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Author: Yulida Pangastuti
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 288
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Book Description
Young children are often projected as the future beneficiaries and guarantors of national development agendas. From early 2000 to the present, the Government of Indonesia has deployed policy initiatives that made tremendous advances in the rapid increase of access to early childhood education services. From only 17.71% in the early 2000s, enrolments in ECE skyrocketed to 67.51% in 2017. The drive for such achievement has been inseparable from global education movements, especially since the Education for All (EFA) Dakar Framework for Action articulated a specific goal for ECE in 2000. This thesis documents an inquiry into the implications from these national and global policies, how the obsession with quantity both transforms and is being utilised by the people most affected. Using Foucault’s governmentality framework, this thesis provides insight into how ECE interplays with subjectivity from the angle of centres’ owners and teachers. Stories are generated based on an ethnographic case study carried out in a semi urban neighbourhood in Atambua of Indonesia's West Timor region. In terms of historical moments, this thesis captures many beginnings in the life of ECE located in a community known for its precarious living. From ECE expansion as a travelling global policy, the history of women in ECE, the establishment of the centre, the “birth” of teachers, and interactions with children, competing discourses are identified and analysed. In interactions with development projects and government policy, ECE opens possibilities that are not necessarily linear or coherent. The effect of ECE discourse is fruitfully observed through the postcolonial hybridity – its combinations, complementarity, tensions, and interpolation. Using a combination of postcolonial and feminist poststructuralist interpretations subjects and subjectivity, this thesis argues that the impact of the spread of ECE goes beyond the official technical development practices underpinned by economic assumptions. Instead, the formal initiatives also interact with, stimulate, and utilise sentiments and people's historicity that shapes their involvement in neoliberal education development. The claim to improve equity through the provision of ECE and education services for children from poor families has been unsettled through exploration of these complex landscapes. On one side, the ambition for scale is critiqued mainly for how it has been done at the expense of poor providers and through the perpetuation of women as cheap labour. However, utilising concepts of subjects and subjectivity, the same process has also enabled deployment of possibilities through which the manager and school teachers could enact and negotiate their subjectivities while actively living with the consequences.
Author: Yulida Pangastuti
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 288
Get Book Here
Book Description
Young children are often projected as the future beneficiaries and guarantors of national development agendas. From early 2000 to the present, the Government of Indonesia has deployed policy initiatives that made tremendous advances in the rapid increase of access to early childhood education services. From only 17.71% in the early 2000s, enrolments in ECE skyrocketed to 67.51% in 2017. The drive for such achievement has been inseparable from global education movements, especially since the Education for All (EFA) Dakar Framework for Action articulated a specific goal for ECE in 2000. This thesis documents an inquiry into the implications from these national and global policies, how the obsession with quantity both transforms and is being utilised by the people most affected. Using Foucault’s governmentality framework, this thesis provides insight into how ECE interplays with subjectivity from the angle of centres’ owners and teachers. Stories are generated based on an ethnographic case study carried out in a semi urban neighbourhood in Atambua of Indonesia's West Timor region. In terms of historical moments, this thesis captures many beginnings in the life of ECE located in a community known for its precarious living. From ECE expansion as a travelling global policy, the history of women in ECE, the establishment of the centre, the “birth” of teachers, and interactions with children, competing discourses are identified and analysed. In interactions with development projects and government policy, ECE opens possibilities that are not necessarily linear or coherent. The effect of ECE discourse is fruitfully observed through the postcolonial hybridity – its combinations, complementarity, tensions, and interpolation. Using a combination of postcolonial and feminist poststructuralist interpretations subjects and subjectivity, this thesis argues that the impact of the spread of ECE goes beyond the official technical development practices underpinned by economic assumptions. Instead, the formal initiatives also interact with, stimulate, and utilise sentiments and people's historicity that shapes their involvement in neoliberal education development. The claim to improve equity through the provision of ECE and education services for children from poor families has been unsettled through exploration of these complex landscapes. On one side, the ambition for scale is critiqued mainly for how it has been done at the expense of poor providers and through the perpetuation of women as cheap labour. However, utilising concepts of subjects and subjectivity, the same process has also enabled deployment of possibilities through which the manager and school teachers could enact and negotiate their subjectivities while actively living with the consequences.
Author: Amina Denboba
Publisher: World Bank Publications
ISBN: 1464806519
Category : Education
Languages : en
Pages : 143
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Book Description
Since the early 2000s, Indonesia has taken a number of steps to prioritize early childhood development - ranging from the inclusion of Early Childhood Development (ECD) in the National Education System Law No. 20 in 2003 to a Presidential Declaration on Holistic and Integrated ECD and the launch of the country's first ever ECD Census in 2011. These policy milestones have occurred in parallel with sustained progress on outcomes included in the Millennium Development Goals, including for child malnutrition, child mortality and universal basic education. Additional progress could be achieved by strengthening ECD policies further. This report presents findings from an assessment of ECD policies and programs in Indonesia based on two World Bank tools: the ECD module of the Systems Approach for Better Education Results (SABER) and a guide on essential interventions for investing in young children. Results from the application of both tools to Indonesia are used to suggest a number of policy options for consideration.
Author: Amer Hasan
Publisher: World Bank Publications
ISBN: 0821398369
Category : Business & Economics
Languages : en
Pages : 214
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Book Description
Indonesia has begun to emerge into middle-income status, yet persistent poverty and stark inequalities continue to affect young children’s development. This book tells the story of Indonesia’s efforts to change the trajectory of development for poor children. Many countries have similar aims, but several aspects of what is reported here are especially valuable and perhaps unique. The study offers data on all aspects of health and development in a sample of rural young children, collected with internationally-validated measures, as well as household information, information about parenting practices including feeding patterns, parent questionnaires, and data on the prevalence and distribution of ECED services. The data reported in this book is based on a sample of more than 6,000 Indonesian children living in 310 poor villages, including two age cohorts (aged 1 and 4 years old when data were first collected on their development in 2009). From the start, the project aimed not only to support service provision but also to support the development of national standards, build national and district capacity, and encourage the establishment of a system of ECED quality assurance, efforts that are still in process. Few such analyses have been done with such a large sample and with multiple measures. These design features allow a high level of confidence in the results that are reported. The lessons from this book will help to inform not only this project’s further implementation but ECED initiatives in Indonesia and around the world. Thus, the results presented in this book are of significance for researchers, policy-makers, and practitioners within and beyond Indonesia. The experiences and research results discussed here are especially relevant for: • Researchers in early childhood development and program evaluation; • Policymakers within and beyond Indonesia; • Providers of early childhood services; • Professional development providers; and • Advocates for quality early childhood services.
Author: Weltbank
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this report is to assist the Government of Indonesia to identify priorities for expanding effective and sustainable early childhood services targeted to children in the first six years of life. The report is organized in three sections. The first section explains how expanding services for young children can help to alleviate inequities in human development outcomes. A second section presents the current situation of the early childhood education and development subsector in Indonesia and emerging issues. The final section sets forth recommendations.
Author:
Publisher:
ISBN:
Category : Early childhood education
Languages : en
Pages : 84
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Book Description
Author: Haeil Jung
Publisher:
ISBN:
Category :
Languages : en
Pages : 40
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Book Description
This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.
Author: Rachel Chapman
Publisher: Springer Nature
ISBN: 3031467981
Category : Education
Languages : en
Pages : 200
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Book Description
This book explores the contexts for gender identity development in early childhood education, examining how early childhood educators’ views on children’s gender identity influence their practice in Australia. The author utilizes feminist post-structuralism, queer theory and performativity as theoretical approaches, and feminist post-structuralist discourse and thematic analyses. The book captures the voices of educators and developers of curriculum documents to explore how gender expansive environments can be created when such environments are socially and politically contentious. It then identifies discourses that enable and constrain the building of pro-diversity spaces and contexts in early childhood education, while considering how to disrupt normative notions of gender and promote the deployment of discursive agency.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264230750
Category :
Languages : en
Pages : 335
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Book Description
This report provides guidance on how Indonesia can consolidate gains in access to basic education and develop an education system that will support an economy in transition towards high-income status.
Author: Vina Adriany
Publisher: Taylor & Francis
ISBN: 1040086489
Category : Education
Languages : en
Pages : 133
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Book Description
Adriany explores gender discourses in early childhood education in Indonesia, as well as how teachers and children are engaged in the process of constructing, negotiating, and resisting dominant gender discourses in kindergartens. Using an ethnographic approach, Adriany explores how both the teachers and children are doing and undoing their gender. She adopts feminist poststructuralist and postcolonial theories through her research and, in that context, views gender as something fluid and unfixed. The book also investigates the methodological aspect where the authors have both an inside and outside perspective. Each chapter aims to present and complicate the taken-for-granted practices in kindergartens that relate to how gender and power are constructed. The findings of this book show the extent to which early childhood education becomes a space for the teachers and children to construct, negotiate, as well as resist dominant gender discourses in kindergartens. Offering insights into local and global contexts that shape gender values in early years, this book will be a valuable reference for researchers, scholars, and students in early childhood education, gender studies, and comparative education.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.
