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Early Childhood Education and Care provision has been expanded in the People's Republic of China over the last decades. For this expansion to harmonize with young children's rights, special measures should ensure that the system of provision guarantees the participation and inclusion of the most vulnerable citizens. With this as a focus, this article reviews and discusses the state of Early Childhood Education and Care provision for young children of Tibetan ethnicity in People's Republic of China. The available literature and ongoing measures and plans are explored around this topic in order to identify the main issues.

El trabajo recoge los resultados y conclusiones de una investigación de carácter general a propósito de la formación inicial del profesorado de Educación Pre-primaria en los países de Italia, Reino Unido y España. Asunto relevante dada la actual importancia de la formación de los docentes de esta etapa educativa en el contexto de los objetivos comunes de los sistemas educativos europeos y las reformas del espacio europeo de educación superior. Asimismo, el texto revela las características principales y las nuevas tendencias de este tipo de formación en los tres países con el objetivo de comparar el estado actual de la misma y los principales motivos que explican las semejanzas y diferencias entre los países estudiados.The paper is gathering the results and conclusions of an investigation generally speaking of the initial formation of the teaching staff of pre-primary education in the countries of Italy, United Kingdom and Spain. The current importance of teacher formation in this educational stage for the common objectives of the educational systems and high education reforms in the European Union is a premise. The document also reveals the principal characteristics and new tendencies in this type of formation in the three countries mentioned earlier. Likewise, the purpose of this work is to compare the actual state and principal trends that explain the resemblances and differences between the studied countries.

One of the political measures to deal with the Covid-19 pandemic of special interest due to its broad global reach and its implications for gender inequality is the closure of educational centers. From a gender perspective basis, this work analyzes the policies for the closure of educational centers as political strategies for response and prevention to the Covid-19 pandemic in Spain and Sweden. Based on Didier Fassin's conception of biopolitics articulated with Judith Butler's performative concept of gender as theoretical starting point, this research analyzed national statistics, government reports, and educational policies during the March-November 2020 period in both countries. This research shows that, despite the differences of the two selected national models, the educational centers closures has resulted in similar effects on contagion and population mortality. In both cases, the closure has contributed to the deepening of already existing gender inequalities in each society. The study demonstrates the need to develop studies on the closure of educational centers as a strategy to control the pandemic from an intersectional gender perspective.

Una de las medidas políticas para hacer frente a la pandemia Covid-19 de especial interés por su amplio alcance global y por sus implicaciones en la desigualdad de género es el cierre de centros educativos. Partiendo desde una perspectiva de género, este trabajo analiza las políticas de cierre de centros educativos como estrategias políticas de respuesta y prevención a la pandemia Covid-19 en España y Suecia. Teniendo como base del marco teórico la concepción de biopolítica de Didier Fassin articulada con el concepto performativo de género de Judith Butler, se analizan: estadísticas nacionales, informes gubernamentales y políticas educativas durante el período marzo-noviembre de 2020 en ambos países. Esta investigación muestra que a pesar de que la toma de decisiones con relación al cierre de escuelas cómo medida de contención ha sido desarrollada desde modelos diferenciados, los efectos en el contagio y mortalidad poblacional han sido similares en ambos escenarios. En ambos casos las medidas de cierre de centros educativos han contribuido a la profundización de desigualdades de género ya existentes en cada sociedad. El estudio demuestra la necesidad de desarrollar estudios sobre el cierre de centros educativos cómo estrategia de control de la pandemia desde una perspectiva de género intersectorial.

Gender equity in education is one of the main targets for social justice and sustainable development. This literature review, from a gender approach, was conducted to understand how the gender digital divide (GDD) in information and communication technologies (ICT) and education are related in Latin American countries. A total of 28 articles have been analyzed as a satisfactory sample of the scientific literature to examine how this relation is explored and its influence, to acknowledge political stakeholders, as well as provide information and proposals to address the digital gender divide in education research in this region. The results show the need to develop research from the pedagogical and gender perspectives in Latin America, since they are not represented within an obvious problem.

[EN] Nowadays, the right to quality education remains an aim within the international agendas. In the mission to defense this right, the Global Campaign for Education arises, as an initiative of civil and political awareness for the entitlement. Through the Educational Innovation project of the Global Action Week for Education (GAWE), which is included in this international campaign, from the Faculty of Philosophy and Education Sciences of the University of Valencia and in collaboration with the Coordination of the campaign in the Comunidad Valenciana we intend to give visibility to the fight for the right to quality education. Among the activities developed to achieve this goal, workshops are offered in the different subjects of the degrees taught in the faculty. All these actions are focused on the culmination of the main act of the campaign that takes place in the GAWE, where the educational community makes and exhibits the produced work and a manifiesto, to give visibility to said action and present it in society. The final result of all this is the participation of the students and the development of competences based on the aim of Sustainable Campus of the Social Responsibility of the University related to the partnerships with institutions and sustainability. ; [ES] El Derecho a la Educación de calidad en la actualidad, sigue siendo un objetivo en las agendas internacionales. En la misión de su defensa surge la Campaña de Acción Mundial por la Educación, como una iniciativa de concienciación civil y política por este derecho. Mediante el proyecto de Innovación Educativa de la Semana de Acción Mundial para la Educación (SAME) inmerso en dicha campaña internacional, desde la Facultad de Filosofía y Ciencias de la Educación de la Universidad de Valencia y en colaboración con la Coordinadora de la campaña en la Comunidad Valenciana pretendemos dar visibilidad a la lucha por el Derecho a la Educación de calidad. Entre las actividades desarrolladas para conseguir este objetivo se plantean talleres en diferentes ...