International Organizations: Educational and Social Policies, Challenges and Achievements

Virginia Stergiou

doi:doi:10.11648/j.pbs.s.2018070601.12

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International Organizations: Educational and Social Policies, Challenges and Achievements

Virginia Stergiou

Published in Psychology and Behavioral Sciences (Volume 7, Issue 6-1)

Received: 10 January 2018 Accepted: 2 April 2018 Published: 8 August 2018

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Abstract

This paper describes briefly the programs of the following International Organizations: UNESCO, UNITED NATIONS DEVELOPMENT PROGRAM, WORLD BANK, UNITED NATIONS POPULATION FUND, and UNICEF, concerning early childhood care and education, especially for children whose development is at risk due to poverty, poor health, disabilities or emergency situations. In 1990, the above multilateral Institutions organized the world Conference on “Education for All” and remain the key international stakeholders in this campaign, which involves child’s protection as a significant concern in early childhood and beyond. There is also a concise report in the INTERNATIONAL ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD) programs in children’s education from Early Childhood to primary school which is considered a big step for all children. These International Organizations were selected among the others, due to their unique mission to provide a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies in this domain. This note is an effort to examine trends in equity access to good quality programs according to social needs of young children and their families, outlines goals, effectiveness, challenges and achievements of these policies and attempts to throw a glance to a review of early childhood across different countries, with a focus on children’s development. Moreover, the work includes a brief analysis on children’s education and care of marginalized groups in order to achieve equal opportunities in social inclusion and attempts to contribute to the reduction of the rates of children which stay out of school. The “child” is being socially developed through appropriate schematic perceptions and values linked to social environments. In this respect, this study affirms that expanding and improving comprehensive early childhood care and education from international perspective, wider social problems could be deflected.

Published in	Psychology and Behavioral Sciences (Volume 7, Issue 6-1) This article belongs to the Special Issue Dimensions of Human Effort
DOI	10.11648/j.pbs.s.2018070601.12
Page(s)	6-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Early Childhood Care and Education, International Organizations, Good Quality Programs, Challenges and Achievements

References

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[2]	Tsatsos K., The Social Philosophy of Ancient Greeks, Eds. Estia, Athens, 1970 (in Greek).
[3]	Grace M. Barnes “Emile Durkheim’s Contribution to the Sociology of Education”, The Journal Thought (JET)/Revue de la Pensée Educative Vol. 11, No. 3 December, 1977, pp. 213-223.
[4]	http://uis.unesco.org/en/topic/out-school-children-and-youth.
[5]	UNESCO, 2011. Alfredo R. Tinsjero and Anaos Loizillon, Review of Care, education and Child Development Indicators in ECCE, Desk Review prepared for UNESCO on existing indices and indicators.
[6]	Daniels Harry, Vygotsky and Pedagogy, 2001, pubs. Routledge Falmer, London.
[7]	Differences between Piaget and Vygotsky cognitive development: https://study.com/.../differences-between-piaget-vygotskys-cognitive-development-the.
[8]	United Nations: «Transforming our world: the 2030 Agenda for Sustainable Development”. Resolution adopted by the General Assembly on 25 September 2015. Seventieth session Agenda, items 15 and 116, 21/10/2015.
[9]	Education for All- Fast Track Initiative Program – World Bank Projects: http://projects.worldbank.org/P111470/education-all-fast-track-initiative-program?lang=en.
[10]	http://www.unfpa.org/maternal-health.
[11]	UNICEF at a glance: https://books.google.gr/books?id=hsl-LN3iCOAC.
[12]	A Guide to General Comment 7 “Implementing Child Rights in Early Childhood”, United Nations Committee on the Rights of the Child United Nations Children’s Fund and Bernard van Leer Foundation, 2006. pp. 12-16.
[13]	Lessons in Educational Quality, Successful Approaches to Intractable Problems Around the World, eds. Jody Heymann &Adele Cassola, 2007., pp. 295-299.
[14]	Starting Strong I: Early Childhood Education and Care, pub. 11-06-2001.
[15]	The countries which participated in this research: Australia, Austria, Belgium, Canada, Czech Republic, Danish, Finland, France, Germany, Hungary, Ireland, Italy, South Korea, Mexico, Holland, Portugal, Switzerland, Great Britain, United States of America.
[16]	Starting Strong II: Early Childhood Education and Care, pub. 11-09-2006, p. 444.
[17]	Starting Strong III - A Quality Toolbox for Early Childhood Education and Care, pubs 10-01-2010.
[18]	United Nations Association, “The Sustainable Development Goals 2015-2030”.
[19]	Hertzman, C. (1999). Population health and human development. In: D. P. Keating and C. Hertzman (Eds.), Developmental Health and The Wealth of Nations. Social, Biological, and Educational Dynamics (41-54). New York: The Guilford Press.
[20]	Hertzman, C. and Boyce, T. (2010). How experience gets under the skin to create gradients in developmental health. Annual Review, Public Health, volume 31.
[21]	UNESCO, 2010, EFA, Global Monitoring Report, Summary, “Reaching the Marginalized” Unesco Publishing, Paris.
[22]	Thompson, R. A. and Nelson, C. A. (2001). Developmental science and the media: early brain development. American Journal of Psychology, 56 (1):5-15. http://www.pitt.edu/~strauss/GradInf%20Thompson_Nelson2001.pdf, pp. 8, 9.
[23]	UNESCO, 2010, EFA, Global Monitoring Report, Summary, “Reaching the Marginalized” Unesco Publishing, Paris.
[24]	Alfredo R. Tinsjero and Anaos Loizillon, Review of Care, education and Child Development Indicators in ECCE, Desk review prepared for UNESCO on existing indices and indicators, 2011, pp. 9.
[25]	Commission Communication “Efficiency and Equity in Education and Training Systems” (COM (2006) 481).
[26]	Commission Communication “An Agenda for new skills and jobs: A European contribution towards full employment”. (COM (2010) 682).
[27]	Commission Staff Working Document “Implementation of the Barcelona objectives concerning childcare facilities for pre-school age children” (SEC (2008) 2524).
[28]	Ugur Muldur, Fabienne Corvers, Henri Delanghe, Jim Dratwa, Daniela Heimberger, Brian Sloan, Sandrijn Vanslembrouck, “A New Deal for Effective European Research Policy, the Design and Impacts of the 7th Framework Program”, Springer eds. 2006.

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Virginia Stergiou. (2018). International Organizations: Educational and Social Policies, Challenges and Achievements. Psychology and Behavioral Sciences, 7(6-1), 6-13. https://doi.org/10.11648/j.pbs.s.2018070601.12

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Virginia Stergiou. International Organizations: Educational and Social Policies, Challenges and Achievements. Psychol. Behav. Sci. 2018, 7(6-1), 6-13. doi: 10.11648/j.pbs.s.2018070601.12

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AMA Style

Virginia Stergiou. International Organizations: Educational and Social Policies, Challenges and Achievements. Psychol Behav Sci. 2018;7(6-1):6-13. doi: 10.11648/j.pbs.s.2018070601.12

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@article{10.11648/j.pbs.s.2018070601.12,
  author = {Virginia Stergiou},
  title = {International Organizations: Educational and Social Policies, Challenges and Achievements},
  journal = {Psychology and Behavioral Sciences},
  volume = {7},
  number = {6-1},
  pages = {6-13},
  doi = {10.11648/j.pbs.s.2018070601.12},
  url = {https://doi.org/10.11648/j.pbs.s.2018070601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.s.2018070601.12},
  abstract = {This paper describes briefly the programs of the following International Organizations: UNESCO, UNITED NATIONS DEVELOPMENT PROGRAM, WORLD BANK, UNITED NATIONS POPULATION FUND, and UNICEF, concerning early childhood care and education, especially for children whose development is at risk due to poverty, poor health, disabilities or emergency situations. In 1990, the above multilateral Institutions organized the world Conference on “Education for All” and remain the key international stakeholders in this campaign, which involves child’s protection as a significant concern in early childhood and beyond. There is also a concise report in the INTERNATIONAL ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD) programs in children’s education from Early Childhood to primary school which is considered a big step for all children. These International Organizations were selected among the others, due to their unique mission to provide a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies in this domain. This note is an effort to examine trends in equity access to good quality programs according to social needs of young children and their families, outlines goals, effectiveness, challenges and achievements of these policies and attempts to throw a glance to a review of early childhood across different countries, with a focus on children’s development. Moreover, the work includes a brief analysis on children’s education and care of marginalized groups in order to achieve equal opportunities in social inclusion and attempts to contribute to the reduction of the rates of children which stay out of school. The “child” is being socially developed through appropriate schematic perceptions and values linked to social environments. In this respect, this study affirms that expanding and improving comprehensive early childhood care and education from international perspective, wider social problems could be deflected.},
 year = {2018}
}

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AB  - This paper describes briefly the programs of the following International Organizations: UNESCO, UNITED NATIONS DEVELOPMENT PROGRAM, WORLD BANK, UNITED NATIONS POPULATION FUND, and UNICEF, concerning early childhood care and education, especially for children whose development is at risk due to poverty, poor health, disabilities or emergency situations. In 1990, the above multilateral Institutions organized the world Conference on “Education for All” and remain the key international stakeholders in this campaign, which involves child’s protection as a significant concern in early childhood and beyond. There is also a concise report in the INTERNATIONAL ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD) programs in children’s education from Early Childhood to primary school which is considered a big step for all children. These International Organizations were selected among the others, due to their unique mission to provide a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies in this domain. This note is an effort to examine trends in equity access to good quality programs according to social needs of young children and their families, outlines goals, effectiveness, challenges and achievements of these policies and attempts to throw a glance to a review of early childhood across different countries, with a focus on children’s development. Moreover, the work includes a brief analysis on children’s education and care of marginalized groups in order to achieve equal opportunities in social inclusion and attempts to contribute to the reduction of the rates of children which stay out of school. The “child” is being socially developed through appropriate schematic perceptions and values linked to social environments. In this respect, this study affirms that expanding and improving comprehensive early childhood care and education from international perspective, wider social problems could be deflected.
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Author Information

Virginia Stergiou

Department of Mathematics, University of Patras, Patra, Greece

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Virginia Stergiou. (2018). International Organizations: Educational and Social Policies, Challenges and Achievements. Psychology and Behavioral Sciences, 7(6-1), 6-13. https://doi.org/10.11648/j.pbs.s.2018070601.12

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ACS Style

Virginia Stergiou. International Organizations: Educational and Social Policies, Challenges and Achievements. Psychol. Behav. Sci. 2018, 7(6-1), 6-13. doi: 10.11648/j.pbs.s.2018070601.12

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AMA Style

Virginia Stergiou. International Organizations: Educational and Social Policies, Challenges and Achievements. Psychol Behav Sci. 2018;7(6-1):6-13. doi: 10.11648/j.pbs.s.2018070601.12

Copy | Download

@article{10.11648/j.pbs.s.2018070601.12,
  author = {Virginia Stergiou},
  title = {International Organizations: Educational and Social Policies, Challenges and Achievements},
  journal = {Psychology and Behavioral Sciences},
  volume = {7},
  number = {6-1},
  pages = {6-13},
  doi = {10.11648/j.pbs.s.2018070601.12},
  url = {https://doi.org/10.11648/j.pbs.s.2018070601.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.s.2018070601.12},
  abstract = {This paper describes briefly the programs of the following International Organizations: UNESCO, UNITED NATIONS DEVELOPMENT PROGRAM, WORLD BANK, UNITED NATIONS POPULATION FUND, and UNICEF, concerning early childhood care and education, especially for children whose development is at risk due to poverty, poor health, disabilities or emergency situations. In 1990, the above multilateral Institutions organized the world Conference on “Education for All” and remain the key international stakeholders in this campaign, which involves child’s protection as a significant concern in early childhood and beyond. There is also a concise report in the INTERNATIONAL ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD) programs in children’s education from Early Childhood to primary school which is considered a big step for all children. These International Organizations were selected among the others, due to their unique mission to provide a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies in this domain. This note is an effort to examine trends in equity access to good quality programs according to social needs of young children and their families, outlines goals, effectiveness, challenges and achievements of these policies and attempts to throw a glance to a review of early childhood across different countries, with a focus on children’s development. Moreover, the work includes a brief analysis on children’s education and care of marginalized groups in order to achieve equal opportunities in social inclusion and attempts to contribute to the reduction of the rates of children which stay out of school. The “child” is being socially developed through appropriate schematic perceptions and values linked to social environments. In this respect, this study affirms that expanding and improving comprehensive early childhood care and education from international perspective, wider social problems could be deflected.},
 year = {2018}
}

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TY  - JOUR
T1  - International Organizations: Educational and Social Policies, Challenges and Achievements
AU  - Virginia Stergiou
Y1  - 2018/08/08
PY  - 2018
N1  - https://doi.org/10.11648/j.pbs.s.2018070601.12
DO  - 10.11648/j.pbs.s.2018070601.12
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 6
EP  - 13
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.s.2018070601.12
AB  - This paper describes briefly the programs of the following International Organizations: UNESCO, UNITED NATIONS DEVELOPMENT PROGRAM, WORLD BANK, UNITED NATIONS POPULATION FUND, and UNICEF, concerning early childhood care and education, especially for children whose development is at risk due to poverty, poor health, disabilities or emergency situations. In 1990, the above multilateral Institutions organized the world Conference on “Education for All” and remain the key international stakeholders in this campaign, which involves child’s protection as a significant concern in early childhood and beyond. There is also a concise report in the INTERNATIONAL ORGANIZATION FOR ECONOMIC COOPERATION AND DEVELOPMENT (OECD) programs in children’s education from Early Childhood to primary school which is considered a big step for all children. These International Organizations were selected among the others, due to their unique mission to provide a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies in this domain. This note is an effort to examine trends in equity access to good quality programs according to social needs of young children and their families, outlines goals, effectiveness, challenges and achievements of these policies and attempts to throw a glance to a review of early childhood across different countries, with a focus on children’s development. Moreover, the work includes a brief analysis on children’s education and care of marginalized groups in order to achieve equal opportunities in social inclusion and attempts to contribute to the reduction of the rates of children which stay out of school. The “child” is being socially developed through appropriate schematic perceptions and values linked to social environments. In this respect, this study affirms that expanding and improving comprehensive early childhood care and education from international perspective, wider social problems could be deflected.
VL  - 7
IS  - 6-1
ER  -

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