Equity and Quality? Challenges for Early Childhood and Primary Education in Ethiopia, India and Peru. Working Papers in Early Childhood Development, No. 55. Studies in Early Childhood Transitions

Autor/inn/en	Woodhead, Martin; Ames, Patricia; Vennam, Uma; Abebe, Workneh; Streuli, Natalia
Institution	Bernard Van Leer Foundation (Netherlands)
Titel	Equity and Quality? Challenges for Early Childhood and Primary Education in Ethiopia, India and Peru. Working Papers in Early Childhood Development, No. 55. Studies in Early Childhood Transitions
Quelle	(2009), (104 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1383-7907
ISBN	978-9-0619-5116-2
Schlagwörter	Elementary Education; Early Childhood Education; Young Children; Foreign Countries; Child Care; Teaching Methods; Poverty; Longitudinal Studies; Educational Quality; Equal Education; Educational Policy; Access to Education; Teacher Motivation; Teaching Skills; Ethiopia; India; Peru; Vietnam + Suchen Sie Ihr Suchwort? Elementarunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Ausland; Kinderfürsorge; Kinderbetreuung; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Access; Bildung; Zugang; Bildungszugang; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Äthiopien; Indien
Abstract	Part of the "Studies in Early Transitions" series, this Working Paper draws on interviews and observations carried out as part of "Young Lives", a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford's Department of International Development. This paper focuses on the challenges of translating into practice the potential of quality early childhood care and education to transform young lives. These include building a positive equity agenda, setting clear policy objectives, raising quality standards, building the skills and motivation of teachers, and recognising where equity goals can be incompatible with a market-led private system. The paper asks which children do and do not have access to an early childhood programme, and explores children's and parents' views about the quality of what is on offer. A brief summary of data collection methods is appended. (Contains 2 boxes, 21 figures and 9 footnotes.) (As Provided).
Anmerkungen	Bernard van Leer Foundation. P.O. Box 82334, 2508 EH, The Hague, The Netherlands. Tel: +31-70-331-2232; Fax: +31-70-350-2373; e-mail: pubsrequests@bvleerf.nl; Web site: http://www.bernardvanleer.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10