UNESCO's work in Early Childhood Care and Education
09/12/2013
- UNESCO Office in Dakar-Big Push workshop to accelerate early childhood care and education in Africa
Among the 19 African countries that
have joined the Big Push Initiative to accelerate Education for All, four
countries have chosen to focus on boosting early childhood care and education
(ECCE).
They are Angola, São Tomé & Principe, Swaziland
and Zambia.
Other countries (Burkina Faso, Niger, Senegal, Uganda and Zambia)
have also voiced their interest in this important area that is extremely
important to prepare young children for school and learning.
Early Childhood Care and Education is having a hard time in
Africa. Only a little more than one out of four African child aged between 0-8
get a chance to attend some kind of pre-school activities. But the situation
differs enormously between countries and region. The following is according to 2010 data:
- · In Southern Africa (SADC), early childhood enrollment stood at 45% on average
- · In East Africa (EAC), only Kenya and Tanzania achieved above 30% level while the average went up to 27%.
- · In Central Africa (ECCAS), despite the fact that preschool enrollment has more than doubled, the average has only reached 26%.
- · In West Africa (ECOWAS) (with the exception of Cabo Verde and Ghana), progress has been more timid and rates (19 percent on average) well below the average of 28% in sub-Saharan Africa.
In learning about the international early childhood field, the experience of establishing contact with Dr. Ugwu was very helpful in terms of conceptualizing ECCE in West Africa. In recent communication, Dr. Ugwu expressed her professional goals. I was happy to hear, Dr. Ugwu would like to affect social policy involving children, and possibly open a model early learning center. Given the opportunity, Dr. Ugwu stated she would like to place into practice the theories she has learned without the limitations of bureaucracy. A dream that Dr. Ugwu has is one that includes a time and space in which early childhood education is a priority, and nations view the field as one that is a worthwhile investment.
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I visited the United Nations Educational, Scientific and Cultural Organization (UNESCO) webpage, "Early Childhood Care and Education" and was excited to discover the World Conference, mostly because I have always enjoyed the platform in general, and the idea of accessing ECCE information on a global level is beyond awesome. This year the conference will be held in Japan; the motto is, "Learning today for a sustainable future". In partnership with UNESCO, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT), will organize the conference to be held, November 10-12, 2014.
Mobile Learning Week, is a focus of "empowering teachers with technology". In doing this, the goal is to address access, additional availability of appropriate material and training for teachers. All around the world, children and their teachers are accessing modern technology in ways they never knew existed.
There is also a webpage specifically devoted teachers, as it relates to their challenges, advocacy and defending their rights. UNESCO Director-General, Irina Bokova, is quoted as stating, "Teachers are the single most influential and powerful force for equity, access and quality in education." In the course materials this week, there was an emphasis on fair compensation and public policy that supports teachers. Certainly, this webpage serves as an extension of the worthy discussion we shared.
Retrieved from, http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/
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After following some of the links I had not yet explored on the HCZ website, I was led to a page entitled, "Our Results". To add to the list of impressive accomplishments already revealed, much to my delight I learned what the actual statistics are, associated with the tremendous strides made by this organization. Of the 407 individuals that graduated in the 2010 class, The Baby College® boasts 86% of parents improved their frequency of reading to their babies, after participating in the program. Further,
Of the 190 four-year-olds that entered the Harlem Gems® in the 2009-2010 school year, 16.5% had a school readiness classification of delayed or very delayed. By the end of the year, there were no students classified as "very delayed" and the percentage of "advanced" had gone from 21.3% to 41.6%, with another 6.8% at "very advanced," up from 2.1%. 99.5% of students attained a school readiness classification of average or above.
Retrieved from, http://www.hcz.org/index.php/our-results
Related to an issue I have been studying this week, an article pertaining to the focus of the organization as it relates to prior funding challenges was located. More specifically, it speaks to Dr. Canada's mission to provide quality early learning experiences, which were not otherwise accessible, for children residing in the Harlem community. The course materials this week have afforded me deeper insight into my perceptions of awareness, accessibility and responsiveness. Within the context of early childhood education, the HCZ demonstrates an efficient, and highly effective model of what it is to serve the whole child.
The founding President and CEO, Dr. Geoffrey Canada, has announced he will step-down from his current position after serving for more than twenty years. Current Chief Operating Officer, Anne Williams-Isom, will begin in her new role as CEO effective, June 2014; Dr. Canada will remain as President, but Mrs. Williams-Isom will lead regarding decisions affecting the program. With respect to other new insights about issues and trends in the early childhood field, I have a new found appreciation for the ways in which passion and vision can affect change. Without knowing it, Dr. Canada has ignited a spark within me to serve early learners in a more meaningful manner; his career efforts are both admirable and inspirational.
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Dr. Gloria C. Ugwu, of Nigeria, identified two areas that are generating discussion: education for all and inclusion. It is very interesting that we share similar focus in our respective countries. Dr. Ugwu explained that follow-through is lacking in her country, as it relates to moving forward with the areas identified. According to Dr. Ugwu, additional challenges include implementation and abject poverty. As we continue our discussion concerning issues of equity and excellence, I intend to learn additional information acquired from my international source, Dr. Ugwu.
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The HCZ website has a wealth of information that is relevant to my professional development. One in particular is their attention to emotionally responsive classrooms. From what I learned, staff members are trained to model for parents, positive ways to communicate with their children.
An idea explained on the website that made me think about an issue in a new way was the The Baby College®. It is an innovative program that teaches new parents valuable health and safety information, at a time when they are most likely to receive it.
Information that the website contains that adds to my understanding of how politicians support the early childhood field was found in the "Latest News" section of the homepage. Entitled, Promise Academy Student Bowls over President Obama, I learned about the President introducing the first of five Promise Zones, based on the HCZ model.
Other new insights gleaned about issues and trends in the early childhood field involve the various initiatives offered by HCZ, such as the HCZ Asthma Initiative. Understanding the critical nature of the illness, the HCZ supports families with asthmatic children by providing them with services.
Retrieved from, http://www.hcz.org/images/stories/pdfs/HCZnewsl605.pdf
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While the Harlem Children's Zone® has being laying a foundation since, 1970, it was not until the early 1990's that the program, as it is known today, began to expand and take form. Currently, the early childhood program consists of, The Baby College® (2000); The Three Year Old Journey; and, Harlem Gems® (2001).
The Baby College® offers parenting workshops and has graduated 1,300 parents over six years. It provides services to both expectant parents, and those who have an infant up to three-months-old. There are five subject areas that The Baby College® focuses on: brain development; physical development; discipline; health; and, asthma & lead preventative measures.
The Three Year Old Journey serves the parents of children attending the Promise Academy®. The program involves parent education to address child development, and parenting skills.
Harlem Gems®, is a preschool that was established in 2001 to meet the needs of the "whole child, and whole family." There are three sites, that serve 200 children. The children typically begin the program from The Baby College®, and are referred to Harlem Gems®. Families have to live, work, or attend school in the community. Children at Harlem Gems® are taught English, Spanish and French. Parent participation is a key factor in the programming, as there are parent groups that support the "emotionally responsive" classrooms. Staff members receive training to model for parents, positive communication skills.
The model of the Harlem Children's Zone® is one that is depicted in the Harlem Children's Zone Pipeline®. From Kindergarten through college, children are supported with a network of highly skilled and dedicated team members that comprise three Promise Academy Charter Schools. One of which has a health clinic on-site. Most importantly, family preservation is at the center of the organization's mission to improve the quality of life for the impoverished, and otherwise disadvantaged. Undoubtedly, it is with intention that the organization continues to forge in a positive direction.
Similarly to the Discussion topic this week, I was affected by the evident commitment of the staff members who make the vision possible. An example of such dedication are Outreach Workers who effectively scour the community with the very specific purpose of identifying families to serve. In doing so, the Outreach Workers represent the Harlem Children's Zone® as agents of change.
In addition to its educational commitment, HCZ is all inclusive in their approach to Family, Community, and Health. The vast array of support services include: Community Pride; Single Stop; HCZ Asthma Initiative; The Obesity Initiative; and, HCZ Foster Care Prevention (to include The Family Development Program, The Family Support Center, Project CLASS [Clean Living and Staying Sober], and Truancy Prevention).
As I continue to peel-back the layers of this multifaceted organization, I am in awe of all that they accomplish on a daily basis. The number of lives that are positively affected as a result of their work is breath-taking. My only wish is that, I too, can impact a fraction of those numbers in such an awesome capacity. The New York Times Magazine is quoted as stating, "The objective is to create a safety net woven so tightly that children just can't slip through."
Retrieved from, Harlem Children's Zone®
I love the concept of parenting classes. This is something that should be adapted across our nation. I am a firm believer that when you know better-you do better. Well informed parents, make positive-informed parenting decisions regarding the development of their children.
ReplyDeleteThank you for revealing this information. I will be further investigating this organization for professional knowledge.
Hi Nikiesha,
ReplyDeleteI love your blog first it is eye catching, and absolutely intriguing for knowledge. I have never heard or seen a wonderful program in the intercity or any city; this is a great opportunity for mothers and expecting mother to continue their education and resting assure their children are well nurture. The whole child is being educated and learning the necessary tools to communicate with the fasting growing and changing world with diverse population. Great Selection!
Hi Nikiesha,
ReplyDeleteAs usually your blog is informative and interesting. It is wonderful that your heard from one of your contacts. I think it is a marvelous idea that majority of the countries I read about are providing parenting classes to better their parents to become self-sufficient so they can help their children and their lives.