The Early Childhood Workforce Initiative (ECWI) is a global, multi-sectoral effort to mobilize countries and international partners to support and empower those who work with families and children under age 8. This initiative is jointly led by Results for Development (R4D) and the International Step by Step Association (ISSA), and supported by a consortium of funders including Bernard van Leer Foundation, Open Society Foundations, ELMA Foundation, and Jacobs Foundation.
Globally, there are 600 million adolescent girls in developing countries who face challenges to education and health services and too often face persistent discrimination and violence. They frequently have limited opportunities to gain the education, knowledge, resources, and skills that can lead to economic advancement. Programs and interventions that seek to expand those opportunities, such as those containing financial education, can be critical levers for change in adolescent girls’ lives; helping them to gain independence, establish good financial habits, and improve their future prospects for decent work. Helping girls gain control of the decisions that affect them can help break the intergenerational cycle of poverty.
In October, R4D Managing Director Nick Burnett traveled to Vilnius, Lithuania to deliver a keynote speech at the International Step by Step Association's (ISSA) annual conference. ISSA, a learning community of early childhood development (ECD) experts and practitioners in Europe and Central Asia, is R4D's partner behind the Early Childhood Workforce Initiative.
Nisai Learning has been in the business of technology and learning since 1994. Nisai Learning has developed a pedagogy and online learning platform which addresses barriers to learning.
It is now a common knowledge that Affordable Private Schools (APS) exist in most of the developing countries in the world. Several studies1 conducted in the recent past have identified the existence of low-cost private schools in urban and rural areas across countries such as India, Pakistan, Bangladesh, Nigeria, Ghana, Kenya, Dominican Republic, South Africa, China and other countries. These schools are independently owned and operated by local entrepreneurs to serve a large population of the working poor and lower income families by charging lower fees.
The growing science of early development increasingly provides solid evidence on which to base stepped-up advocacy and strengthened programs of support for young children and their families. Unfortunately, there are still massive gaps in provision, disadvantaging those most in need and perpetuating inequality. The provision gaps and the related need for knowledge augmentation have resulted in an open field for expanded leadership and program innovation.
Results for Development Institute (R4D) led an evaluation of four citizen-led assessments supported by the William and Flora Hewlett Foundation in 2013 and 2014. As part of the evaluation, the Australian Council for Education Research (ACER) designed two small quasi‐experimental studies to investigate the concurrent validity and inter‐rater reliability of Uwezo, one of the citizen-led assessments.
The mother tongue allows the child to verbalize his thoughts and to be in harmony with the world around him. The use of a single foreign language in school suddenly puts the child in a situation of regression. School learning becomes more problematic when the learners speak a totally different language at home. This can create a symbolic break between the two major institutions of socialization, which are school and the family. Thus many countries have adopted bilingualism in the early years of schooling for students.
Sustainable Development Begins with Education: ￼￼How education can contribute to the proposed post-2015 goals
Sustainable development post-2015 begins with education
For more than half a century the international community of nations has recognized education as a fundamental human right. In 2000, it agreed to the Millennium Development Goals, which acknowledged education as an indispensable means for people to realize their capabilities, and prioritized the completion of a primary school cycle.