Implementing Quality Primary Education for Countries in Transition

William K. Cummings & Frank P. Dall - UNICEF 1995 ISBN 92-806-3174-4

Available: UNICEF MENA PO Box 811 721 Amman, Jordan

Framing Questions, Constructing Answers Linking Research with Education Policy for Developing Countries

Noel F. McGinn & Allison M. Borden Harvard Institute for International Development, 1995 ISBN 0-674-31715-7

Children bring many things with them when they come to school. They come with language, culture, and a range of early experiences. Every day they bring to school the diverse experiences of their lives.

Children and young people who are physically and psychosocially healthy, well nourished, ready to participate and learn, and supported to learn by families and communities are more likely to benefit from a quality education.

Positive early childhood experiences are important to children's success in school, and families and communities play a key role in providing/ensuring these. But the experiences any child brings may be negative or even harmful—for instance, they may include social trauma, personal abuse or HIV/AIDS. Teachers need to be ready to receive and work with learners and whatever they bring to school. Family and community support for learners and their learning can make a significant difference in children’s success in school.

Healthy development, especially during the first three years of life, provides the basis for a successful formal school experience. Prevention of infection, disease, and injury are critical, and adequate nutrition is essential for normal brain development in the child’s early years. Early detection and intervention for disabilities give children the best chances for healthy development.

Once in school, in order to achieve academically, children must attend school consistently. Once again, families and communities play a key role in ensuring children’s regular attendance--necessary for learning to take place.

Learning begins at birth, but already not everything is equal. Children born into affluent homes, for instance, are more likely than those born into poverty to receive care and benefits that will enhance early development and learning. Girls are more likely to be discriminated against from the beginning. They may receive less care, both in terms of nurturing and in terms of food. Their schooling is often sacrificed for their labour at home and beyond: Girls are a large proportion of "invisible" child workers. Often, parents simply do not think it is important to send girls to school.

Adults frequently expect less of girls, and girls learn to expect less of themselves. When girls are raised not to value themselves, and without a sense of the human rights to which they are entitled, they are less ready to participate in school and learn.

Assessing What Learners Bring to Learning

Bringing Up Children in a Changing World Conversations with Families in Nepal.

C. Arnold, S. Bartlett, J. Hill, C. Khatiwada, P. Sapkota. SCF/ UNICEF - This book is a study of child-rearing beliefs and practices in four Nepali villages. The study has three aims: 1) to encourage approaches to ECD programming that builds on strengths, traditions, achievements and resourcefulness of parents and communities; 2) to develop effective participatory methods for initiating discussion and dialogue with parents and older caregivers on key issues for young children; and 3) to expand the shared knowledge base for stronger programming which can be responsive to both local values and rapid social change.

Early Childhood Care for Development Parent Education Video Series

Information Sheets Based on Facilitators' Resource Guidebooks by Cassie Landers Edited and designed by N. Ekrem Duzen UNICEF Turkey Fax; 0 312 427 57 40

Adolescence: A Time That Matters

Adolescents have rights - as expressed in the 1989 Convention on the Rights of the Child - including those to information and skills; access to services, such as education, health, recreation and justice; a safe and supportive environment; and opportunities to participate and to have their voices heard. Yet time and again around the globe, societies are faced with the symptoms of their collective failure to fulfil and protect adolescents' rights.

http://www.unicef.org/pubsgen/adolescence/adolescence.pdf

Meeting Adolescents' Rights to Quality Education for All

UNICEF Education Update, New York, July 1999 Lead article by Andres Guerrero

http://www.unicef.org/programme/girlseducation/pdf/vol2.3_july99.pdf

Report of the third meeting of the Interagency Consultative Group on Secondary Education Reform and Youth Affairs

http://www.unicef.org/teachers/compendium/Secondary_Ed_UNESCO.pdf - UNESCO, Paris, March 2002.

Adolescents Girls' Livelihoods, essential questions, essential tools: a report on a workshop

Population Council, ICRW, 2000 - Policy to support adolescents- most often defined as the age group between 10 and 19 years- overlaps both childhood and youth initiatives. The CRC has drawn increasing attention to adolescents' rights. However relatively little attention has focused on appreciating the distinctive needs of girls and boys, understanding the work experiences of both younger and older adolescents, and strengthening their livelihoods capacities. This report answers this particular need.

http://www.popcouncil.org/pdfs/adoles.pdf

Education for Development: A teacher's resource on global learning

Susan Fountain, UNICEF, 1995 - Young people are bombarded daily with information on global issues such as violence, poverty, hunger, prejudice and environmental degradation. Education for Development helps young people make the link between global issues and local concerns and shows how they can apply what they learn to their own lives and communities. Packed with illustrations, it provides teachers of all subjects and all levels with exciting and practical classroom activities that can be integrated into the existing curriculum. Education for Development is divided into five sections that explore these central concepts: interdependence, images and perceptions, social justice, conflict and conflict resolution, and change and the future. Grades K-12.

http://www.unicef.org/pubsgen/edu-develop/index.html

Adolescents in Latin America and the Caribbean

Policy Guidelines, UNICEF, TACRO, 2001 - On the basis of substantial consultation with Country Programmes in TACRO, other organisations and academics, this document provides specific programmatic strategies to respond to the issues of adolescents. (Also, contact information in PDF format.)

http://www.unicef.org/teachers/compendium/adolescents_ingles.pdf

Young People and HIV/AIDS: Opportunity in Crisis

This landmark report contains important new data about why young people are key to defeating the global HIV/AIDS epidemic, including results from more than 60 new national surveys. Produced by UNICEF, UNAIDS and the World Health Organization, it is the first comprehensive look at the knowledge and behaviour of people ages 15 to 24 relating to HIV/AIDS.

http://www.unicef.org/pubsgen/youngpeople-hivaids/youngpeople-hivaids.pdf

Education as a Humanitarian Response, Frontiers of International Education

Gonzalo Retamal and Ruth Aedo-Richmond, eds., Cassel, London, 1998.

Information Networks in Education (GINIE) - University of Pittsburgh

The Global Information Networks in Education (GINIE) serve as a 'virtual learning community' for education innovation in nations in crisis and transition. They use Internet-based technology to build a capacity for rapid access to information and expertise for education professionals working internationally in nations in crisis and at risk to disruption. The GINIE networks help education policymakers, donor/investors, researchers and practitioners to work collaboratively, to learn from each other, and to inform the public. They place particular emphasis on the development of long term professional networks within and across regions. These networks are intended to share locally created materials and expertise with counterparts for policy dialogue, professional development and classroom exchange.

http://www.ginie.org

Relief Web

ReliefWeb is a project of the United Nations Office for the Co-ordination of Humanitarian Affairs (OCHA) born from the idea that providing timely and reliable information during crises is critical to improving response, maximizing resources and minimising human suffering. Guided by the principle that information is a public good and that well-informed decisions should serve the basis for relief actions, the site is based on the idea that combining information from operational agencies and NGOs into a central resource would encourage transparency and accountability among the humanitarian relief community and bring tangible results to their work.

http://www.reliefweb.int

INEE

Founded to develop a process of inter-agency communication and co-operation in order to promote access and completion of education of high quality for all persons affected by emergencies, crises or chronic instability. By providing Good Practice Guides for 55 crucial issues that daily face the planner, administrator and teacher, the site functions almost like an on-line manual. Each Good Practice Guide starts with anIntroduction explaining the rationale of the issue and why it is important. The guide continues with 3 or 4 basic Strategies to provide a framework for action. The Checklists, many of which are divided into two sections: assessment and programming, provides concrete suggestions for action. Resources are the last section of the Guide, and they contain both secondary sources as well as exemplary materials for use by teachers.

http://www.ineesite.org

Helping Children Cope with the Stresses of war: A Manual for Parents and Teachers

by Mona Macksoud - This manual is intended for parents and teachers in communities where children are daily subjected to the extreme stresses of war and other forms of systematic violence. The disruptive problem behaviours with which these children often respond to wartime stresses can leave parents and teachers feeling helpless and discouraged. This manual is an empowering resource that provides them with simple, practical advice.

http://ginie1.sched.pitt.edu/unicef-doc/HelpingChildren.doc

(Also available in Albanian from UNICEF Kosovo)

Children Affected by Armed Conflict: UNICEF Actions EMOPS, UNICEF New York May 2002

This book tells about some of the strategies that have been developed in situations of armed conflict to ensure that the rights of all children-especially those in war-to protection and assistance are fulfilled.

http://www.unicef.org/emerg/theme/AffectedbyArmedConflict.pdf

A Critical Link: Interventions for Physical growth and psychological development A Review

Department of Child and Adolescent Health and Development WHO 1999 - This publication brings together evidence showing that nutrition interventions and early childhood care and development programmes have positive impacts on the physical growth and cognitive, motor and behavioural development of young children. It provides guidance for designing interventions that stimulate psychological development and those that improve nutrition and child growth and considers various programme models for doing so.

http://www.who.int/child-adolescent-health/
New_Publications/IMCI/WHO_CHS_CAH_99.3.pdf

Nutrition Strategies for School Children

UNICEF PD Working paper, 2002 - The framework "Focusing Resources on Effective School Health (FRESH)" recommends a core-group of cost-effective components as a common starting point for schools. The components include health related school policies, provision of safe water and sanitation, skills-based health education, and school-based health, and nutrition services. Using this broad framework, this working paper identifies specific nutrition related strategies and interventions for improved education and health of schoolchildren.

http://www.freshschools.org

Child Development, Early learning, Play, Socialisation

Early Childhood Counts: A Programming Guide on Early Childhood Care for Development

Judith L. Evans with Robert G. Myers and Ellen M. Ilfeld - This book is a complete manual concentrating on early childhood development (ECCD). It can be used separately or in conjunction with the CD-ROM The guide is extensive and easy to use. It details the preparation, planning, implementation, financing, monitoring and evaluation of diverse ECCD programming strategies. The Programming Guide is an invaluable resource for trainers, who can use it to develop training workshops and create customized training materials. The Programming Guide can also serve as a self-guided course on ECCD. World Bank Institute 2000.420 pages. ISBN 0-8213-4567-2. SKU 14567. $35.00 for guide. $50.00 for guide and CD-ROM

To order this book, go to: http://publications.worldbank.org/ecommerce/catalog/product?item_id=212179

From Early Child Development to Human Development - Investing in our children's Future

Edited by Mary Eming Young

"It is never too early to become involved but it can easily be too late." - The World Bank convened a global conference in April 2000, to address the benefits and challenges of investing in early childhood development. Scientific studies now show how critical the first few years of a child’s life are in terms of later physical and mental health, behaviour, and capacity to learn. The Millennium Development Goals endorsed by 189 member countries of the United Nations and the World Bank are targets for reducing global poverty. The goals specifically address the need for universal primary education as a means for breaking the cycle of poverty in individual families and in countries. With the publication of this volume, which contains the conference proceedings, the World Bank hopes to encourage a broader investment by countries, companies, organizations and private sector institutions in early child development.

Published March 2002, World Bank ISBN: 0-8213-5050-1 SKU: 15050

The Power of Play: A Strategy to Meet the Developmental and Learning Needs of Young Children

by Nancy Brown for UNICEF (2002) - This draft working document discusses play not merely as a form of entertainment or "filler time" but as a powerful force in the learning, growth and development of children.

Access through UNICEF's intranet site on IECD:
http://www.intranet.unicef.org/IMU/libweb/ecd/
education_and_family_and_community_practices.htm

Gender Socialization in Early Childhood

This paper reviews studies and research on early gender socialization for the purpose of strengthening UNICEF's understanding of this issue so that it can be incorporated into current IECD programming.

Access through UNICEF's intranet site on IECD:
http://www.intranet.unicef.org/IMU/libweb/ecd/
education_and_family_and_community_practices.htm

How Are the Children? Report on Early Childhood Development and Learning

US Department of Education, September 1999 - This publication focuses on public and governmental attention on the importance of the early years in child development and learning, with special emphasis placed on 10 key lessons drawn from current research on child development, collectively forming an argument for careful attention to the early years of life as critically formative. Each of the lessons introduces a piece of information about brain development in easy-to-understand terms and explains its significance for parents and caregivers.

http://www.ed.gov/pubs/How_Children/title.html

Orphans and Vulnerable Children

Children Orphaned By AIDS Frontline Responses from eastern and southern Africa

Some 13.2 million children have lost their mother or both parents to AIDS – 95 per cent of these children are living in Africa. As the projects described in this report make clear, stronger commitments and sustainable efforts are urgently needed by the families, communities and children on the front line of this epic struggle. Human, financial and organizational resources are needed on a massive scale if affected countries are to prevent this crisis from completely overwhelming health, education and other basic services and from breaking down millions more families.

http://www.unicef.org/pubsgen/aids/AIDSen.pdf

Index for Inclusion

by Tony Booth and Mel Ainscow. Published by CSIE, 2002 Update (Center for Studies on Inclusive Education) - A self-help guide for schools wanting to develop inclusive cultures, policies and practices. Through using the detailed self-review materials, schools can identify barriers to learning and participation, set their own priorities for development, and put their plans into practice.

http://inclusion.uwe.ac.uk/csie/indexlaunch.htm

Developing Learning and Participation in Countries of the South - the role of an index for inclusion in UK, India, South Africa and Brazil

by Tony Booth and Kristine Black Hawkins, UNESCO, 2001. (collection of case studies)

Open File on Inclusive Education

Support Materials for Managers and Administrators UNESCO, 2001 - The Open File is intended to support all those who are concerned with promoting inclusive education. In particular, it offers a means whereby administrators and decision-makers in different countries can draw on international experience in guiding their own countries’ systems towards inclusion.

The publication has nine chapters and topics are as follows:

• Topic 1 - Managing the developing of inclusive policies and practices
  
• Topic 2 - Professional development for inclusive education
  
• Topic 3 - Education Assessment as part of quality education
  
• Topic 4 - Organizing support in inclusive education
  
• Topic 5 - Families and communities participant in inclusive education
  
• Topic 6 - Developing and inclusive curriculum
  
• Topic 7 - Managing finance to support inclusive systems
  
• Topic 8 - Managing transitions through education
  
• Topic 9 - Initiating and sustaining change in schools
  

References and web-sites are listed:
  http://www.unesco.org/education/educprog/sne/publications.html

Working Towards Inclusive Education - Social Contexts

by Peter Mittler, David Fulton Publishers, London, Ormond House, 22-27 Boswell St. London, WC1N 3J2

http://www.fultonpublishers.co.uk

Understanding and Responding to Children's Needs in Inclusive Classrooms: A Guide for Teachers

UNESCO, 2001 - Having children with disabilities of from disadvantaged backgrounds in your class requires more work but it need not be so: you can manage differences among children. This Guide is designed to help you in this task.

http://www.unesco.org/education/educprog/sne/publications.html

Inclusion in Education: Participation of Disabled Learners

Tony Booth EFA 2000 Assessment Thematic Studies

Executive Summary / Full Report (PDF)

Special Needs in the Classroom: A Teacher Education Guide

by Mel Ainscow, UNESCO, 1994, ISBN 92-3-102934-7 - A source of ideas for teacher educators who wish to improve teacher's skills in dealing with pupil diversity in mainstream schools. Practical guidelines are included, based on the UNESCO Teacher Education Resource Pack

http://upo.unesco.org/bookdetails.asp?id=380

Inclusive Education - Where there are few resources

by Sue Stubbs, published by the Atlas Alliance in co-operation with the Norwegian Association of the Disabled. This booklet is for those who are receptive to the idea of Inclusive Education, but want to develop a more in depth understanding of its context, what it is, how it can be planned for, what problems/opportunities to look out for, and where to go for further information. It is not a training manual and will not provide detailed information on classroom methodology. The approach to Inclusive Education in this booklet recognises that many different groups of children are currently excluded from education, even though the term ‘IE’ is often assumed to just refer to disabled children.

email: atlas@atlas-alliansen.no

fax +47 23 16 35 95

Schools for All; Including Disabled Children in Education

by Shireen Miller/ Marlies Van Der Kroft/ Nicky Hodges - Designed for Save the Children UK staff and partners.

available from: http://www.savethechildren.org.uk/development

Education and Child Labour

A Future without Child Labour: Global Report (ILO, 2002)

This global report on Child Labour provides an overview of the fight against child labour, a review of current practices for acting against child labour and suggestions for further work.

http://www.ilo.org/public/english/standards/decl/publ/reports/report3.htm

Eliminating the Worst Forms of Child Labour: A Practical Guide to ILO Convention No. 182 (ILO, 2002)

This is a methodological guide that has been written to facilitate the design and implementation of time-bound programmes.

http://www.ilo.org/public/english/standards/ipec/timebound/index.htm

What Works for Working Children (UNICEF /RADA Barren, 1998)

Published by Redder Barren and UNICEF, this book approaches such questions from a child-centred perspective which constantly asks: What is in the best interests of the children involved? It reviews and summarizes recent research and experience regarding not only child work, but also the processes of child development as they relate to work.

http://www2.rb.se/bookshop/

Child Labour: Policy Options

Lieten, K & White,B,: Aksant, Amsterdam, 2001- See especially, Chapter 5: Child Labour and Education: Revisiting the Policy Debate (A.Fyfe)

Education to Combat Abusive Child Labor (USAID, 2001)

Information Bulletin

http://www.usaid.gov/wid/pubs/childlabor97.htm

Early Marriage

Early Marriage-Child Spouses Innocenti Digest No. 7 March 2001

This digest focuses on the marriage of children under 18 from a human rights perspective and examines the practice itself as a child rights violation. The extent, the contexts, the causes and the impact of early marriage on the lives of those affected are all examined. The digest also outlines strategies for programming for those who have been married early, and for the prevention of early marriage through education, advocacy and alliance-building.

http://www.unicef-icdc.org/publications/ (Click on Gender)