Report - Bernard van Leer Foundation

More documents

Recommendations

Info

Appendix 3Education For All (EFA)Goal No. 1: Early Childhood Care & EducationThe Government of the United Republic of Tanzania participated in and committed to …The Dakar Framework for Action:Education for All: Meeting our Collective Commitments. April 2000.We hereby collectively commit ourselves to the attainment of the following goals:-1. expanding and improving comprehensive early childhood care and education,especially for the most vulnerable and disadvantaged children;2. ensuring that by 2015 all children, particularly girls, children in difficultcircumstances and those belonging to ethnic minorities, have access to and completefree and compulsory primary education of good quality;3. ensuring that the learning needs of all young people and adults are met throughequitable access to appropriate learning and life skills programmes;4. achieving a 50 per cent improvement in levels of adult literacy by 2015, especiallyfor women, and equitable access to basic and continuing education for all adults;5. eliminating gender disparities in primary and secondary education by 2005, andachieving gender equality in education by 2015, with a focus on ensuring girls' fulland equal access to and achievement in basic education of good quality;6. improving all aspects of the quality of education and ensuring excellence of all sothat recognized and measurable learning outcomes are achieved by all, especially inliteracy, numeracy and essential life skills.EFA Goal No. 1:1. Expanding and improving comprehensive early childhood care and education, especially for themost vulnerable and disadvantaged children30. All young children must be nurtured in safe and caring environments that allow them to become healthy,alert, and secure and be able to learn. The past decade has provided more evidence that good quality earlychildhood care and education, both in families and in more structured programmes, have a positive impact on thesurvival, growth, development and learning potential of children. Such programmes should be comprehensive,focusing on all of the child's needs and encompassing health, nutrition and hygiene as well as cognitive andpsycho-social development. They should be provided in the child's mother tongue and help to identify and enrichthe care and education of children with special needs. Partnerships between governments, NGOs, communitiesand families can help ensure the provision of good care and education for children, especially for those mostdisadvantaged, through activities centred on the child, focused on the family, based within the community andsupported by national, multi-sectoral policies and adequate resources.31. Governments across relevant ministries, have the primary responsibility for formulating early childhood careand education policies within the context of national EFA plans, mobilizing political and popular support, andpromoting flexible, adaptable programmes for young children that are appropriate to their age and not meredownward extensions of formal school systems. The education of parents and other caregivers in better childcare, building on traditional practices, and the systematic use of early childhood indicators are importantelements in achieving this goal.52
Appendix 4Administrative Map of Tanzania Highlighting Monduli District :KibondoKasuluKigomaUjijiKigoma RuralBukoba RuralBukobaKaragweUrbanMpandaNkasiMulebaKahamaUramboSumbawangaUrbanSumbawanga RuralMboziShinyanga RuralNzegaTabora UrbanTabora RuralChunyaIgungaTarimeMusoma UrbanMusoma RuralUkereweBunda SerengetiNgara Sengerema Mwanza MaguBariadiBiharamuloGeitaMisungwiKwimbaMaswaBukombeMeatuShinyanga UrbanMbeyaUrban MaketeRungweIlejeKyelaNgorongoroMbuluKaratuBabatiIrambaHanangSingidaUrbanKondoaSingida RuralManyoniMbaraliMbeya RuralMonduliArumeruHaiArushaDodoma RuralDodoma KongwaUrbanIringa RuralMufindiNjombeLudewaIringa UrbanSimanjiroKitetoRomboMoshi RuralMoshi UrbanMwangaSameHandeniLushotoMuhezaKorogwePanganiTangaMpwapwaKinondoniMorogoro Urban IlalaKilosaKibahaTemekeKisaraweMorogoro Rural MkurangaSongea RuralMbinga Songea UrbanKilomberoUlangaTunduruLiwaleMonduliDistrictBagamoyoRufijiNachingweaMasasiKilwaPembaLindi RuralZanzibarMafiaLindi UrbanMtwara UrbanMtwara RuralTandahimbaNewalaSource: Tanzania Socio-Economic Database (2000)53
Page 2 and 3:
AcknowledgmentsJust as young childr
Page 4 and 5:
GlossaryABEK Alternative Basic Educ
Page 6: Therefore, MPDI has recognised that
Page 9 and 10: Care was taken in the planning phas
Page 11 and 12: 3. EARLY CHILDHOOD CARE & EDUCATION
Page 13 and 14: vi.there has been increase in mater
Page 15 and 16: 3.2.2 Towards Integrated Multi-sect
Page 17: ECD Policies & Guidelines Responsib
Page 20 and 21: education, a MOEC, UNICEF, UNESCO S
Page 23 and 24: KINNAPA, Kiteto District, Manyara R
Page 25 and 26: 4. RESEARCH FINDINGS4.1 Challenges
Page 27 and 28: Table 8: Challenges & Opportunities
Page 29 and 30: 1.1 …continued … Pastoralists
Page 31 and 32: The Early Care & Education of Young
Page 33 and 34: 3.2 Location, facilities & provisio
Page 35: 3.3 Caregivers / Teachers for Commu
Page 38 and 39: 3.5 …. continued …. Programme c
Page 40 and 41: 5. RECOMMENDATIONSWhilst the challe
Page 42 and 43: 6. CONCLUSIONMPDI commissioned this
Page 44 and 45: BIBLIOGRAPHYAMANI ECCD. (August 200
Page 46 and 47: - (2004) Assessment of the Situatio
Page 48 and 49: 1.0 BackgroundMonduli Pastoralist D
Page 50 and 51: 5. TerminologyFor the purposes of t
Page 52 and 53: Annex AMonduli Pastoralist Developm
Page 54 and 55: Engi (Losimingori B)Community presc
Page 58 and 59: Sepeko Ward, Monduli DistrictAdmini
Page 61 and 62: Research Tool:Background Informatio
Page 63 and 64: Research Tool for Objective 1Append
Page 65 and 66: Research Tools for Objective 2Appen
Page 67 and 68: CSchools’ readiness for pastorali
Page 69 and 70: Knowledge & Beliefs About How Their
Page 71 and 72: Appendix 11District Level Consultat
show all

Report - Bernard van Leer Foundation

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?