13 million tonnes of plastic leak into the ocean each year – just watching one of our large sea creatures vomit up a pile of plastic bags and then die -we can take action….Environmental education has been with us for decades -we now need action not just awareness.
It’s World Environment Day. Another opportunity for global campaigners to rally around the need for stronger commitment to stop the human impact on the planet before it is too late. Another day for policy makers to be challenged as to why some barriers to progress are so hard to tear down. Why are governments dragging […]
via Countries need to prepare teachers better to teach about our impact on the environment — World Education Blog
Wasted time in education has long been a disease that could so easily be ‘cured’ through an accelerated education approach.
Firstly, address the curriculum issue – reduce the content and ensure that all learners achieve basic competences.
Secondly, devise accelerated programmes for all learners and do away with age defined targets as these are not developmentally appropriate – use effective multigrade approaches (e.g. Escuela Nueva).
In Tanzania, learners in the School Readiness Programme , achieved more in 16 weeks across all domains, than other learners in one year pre-primary classes. This is accelerated education that has achieved good results at a lower cost.
|Making the Case for Accelerated Education
by Kayla Boisvert
Around the world, Accelerated Education programs are being employed with more frequency to address the overwhelming numbers of out-of-school children and youth. However, while there is widespread agreement on the need for such programming among agencies and governments, there is insufficient validated documentation that provides guidance, standards, and indicators for efficient program planning, implementation, and monitoring. In practice, AE takes different forms in different countries, and even within countries. First convened in late 2014, the AEWG is filling this gap through the development and dissemination of 10 Principles for Effective Practice, ongoing research on their application, and, most recently, the development of a Learning Agenda.
Read the full post here.
I am not sure how long it will take before governments take the importance of ECD more seriously but there are a number of initiatives,that can help:
|[FRAMEWORK] Nurturing care for early childhood development
WHO, UNICEF, World Bank Group
The Nurturing Care Framework was created in response to strong evidence and growing recognition that the early years are critical for human development. It sets out the most effective policies and services that will help parents and caregivers provide nurturing care for babies. To reach their full potential, children need the five inter-related and indivisible components of nurturing care: good health, adequate nutrition, safety and security, responsive caregiving and opportunities for learning.Investing in early childhood development is one of the best investments a country can make to boost economic growth, promote peaceful and sustainable societies, and eliminate extreme poverty and inequality. Equally important, investing in early childhood development is necessary to uphold the right of every child to survive and thrive. The Framework provides an evidence-based road map for acton and outlines how policies and services can support parents, families, other caregivers and communities in providing nurturing care for young children. It calls for attention to be paid to communities where children are most at risk of being left behind.
The Nurturing Care Framework is designed to mobilise a coalition of parents and caregivers, national governments, civil society groups, academics, the United Nations, the private sector, educational institutions and service providers to ensure every baby gets the best start in life.
Click here to download.
All the evidence is there -in fact we have known about the importance of ECD for future lives for decades and now we have the neuroscience to support this. So why does health and nutrition,rather than the whole child be the focus of attention of donors -is it because it is easier?
This blog was written by Asma Zubairi, a researcher at REAL Centre at the University of Cambridge. How much do donors spend on early childhood development? This is the key question for our new report for Theirworld Just beginning: Addressing inequality in donor funding for Early Childhood Development. Early Childhood Development (ECD) is widely recognised […]
via Tracking of aid to early childhood development needs to improve — World Education Blog
There is nothing new in identifying racial and gender stereotypes in textbooks. What is problematic is that it still happens. Stereotypes start to develop at home from birth onwards – the age of 3 has been researched as an age when children take on racial prejudice, so the textbooks may just be reinforcing views developed much earlier,but that is no excuse…..
By M Niaz Asadullah, Professor of Development Economics at the University of Malaya, Malaysia, and Kazi Mukitul Islam, German Embassy, Dhaka, Bangladesh. Female education is widely believed to benefit society through both economic and non-economic channels. Yet, for decades, girls around the developing world have lagged behind boys in education. Realizing the seriousness of the […]
via Gender stereotypes in Bangladeshi, Indonesian, Malaysian and Pakistani textbooks — World Education Blog
International Women’s Day is a global celebration of the social, economic, cultural and political achievements of women everywhere. It also acts as a reminder that although much has been accomplished around the world, there is a long way to go to reach full equality. For this to happen, we must empower every girl and woman […]
via Stepping up the pace towards gender equality in education through stronger accountability — World Education Blog
Having some success with simple mobile phones for monitoring the work of volunteers in Tanzania -it is good to see the explosion of possibilities for using mobile technologies, particularly for isolated and rural contexts.
[REVIEW] Edtech for Learning in Emergencies and Displaced Settings
Michaelle Tauson and Luke Stannard, Save the Children
The purpose of this report is to build an understanding of ‘what works’ in educational technology (EdTech) to ensure that children can learn in crisis or displaced settings. The field of EdTech is vast, and has influenced almost every facet of modern educational delivery. This report will focus on ‘child facing’ EdTech, which refers to technology – both software and hardware – designed directly for use by the child or by a teacher, parent, or facilitator working with a child.
Overall, this report amasses evidence to develop a more nuanced understanding of what is required to implement effective and ethical EdTech programmes that lead to children learning, asking the research question: How can the utilisation of EdTech (at home or at school) for teaching and learning best facilitate the learning process of children in crisis-affected settings?
Click to read a blog post about this resource and download this resource.