I was not able to get any response from my international contact for some time. Hence, I decided to review the UNESCO website to get some new ideas or insights on issues related to international early childhood education.
First, I found out that Vietnam has a successful pro-poor early childhood education policy in place. This policy helps to establish and run quality early childhood services for the poor community. This initiative has become a big success as the policies such as these are regulated by the Ministry of Education and Training. Thus, it is easier to implement and monitor such policies. The states have a big interest and committed in pursuing by investing accordingly to enhance the quality of early childhood education.
I also found out that "In 1993, the heads of state and government of nine high-population countries – Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan – launched the E-9 Initiative1 aimed at achieving concrete progress in basic education. The Initiative calls for the education ministers of these nine countries to meet every two years to review their progress. The topic chosen for the 5th E-9 Ministerial Review Meeting, held in Cairo, Egypt, in December 2003, was early childhood care and education (ECCE). This note presents some highlights of progress achieved in ECCE access in the nine countries. In Brazil, the problem of inequity may have to do with an ineffective distribution of public resources, while in Indonesia, the absolutely small amount of public investment may have been a cause for inequity" (UNESCO, 2004).
And finally, "in the National Education Policy for 2004-15,1 the Government of Gambia announced a plan to create ECD Centres for 3-6-yearolds on the premises of primary schools in the most disadvantaged areas. The plan aims to optimise the existing school infrastructure and workforce for early childhood" (UNESCO, 2006).
It seemed to me that the issues of excellance and equity in early childhood care and education exist in all parts of the world particularly in countries where the majority of the populations are from poor background. Some of these countries are putting in a lot of effort in making a difference in this sector. There is a lot others can learn from these countries especially like in my country, Malaysia. I hope to be part of this inititave and make a difference in my country.
First, I found out that Vietnam has a successful pro-poor early childhood education policy in place. This policy helps to establish and run quality early childhood services for the poor community. This initiative has become a big success as the policies such as these are regulated by the Ministry of Education and Training. Thus, it is easier to implement and monitor such policies. The states have a big interest and committed in pursuing by investing accordingly to enhance the quality of early childhood education.
I also found out that "In 1993, the heads of state and government of nine high-population countries – Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan – launched the E-9 Initiative1 aimed at achieving concrete progress in basic education. The Initiative calls for the education ministers of these nine countries to meet every two years to review their progress. The topic chosen for the 5th E-9 Ministerial Review Meeting, held in Cairo, Egypt, in December 2003, was early childhood care and education (ECCE). This note presents some highlights of progress achieved in ECCE access in the nine countries. In Brazil, the problem of inequity may have to do with an ineffective distribution of public resources, while in Indonesia, the absolutely small amount of public investment may have been a cause for inequity" (UNESCO, 2004).
And finally, "in the National Education Policy for 2004-15,1 the Government of Gambia announced a plan to create ECD Centres for 3-6-yearolds on the premises of primary schools in the most disadvantaged areas. The plan aims to optimise the existing school infrastructure and workforce for early childhood" (UNESCO, 2006).
It seemed to me that the issues of excellance and equity in early childhood care and education exist in all parts of the world particularly in countries where the majority of the populations are from poor background. Some of these countries are putting in a lot of effort in making a difference in this sector. There is a lot others can learn from these countries especially like in my country, Malaysia. I hope to be part of this inititave and make a difference in my country.
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