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Early Childhood Care and Education Programs with focus on emergent literacy: Indicators of Quality in Low Income Countries

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Abstract:

This presentation will pose crucial questions regarding the quality of ECCE programs promoting emergent literacy in low income countries. Until recently Early Childhood Education was scarcely mentioned in the Education Sector Plans in most low income countries. However, by 2013 this tendency seems to be upturned, because of a strong demand. A considerable number of low income countries formulate now education plans and policies including the establishment or scale of Early Childhood Education programs or initiatives. In this emerging landscape of the sub-sector and given the importance of emergent literacy (Mullis, Martin, Kennedy, &Foy, 2007) especially for the most disadvantaged populations, it is important to explore the place of emergent literacy in the ECCE programming, in both traditional and experimental cases.

the Global Partnership for Education is a global multilateral partnership (made up of governments, civil society organizations, international institutions, teachers) and provides funding to support the development and the implementation of quality Education sector plans in the low income countries (59 countries are partners in GPE). The presentation will draw on secondary analysis of ECCE policies and programs in low income countries, partners in the Global Partnership for Education, and will zero in on language development and emergent literacy specifically.

The presentation will address the following questions: 1) how emergent literacy and language development are included in the ECCE programming in the low income countries? 2) What is the evidence of effective programs? 3) What indicators can be used to measure effectiveness and quality of ECCE programs with focus emergent literacy in low income countries? The presentation will also try to link (i) the status of child literacy development in the GPE countries, with (ii) coming investment on ECCE programs and initiatives advancing emergent literacy and language development and promoting the reduction of the learning gap in primary school.
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p718021_index.html
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MLA Citation:

Zafeirakou, Aglaia. "Early Childhood Care and Education Programs with focus on emergent literacy: Indicators of Quality in Low Income Countries" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p718021_index.html>

APA Citation:

Zafeirakou, A. "Early Childhood Care and Education Programs with focus on emergent literacy: Indicators of Quality in Low Income Countries" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p718021_index.html

Publication Type: Panel Paper
Abstract: This presentation will pose crucial questions regarding the quality of ECCE programs promoting emergent literacy in low income countries. Until recently Early Childhood Education was scarcely mentioned in the Education Sector Plans in most low income countries. However, by 2013 this tendency seems to be upturned, because of a strong demand. A considerable number of low income countries formulate now education plans and policies including the establishment or scale of Early Childhood Education programs or initiatives. In this emerging landscape of the sub-sector and given the importance of emergent literacy (Mullis, Martin, Kennedy, &Foy, 2007) especially for the most disadvantaged populations, it is important to explore the place of emergent literacy in the ECCE programming, in both traditional and experimental cases.

the Global Partnership for Education is a global multilateral partnership (made up of governments, civil society organizations, international institutions, teachers) and provides funding to support the development and the implementation of quality Education sector plans in the low income countries (59 countries are partners in GPE). The presentation will draw on secondary analysis of ECCE policies and programs in low income countries, partners in the Global Partnership for Education, and will zero in on language development and emergent literacy specifically.

The presentation will address the following questions: 1) how emergent literacy and language development are included in the ECCE programming in the low income countries? 2) What is the evidence of effective programs? 3) What indicators can be used to measure effectiveness and quality of ECCE programs with focus emergent literacy in low income countries? The presentation will also try to link (i) the status of child literacy development in the GPE countries, with (ii) coming investment on ECCE programs and initiatives advancing emergent literacy and language development and promoting the reduction of the learning gap in primary school.


Similar Titles:
Human capabilities, social justice and the challenges of researching the quality of education in low income countries

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Improving learning outcomes and quality education: Early literacy program in national languages in The Gambia

Who Stole My Childhood?”: Reexamine the Quality of Early Childhood Care and Education in China


 
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