Established in 2006, TATA Africa Services (Nigeria) Limited operates as the nodal point for Tata businesses in West Africa. TATA Africa Services (Nigeria) Limited has a strong presence in Nigeria with investments exceeding USD 10 million. The company was established in Lagos, Nigeria as a subsidiary of TATA Africa Holdings (SA) (Pty) Limited, South Africa and serves as the hub of Tata’s operations in Nigeria and the rest of West Africa.

What About Us

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(16)31389-7.pdf

Early childhood development coming of age: science through the life course

The Lancet Commission on global mental health and sustainable development.

https://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(11)60555-2.pdf

Inequality in early childhood: risk and protective factors for early child development

Transforming Early Childhood Care and Education in the Insular South-East Asia and Mekong Sub-Regions: Implications of the Global Monitoring Report 2007

In recent years, the Government of the Hong Kong SAR has allocated considerably more attention and resources to pre-primary education. This chapter considers how these changes at the policy and pedagogy levels are shaping the learning experiences of young children in Hong Kong. It will focus on the impact of the following four broad policy changes initiated in the last decade: the implementation of the Guide to the Pre-primary curriculum; the adoption of the biliterate and trilingual language policy; the enactment of a new quality assurance process; and the introduction of the Pre-primary Education Voucher Scheme (PEVS). It was assumed that the implementation of these policies would enhance the preschool and home learning experiences of young children. However, after one decade of implementation of these measures, studies have shown that: (1) preschool teachers still encounter difficulties in implementing child-centred teaching approaches and are likely to continue to adopt teacher-directed instruction or product-oriented pedagogy; (2) there are problems associated with the implementation of the trilingual language policy; (3) there are still wide variations in preschool quality despite the new quality assurance processes; and (4) the PEVS has resulted in some middle-families using the extra disposable income to enrol their children in additional academic classes rather than more play-based extra-curricular activities. Against the background of these research findings, this chapter argues that the changing role of the State, teacher characteristics and traditional Chinese beliefs should be adequately considered for an understanding of the early learning experiences of young Chinese learners in Hong Kong. Preschool education in Hong Kong has not necessarily become more child-centred as teachers have difficulties implementing developmentally appropriate teaching. On the other hand, the government has allocated more resources in enhancing the quality of early childhood education through supporting professional development of teachers. In terms of home-based learning, the influence of traditional Chinese beliefs about academic achievement is predominant and parents continue to prioritize academic learning. Thus Chinese parental beliefs and practices moderate the efforts of the state to promote holistic early development and learning.

Early Learning Experiences of Young Chinese Learners in Hong Kong: The Role of Traditional Values and Changing Educational Policy

Over the past five decades, Tanzania has hosted over two million refugees, about 200,000 of whom have been naturalized as Tanzania citizens. Children from this group face numerous challenges within the mainstream educational system. This paper considered education policy in Tanzania, with a specific focus on children from naturalized refugees’ access to quality pre-primary education. It analyzes relevant policy documents published from 2006 - the year before Tanzania started its latest refugee naturalization phase, to 2016. The 2014 Tanzania Education and Training Policy (ETP), the Pre-primary Curriculum, and the Pre-primary Schools Guide give the most focus on pre-primary education. Three National Five-year Development Plans considered all levels of formal education, except the pre-primary level.  Findings revealed that policy documents articulate a commitment to providing equal educational opportunities for all people, regardless of their background, acknowledge existing problems with the educational system and make sensible recommendations. These include abolishing fees in all public schools; increasing flexibility in the choice and use of languages of instruction; decentralizing of program management and accountability; and, recommendations related to curriculum issues. However, the associated working documents do not suggest specific strategic and implementation plans to meet the intended goals, nor do they prioritize increasing educational participation for naturalized refugee children.

/pdf/pre-primary-education-policy-in-tanzania-does-it-meet-the-4evdhuudi3.pdf

Nirmala Rao

Papers

Transforming Early Childhood Care and Education in the Insular South-East Asia and Mekong Sub-Regions: Implications of the Global Monitoring Report 2007

Early Learning Experiences of Young Chinese Learners in Hong Kong: The Role of Traditional Values and Changing Educational Policy

Pre-primary education policy in Tanzania: Does it meet the educational needs of newly naturalized refugee children?

Institutional Reforms in Local Government: A Comparative Framework

Evaluation of Community Preschool and Home-Based Early Childhood Programmes in Cambodia