By William K. Cummings, James H. Williams
Policy-Making for schooling Reform in constructing nations goals at assisting policymakers in constructing international locations larger comprehend the techniques and techniques for schooling reform, and the coverage innovations on hand to them. this article makes a speciality of the content material of reform-options and techniques for reaching academic development at assorted degrees of the method, e.g., fundamental, secondary, tertiary; for various sub-sectors, e.g., administration, lecturers; and for various reasons with which schooling structures are tasked, e.g., achieving peripheral teams of scholars, linking formative years and employment. A holistic strategy is more and more famous as necessary to knowing the guarantees of schooling for the advance of social and human capital-innovation in a world economic system, sustained financial development, social concord and larger civic participation, lowered success gaps, and elevated fairness.
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Additional info for Policy-Making for Education Reform in Developing Countries: Policy Options and Strategies
Example text
Targeted programmes segregate, may stigmatise and generally fail to provide for many of the children eligible for special programmes. (Bennet & Tayler, 2006) On the path to developing universal services, many nations are giving priority to vulnerable children and developing inclusive preschools and primary schools. ECD services versus services for potable water, sanitation, and hygiene. A tension exists between high-cost water, sanitation, and hygiene projects and other types of ECD and parenting services.
UNICEF. (2005). Excluded and invisible: The state of the world’s children 2006. New York: Author. World Bank. (2005). Children and youth: A resource guide. Washington, DC: Author. World Bank. (2006). Development and the next generation: World development report 2007. Washington, DC: Author. CHAPTER 2 Policy Options for Early Childhood Development Chloe O’Gara, Lisa Long, and Emily Vargas-Barón ECD POLICIES Just as early childhood development (ECD) is the foundation for each child’s future educational achievement, ECD policies should be a foundation of national education and human resource development policies (Burnett, 2006).
Schools for marginalized children and youth may need to take on a more holistic function, providing unaccustomed supports to foster children’s learning. A preliminary checklist of such supports might include: nutrition, health, psychological well-being, safety, cognitive preparation, social and cultural capital, enabling learning environment at home, cultural resonance with the school, and time. Provision of such supports is likely to require collaboration with institutions outside education, community organizations, religious bodies, business, health ministries and providers, etc.
