Effectiveness of Ministry of Education Efforts to Strengthen Early Childhood Education and its Effect on Formal Education in Kenya

2013 ◽  
Author(s):  
Mutuma Wilson Michubu
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Formal Education ◽  
Ministry Of Education ◽  
Childhood Education

scholarly journals Non-Formal Educational Institutions Provider's Readiness in the Implementation of the Regulation of the Minister of Education and Culture of the Republic of Indonesia No. 9 of 2020

2020 ◽  
Vol 6 ◽  
pp. 00021
Author(s):  
Alim Harun Pamungkas
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Formal Education ◽  
Community Education ◽  
National Level ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Directorate General ◽  
The Republic

Changes in policy within the Ministry of Education and Culture of the Republic of Indonesia in 2020 manifested from the issuance of Minister of Education and Culture Regulation (Permendikbud) No. 9 of 2020. This policy is a change from the Minister of Education and Culture Regulation 45 of 2019. The policy contained in this Ministerial Regulation is a change in the structure of the Organization of Work Procedures (OTK) at the Ministry of Education and Culture. One of them is the loss of the Directorate General of Early Childhood Education and Community Education (Dirjen PAUD Dikmas) which merges into the Directorate General of Early Childhood Education, Elementary, Middle. This can give rise to pros or cons responses to policy implementers at the national level. The implications of the implementation of this policy were felt by the organizers of the Non-Formal Education Institutions in the City of Padang.

scholarly journals TIGA PILAR KEBIJAKAN PEMERINTAH DALAM PEMBINAAN PAUD

2017 ◽  
Vol 1 (2) ◽  
pp. 57-66
Author(s):  
Laelatul Istiqomah
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Urban Areas ◽  
Strategic Plan ◽  
Social Institution ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
National Education ◽  
Childhood Education ◽  
The Government

Various problems of Early childhood Education (ECD) in Indonesia is about the opportunity the acquisition of early childhood education have been uneven and is still concentrated in urban areas, lack of teachers and teaching staff in terms of quantity and quality, and there are still many learning-oriented on the wishes of the parents rather than on the needs of the child. Depart from the real conditions of the early childhood education, to lead the realization of educational system as a social institution is strong and authoritative, the government has issued the three pillars of government policy in early childhood education in the Strategic plan of the Ministry of National Education from 2009 to 2014, and now the government has fine-tune these policies in the Strategic Framework Ministry of Education and Culture of the 2014-2019 strategic plan (Strategic plan update)

scholarly journals Teknik Ceklis sebagai Asesmen Perkembangan Sosial Emosional di RA Insan Mulia Bambanglipuro

2019 ◽  
Vol 4 (4) ◽  
pp. 35-42
Author(s):  
Fitria Fauziah Hasanah ◽  
Muhammad Abdul Latif
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Social Development ◽  
Community Education ◽  
Learning Assessment ◽  
Ministry Of Education ◽  
Social Emotional Development ◽  
Childhood Education ◽  
Directorate General ◽  
Assessment Guidelines

This study aims to analyze the use of checklist techniques as an assessment to determine the emotional social development of early childhood. The method used in this research is descriptive qualitative by describing checklist techniques as an assessment used to determine emotional social development. This research uses data collection techniques including observation, interviews and documentation conducted at RA Insan Mulia Bambanglipuro, Bantul, Yogyakarta. Based on the results of research that has been carried out shows that RA Insan Mulia Bambanglipuro implement assessment techniques to assess the development of their students using three techniques namely checklist techniques, anecdotal notes and the work. including for assessing social emotional development using all three techniques, but one of the most prominent techniques to use is the checklist technique. This checklist technique is used by RA Insan Mulia in accordance with the 2015 Early Childhood Education Learning Assessment Guidelines, Ministry of Education and Culture Directorate General of Early Childhood Education and Community Education in 2015.

Superdiversity and critical multicultural pedagogies: Working with migrant families

2019 ◽  
Vol 18 (5) ◽  
pp. 560-573 ◽  
Author(s):  
Angel Chan
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Large Population ◽  
Migrant Children ◽  
Population Projections ◽  
Ministry Of Education ◽  
Critical Multiculturalism ◽  
Childhood Education ◽  
Demographic Shifts

International social unrest in recent years has resulted in many people choosing or being forced to leave their home countries to seek better lives elsewhere, causing drastic demographic shifts. Yet, it has been pointed out that institutional policies and practices in many countries have not caught up with such changing demographics, which have contributed to concerns highlighted via the notion of ‘superdiversity’ ( Vertovec, 2007 ). Due to the large influx of migrants over the past few decades, New Zealand and its early childhood education settings have become increasingly ethnically and linguistically diverse. The country is now being described as a ‘superdiverse New Zealand’ and is facing challenges emerging from ‘a level of cultural complexity surpassing anything previously experienced’ ( Royal Society of New Zealand, 2013 : 1). Furthermore, population projections ( Statistics New Zealand, 2015 ) indicate that superdiversity will be a long-term phenomenon in New Zealand. Te Whāriki, the New Zealand early childhood curriculum, embraces diversity, recognising that the country ‘is increasingly multicultural’ ( Ministry of Education, 2017 : 1). In light of these concerns, this article considers the frameworks of superdiversity and critical multiculturalism with regard to transforming and developing policies and pedagogies that support working with superdiverse migrant children and their families by responding to migration-related equity and inclusion issues. This discussion has implications and relevance for both present and future early childhood education settings in New Zealand and in other countries with a large population of migrants.

scholarly journals Early Childhood Education Psychoeducation during the COVID-19

2022 ◽  
Vol 1 (1) ◽  
pp. 40-46
Author(s):  
Rikha Surtika Dewi ◽  
Maesaroh Lubis ◽  
Elfan Fanhas F Khomaeny ◽  
Fajar Nugraha ◽  
Nandh Anggarasari
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Formal Education ◽  
Community Partnership ◽  
Childhood Education ◽  
Activity Program ◽  
Intervention Method ◽  
Sources Of Support ◽  
Children's Activities ◽  
Partnership Program

The COVID 19 pandemic has made various changes in people's lives, also on Early Childhood Education. The Children hve been affected both directly and indirectly in formal and non-formal education, both education by parents and related institutions. Early Childhood Education and components of the system of education encountered various obstacles related to the implementation of children's activities during social restrictions. Referring to this problem, this Community Partnership Program activity is intended as an effort to anticipate obstacles that occur in Early Childhood Education during the pandemic situation. This Community Partnership Program is implemented through the Psychoeducation Activity Program which focuses on Early Childhood Education. The Psychoeducation Program use an intervention method that can be applied to individuals, families, and groups that focus on educating participants about significant challenges in life, helping participants develop sources of support and social support in facing, and developing coping skills to face these challenges

scholarly journals Challenges Of Creativity And Competence Of Children In Early Childhood Education

2020 ◽  
Vol 02 (10) ◽  
pp. 205-212
Author(s):  
Rizaeva Munisaxon Mahkamovna ◽  
◽  
◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Education Program ◽  
Creative Thinking ◽  
Positive Impact ◽  
Learning Experience ◽  
Preschool Education ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Post Test

Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.

scholarly journals Early Childhood Education Services in Manzini Region in Eswatini: Equality and Accessibility

2021 ◽  
Vol 1 (2) ◽  
pp. 172-186
Author(s):  
Sithulisiwe Bhebhe ◽  
Ntokozo Vilakati
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Childhood Development ◽  
Preschool Education ◽  
Childhood Development ◽  
Ministry Of Education ◽  
Education Services ◽  
Childhood Education ◽  
The Government ◽  
Privately Owned

Education services are meant for developing the cognitive capacities of all individuals, though this may vary with individuals given their variable genetic make-up. Early childhood education is one way in which children are developed for the future. This study sought to establish how early childhood education services were valued, made available and accessible to children in a developing country. Open-ended interviews and observations were the instruments used for data collection. Thematic analysis was the data analysis method used in this study. The findings of the study revealed that there were benefits in preschool education and that those learners who missed early childhood education were slow and took long to grasp concepts. The study also found that in the Kingdom of Eswatini not all children of early childhood going age go to school due to limited finances, poverty and sicknesses. The study concluded that privately-owned early childhood development centres are expensive and most parents could not afford the fees. The study recommended that the ministry should consider ECE and start funding preschool education and also provide a documented curriculum to ensure that children who attended preschool get the required skill as expected. The Ministry of Education needs to provide for ECE if they have to achieve their goal of providing equal and quality education to all Eswatini children. The ministry should be prepared to build more preschools, to at least see each primary school having a preschool owned by the government linked to it

scholarly journals Need Assessment Of Learning Inclusive Program For Students In Nonformal Of Early Childhood Education

2018 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Ari Putra
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Formal Education ◽  
Assessment Process ◽  
Learning Needs ◽  
Special Needs Children ◽  
Learning Program ◽  
Childhood Education

The concept of the inclusive program is an organized according to the ability and needs of students with the aim of learners to be successful and can optimize the potential within themselves. Currently, the inclusive program is newly embodied in formal education programs such as elementary, junior, and senior high schools. The current problem does not clear the maturity of the concept of the inclusive education program in non-formal education, especially in non-formal of early childhood education. This study aims to find out how the assessment process done by teachers in Bunayya Islamic preschooler finding out the source of learning needs such as students with special needs. The research method used is the qualitative method by using triangulation of subject, time, and place. The result of this research show that Bunayya Islamic preschooler make an initiative to create their own learning concepts without technical guidance such as inclusive curriculum development and lesson plans. Bunayya Islamic preschooler runs the learning program by planning, implementing and evaluating the needs of learning resources of children with special needs. The conclusion of this study are the teacher performs several steps such as the identification of special needs children, pre-qualification priorities and the development of the learning curriculum to adopted the learning interpretation and alternative program for preschoolers and parent’s concepts

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

scholarly journals Unintended Consequences: the Montessori Story of the Early Childhood Education Qualification  Requirement - 2000-2007

2021 ◽  
Author(s):  
◽  
Sola Freeman
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Unintended Consequences ◽  
Ministry Of Education ◽  
Childhood Education ◽  
Left Behind ◽  
Need For Support ◽  
Key Policy ◽  
The Impact

<p>In 2002, the Ministry of Education in New Zealand released Pathways to the Future: Nga Huarahi Arataki. This 10year strategic plan for early childhood education was the culmination of years of advocacy, research and consultation within the early childhood sector. A key component of the plan is a staged requirement for teachers in early childhood centres to have a Diploma of Teaching ECE or equivalent qualification. The study analyses the impact on the Montessori early childhood sector of the requirement that teachers in a centre be qualified with a Diploma or equivalent. This thesis draws on the results of a qualitative study involving interviews with key policy informants and focus groups of teachers and the story that emerges describes the complexities, frustrations and positive outcomes for centres and their teachers. The story points to a need for support, intervention and creative strategies to ensure no part of the early childhood sector is left behind, and diversity within early childhood education in New Zealand is maintained. The final outcome of the study raises the dilemma faced by the Montessori community; how can the approach accommodate the current ideas of early childhood education brought to centres through the policy requirement and remain identifiably Montessori?</p>

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