared to offer advice and support as needed.

More specifically, those who are nominated participate in a face-to-face seminar component (a two- to three-week seminar is held every 6-7 months), with mentorship; a computer-assisted learning (CAL) component (pre- and post-seminar); and the use of additional technologies, such as video tele-conferencing (as required). The student maintains her or his ECD employment, and communicates with an ECD "community of learners" in-country. Most assignments are complementary to ECD employment responsibilities and are negotiated individually at the conclusion of each seminar. Courses and seminars are designed to address ECD leadership skills and ECD capacity development. They focus on themes like "The Past, Present and Future of ECD: Understanding Children, Families, Programs and Communities over time and across cultures", "Child Development in Eco-Cultural Context: Appreciating the Importance of Culture and the Holistic Development of the Child", "Effective Leadership and Change in ECD: Case Studies and Current Literature", and "Research and Evaluation in ECD". International and African leaders in ECD develop and deliver the courses; additional leaders are invited to participate in the seminars.

Technology is a tool used to support learners separated from each other geographically. For example, a page on the ECDVU SSA site provides course materials and a discussion forum for participants.

While readings and discussions cover a broad base of established literatures, the importance of local voices and perspectives is also addressed. A "generative approach" to curriculum and community development is central. Participants base their learning on their own experiences while also cultivating a sensitivity to their ecological, historical, and cultural context. In other words, they collaborate and build networks as part of an effort to draw on both provided materials and the knowledge grounded in their own countries and communities. To that end, assignments and theses focus on addressing pressing ECD issues within countries and on building capacity through ECD literature that is responsive to context.

For those participants with a recognised undergraduate degree, successful completion of the ECDVU SSA programme will result in the granting of a Masters of Arts in Child and Youth Care. Other students work toward a Bachelor of Arts in Child and Youth Care through the completion of the ECDVU courses along with some additional undergraduate requirements.

The first cohort will complete the programme by December 2003; and it is anticipated that delivery to a second African cohort will take place during 2004 through 2006.

Early Childhood Development (ECD), Children, Education.

Many governments in Africa have moved to make the well-being of their children and families a priority. According to programme organisers, the tens of millions of dollars that are being expended on ECD are at risk unless informed and inter-connected leaders can use the funds in ways that support new and creative approaches with the potential for success and sustainability. They say that these, and many more initiatives by a host of Ministries, NGOs and CBOs, deserve greater recognition and support. The ECDVU, they say, is one means by which such support can be provided. For example, the IMPACT project, an ECD website information project for Africa supported by the World Bank, has a synergistic relationship with the technology extension component of the ECDVU. ECDVU students are key users, builders, and advocates of IMPACT, helping to ensure that the project's web-based information is channeled into rural and remote areas within their countries. Other technology-focused initiatives operating in a complementary relationship with the ECDVU include: the World Bank's Global Development Learning Network (GDLN) and the Africa Virtual University (AVU); the International Development Research Center's (IDRC) Acacia Project; and the Commonwealth of Learning's (COL) activities in support of rural learning opportunities.

ECDVU grew out of a series of two- to three-week ECD training seminars initiated by UNICEF in 1994. At the urging of participants, an initiative to expand the reach and impact of these seminars was implemented. In 2000 the World Bank, utilising Norwegian Educational Trust Funds, supported the development phase of the ECDVU. Other partners then joined the effort to organise an initial three-year graduate degree ECDVU project in Sub-Saharan Africa.

In 2001 the Middle East-North Africa (MENA) region of the World Bank requested the delivery of a one-year professional development programme based on the ECDVU model. As a result, the ECDVU MENA program was developed in 2002.