Strong Foundations: Early Childhood Care and Education. EFA Global Monitoring Report, 2007

Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Strong Foundations: Early Childhood Care and Education. EFA Global Monitoring Report, 2007
Quelle	(2006), (405 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-9-2310-4041-2
Schlagwörter	Quantitative Daten; Foreign Countries; Disadvantaged Youth; Child Care; Developing Nations; Early Childhood Education; Foundations of Education; Annual Reports; International Programs; Comparative Education; Policy Analysis; Educational Assessment; Equal Education; Formative Evaluation; Educational Development; Goal Orientation; Educational Research; Educational Policy; Educational Finance; Africa; Asia + Suchen Sie Ihr Suchwort? Ausland; Benachteiligter Jugendlicher; Kinderfürsorge; Kinderbetreuung; Developing country; Developing countries; Entwicklungsland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Grundlagenausbildung; Annual report; Tätigkeitsbericht; Vergleichende Erziehungswissenschaft; Politikfeldanalyse; assessment; Bewertungssystem; Bildungsentwicklung; Zielorientierung; Zielvorstellung; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Bildungsfonds; Afrika; Asien
Abstract	Early childhood is a time of remarkable transformation and extreme vulnerability. Programmes that support young children during the years before they go to primary school provide strong foundations for subsequent learning and development. Such programmes also compensate for disadvantage and exclusion, offering a way out of poverty. This Report focuses on the first Education for All goal, which calls upon countries to expand and improve early childhood care and education--a holistic package encompassing care, health and nutrition in addition to education. Disadvantaged children stand to benefit the most, yet too few developing countries, and too few donor agencies, have made early childhood a priority. In other areas there is considerable progress toward Education for All, especially the key goal of universal primary education. More girls are attending school and international aid for education is increasing. As the Report demonstrates, however, much still needs to be done to meet the target date of 2015. Only if bold action is taken now can exclusion be overcome and comprehensive learning opportunities assured for everyone, in early childhood and throughout life. The following are appended: (1) The Education for All Development Index; (2) National learning assessments by region and country; (3) Statistical tables; (4) Aid tables; (5) Glossary; (6) References; (7) Abbreviations; and (8) Index. (Contains 64 figures, 48 tables, and 37 text boxes.) [This report was prepared by the EFA Monitoring Report Team, UNESCO.] (Author).
Anmerkungen	United Nations Educational, Scientific and Cultural Organization (UNESCO). 7 place de Fontenoy, 75352 Paris 07 SP France. Tel: +33-1-45-68-10-00; Fax: +33-1-45-67-16-90; e-mail: bpi@unesco.org; Web site: http://www.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10