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Early Childhood Education: A Global Scenario

Early Childhood Education: A Global Scenario

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Published by paceminterris
This study was conducted by the Education International Early Childhood
Education (ECE) Task Force and gathered and analysed cross-national data
on early childhood education policies, systems, programmes and activities
from 17 countries, namely: Brazil, Canada, Denmark, The Gambia, Ghana,
Hungary, Mexico, Nepal, New Zealand, Nigeria, Norway, Portugal, St.
Lucia, St. Vincent and the Grenadines, Togo, the United States and Venezuela
This study was conducted by the Education International Early Childhood
Education (ECE) Task Force and gathered and analysed cross-national data
on early childhood education policies, systems, programmes and activities
from 17 countries, namely: Brazil, Canada, Denmark, The Gambia, Ghana,
Hungary, Mexico, Nepal, New Zealand, Nigeria, Norway, Portugal, St.
Lucia, St. Vincent and the Grenadines, Togo, the United States and Venezuela

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Published by: paceminterris on May 25, 2012
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Early Childhood Education
:
AGlobal Scenario
Astudy conducted by the EducationInternational ECE Task Force
June 2010Education International
 
Education International
Early Childhood Education:AGlobal Scenario
Areport on
Astudy conducted by theEducation International ECE Task Force
June 2010
 
EARLY CHILDHOOD EDUCATION:A GLOBAL SCENARIO
3
FOREWORD
Children have a right, as expressed in the Universal Declaration of HumanRights and the UN Convention on the Rights of the Child, to receive edu-cation, and early childhood education (ECE) must be considered part of thisright. Education International strongly believes that early childhood educa-tion is of great value to all children and should be available to all. It providesasound basis for learning and helps to develop skills, knowledge, personalcompetence and confidence and a sense of social responsibility. Therefore,everychild should have access to early education of good quality.Education International’s commitment to early childhood education isexpressed in the 1998 Resolution passed by the EI World Congress inWashington D.C., which resolved to lobby for the provision of quality ECEto everychild, free of charge and to improve the conditions of educatorsworking in the sector.Furthermore, the 5th World Congress of Education International, held in Berlinin 2007, decided that the EI Executive Board should establish a Task ForceonEarly Childhood Education. The aim of the Task Force, which was esta-blished by the Board in 2008, is to advise EI on various aspects of early child-hood education, including strategies for the effective implementation of theWashington Resolution, on ECE policy,practice, programmes and activities.This study is a product of an ECE mapping exercise conducted by the TaskForce. Its findings reveal that thereisawide range of positive developmentsand experiences in several countries, including increasing participation rates,provision of comprehensive ECE services, as well as the training andprofessional development of teachers. However, progress remains slowand uneven, both within and between countries. Wethereforeencouragepublic authorities to invest in early childhood education and teacher unionsand other civil society organizations to ensure that this neglected Educationfor All (EFA) goal is achieved by 2015.We would like to thank members of the Task Force for conducting this studyand hope its findings will enable EI member organizations to shareexperiences and strengthen their ECE advocacy activities.Fred van LeeuwenGeneral Secretary

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