When exploring the site I gained new insights about three of the issues related to international early childhood education that I feel related to my professional goals. For instance,the issues and trends are connected by not having enough qualified teachers, overcrowd classrooms and the lack of eligibility to provide the base educational services for all children and their families within our community and country. Therefore the children and their families are affective by socioeconomic status relating to the funding and locations to were they live brings issue and trends to decrease the learning, growth and development of children receiving a healthy, nutritional, security and learning environment towards providing holistic development within the early childhood care and within the primary schools. “The UNESCO Institute for Capacity-Building (IICBA) and partners have seven training models that they use to produce tools, skills, and resources to children and families at risk and to teach them the fundamental education activities within their cultural context using the IECCE model to educated them within the early childhood care educational program. (UNESCO Office in Dakar,2013)
However, among “19 African countries there are only four who participate in the Early Childhood Care Education (ECCE) programs operate activities within a African setting which is Angola, São Tomé and Príncipe, Swaziland and Zambia.”
(UNESCO Office in Dakar,2014)
One of the issues is that they are neglecting the cultural values and practices of their societies. furthermore, children 0-8 have a little to no chance to attend in a preschool activities, but it attendance varies between countries and region. According to, Rodrigues, “The learning is being operated by “The IECCE modules are living documents with a goal to build capacities among, inter alia, parents, older relations in the households and extended family members, elders in the neighborhood, older siblings, including helpers and interested stakeholders who can read and write in their local language.” Also, “The learning can therefore be home, community or institutional based.” (UNESCO Office in Dakar,2014)
"The aim is to develop more sociocultural and economic modalities of early childhood care and education" adds Rodrigues.
According to 2010 data the situation is as follows:
“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 pre-primary 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) and well below the average of 28% in sub-Saharan Africa.” (UNESCO Office in Dakar,2014)
Another issue is that children suffer in “learning in Eastern Cape, South African lack desk and chairs due to the over crowded classrooms. Also, it is unlikely that most children within these countries will be able to attend early childhood, preschools are primary schools. “In sub-Saharan Africa, 29.01.14 the issue and trends address a 29.01.14 announce that it is an severe learning crisis in Sub-Saharan African.” (UNESCO Office in Dakar,2014)
According to, “The 2013/4 Education for All Global Monitoring Report reveals that despite progress, sub-Saharan African countries are unlikely to reach the Education for All goals by 2015.” Also, “ The Report is launched today (29 January 2014) during a high-level event in Addis Ababa (Ethiopia), as well as during national launches around the world.” “However, several African countries will reach one or several of the goals.” (UNESCO Office in Dakar,2014)
In addition,” The Key findings of the 2013/14 EFA Global Monitoring report: The Report provides information on progress made by country and reveals that no African country will reach all six Education for All goals.”
“The pre-primary education gross enrollment ratio increased from 10% in 1999 to 18
in 2011, leaving the region lagging behind all others regions.”
“Sub-Saharan Africa is far from achieving universal primary education (net enrollment ratio of 77%). No progress has been made since 2007, leaving nearly 30 million African children out of school.” (UNESCO Office in Dakar,2014)
“The Report provides information on progress made by country and reveals that no African country will reach all six Education for All goals. However, several African countries will reach one or several of the goals.” (UNESCO Office in Dakar,2014)
Therefore without teaching and learning the basics will result into a disadvantage for the children leaving the schools before they reach the fourth grade can read and write their own language. Furthermore,without providing qualified and train educational staff within the early childhood care and primary schools can result into a learning crisis among future generations can be affective by this issue.
According to, research” in sub-Saharan Africa, “The result of so many children leaving school without learning the basics, or never entering school at all, 40% of young African people cannot read a sentence. And young people from poorer households are far less likely to be able to read.” (UNESCO Office in Dakar,2014)
Therefore further insights about having enough teachers to be placed into the classrooms. In addition, “Between 2011 and 2015, sub-Saharan Africa needs to recruit about 225,000 additional teachers per year to achieve universal primary education by 2015.” (UNESCO Office in Dakar,2014)
“394,000 additional teachers per year are then needed to reach a ratio of 32 pupils per teacher in lower secondary education. In comparison, the number of lower secondary school teachers grew by 52,250 annually in the region between 1999 and 2011.” (UNESCO Office in Dakar,2014)
“One particular challenge is to support teachers in being able to teach early reading skills in more than one language and to use local language materials effectively.” (UNESCO Office in Dakar,2014)
“In Mali, a study of pupils’ skills using an Early Grade Reading Assessment and teacher observation found that few teachers were able to teach their pupils how to read. This is no doubt an important reason nearly half the pupils in Mali cannot read a word in their own language at the end of grade 2.” (UNESCO Office in Dakar,2014)
I realized that within the comparison of where I live and people who live in other countries seem to be facing the same problem within it self that relates to the issue and trends we as a society face challenges due to lack economic status, lack of qualified teachers,and lack of excellence quality care and a lack to change old habits to teach holistic development in education for all children. Also, I feel that educators need to advocate more to others about the code of ethics and address these issues and trends we as whole face among the public so that children, parents, teachers, policymakers and other professionals across the world have a friendly reminder about everyone who contribute back a commitment to serve the children a healthy,nutrition, security and learning environment that provides excellence quality for all children and their families.
References
29.01.2014 - UNESCO Office in Dakar, http://www.unesco.org/
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