Nurturing care for early childhood development

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.

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Critical Reflections on the 2018 World Development Report

This post was prepared in response to the recent publication of the 2018 World Development Report, LEARNING to Realize Education’s Promise, by Hikaru Komatsu and Jeremy Rappleye of Kyoto University Graduate School of Education. Their recent publications on international learning assessments include “Did the Shift to Computer-Based Testing in PISA 2015 affect reading scores? A……

via Critical Reflections on the 2018 World Development Report: If Learning is so Important then Why Can’t the World Bank Learn? by Hikaru Komatsu and Jeremy Rappleye — NORRAG

At least we are now taking LEARNING more seriously, as an outcome of schooling for all…..

More Than One-Half of Children and Adolescents Are Not Learning Worldwide

Following the recent World Bank report describing how many children and young people in school are not learning another report comes to similar conclusions -education systems are failing too many young people. Quality of education must be the priority,not just access.

More Than One-Half of Children and Adolescents Are Not Learning Worldwide
UNESCO Institute for Statistics

More than 617 million children and adolescents are not achieving minimum proficiency levels (MPLs) in reading and mathematics, according to new estimates from the UNESCO Institute for Statistics (UIS).

This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels.

Download this resource.

LEARNING to realize….

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 […]

via Learning to realize education’s promise – a look at the 2018 WDR — World Education Blog

Teachers in Timor-Leste

I have written about teachers and students in Timor Leste before, so was pleased to find the article below, in relation to World Teachers’ Day.
When I started working in Timor Leste- the schools were just burnt out shells and there were no trained teachers.
Many new teachers were growing rice one day and recruited as teachers the next.

Teachers in Timor-Leste – the Bridge to the Future

World Bank   SUBMITTED BY JOAO DOS SANTOS ON THU, 2012-10-04 12:54

My gratitude and appreciation to all the teachers around the world for the wonderful work they do in contributing to education and development, in particular teachers who serve in Timor-Leste.

Your worth has been recognized internationally since 1994 – today is your day, World Teachers’ Day on October 5th.

Recently while visiting a few schools in Aileu, Ainaro and Liquica, I spoke to teachers, students and parents in villages about the profound difference teachers were making.

Fatima Cardoso, a 28 year old mother with seven children, lives in the high mountains of Aitutu village, Ainaro District about 84 kilometers from the capital Dili. Five of her children are now studying at school, She explained:

“Teachers are just like a bridge to help students pass to their future. I really appreciate the role of teachers. They help guide our children in the right direction. As parents we want something different for our children, we want our children to have a better education.”

“We are lucky because the school is very close school with very dedicated teachers working there, some have to spend hours on foot to reach the school to teach the students.”

Teachers like these are the backbone of education in Timor-Leste and the significant gains achieved during the last decade. Now 90 percent of primary aged children are enrolled in school and more children are staying in school, with three quarters completing all primary grades in 2010. More Timorese are able to read and write, with literacy rates among 15-24 year olds increasing by 70 percent between 2001 and 2007.

Teachers are playing a vital role to respond to the needs of children, the hope of thousands of parents and the dreams of government for a better development, as it is constituted in the National Strategic Development Plan of the Government of Timor-Leste. All of us count teachers as one of the key actors for a nation’s development.

Roberto de Araujo, the School Coordinator of Querema Primary School at Hatubuilico, Ainaro District, started teaching in 1994, during the Indonesian occupation.

“Teaching for me is about transferring all the knowledge we have to students. Helping them discover their ability guides them with moral knowledge and encourages them to understand the importance of education for their future, so the success of the students depends on the success of the teachers.”

Antonio Ximenes Paixeco, 17 years old, is a former student of Querema School, and is now studying at senior high school. I met him on his way home from school and spent a few minutes talking to him, asking him a few questions about his former teacher Roberto.

“I still recall the good things I got from him, he is very committed and very patient. I like the way he teaches, he really understood the subject before presenting it in the class. He will go over things until each of us understands.”

Although the teachers have made progress there remain challenges, in both the quality of education and the school infrastructure.

The World Bank has been supporting the education and training sector in Timor-Leste since 2000, with support from AusAID and other partners through financial as well as technical assistance. In recent years, the support has focused on expanding access to primary and secondary education through improving school facilities and learning and teaching materials, and strengthening the quality of learning through teacher training and curriculum development.

Earlier this year, over 600 teachers graduated with a degree in basic education from the National Institute for the Training of Teachers and Education Professionals, part of a broad strategy to both expand access and quality of basic education. “The training was really important, it has helped us understand that the learning process in the classroom has completely changed. Before, teachers were at the center and were 80 percent more active than the students. Now it has changed. Students have become central and are about 80 percent more active than a teacher. This has increased the students’ participation in the class and they are more active in the group discussion”, said Geraldo Ribeiro Soares, Director of Ulmera Primary School, in Liquica District.

Boaventura Maria Soares is a young teacher at Ulmera Primary School, of Liquica District. He started teaching in 2008 and graduated from University in 2010. As a young teacher, he is very appreciative of the training programme for the teachers provided under the Ministry of Education.

“The training is very important, as we now understand that the world is changing, there are new things that we need to know, such as teaching-learning methodologies. This will help us to use more up to date teaching techniques used in other countries, linking to more effective learning processes and impacting on quality of education across the country”.

Education is one of the most important pillars to reach your goals and dreams. World Teachers’ Day represents a significant token of the awareness, understanding and appreciation displayed for the vital contribution that teachers make to education and development.

Global Monitoring Report 2010 – The MDGs After the Crisis

Well there are many excuses, from many corners of the world, why countries cannot prioritise and reach the many children who are not yet in school,let alone improve the quality of education when they get there. Arms sales still seem to rise but education budgets get hit because of the ‘economic crisis’.

Here is some more info on that topic:

Global Monitoring Report 2010 – The MDGs After the Crisis

The global economic crisis has slowed the pace of poverty reduction in developing countries, and is hampering progress toward the other Millennium Development Goals (MDGs), says a new report from the World Bank Group and the International Monetary Fund. The crisis is having an impact in several key areas of the MDGs, including those related to hunger, child and maternal health, gender equality, access to clean water, and disease control and will continue to affect development prospects well beyond 2015.  According to the report, despite the economic crisis, universal primary education is within reach and gender parity is close at the primary level.  However, beyond primary education, gender parity is weak.

To download the report click here.

Education, conflict and fragility – preparation for 2011

INEE Working Group on Education and Fragility has continued to  engage with the Global Monitoring Report (GMR) and World Bank’s World Development Report (WDR) teams. A paper was recently developed on behalf of this Working Group – entitled The multiple faces of education in conflict-affected and fragile contexts. The paper will be published soon -but in the mean time -look at how the two teams referenced are progressing:

Education and Violent Conflict
2011 Education for All Global Monitoring Report

Violent conflict is one of the greatest development challenges facing the international community. Beyond the immediate human suffering it causes, it is a source of poverty, inequality and economic stagnation. Children and education systems are often on the front line of violent conflict: around one-third of the world’s 72 million out of school children live in only 20 conflict-affected countries.

The 2011 Global Monitoring Report will examine the damaging consequences of conflict for the Education for All goals. It will set out an agenda for protecting the right to education during conflict, strengthening provision for children, youth and adults affected by conflict, and rebuilding education systems in countries emerging from conflict. The Report will also explore the role of inappropriate education policies in creating conditions for violent conflict. Drawing on experience from a range of countries, it will identify problems and set out solutions that can help make education a force for peace, social cohesion and human dignity.

More information about the release date will be on-line soon.

Conflict, Security and Development World Development Report 2011

http://econ.worldbank.org/WBSITE/EXTERNAL/EXTDEC/EXTRESEARCH/EXTWDRS/EXTWDR2011/0,,contentMDK:22290397~pagePK:64167702

Violent conflict and state fragility are major development challenges: conflict causes misery, destroys communities and infrastructure, and can cripple economic prospects. A quarter of states eligible for assistance from the International Development Association (IDA) are experiencing conflict, and poverty rates in these countries are far worse than in IDA countries as a whole. Many other IDA countries are considered fragile, and thereby at risk of violent conflict. Nor is conflict confined to poor countries: a number of middle- and high-income nations are affected by severe sub-national and crime-related violence. Conflict does not respect borders, with serious spillovers from conflict-affected countries contributing to regional destabilization, globalized terrorism, drug trafficking and refugee flow.

Building peaceful nation-states which respond to the aspirations of their citizens takes strong leadership, both international and domestic. The international community has an important role to play in assisting countries to avoid, contain and recover from conflict, and the recent past demonstrates how much can be achieved when global and national incentives align, and program implementation is appropriately designed and well-managed. Too often, though, efforts have failed to decisively address the motives and opportunities which help to mobilize violent conflict; to integrate political, security and development approaches; or to align local, national, regional and global actions. As a result, some areas have seen new waves of conflict and violence in recent years and some “post-conflict countries” have not yet managed to make a decisive shift to successful and stable development.

The goal of the World Development Report 2011 is to contribute concrete, practical suggestions to the debate on how to address conflict and fragility. Since solutions involve cooperation between a wide variety of actors at local, national, regional and global levels, the WDR process will invest considerable effort in reaching out to a range of different players and communities…Read more/less

The Report will discuss:

  • Trends, Causes, Consequences: The WDR will review key thinking on the evolution of violent conflict and fragility and on its causes; it will also assess the human and economic devastation caused by various types of conflict.
  • Key Ingredients of Successful short and Medium Term Responses:
    Among the key contributors to stability and prosperity are strong leadership, popular legitimacy, and policy approaches which can successfully integrate security, justice, voice and opportunities for economic advancement. The WDR will analyze the evolution of policies designed to address conflict and fragility, and will assess the extent to which they have been effective in helping prevent or resolve conflict. This involves paying particular attention to:

    • Short-term confidence building in the political, development and social spheres. While each context is different and there is no blueprint, the WDR will look for general lessons on short terms actions which help to generate confidence (and, importantly, those which undermine confidence); adaptation of programs to political goals; and delivery of results on the ground in decentralised locations.
    • Medium-term confidence building to prevent risks of lapse or relapse through institutional and state-building approaches. To facilitate a long-term exit from fragility and sustain peace and development, two elements emerge as requiring further consideration. These are building the institutions which can sustain productive citizen-state engagement, and decreasing the opportunity to mobilize financial, human and other resources for purposes of conflict, crime and violence.
  • Gaps in Policy and Implementation, and Proposed Remedies: Among the issues likely to be addressed are more effective ways to support responsible local leadership, develop conflict prevention strategies at both national and regional levels, improve coordination between policy communities (in particular, security, state-building and development actors), nurture institutions suited to specific local contexts, implement critical but under-funded interventions and focus attention on the decentralized provision of basic services and economic opportunities.
  • Check out the Conflict and development blog