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Book part
Publication date: 17 June 2020

Edith Mukudi Omwami, Joseph Wright and Andrew Swindell

This chapter examines the context for the implementation of the global commitment to early childhood education (ECE) within the framing of the sustainable development goals (SDGs…

Abstract

This chapter examines the context for the implementation of the global commitment to early childhood education (ECE) within the framing of the sustainable development goals (SDGs) under SDG 4.2. We first define the concept of ECE as broadly understood in the field of education and in practice related to a focus on education of children. The essay adopts chronological age of children served outside of the formal school system, which has traditionally been recognized as basic education, to represent the population captured under ECE in both pre-school and pre-primary settings. UNICEF identifies those ages 3–6 to fall into this category. We present an exploration of the challenges and opportunities presented by multiplicity in multilateral agencies and other agencies driving the international initiatives around advancing ECE and the means by which they promote education opportunities for children. We offer a comparative perspective on the delivery, types, and funding mechanisms of ECE services in both developing and developed country contexts, which informs the possibilities for the realization of the SDG goal of inclusive quality education for all. An examination of the socio-cultural and economic context of accessibility to inclusive and equitable quality ECE is also presented. An overview of settings within which ECE is provided is interrogated within differing national contexts. We conclude with challenges and opportunities for sustained accountability, monitoring and evaluation of SDG 4.2 interventions from a comparative perspective.

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Annual Review of Comparative and International Education 2019
Type: Book
ISBN: 978-1-83867-724-4

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Book part
Publication date: 1 November 2003

Mellisa A Clawson

This chapter describes the transition of a nursery school to a laboratory school. Dissatisfaction on the part of populations involved with the nursery school led to an extensive…

Abstract

This chapter describes the transition of a nursery school to a laboratory school. Dissatisfaction on the part of populations involved with the nursery school led to an extensive self-study, the results of which indicated several forms of discontinuity. The program was restructured through initiating structural changes and articulating missions congruent with those of traditional laboratory schools. Actions specific to educating and training students, conducting scientific inquiry and research, and implementing best practice and educational innovation also were taken in order to address the new missions and achieve higher levels of continuity. Throughout the chapter the difficulty and necessity of linking theory and research with practice and innovation are highlighted.

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Bridging the Gap Between Theory, Research and Practice: The Role of...
Type: Book
ISBN: 978-1-84950-242-9

Book part
Publication date: 19 May 2009

Donald C. Wood

Japanese preschools have been the subject of extensive ethnographic investigation over the last 40 years or more. However, the market for preschools in Japan has received almost…

Abstract

Japanese preschools have been the subject of extensive ethnographic investigation over the last 40 years or more. However, the market for preschools in Japan has received almost no such attention. This market is rapidly changing, for the recent sharp decrease in the number of children in the country has resulted in a growing struggle on the part of kindergartens to attract children, largely by catering to the needs of mothers, for their survival. This chapter, by considering children as a common-pool resource (CPR) for which kindergartens quietly vie with one another, examines the situation in the capital city of Akita Prefecture, and shows how mothers – and also households – have been able to benefit in terms of convenience due to competition among kindergartens for their children.

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Economic Development, Integration, and Morality in Asia and the Americas
Type: Book
ISBN: 978-1-84855-542-6

Book part
Publication date: 7 December 2023

Maryellen Schaub, Yuen-Hsien Tseng and Yuan Chih Fu

Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through…

Abstract

Schooling expansion is typically operationalized as the proportion of the population attending and the number of years attained; however, expansion can also be examined through new fields of study. Early childhood education entered the university as occupational training and has grown into a legitimate field of study. For example, an analysis of the expansion of early childhood papers and topics in scientific journal articles shows a slow steady rise before a dramatic increase in the 1956–2021 time period. The expansion of early childhood education as a field has been synergistic with the process of academization. Training in the occupation of early childhood education started first in its country of origin and then moved to independent training programs and normal schools in the United States before landing in four-year institutions that include everything from small colleges to large universities.

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How Universities Transform Occupations and Work in the 21st Century: The Academization of German and American Economies
Type: Book
ISBN: 978-1-83753-849-2

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Book part
Publication date: 1 August 2022

Maria Laura Angelini and Rut Muñiz

This chapter presents Virtual Exchange (VE) and Simulation as a pedagogical strategy to train pre-service teachers. Through VE, students–teachers from geographically distant

Abstract

This chapter presents Virtual Exchange (VE) and Simulation as a pedagogical strategy to train pre-service teachers. Through VE, students–teachers from geographically distant locations come together with the aim of participating in a simulation. The simulation, in turn, presents a scenario and highlights several educational challenges that pre-service teachers must solve collaboratively. In so doing it, language skills, digital competence, and intercultural competence are developed. This chapter offers an overview of Virtual Exchange + Simulation, presents a complete simulation in case other teachers want to replicate the experience, and presents some of the most relevant findings out of the experience.

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Changing the Conventional University Classroom
Type: Book
ISBN: 978-1-80043-261-1

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Book part
Publication date: 22 November 2019

Andrea Óhidy

In this chapter, the author provides an overview of some central issues of the book. First she shows the similarities in the challenges to increase the participation and success…

Abstract

In this chapter, the author provides an overview of some central issues of the book. First she shows the similarities in the challenges to increase the participation and success of Roma people in education and lifelong learning in the selected European countries; then she discusses their policies and support programmes, which on the one hand try to improve the social situation of the Roma while promoting minority language and culture on the other hand. The author finds the reason for their similarities regarding the wording, defining and communicating and also concerning the main ideas and concrete projects for possible solutions, in the Roma inclusion policy of the European Union in the frame of the Open Method of Coordination, which has been introduced within the Lisbon Strategy, linked to the idea of lifelong learning. She considers the realisation of these policy measures at national, regional and local levels to have shown only unsatisfactory results until now.

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Lifelong Learning and the Roma Minority in Western and Southern Europe
Type: Book
ISBN: 978-1-83867-263-8

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Book part
Publication date: 22 November 2019

Panagiota Gkofa

At a European level, despite the numerous policies developed in relation to the inclusion of Roma, Roma continue to be discriminated. With regard to education, Roma children…

Abstract

At a European level, despite the numerous policies developed in relation to the inclusion of Roma, Roma continue to be discriminated. With regard to education, Roma children remain among the lowest academic achievers in all European countries and the same is reported in Greece. This chapter discusses aspects of life for Roma living in Greece, with an emphasis on education: first, it details aspects of Greek Roma’s social and cultural life; second it focuses on Greek Roma’s education (educational situation, policies and supportive programmes for Roma children); third, it presents studies which have started to examine contexts where the Greek Roma have experienced some educational progression against the odds.

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Lifelong Learning and the Roma Minority in Western and Southern Europe
Type: Book
ISBN: 978-1-83867-263-8

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Book part
Publication date: 19 July 2022

Guillermo Ramón Ruiz

This chapter presents an analysis of the constitutional definitions of the right to education. Four countries of the Southern Common Market are selected: Argentina, Brazil

Abstract

This chapter presents an analysis of the constitutional definitions of the right to education. Four countries of the Southern Common Market are selected: Argentina, Brazil, Uruguay (member countries) and Chile (an associate State). A conceptual definition of the right to education -from the human rights-based perspective- is provided in order to analyze, from a comparative standpoint, the constitutional norms of each country. In recent decades, these countries have experienced recurrent school reforms which, as they are framed within legal definitions, have regulated the right to education as a premise for overcoming social inequalities. First, a definition of this concept is provided. Second, the national constitutions of each country are analyzed so as to identify the definitions they have in this field. Subsequently, a comparative discussion of the underlying regulatory definitions of the right to education is carried out. Finally, the scope and limitations that the constitutional texts of these countries have on the right to education are discussed, which allow for a better understanding of school reform processes that were carried out during the last decades and that had the right to education as an object of regulation and reconfiguration.

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Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80262-522-6

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Book part
Publication date: 16 September 2022

Rita Braches-Chyrek

The following chapter analyses the ways in which unequal patterns of time develop effectiveness in childhood and adolescence. Central is the focus of the taken-for-granted…

Abstract

The following chapter analyses the ways in which unequal patterns of time develop effectiveness in childhood and adolescence. Central is the focus of the taken-for-granted experiences in the phase of growing up, the developing ways of life and value attitudes. In this context, questions arise about the extent to which children and adolescents help to shape the time patterns that are relevant to them and how an “equitable distribution” of “temporal resources” could be promoted.

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