Working on the Impossible: Early Childhood Policies in Namibia

Autor/in	Penn, Helen
Titel	Working on the Impossible: Early Childhood Policies in Namibia
Quelle	In: Childhood: A Global Journal of Child Research, 15 (2008) 3, S.379-395 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0907-5682
DOI	10.1177/0907568208091669
Schlagwörter	Early Childhood Education; Young Children; Foreign Countries; Educational Policy; Public Policy; Developing Nations; Educational Finance; Financial Support; Educational Improvement; Case Studies; Donors; Child Development; Poverty; Equal Education; Social Bias; Access to Education; Educational Quality; Namibia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Ausland; Politics of education; Bildungspolitik; Öffentliche Ordnung; Developing country; Developing countries; Entwicklungsland; Bildungsfonds; Finanzielle Förderung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Kindesentwicklung; Armut; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität
Abstract	This article discusses the complexities of aid-giving using the example of early childhood policies in Namibia. It supports a critical view of aid processes and of World Bank endeavours in particular. Using an analysis of the World Bank funded education sector-wide improvement plan (ETSIP) in Namibia and three Namibian local case studies, it shows how the local circumstances of young children and their parents are ignored in order to fit in with donor preconceptions, and how senior officials come to adopt those views. It argues that universally derived policies on early childhood development are misapplied, and poverty and inequality are ignored in the search for technocratic solutions. (Contains 1 table and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10