Quality and inclusive early learning

Introduction

 

Introduction

Turkmenistan education
© UNICEF Turkmenistan/Alina Tolstyhina

Quality and inclusive early learning

Programme target: By the end of 2020, young children aged 3-8, including the most disadvantaged, benefit from pre-school and primary education

Primary school enrolment is high in Turkmenistan at 97%, and rates of retention and completion are equally high for both boys and girls. Still, achieving international standards of quality education remains a priority, as does advancing strong education policy, building the capacity of teachers, and integrating children with disabilities into regular education and learning environments.

UNICEF strongly advocates for the social inclusion of children with disabilities and increased access of families of children with disabilities to adequate and appropriate services and loving homes. A key component of this work is improving access to and quality of early learning for all children and extending child-friendly principles to pre-school and primary education. UNICEF and the Ministry of Education are therefore working together to design standards for the inclusion of children with disabilities; child-centred and participatory learning environments; and relevant, play-based and age-appropriate teaching methods.

To support the implementation of the National ECD Policy, UNICEF is modelling innovative and replicable forms of quality and inclusive pre-school and pre-primary education and learning. This includes updating pre-primary curricula, developing school readiness standards, establishing teacher qualification requirements, designing child-friendly guidelines for comprehensive assessments of early learning achievements and school readiness and strengthening the capacities of parents to ensure early learning opportunities for children at home. UNICEF is also enhancing the skills of educators to deliver inclusive education, and updating teacher training curricula with flexible teaching and learning methods adapted to different needs and learning styles.

As part of efforts to promote the inclusion of all children, including children with disabilities, in education in Turkmenistan, UNICEF and the Ministry of Education are working together to support the establishment of new cross-sectoral services based on multi-disciplinary approaches that are central to enabling the participation of children with disabilities in mainstream education. Efforts are also being made to further promote the generation of data on these children and advocate for their inclusion. Communication for social change is addressing segregation-based attitudes and stereotypes and promoting wider social inclusion of children with disabilities.

UNICEF is also working to foster disaster preparedness and DRR in schools in Turkmenistan. Successful DRR programme interventions are being scaled up in schools, including pre-schools, focusing on safe and disaster-sensitive infrastructure, accessibility of schools and classrooms, and developing the capacities of management, teachers and parents by building life-saving knowledge and skills.


 

 

 
Search:

 Email this article

unite for children