The urgent need for investment in pre-primary education

I don’t know what is needed to convince governments of the urgent need for increased investment in children 0-8. The evidence is overwhelming.

World Education Blog

By Pauline Rose and Ben Hewitt

3A child’s most important steps happen before they set foot in a primary school. Early childhood, from birth to age five, is the most critical developmental stage in a person’s life. By their fifth birthday, a child’s brain will already be 90% developed. If children are going to reach their full physical, social, and cognitive potential in school and in life, they must be provided with quality nurturing care in their very years. Early childhood interventions should support four key developmental domains — physical, cognitive, linguistic and socio-emotional development. However, while progress is being made in some areas, children’s early education is too often neglected, putting millions of children at a disadvantage even before they enter school.

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Making the most of World Refugee Day

It’s World Refugee Day, a vital moment for raising awareness of the challenges refugees face every day around the world. Refugees have existed since notions of empire and state took root: people who have been forcibly displaced from their home, lacking rights, living under the fragile protection of a foreign ruler or government. The global […]

via Making the most of World Refugee Day — World Education Blog

I don’t think we need to take refugees as such a special case -many of our schools lack the inclusivity to welcome many of its potential clients.

We need to rebuild education from the base -attitudes need to change, whether they are towards, girls, children with disabilities, those starting without the national language, refugees etc.

Many children feel excluded whether they are in or out of school. Refugees have multiple barriers to their learning but we should use all of our experience of uses of technology,community learning spaces and accelerated learning to support all excluded children many of which may well be refugees.

The best start in life -how to reach the SDGs.

I have just completed a great MOOC! The online course was called “The Best Start in Life: Early Childhood Development for Sustainable Development” This is the newest course from the UN Sustainable Development Network’s Online Education Initiative – the SDG Academy.

Hirokazu Yoshikawa, Co-Director of the NYU Global TIES for Children Center, was the primary faculty member teaching the course; others were Prof. Catherine Tamis-LeMonda of NYU Steinhardt Applied Psychology, Jack Shonkoff, MD (Director, Harvard Center on the Developing Child) and Prof. Aisha Yousafzai (Harvard Chan School of Public Health).  Dr. Pia Britto, Chief of Early Childhood Development for UNICEF was featured in the last week’s final module.

Many people from all over the globe participated and the feedback was very positive.

 

The syllabus was comprehensive:

Hirokazu Yoshikawa and Jack Shonkoff

1.1       Early Childhood Development for Sustainable Development

1.2       The State of the World’s Children

1.3       How Brain Architecture Develops

1.4       The Impact of Adversity & Toxic Stress

1.5       Resilience & How to Foster It

 

 Child Development: Prenatal to Age 3

Catherine Tamis-LeMonda

2.1       Development in Culture & Context

2.2       Physical Development

2.3       Cognitive Development and Perception

2.4       Language Development

2.5       Social Development

2.6       Emotional Development &Temperament

 Child Development: Ages 3 to 8

Hirokazu Yoshikawa

3.1       Physical Development

3.2       Cognitive Development & Executive Function

3.3       Language

3.4       Socio-emotional Development

 Tour of ECD Sectors & Programs Part I

Aisha Yousafzai

4.1       Introduction to Multi-sector Aspects

4.2       Health Programs

4.3       Nutrition & Parenting Programs

 

Tour of ECD Sectors & Programs Part 2

Hirokazu Yoshikawa

5.1       Social Protection Programs

5.2       Early Care & Education Programs

5.3       Child Protection Programs

 

Communities & Conflict Situations

Hirokazu Yoshikawa

6.1       Uganda Case Study

6.2       Community Based Programs

6.3       Conflict & Migration

 

From Programs to Policies

Hirokazu Yoshikawa

Teaching gender issues to teachers

Last week the French supreme council for gender equality published a report on the imperative to keep mainstreaming gender equality issues in teacher preparation programs and to make knowledge and skills in these areas required for teacher graduation. “Making teachers and education the drivers of learning and equality” the report is called. “School presents an […]

via Closing the circle: Teaching gender issues to teachers — World Education Blog