MBM TDC Addressing the Global Agendas on Children and Young People

MBM TDC`s “Children and Youth” Department is committed to:

  • Promoting high standards of quality in early childhood education, school education and training of young people.
  • Fostering participatory development: community outreach and participatory projects with children; young people and their families; youth politics and activism.
  • Promoting human rights with focus on youth and child rights, fostering critiques and mobilization for rights protection and prevention of CYR violations.
  • Mobilizing a greater social commitment and targeted political initiatives to combat child and youth poverty and its consequences, to reduce youth unemployment, improve access to quality education and training, and provide stronger support the to the young NEETs.


  • Standards of Quality in Early Childhood Education 
  • Learning and education do not begin with compulsory schooling – they start from birth. The early years from birth to compulsory school age are the most formative in children's lives and set the foundations for children’s lifelong development and patterns for their lives. In this context, high quality early childhood education and care (ECEC) is an essential foundation for all children’s successful lifelong learning, social integration, personal development and later employability. Improving the quality and effectiveness of ECEC systems across the EU is essential to securing smart, sustainable and inclusive economic growth. Good quality and accessible ECEC systems are equally important for empowering all individuals to have successful lives. Consequently the availability of high quality, affordable early childhood education and care for young children continues to be an important priority for Member States and for the European Union.
  • Quality standards are structural inputs that can enable “adequate” or “good enough” quality ECEC provisions. Structural requirements may define the quality of the physical environment for young children (e.g., buildings, space, outdoors, pedagogical materials); the training levels for staff; staff-child ratios; work conditions; etc. A certain minimum level of ECEC provision can be ensured by the clear formulation of standards and enforcement of legislation or regulations (OECD, 2006).​
  • ​It has been repeatedly shown in international studies, programme evaluations and quality measurements that ECEC programmes can have a positive effect on children’s developmental outcomes on the condition that the level of quality of the service is high (Burchinal et. al. 2010; OECD, 2001 and 2006; Sammons et al., 2002; Shonkoff and Philips, 2000), although setting high-quality standards or raising standards can be costly. If providers raise costs to compensate for higher standards, provisions risk being unaffordable for low-income families. The added costs might also serve as a disincentive for providers to expand access, which can negatively impact the goal of increasing ECEC coverage. High standards may also invite non-formal providers with low quality to enter the market.
  • Why do minimum standards matter? 
    Minimum standards can guarantee the health and safety of children in ECEC environments. They can ensure the conditions of learning and care by defining duration, staff qualification levels and curriculum to shape staff behaviour. National regulatory frameworks with appropriate minimum standards can better “level the playing field” by ensuring all children benefit from a minimum quality of education and care (Belsky, 2011; Eurydice, 2009; Vandenbroeck, 2011). Raising standards or setting minimum standards can help reduce knowledge gaps for all, although the effect is greater for low-income, immigrant and minority children (OECD, 2006 and 2011).
  • Clear indication of the impact of practitioner quality comes from EPPE (Effective Provision of Pre-School Education) research in England (United Kingdom). This study found that higher proportions of staff with low-level qualifications were associated with poorer child outcomes on social relationships with peers and children’s co-operation and were associated with higher levels of anti-social behaviour. Practitioners with specialised training and higher education were linked to positive child-adult interactions including praising, comforting, questioning and responding to children (Elliott, 2006; Shonkoff and Philips, 2000).
  •  There are three most common  and easily accessible measures used in England for identifying the quality of centre-based early years settings:
  1. ​The inspection reports of the regulatory  body Ofsted (Office for Standards in Education,  Children’s Services and Skills);
  2. The Environment Rating Scales  (ECERS-R, ECERS-E and ITERS-R); and
  3. Quality assurance schemes used by local  authorities and early years providers for the purpose of quality improvement
  •  Stakeholders in improving quality 
    Different stakeholders have different roles to play in the promotion of high quality in early years settings. It is important to define these roles clearly from the outset, in order to establish what each stakeholder group needs from a quality measure (or measures) in order to fulfil their role:
  1. Parents play a key role in improving quality, as  the primary users and purchasers of early  years services on behalf of their children. If  market mechanisms are to be used to drive up  quality, then parents need to be able to choose  high quality provision (e.g. in their choice of  provider for the free entitlement). This requires  them to be informed about what constitutes  high quality, and to be able to access  information about the quality provided by  different settings. 
  2. Local authorities play a key role in improving  quality in early years settings as a  commissioner of services (e.g. deciding  which settings receive funding to provide  the free entitlement), in their legal duty to  ensure sufficient childcare is available for  those who need it, and in their role providing  information to parents to support childcare  choice. Additionally, local authorities play a role  in encouraging settings to improve the quality  of their provision, and in supporting them to  do so (e.g. by providing training and access to  quality improvement tools and schemes).  Early years providers need effective tools   to identify their own strengths and possible areas for development so that quality can   be enhanced. 
  3. Central government is responsible for  legislation, regulation and guidance relating  to early years education and care. It needs  information about the quality and effectiveness  of public services in order to make informed  policy and funding decisions. Measures which  provide information about the quality of early  years provision are of particular importance  at the present time, with financial constraints  on spending and a large-scale national drive  to provide high quality early education for  disadvantaged two year olds. The government  needs to be able to guide local authorities on  how to fund provision which will offer the  best outcomes for their investment.


  • ​MBM Training & Development Center subscribes to equal treatment of all children and young people, regardless of race, religion, ethnicity, (dis)ability and social or cultural background. 
  • We discourage any kind of patronizing and tokenist approaches to child and youth participation, making sure that all children are treated with dignity and respect
  • We work to empower children and young people with knowledge and skills to chose their future development and build the necessary qualifications for integration in social, cultural and economic life of our societies. 


In addition, the departments of MBM Training & Development Center offer a wide range of services for children and young people.


MBM TDC offers a flexible learning environment for those, who need to adjust their educational schedules in order to accommodate further learning activities, outside of the formal learning curricular. In addition, we offer Integration programs trough sports, where young people from different cultural backgrounds meet and play together, not only benefiting from a pleasant physical activity but also getting to know each other and fostering the intercultural dialogue via the valuable interpersonal communication that sports offer. The unique emotional learning that our ART Development Lab offers provides a very special platform for participation of anyone who is eager to learn via Applied Drama and Participatory Theatre. Children and young people are among the most active and dedicated participants of our ART Lab classes, contributing with creative energy and curiosity, this way learning by doing and further developing social and emotional skills. 


We are still facing significant gaps between formal and non-formal education in Europe. Those gaps might vary from country to country and from region to region within the countries, but their impact still producess educational disparancies. MBM TDC mobilizes the resources of both educators and young learners to bridge the gaps and provide a flexible learner-center approach, ensuring a quality education for all.

​Training and upgrading the knowledge and skills of the child and youth educators is an investment in children, seeking to ensure a best quality education to all of them - in all educational facilities across the country and in Europe.


Professional training for young people in the VET institutions, providing work placements;


Recognizing the needs for adequate inclusive programs on migrant and refugee integration, we invest our professional efforts in provision of bespoken integration learning programs for migrant and refugee children and youth, who are often invited to join their parents`integration courses and learning activities, this way merging the classical professional learning formats with intercultural activities that foster inclusion and intercultural communication. 


Throughout the world, experiences of childhood and youth are extremely diverse, both between places and between children in particular places, from the international level through to the different treatment of a boy and a girl within the same household.

We feel that it`s our responsibility to address issues such as education, child labor, street children, child soldiers, refugees, child slaves, the impact of environmental change and hazards on children
and youth.


We believe in the capacity children and young people, with their enthusiasm and energy, to bring a change, for a better Tomorrow.