India’s policy on early childhood education

Asia/ India/ 15.10.2019/ Fuente: www.brookings.edu.

 

Lessons for a gender-transformative early childhood in India

The Delhi government in India recently launched its preschool curriculum for the city’s 10,897 community-based preschool centers. The draft National Education Policy of India, made public in June 2019, dedicates its first chapter to the importance of early childhood care and education and the need to extend the right to education to every child who is three to six years old.

In this video, Samyukta Subramanian, 2019 Echidna Global Scholar, discusses how we must tackle gender inequality in India in the early years through engaging girls, boys, teachers, and parents. 

It is in this context that this paper urges the government to ensure that gender sensitivity is embedded in every initiative of early childhood education (ECE) in India from here onward. Based on interviews with mothers of preschool children in underresourced communities and with teachers as well as observations of government-supported preschool centers, this paper builds the current narrative of the preschool child’s ecosystem; notes the lack of gender-sensitive pedagogy in this space; and makes recommendations for what a gender-transformative approach in ECE in India should entail for men and boys, girls and women, so that India can strive for a more gender-equitable society in the years to come.

Source of the notice: https://www.brookings.edu/research/indias-policy-on-early-childhood-education/

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Japan to boost education support for non-native children

Asia/ Japan/ 16.07.2019/ Source: asia.nikkei.com.

 

Japan will provide more support for educating children of foreign nationals from early childhood through high school, including by increasing Japanese-language classes, under a plan released Monday.

The education ministry’s proposals follow changes in April to immigration law that allow certain foreign workers to bring family with them to Japan. Schools had already been facing a rise in students learning Japanese as a second language, prompting criticism that efforts on this front were lagging.

Monday’s plan, which calls for working «to ensure that all children of foreign nationals have educational opportunities,» seeks to provide seamless support to learners from preschoolers to job-seeking international students.

It proposes multi-language guides to ensure parents have information on how to enroll students at kindergartens and elementary schools.

Public schools are to receive more teachers for Japanese as a second language as well as aides who speak the languages of foreign students. Some schools currently have no such staff. Regions with a shortage of human resources will use translation and distance-learning systems.

Public high schools will be asked to give special considerations for Japanese-language learners when taking admissions tests, such as making it easier to read kanji characters and allowing the children to bring dictionaries into the exam rooms.

The ministry proposes creating an evening middle school program in every prefecture and major city for those who could not receive compulsory education in their home countries.

The initiative also will help international students in higher education find jobs in Japan, proposing the certification of collaboration programs between universities and businesses.

The plan covers Japanese-language learners of all ages.A 14-language online curriculum for self-study will be developed for residents of areas that lack easy access to Japanese-language classes

Source of the notice: https://asia.nikkei.com/Spotlight/Japan-immigration/Japan-to-boost-education-support-for-non-native-children2

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New Zealand: Education Minister Chris Hipkins refuses ‘crisis’ meeting with ECE groups

Oceania/ New Zealand/ 09.07.2019/ Source: www.rnz.co.nz.

Four groups representing early childhood centres and kindergartens are seeking an urgent meeting with Education Minister Chris Hipkins.

The Early Childhood Council, Te Rito Maioha, New Zealand Kindergartens and Montessori Aotearoa New Zealand said services were struggling to survive because of chronic underfunding and a shortage of qualified teachers.

The chief executive of the Early Childhood Council, Peter Reynolds, said early childhood centres were in a financial crisis and the 1.8 percent increase to subsidies included in the most recent government Budget was nowhere near enough.

«We’ve had over a decade of cuts, 1.8 percent just really doesn’t do it though we’re grateful for anything we can get, but you’ve got services going to the wall,» Mr Reynolds said.

«I’ve got centres where the owner-operator of the business hasn’t taken any drawings out of their business for the last several years at least. I’ve got centres where one person’s telling me as the centre manager that she’s earning less than the maintenance person.»

Mr Reynolds said his organisation and three others, Te Rito Maioha, New Zealand Kindergartens and the Montessori Association had asked the Education Minister, Chris Hipkins, for an urgent meeting without Ministry of Education staff present.

«We want to talk to the minister directly, we want to have an off-the-record conversation and we want to get a very clear idea about what the minister has proposed to do and by when.»

Mr Reynolds said early childhood services needed to see a light at the end of the tunnel and it needed to be realistic.

Services could not simply make more money by increasing their fees because many parents could not afford to pay more for early childhood education, he said.

Mr Reynolds said the minister had turned down the request for a meeting and asked for further information, which was highly disappointing.

Mr Hipkins said he had asked for a detailed breakdown of key issues «as a means of facilitating further talks».

He said the government had increased early childhood subsidies by 1.6 percent this year and 1.8 percent next year, which was significantly more than the sector had received since 2009.

Mr Hipkins said the ministry did not hold figures on the early learning workforce but there was «a clear tightening of teacher supply».

But the chief executive of Te Rito Maioha, which represents several hundred services, Kathy Wolfe, said government had not done enough to deliver on pre-election promises such as raising the minimum number of teachers required to work with children under the age of two, and re-introducing a higher rate of funding for services where all teachers were qualified, registered teachers.

Ms Wolfe said early childhood services felt the government had put them in a holding pattern and many were struggling while they waited for things to improve.

«We have had members closing their centres over the last few years due to the financial crisis,» she said.

Ms Wolfe said many centres had used their financial reserves and the government needed to significantly improve subsidies for the sector.

«Just to meet the shortfall of funding from the last seven years we need the government to inject 7 percent into the sector just to catch up, that’s about $130 million.»

The owner of six early childhood centres, Maria Johnson, said the entire sector was struggling and one of the biggest problems was a shortage of qualified teachers.

«We are really struggling at the moment with a number of things, particularly the massive, massive shortage of teachers in the sector, not just the qualified teachers but teachers with a real understanding of our early childhood curriculum,» she said.

«Our staff just aren’t paid what they should be getting paid.»

Ms Johnson said the sector was badly under-funded and some centres had been forced to close while her own centres had increased their fees.

The government needed to increase subsidies in a way that ensured the money went to teachers’ pay and to improving the quality of education, she said.

Many people in early childhood had hoped a Labour-led government would make significant changes but that had not happened yet, she said.

Education Ministry figures showed 83 early childhood services closed last year and 82 closed in 2017, an increase in the roughly 50 a year that closed in most of the preceding years.

Meanwhile, the number of new services last year reached its lowest point since 2007 at 146.

Source of the notice: https://www.rnz.co.nz/news/national/393873/education-minister-chris-hipkins-refuses-crisis-meeting-with-ece-groups

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Japan to boost education support for non-native children

Asia/ Japan/ 18.06.2019/ Fuente: asia.nikkei.com.

Easier-to-read entrance tests among proposals for more inclusive schools

Japan will provide more support for educating children of foreign nationals from early childhood through high school, including by increasing Japanese-language classes, under a plan released Monday.

The education ministry’s proposals follow changes in April to immigration law that allow certain foreign workers to bring family with them to Japan. Schools had already been facing a rise in students learning Japanese as a second language, prompting criticism that efforts on this front were lagging.

Monday’s plan, which calls for working «to ensure that all children of foreign nationals have educational opportunities,» seeks to provide seamless support to learners from preschoolers to job-seeking international students.

It proposes multi-language guides to ensure parents have information on how to enroll students at kindergartens and elementary schools.

Public schools are to receive more teachers for Japanese as a second language as well as aides who speak the languages of foreign students. Some schools currently have no such staff. Regions with a shortage of human resources will use translation and distance-learning systems.

Public high schools will be asked to give special considerations for Japanese-language learners when taking admissions tests, such as making it easier to read kanji characters and allowing the children to bring dictionaries into the exam rooms.

The ministry proposes creating an evening middle school program in every prefecture and major city for those who could not receive compulsory education in their home countries.

The initiative also will help international students in higher education find jobs in Japan, proposing the certification of collaboration programs between universities and businesses.

The plan covers Japanese-language learners of all ages.A 14-language online curriculum for self-study will be developed for residents of areas that lack easy access to Japanese-language classes.

Source of the notice: https://asia.nikkei.com/Spotlight/Japan-immigration/Japan-to-boost-education-support-for-non-native-children2

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Africa Now Has An Online Database With Research On Education Within The Continent

By Farain Mudzingwa

The Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge has partnered with ESSA (Education Sub Saharan Africa) to develop the online African Education Research Database (AERD).

What is this AERD?

AERD is a collection of research undertaken in the past decacde by scholars based in sub-Saharan Africa. It includes social science research, peer-reviewed articles, chapters, PhD theses and working papers identified through structured searches of academic and grey literature databases, expert consultation, and pearl-growing techniques (the act of using one relevant source, or citation, to find more relevant sources on a topic).

The database is searchable by country, research methods and keywords such as education, early childhood education, higher education and school feeding. The database contains about 2000 papers from 49 different countries.

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The database has 3 overarching aims;

  • Raising the visibility of African research
  • Consolidating the evidence base for policy and practice
  • Inform future research priorities and partnerships

Making sure people get to the research…

One of the biggest issues this database will address is that of visibility of research. A researcher at the REAL centre –Rafael Mitchell- alluded to this:

There are some existing inventories and databases for specific contexts but no central location to access [education] publications by African-based researchers, which has contributed to a lack of visibility and use of this research. We hope that the database will facilitate greater use of research written by those in African universities and research institutions to ensure it is drawn upon and cited, and to be used to influence policy and practice. This should also help to ensure that research by African-based researchers is taken into account in global debates. There is a lot of important work done by researchers in the region that is currently overlooked and undervalued.

Informing future research

AERD is also meant show the progress that has been made when it comes to African research. The database will help researchers and others to know what education research has already been conducted on Sub-Saharan Africa and identify gaps for more research.

A work in progress

Initial work on the database started in May 2017 and took around 12 months to complete as the database was launched in May this year. The document will continue to updated and more research files will be added to the database.

Source of the article: https://www.techzim.co.zw/2018/08/africa-now-has-an-online-database-with-research-on-education-within-the-continent/

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