For the first time in forty years, the World Bank’s World Development Report (WDR), released on Tuesday, focuses exclusively on education. We are pleased to see its core messages resonating so well with our past reports, especially the 2013/4 EFA Global Monitoring Report on teaching and learning. The WDR is a welcome addition to the […]
Of course we need at least 365 days of Peace, but let us try and grab what we can.
Without talking about the disgrace of holding arms ‘fairs’ such as those in London recently, perhaps we can look at how to keep refugees educated.
We can get people on to the moon and develop a nuclear weapon, but cannot provide refugee children with some basic technology to keep participating in education , on the move. There are accelerated learning programmes which can be facilitated by local volunteers, but our practical thinking still leaves us without governmental interest in the future human resource of their countries.
By Joseph Nhan-O’Reilly, Head of Education Policy & Advocacy and Sébastien Hine, Education Research Adviser at Save the Children The world is now witnessing the highest levels of displacement on record. According to UNHCR, an unprecedented 65.6 million people around the world have been forced from their homes. Among them are nearly 22.5 million refugees, […]
It looks as if ECCE is creeping up the agenda finally:
Blog: Investing in early education is even more crucial in fragile contexts
Global Partnership for Education
“GPE 2020, GPE’s strategic plan for 2016 – 2020, commits to improving the quality and availability of early childhood care and education (ECCE) for children ages 3-8, especially for marginalized children and those living in countries affected by conflict and fragility.
There is growing interest in the role of ECCE programs in promoting peacebuilding. The foundations of development and learning are laid in the first five years of life – including behavior traits, the ability to manage conflicts, and cultural norms and identities.
Most early childhood development curriculum cover socio-emotional development and many programs have early reading materials that promote diversity and pro-social development, but promoting peacebuilding and security is also crucial to the long-term vision and policy priorities of fragile and conflict-affected countries.”
Read the full blog post here.
I will be attending and presenting at the UKFIET in Oxford this week and will update readers as the conference progresses.
Learning and Teaching for Sustainable Development:
Curriculum, Cognition and Context
5 – 7 September 2017
What is taught and learnt form the backbone of education’s contribution to sustainable development. It is through the construction of curricula that knowledge, skills, attitudes and values are prioritised and become the basis for teaching. Crucial here too is the rise of attention to what individuals and communities value in terms of a set of capabilities and practices that for them define sustainable development. But, international education policy debates in this millennium have been dominated by access and, more recently, quality issues, without sufficient attention to questions of what is and might be learned and taught, and how. Such debates are timely not only because new understandings of learning are emerging, but also because the settings in which learning and teaching occur are deeply influential. Taking a broad view of sustainable development, the 2017 UKFIET Conference invites contributions from researchers and practitioners engaged with these issues in formal and informal sites of learning across the globe.
There are six sub-themes to the conference
and from GEM:
The theme of this year’s conference, ‘Learning and Teaching for Sustainable Development: Curriculum, Cognition and Context’, will explore the importance of focusing on what is taught and learnt for achieving sustainable development. This is an area we covered in depth in the 2016 GEM Report and in a policy paper on textbook contentreleased this year. It is an area we consider central to progress towards sustainable development and central to Target 4.7 in particular in SDG 4. We will continue monitoring this area in future GEM Reports, including the publication due out this October.
Working in early childhood settings we always seem to have to justify why play is important for children (and adults -see below).
Life is playfulness. We need to play so that we can rediscover the magic all around us. – Flora Colao We are never more fully alive, more completely ourselves, or more deeply engrossed in anything, than when we are at play. – Charles Schaefer Creative people are curious, flexible, persistent, and independent with a tremendous […]