Ensuring Early Childhood Care & Development. Sharing experiences from Chittoor Dist, AP Creating enabling learning environments for children Save the.

Slides:



Advertisements
Similar presentations
To help children realise their right to a primary education of good quality, we need to: promote early learning experiences from birth guarantee children.
Advertisements

Starting Early and Fostering Inclusion: From theory to genuine effective practices- the case of Roma from Romania Magda Matache Romani CRISS International.
A GOOD START Project in Slovakia A road of a thousand miles begins with the first step... Conference on Early Childhood Education and Care for Roma Children.
Lara Evans, Deputy Director Food Security and Livelihoods World Vision, Inc. Improving Early Grade Education through Food for Education.
EDUCATION FOR ALL – A RIGHT ?
A DAY IN PRE-K CLARKE COUNTY SCHOOL DISTRICT. Clarke County School District’s Vision Our vision is for all students to graduate as life-long learners.
Integrated approach to Early Childhood Development ‘Essential Package of Services’ CARE India.
CHILD RIGHTS & CHILD DEVELOPMENT IN RURAL AREAS
Mobile Creches Innovative Responses to Challenges on the Ground Sudeshna Sengupta Sr. Manager, Advocacy, September, 2014.
Pestalozzi Children’s Foundation / emPower 2012 International Development Cooperation Education The purpose and goal of the school is to teach pupils how.
Presented by Sanjeev Rai Save the Children India Between Power and Poverty : Story of Children in Brick kilns.
Koru Foundational Learning Programme A specialised learning programme for new entrants.
EARLY CHILDHOOD EDUCATION (ECE) GOVERNMENT PRIORITIES.
Early Childhood Education in Pakistan How long can we ignore the foundations? Amima Sayeed January 29, 2013.
Rethinking the Schoolhouse: Arguments for a New Approach to Education Changu Mannathoko Senior Education Advisor; UNICEF, New York
The Dakar Framework for Action: Quality Education and EFA
CAPACITY BUILDING FOR STUDENTS THROUGH ACADEMIC PROGRAM ON ECCE Department of Human Development S.N.D.T. Women’s University, Juhu campus, Santacruz (W),
Skills for Employment CIDA Policy context and Programming guidelines ACCC Forum–Edmonton, June c.
How the European Social Fund can contribute to social enterprises? Workshop 7: Structural funds (ESF, ERDF) for social enterprises Strasbourg, 16 January.
Early Childhood Development HIV/AIDS in Malawi
The introduction of social workers in the primary health care system and its impact on the reduction of baby abandonment in Kazakhstan 10 September 2014,
STATUS OF EARLY CHILDHOOD CARE AND DEVELOPMENT IN SRI LANKA
REPUBLIC OF ZAMBIA Presentation at The Open Society Initiative for Southern Africa Southern Africa Regional Conference on ECCDE ‘Quality Matters’ 3-5 December.
Key priorities, challenges and opportunities to advance the agenda for children in middle income countries of CIS, Eastern and Southern Europe Yuri Oksamitniy.
HIGH-LEVEL MEETING ON CO-OPERATION FOR CHILD RIGHTS IN THE ASIA PACIFIC REGION 4-6 NOVEMBER, 2010 CHILD RIGHTS IN INDIA: CURRENT STATUS AND CHALLENGES.
Advocacy for CRPD in Plan Nepal’s Social Inclusion Programme Social Inclusion Programme Presentation for Civil Society CRPD Forum, 5 September 2012 Silje.
EXPANDING ACCESS TO ECCD THROUGH DIVERSE DELIVERY SYSTEMS Presented at the Workshop on Advancing Quality Early Childhood Development for All: Strategies.
Promoting child rights to end child poverty Plan Rwanda CSP II Right to Access Quality & Inclusive Education 1 RENCP GA July 2015 By: Paul.
Early Childhood Development as Entry Point for Social Inclusion of Roma Children Gordon Alexander Senior Advisor Economic and Social Policy UNICEF CEE/
From June 2011 to Dec Obejectives:  Present Status of Pre Primary Education  Teaching Methodology  Carry out the Data Collection from Government.
Education Sector in Afghanistan By Agnès de Geoffroy and Amélie Banzet LRRD project.
Strengthening the Foundation Ensuring Quality in Anganwadi Centres (AWC) through HUBs Conference on Early Learning – Status and the Way Forward September.
Children & their Psychosocial Needs: Experiences from India Dr. Balwant Singh India HIV/AIDS Alliance 11th July 2004.
Addressing the SRH needs of married adolescent girls: Lessons from a case study in India K. G. Santhya Shireen J. Jejeebhoy Population Council, New Delhi.
Balochistan Education Programme Assessments and Research around Literacy Boost Program under (BEP).
Goal 4 Target by target response to the Education 2030 Agenda
WHAT IS YOUNG LIVES? Young Lives is an international research project that is recording changes in child poverty over 15 years and the factors affecting.
Logframe of the Education Joint Programme Presentation to Provincial Workshop in Sindh May 20, 2008.
Goal – II : Bridge All Gender & Social Category Gaps at Elementary Level by 2010 Presentation by : Ms. Kiran Dogra, Consultant Annexure – VII.
Mars 2006WG.ECD. ADEA1 ECD ISSUES & RECOMMENDATIONS Children Ready for Schools Schools Ready For Children.
Early Learning: Status and Way Forward Introduction to the Conference.
Struggling Together / Moving Ahead Gramya Resource Centre for Women Dr. V Rukmini Rao.
Plan © Plan An introduction. © Plan It starts with ambition… Plan’s Vision is of a world in which all children realise their full potential in societies.
Donor Coordination Forum 16 October, key challenges Poverty Social exclusion Functional gaps and system weaknesses in social services.
Workshop on Sharing Experience & Lesson Learnt Non-Formal Education Development 27 July 2010 Thalat Vientiane Laos PDR.
Who we are Leading independent child rights organisation creating lasting change for children in need in India and around the world Non sectarian organization.
2012 EFA Global Monitoring Report Skills development: Expanding opportunities for marginalized groups.
Investing in Human Development for an effective HIV Response Alka Narang UNDP India.
VOLUNTARY ACTION FOR DEVELOPMENT Presenter: Ms. Mary Namwebe March 2009 EXPERIENCES IN SCALING UP WASH IN SCHOOLS IN UGANDA.
Building The Next Phase in Ontario’s Education Strategy. “Great to Excellent” Building The Next Phase in Ontario’s Education Strategy “Great to Excellent”
Implementation of the international development goals by the Lao PDR I. National Development Strategy II.Progress in the implementation of National Development.
There are schools but no education: Is Education For All a distant ambition?
Mother tongue based Multilingual Early Childhood Education & Development SANDHYA PARANJPE.
DSD AND THE NOT FOR PROFIT SECTOR: BUILDING AND STRENGTHENING OUR PARTNERSHIP.
National ECD Conference: Creating a child friendly society Peter Sekgobela Regional Manager Wozobona/SEP /
Shornokishoree: An Innovative Approach to Promote Adolescent Girl’s Health & Development in Bangladesh Dr. Nizam Uddin Ahmed Executive Director & General.
Project “Transition policy trends in indigenous, rural and border communities” May Bolivia, Chile, Colombia, Costa Rica, Guatemala, Mexico, Peru.
M and E in Multilingual Mother Tongue Based ECCE Dr. Jayanti Prakash.
Care & education for children of migrant city makers
Community-based Education at Rishi Valley
Presentation on Alternative Innovative Learning Programmes For Out Of School Children – The Experience of ZOCS in Zambia The pictures on top of the slide.
Coastlands Hotel – Durban, South Africa November 2016
Key Policy Issues in ECCD (Philippines)
PLATFORM FOR ENGAGEMENT
SECTOR PRIORITIES AND OUTCOMES
Early Childhood Development (ECD) Initiative in Pakistan
Early Childhood Development Network Pakistan
Education SUSTAINABLE DEVELOPMENT GOAL 4
Quality Early Childhood Care and Development:
Early Childhood Development (ECD) Initiative in Pakistan
Presentation transcript:

Ensuring Early Childhood Care & Development

Sharing experiences from Chittoor Dist, AP Creating enabling learning environments for children Save the Children in partnership with Target, Mattel and P&G together have had the opportunity to help children meet their lifelong potential, by giving them access to a child focused, gender sensitive and inclusive teaching-learning environment. Reaching over 12,000 children aged 3-8 years in 292 Anganwadi centers and 102 Government Primary schools Using Play to Lean to help Each Childhood Development (ECD) programmes create strong foundations for future school success

The continuum of development

Programme Approach A large number of children miss out on pre primary educational opportunities at a critical stage of their development. There is a focus on the most marginalized groups of children who face various forms of social exclusion, such as caste and gender discrimination and also migrant children Girls receive priority focus, so they can benefit from equitable educational opportunities not only in primary school, but more importantly during their early development years (3-6 years) Create convergence between the Government Departments of ICDS & Education

Addressing diversity Children may not speak the language of the classroom; are at risk of dropping out because they are sick, hungry, or not achieving well; or they belong to a different religion or caste. They may also be children affected by HIV/ AIDS, and all girls and boys who should be in school but are not, especially those who work at home, in the fields, or elsewhere (migrants). Anganwadi teachers and school personnel are being challenged increasingly ‘to change’ in order to meet the new challenges presented within the learning environments ‘Inclusive” in the programme is not limited to only children with disabilities, but means including ALL children who are left out or excluded.

Providing access to a stimulating learning environment in early childhood programs Bridging the gap between Schools and real life by linking schools and communities they serve, ensuring that schools equip children for a rapidly changing society Providing access to health and nutrition services Capacity building at various levels – ICDS, Education & community levels Engaging and working with a variety of governmental and community stakeholders and comprise of an integral partnership Key Programme Activities

Initiatives on Early Childhood Education – 3-8 years Early Literacy & Math Skills – in pre schools / centres School Readiness – to ensure a smooth transition from pre primary to primary Literacy Boost – in primary schools

 Understanding about Words and Sounds Understanding Print Knowing what Books are Knowing about the Alphabet Talking and Listening Key Emergent Literacy Knowledge Areas 8

 Geometry Patterns Sorting and Classification Comparison and Measurement Numbers and Counting Key Emergent Math Knowledge Areas 9

Literacy Boost – Why? To strengthen children’s access to literacy and language experiences To improve reading instruction To measurably improve children’s reading and learning To attain these objectives, three components are implemented: 1. reading assessment 2. teacher training 3. community action

ALL CHILDREN IN SCHOOL AND STAYING IN SCHOOL

Key Partners State Government Department of Education Department of Women and Child Welfare District Institutes for Education Training (DIETs) Panchayati Raj Institutions Mother Committees Parent Teacher Associations Local Implementing partner

Sharing Experiences from Brick Kilns in West Bengal India’s brick kiln industry is the second largest in world after China. It has more than 1,00,000 operating units producing about 140 billion bricks annually 13

Brick Kilns in West Bengal The Gangetic plains of North India accounts for 65 % of the total brick production. Punjab, Haryana, Uttar Pradesh, Bihar and West Bengal are major brick producing states in this region Brick making is a traditional, unorganized industry confined to rural and peri- urban areas 14

Concerns Brick Kilns are least regulated by law as this industry falls into non- formal sector Not many NGOs/ INGOs are involved advocating for rights of child labourers who remain quite invisible to society 15

Result- Increased Demand for Bricks Increased Child Labour in Hazardous Sector 1,60,000 migrant children in West Bengal’s Brick kilns Every year thousands of children, invisible and unheard arrive into approx 4000 brick kilns situated across West Bengal 16

Sharing experiences from Brick Kilns in West Bengal Creating enabling learning environments for children in Brick Kilns Save the Children in association with partner NGO NMCS and RCHSS provided very foundation for basic education and life long learning and development to children in brick kilns in a inclusive, gender sensitive and child friendly learner environment. Reached out to 4588 children 2 to 5 years spread over 70 creches and 40 Anganwadi centres in two district – North 24 pargans and Malda district of West Bengal children enrolled into primary schools from cercehe and Anganwadi centres and accessed early childhood care and education in child friendly inclusive learning environment Using Play to Lean to help Each Childhood Development (ECD) programmes create strong foundations for future school success

Programme Approach  Children in brick kilns 2 to 5 years are devoid of government schemes and services in areas of health, nutrition and early education - as a result, large number of children in brick kilns lose out on opportunity to access early childhood care at a critical stage of development  Children in brick kilns are from diversified groups; Creche volunteers and Anganwadi workers capacitated to provide early education to children in inclusive, multi-lingual and child friendly environment.  Creating links with the Anganwadi Centres for institutionalized Early Childhood Care and Education services to children who face various forms of exclusion – such as caste and gender discrimination  Advocating with the Departments of Health and Women & Child Welfare to establish Anganwadi Centres in the brick kilns to provide easy and accessible Early Childhood Care Education (ECCE) and health services; immunization and health check-up.

Addressing diversity Creche volunteers, Anganwadi workers and school teachers adopted innovative methods – joyful learning, multi-lingual teaching methodology, diversified classroom management for children in brick kilns The training manual conceptualized as a resource for crcehe volunteer and Angawadi workers for addressing diverse needs in learning environment for children in brick kilns All inclusive approach for children in brick kilns who do not speak the language of the classroom; drop-out because of seasonal migration; belong to different religion and caste.

Programme Activities /Achievements Establishing creche in brick kilns to provide early childhood care and education to marginalized children 70 creche equipped with Teaching Learning Materials to provide early education to diverse group of children in a multi-lingual child friendly learner environment, Creche volunteers provided care and early education to children whilst their mothers were working to avoid risks of burning and hazardous pollutants in brick kilns Reached out to 6455 marginalized children 3 to 5 years in brick kilns and developed skills on - colour, shape, space and direction and motor skills, language skills and cognitive skills 20

Programme Activities /Achievements 70 Creche volunteers and 50 Anganwadi workers were capacitated on child care, nutrition, growth monitoring, immunization, health & hygiene and education- early literacy encompassing knowledge of alphabets, books, words, talking and listening, and mathematical skills including numbers, pattern, sorting, measurement, and geometrical shapes in a multi-lingual child friendly environment 21

Programme Activities/ Achievements  4588 children from brick kilns mainstreamed with Anganwadi centres and accessed pre- school education, supplementary nutrition, safe drinking water and growth monitoring  2248 children transitioned from pre -school (Anganwadi centre) to primary schools for quality elementary education 22

Programme Activities/ Achievements 8 Aganwadi Centres have been established by Child Development Department in brick kilns of North 24 Parganas and Malda district to provide easy and inclusive accessibility to early childhood care and education to children in brick kilns 4588 children were immunized, accessed health check ups and nutritional support through Anganwadi Safe Drinking Water and hygienic sanitation facilities for Children in Anganwadi centres resulting in low incidence of water borne diseases’ among children in brick kilns 23

Challenges Language barrier for migrant children in Anganwadi centres New group of migrant children coming every year to brick kilns in West Bengal Tracking of immunization and health needs of children Support from government/Brick Kiln Owners 24

Initiatives in Jharkhand Consultation meeting with Sarva Siksha Abhiyan, Labour and Social Welfare department in Jharkhand to ensure early childhood care and education to children of migrant workers in brick kilns 25

Thank You