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This entry has been realised in the framework of the H2020-MSCA-RISE-2018 project "LoGov - Local Government and the Changing Urban-Rural Interplay". LoGov aims to provide solutions for local governments that address the fundamental challenges resulting from urbanisation. To address this complex issue, 18 partners from 17 countries and six continents share their expertise and knowledge in the realms of public law, political science, and public administration. LoGov identifies, evaluates, compares, and shares innovative practices that cope with the impact of changing urban-rural relations in five major local government areas: (1) local responsibilities and public services, (2) local financial arrangements, (3) structure of local government, (4) intergovernmental relations of local governments, and (5) people's participation in local decision-making. The present entry addresses local responsibilities and public services in Albania. The entry forms part of the LoGov Report on Albania. To access the full version of the report on Albania, other practices regarding responsibilities and public services and to receive more information about the project, please visit: https://www.logov-rise.eu/. This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 823961.

This guide was prepared by the Early Learning Partnership (ELP) team at the World Bank as a resource for policy makers and development professionals interested in improving access to high-quality Early Childhood Development (ECD) services. It brings together a selection of approaches to ECD that have been implemented with promising results in low- or middle-income countries (or both). The list of programs and approaches highlighted here is by no means exhaustive; rather, those cited have been selected based on (i) some evidence of their positive impact or documentation of their results and (ii) their relevance to common needs and questions posed by governments and World Bank staff working in ECD.

Childrens good characters should be formed since their early time growing up because it is an individuals set of psychological characteristics that influence persons ability and inclination for function morally, as Marvin Berkowitz said (William Damond, 2002). Besides, Dimermen (2009:9), educational prationers identified 10 characters which have to be developed in children such as: 1) respect, 2) responsibility, 3) honesty, 4) empathy, 5) fairness, 6) initiative, 7) courage, 8) perseverance, 9) optimism, 10) integrity. These characters can be transferred by school as an agent of education, called character education. Megawangi (2004: 95) said that character education is a way to educate children in order to decide wise decision and practice it in regular life, so they can give positive contribution for environment. Moreover, character education is an education to develop good character from children, make them able to judge which one right or wrong, care deeply about the right and then doing what they believe to be right. Shortly, character education can be internalized habituation about what is right, so that student become understand (cognitive) about what is right and what is wrong, and can feel (affective) the values of good thing and always trying to do that (psychomotor). Character education has to consist moral knowledge, moral feeling, and moral action. It is related to the habit, so it has to be practiced all the time. Moreover, build the good character needs communities character including family, school, religious institution, information media, government, and all supported component close to the young generation. The roles of school in this case are stated in learning process, habituation, extracurricular, and socialize. To develop character from children, school should not create a new curriculum but must integrate all national system which has been strong basic in formal education world. That is the implication of the character education. Last but not least, the best way in forming good character for children is through the model. Teacher here is the main component who plays important role in giving kinds of good examples, even by interaction with the student, routine activities, or spontaneous and incidental activities in the school. From those points above we hope that our young generation has much capability not only in cognitive side, but also in their attitude, manner, and their personality. KEYWORDS: character, education, early childhood

This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation and problem-solving. By introducing science in developmentally appropriate ways, we can support young children's sensory explorations of their world and provi

"Covering a wide range of concepts and taking a broader perspective of what inclusion entail, this book offers an overview of current research, policy and practice in diversity and inclusion in the early years. It is a clear introduction to what inclusive practice means for those working with young children in the early stages of their lives. With case studies and activities designed to help students relate to diverse situations, the author discusses the main issues surrounding: race; gender; culture; disability and Special Educational Needs; English as an Additional Language; Traveller children; the contexts of inclusion and exclusion; good practice in early childhood settings; different perspectives of inclusion. This is essential reading for students studying inclusion and diversity on early childhood or early years courses, and those seeking to promote good practice and enable all children to develop to their full potential irrespective of their background.--Back cover

Date of publication from "1888-1984, Missouri Agricultural Experiment Station and Cooperative Extension Service publications" ; "The sixties witnessed tremendous social change in the United States. Supreme Court decisions in the mid-fifties, supported by monumental legislative enactments ten years later and millions in federal funding changed American schools into a vehicle for social change. Powerful voices of new leadership demanded representation for the culturally-different, economically and educationally disadvantaged, minority citizens of our nation. The War on Poverty and the goals of the Great Society focused on equality of educational opportunity as a means to make a better social and economic future for the children of these groups a reality. The challenge for the educational system was an unprecedented one. The school's responsibility was to determine improved ways of preventing or compensating for the accumulated educational deficits seen in children labeled as disadvantaged--deficits viewed as having roots outside the classroom setting."--from Introduction. ; Stevie Hoffman and Carl Fehrle (Editors, University of Missouri-Columbia )