Suchergebnisse

Modern society also distinguishes itself by a large information flow that has to be selected according to one's needs. A considerable number of researches proved that the spread of information about education is insufficiently efficient, so far the society is too little informed, and there is a lack of information about provided preschool and preprimary education services, in rural areas in particular. Therefore, parents, teachers and other groups of the society, which are either directly or indirectly related to preschool education, cannot use the opportunities provided by this link of education if they are not informed. For this reason it is important to analyse main documents on education of theRepublicofLithuania, to investigate the situation of informing the society about preschool and preprimary education in education policy implementation. The article is based on the content analysis, which generalizes the documents on education policy that regulate informing of the society about preschool and preprimary education inLithuania.The analysis of the documents on education of the Republic of Lithuania demonstrated that, informing about preschool and preprimary education, focal attention is paid to the target groups that directly participate in the child's education processes – parents/foster parents and the staff of the education system. Only the context enables us to presume what information is forwarded to other groups of the society that indirectly participate in children's education processes. Such situation may be influenced by the approach consolidated in the documents on education of theRepublicofLithuaniaabout preschool education as an intermediate, transitional link between the family and the school; it is sought "to prove parents and the society the efficiency and necessity of qualified children's education". It is likely that the lack of systematic attitude towards informing various societal groups as potential social partners about children's education and care at the legal level will limit the possibilities both of practical creation of the informing system and its functioning.

AbstractThis article estimates the causal effect of primary school entry age on children's cognitive development in rural northwestern China, using data on nearly 1,800 primary school aged children from the Gansu Survey of Children and Families. Instrumental variable estimates, exploiting the discontinuity structure in children's school entry age around the enrolment cut‐off date, indicate that a 1‐year delay in school entry reduces children's scores on a cognitive ability test administered when they were aged 9–12 by 0.11–0.16 standard deviations (of the distribution of test scores). The negative late‐school‐entry effect is significantly larger in villages with no preprimary schools. It also persists as children advance to higher grades. These findings suggest that delayed school entry, even if it may be rural parents' rational response to resource constraints, can be harmful for children's cognitive development in developing areas with underdeveloped preprimary school systems.

La educación infantil no ha sido en absoluto ajena a la fuerte evolución que, durante las últimas décadas, han sufrido las sociedades europeas en general y las familias en particular. Esta etapa educativa ha pasado a realizar un importante papel de apoyo a las familias, yendo más allá de una mera función asistencial, pretende llevar a cabo una esencial misión educativa. Conscientes de la importancia de los primeros años de vida para el desarrollo integral del menor, las administraciones públicas de Alemania, España, Francia e Inglaterra han puesto especial interés en la atención a la infancia. Tras realizar un estudio comparado sobre la educación infantil implantada en estos países, comprobamos como sus políticas relativas a la educación infantil se basan en enfoques claramente diferenciados. Su historia, contextos, valores, creencias y situación socioeconómica inciden fuertemente en las decisiones que cada uno de ellos ha adoptado. ; Early childhood education is not at all alien to the strong evolution over the past decades European societies have suffered in general and families in particular. This stage has come to perform an important role in supporting families, going beyond a mere function of care, intended to carry out an essential educational mission. Aware of the importance of early life for the integrated development of children, governments of Germany, Spain, France and England have a special interest in child care. After making a comparative study on child rearing practices implemented in these countries, we check that their policies on early childhood education are based on distinct approaches. Its history, contexts, values, beliefs and socioeconomic status strongly influence the decisions that each has adopted.

Report of phase 1 of the preprimary project of the International Association for the Evalution of Educational Achievement (IEA): a cross national study into early childhood care and education services and their use by families in 11 countries. The research results provide information on: preprimary school and care provision in the countries concerned; the research methology used; characteristics of parents, family, household, child health and daily routine; families use of provisions. (CESO/DÜI)

Hundreds of millions of children are losing learning opportunities, resulting in
potentially large losses in their lifetime education, health, income, and productivity.
Losses in long-term earnings from preprimary program closures due to COVID-19 can be
unprecedented. Acute effects are plausible for such disruptions early in life when
brains are rapidly developing and are very sensitive to environmental changes. This
study briefly reviews existing literature related to the effects of preprimary programs
and builds on this literature to present the first simulations of the long-run earnings
losses—when current preschool-age children become adults—due to COVID-19 related
preprimary-program closures in Latin America and the Caribbean (LAC). The simulations
are available for 26 LAC countries, representing varied contexts in terms of
pre-pandemic preprimary-participation rates, income levels, and demographic indicators.
Our results suggest that the present discounted value of lifetime losses is
considerable, up to 4 percent of current annual GDPs. Timely policies, such as the
implementation of remedial strategies, are needed to mitigate the effects of
preprimary-program closures. JEL Classification Codes: I2; I24; J13; I26; I28

This paper presents the results obtained in an investigation of the role of heritage in current education regulations as a vehicle for the formation of citizens. The analysis was conducted on the Spanish state education regulations and their implementation in the Autonomous Region of Andalusia corresponding to the stages of pre-primary and primary education. A qualitative, descriptive-interpretative method was used. It was based on document analyses. To this end, a system of categories was prepared, organized into subcategories, variables and descriptors. From the results, there stands out the need to continue working on incorporating heritage into the formation of global citizens. For this, it is essential to build an integrated curriculum structured on the basis of "relevant socio-environmental problems". ; U ovom se radu prikazuju rezultati istraživanja o ulozi kulturne baštine u obrazovanju građana u sklopu aktualnoga obrazovnog zakonodavstva. Provedena je analiza državnih obrazovnih propisa u Španjolskoj i njihove provedbe u Autonomnoj zajednici Andaluziji, u predprimarnom i primarnom obrazovanju. Korištena je kvalitativna, deskriptivno-interpretativna metoda, a istraživanje je temeljeno na analizi dokumenata. U skladu s tim, pripremljen je niz kategorija podijeljenih u podkategorije, varijable i deskriptore. U rezultatima se ističe potreba nastavka rada na uključivanju kulturne baštine u globalno građansko obrazovanje, za što je neophodno izraditi integrirani kurikul koji se temelji na "relevantnim socio-ekološkim problemima".

Early childhood development and education (ECDE) is devolved in Kenya, which means that each of Kenya's 47 counties budgets for and implements ECDE independently. Kenya provides two years of preprimary education to children ages four and five. Given scarce resources, constructing facilities and hiring teachers are often principal considerations for county governments. The present study investigated whether and how counties go beyond the basic provision of facilities and teachers to invest in learning materials, expand teacher professional development, and hire coaches to improve the quality of teaching. These results are presented in the context of the Tayari ECDE program, which was designed to improve school readiness in a cost-effective way. We present qualitative findings from several counties to describe how government bodies invest in additional elements of preprimary quality improvement. We also compare results across counties that do and do not implement the Tayari model to understand whether implementation of an effective program to increase ECDE quality encourages adjustments in government resource allocations. In addition, we present quantitative results from a large-scale longitudinal treatment and control study of the Tayari model, which tested the effectiveness of curriculum-aligned instructional materials and teacher training and support in improving learners' school readiness in public and low-cost private learning centers. Finally, we present policy implications for decentralized government structures responsible for providing ECDE, noting how these can be supported and incentivized to increase investments in ECDE quality.

p. 411-454 ; The educational transition between early childhood education and primary education is a complex moment of change with repercussions throughout the academic life of the students. For this reason, it is important to seek continuity between both educational stages. A successful transition produces for the social, cognitive and emotional well-being of the student. The aim of this study is to find out how transition-related factors apply in ten European Union (EU) countries. The factors analyzed are the age of onset of transition, the teacher-student ratio, types of clustering, financing of the stage, responsibility, and both initial and in-service teacher training. The methodology followed in this study is documentary analysis and the main source of data search has been the European Commission's Eurydice portal. The results show differences in stage change within each country, especially in the explicit consideration of a transition period. The main conclusion is that there is a great difference between the northern and southern countries. The main differences between countries in the transitions from early childhood education to primary education in the EU are in the years of compulsory education, the teacher/student/unit ratio, the initial teacher training, and the decentralization of education. ; SI

This paper examines the role of globalization on public spending on education in Europe. With the implementation of the Bologna process, the changes taking place in the educational structure in Europe have highlighted the importance of public education expenditures. Taking into account the effects of trade, income, and socio‐demographic factors, we study the impact of globalization on public education expenditure at preprimary, primary, secondary, and tertiary institutions using a panel data model for 25 EU countries for the 1998–2010 period. Our findings with different indices of globalization depict a positive effect on education financing. The use of legal and institutional variables, the inclusion of the crisis and euro dummies, and further control variables do not alter our main findings. The Bologna dummy variable is not found to have a significant effect on public education financing, indicating that the integration goals under this process have not translated into increasing levels of public expenditure for education.

Differentiated instruction involves altering the implementation and design of the lesson and activities so that the needs of all children are met. Through it children use different pathways to explore and learn while taking away the same essential ideas and understanding on the content. The study sought to determine teachers'/caregivers practice in differentiating instruction in pre-primary classrooms in Owerri educational zone of Imo state. This descriptive survey is guided by three research questions and two hypotheses. Population comprised all teachers/caregivers in the government approved preprimary schools totaling 119. This number was purposively sampled. Instrument was a validated 17-item questionnaire and data generated were analysed using grand mean, percentages and chi square. Results show that teachers' practice was very poor. Years of experience had influence on their practice but location did not. Recommendations made among others include the need to mount retraining and retooling programmes to improve teachers'/caregivers practice in differentiating instruction at this foundation level.Key words: childhood education, Differentiated instruction, teachers/ caregivers'practice

After independence, Tanzanian government had made various efforts of changing the educational system in various periods to suit the world changes needs. Among the efforts is that of integration of information communication technology (ICT) in various levels of education. Currently, Tanzania has finalized its information Communication Technology (ICT) policy…. for basic education which incorporates the integration of ICT in pre-primary, primary, and secondary education. This paper intended to assess parent's perception on Integration of Information Communication Technology in education in preprimary level and to examine the influence of Integration of Information Communication Technology in education on parent's preprimary school choice in Tanzania. The data were collected from 5 parents with children in private pre-primary schools in urban Njombe. The study revealed that most parents who send their children in private pre-primary schools in Njombe perceive ICT as very important for their children's future life, and also the parents do choose private pre-primary school by considering the ICT facilities as the factor for their choice. The findings revealed that apart from parents having a positive perception on ICT most schools have insufficient infrastructure for teaching and learning ICT and also parents are worried on the proper control of ICT use from their children. This is an implication that the situation forces the integration of ICT in education but the stakeholders are not yet fully prepared. The study recommends the Ministry of Education, Science, Technology and Vocational Training (MoESTVT) to fast track the ICT infrastructure in both private and public schools for all levels of education starting with pre-primary schools as a foundation of all other levels and involve all educational stakeholders especially parents. Article visualizations: