A New Look on Early Child Care and Education (ECCE) as Joint Responsibility

Autor/inn/en	Paiva, Maria da Graca Gomes; Schneider, Alessandra; Machado, Maria Lucia Salle; Perinazzo, Pollyana Vilela Duarte
Titel	A New Look on Early Child Care and Education (ECCE) as Joint Responsibility
Quelle	In: Current Issues in Comparative Education, 11 (2009), S.33-41 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Early Childhood Education; Child Care; Educational Responsibility; Private Sector; Public Sector; Inservice Teacher Education; Professional Development; Preschool Teachers; Educational Innovation; Partnerships in Education; Communities of Practice; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Erziehungsverantwortung; Privater Sektor; Öffentlicher Sektor; Lehrerfortbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Instructional innovation; Bildungsinnovation; Hochschulpartnerschaft; Community; Ausland; Brasilien
Abstract	Improving the quality of Early Childhood Education has been a priority in Brazil, but it is still a challenging issue to be faced. The fact that an indefinite number of institutions exist on the borders of the educational system, the lack of systematic supervision, and incomplete official statistics are only a few of the challenges. The Millennium Fund for Early Childhood Education has been developed to directly improve the quality of educators who work with Brazil's most socially vulnerable students. An innovative model of joint responsibility utilizing public and the private sectors in Porto Alegre, Rio Grande do Sul, has resulted in the implementation of a social technology called Educational Board. This experimental model has been carried out in municipalities of four southern states of Brazil for the past five years. This article addresses the approach developed at the Educational Boards (which focused on in-service professional development and network capacity building), the program's impact on improving Early Child Care and Education (ECCE) in Brazil, as well as the lessons learned so far. (Contains 1 endnote.) (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10