Incorporating Indigenous Knowledge and Practice into ECCE: A Comparison of Programs in The Gambia, Senegal and Mali

Autor/in	Soudee, Alicia Ranck
Titel	Incorporating Indigenous Knowledge and Practice into ECCE: A Comparison of Programs in The Gambia, Senegal and Mali
Quelle	In: Current Issues in Comparative Education, 11 (2009), S.15-23 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Indigenous Knowledge; Integrated Activities; Early Childhood Education; International Organizations; Educational Policy; Program Implementation; Partnerships in Education; Comparative Analysis; Comparative Education; Foreign Countries; Gambia; Mali; Senegal + Suchen Sie Ihr Suchwort? Integrierender Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; International organisation; International organisations; International organization; Internationale Organisation; Politics of education; Bildungspolitik; Hochschulpartnerschaft; Vergleichende Erziehungswissenschaft; Ausland
Abstract	Early Childhood Development (ECD) has emerged as a theme in international and African dialogue on education in recent years. UNESCO's Division of Basic Education Early Childhood promotes an integrated approach to Early Childhood Care and Education (ECCE) policy development and review. The study examines how this is implemented in three West African countries, with similar cultural groups in their diverse populations: The Gambia, Mali and Senegal. In The Gambia there is thus far a proposal on how indigenous knowledge should be included in early childhood programs. The clos d'enfants [children's groups], in Mali demonstrates similar ideas through an international partnership with a local initiative program, developed in Bamako using mothers, local materials and toys made by the participants. Senegal's program combining local traditions and European pedagogical philosophies, the case des tout-petits [children's huts], came from the President. Analysis of these three cases suggests that these programs and proposals may be a springboard for UNESCO and partners to further develop ECCE with indigenous knowledge and practice in Africa. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10