Overview of early childhood education in China, India, Ethiopia, and Tanzania.

Judit Szente; X. Christine Wang; Belete Mebratu; Fortidas Bakuza

Overview of early childhood education in China, India, Ethiopia, and Tanzania.

Judit Szente, X. Christine Wang, Belete Mebratu, Fortidas Bakuza

Institute for Educational Development, East Africa

Research output: Contribution to journal › Article

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Abstract

This paper introduces the status of early childhood education in China, India, Ethiopia, and Tanzania over the past 25 years while sharing crucial new policies targeting early childhood (EC) education and EC teacher education. The paper targets four main areas such as :

1) opportunities for quality pre- and in-service training of EC teachers;

2) distribution/availability of quality EC teachers;

3) perceived status of EC teachers; and

4) financial support for EC education in each country.

Conclusions and recommendations for the Post-2015 area are also provided.

Original language	Undefined/Unknown
Journal	Institute for Educational Development, East Africa
Publication status	Published - 1 Oct 2015

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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Overview of early childhood education in China India Ethiopia

http://ecommons.aku.edu/eastafrica_ied/107

Cite this

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title = "Overview of early childhood education in China, India, Ethiopia, and Tanzania.",

abstract = "This paper introduces the status of early childhood education in China, India, Ethiopia, and Tanzania over the past 25 years while sharing crucial new policies targeting early childhood (EC) education and EC teacher education. The paper targets four main areas such as : 1) opportunities for quality pre- and in-service training of EC teachers; 2) distribution/availability of quality EC teachers; 3) perceived status of EC teachers; and 4) financial support for EC education in each country. Conclusions and recommendations for the Post-2015 area are also provided.",

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AB - This paper introduces the status of early childhood education in China, India, Ethiopia, and Tanzania over the past 25 years while sharing crucial new policies targeting early childhood (EC) education and EC teacher education. The paper targets four main areas such as : 1) opportunities for quality pre- and in-service training of EC teachers; 2) distribution/availability of quality EC teachers; 3) perceived status of EC teachers; and 4) financial support for EC education in each country. Conclusions and recommendations for the Post-2015 area are also provided.

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JO - Institute for Educational Development, East Africa

JF - Institute for Educational Development, East Africa

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