Location of Early Childhood Education in National Geographies: Indonesia, Nepal, Slovakia
Abstract
This paper offers a comparative analysis of early childhood education in three countries on two continents – Slovakia, Indonesia and Nepal. The analysis is based on long-term observations and research in ECEC in these countries. It shows that education mirrors culture, reflecting key aspects of it – physical, political, cultural and religious. Despite strong globalizing pressures to change and modernize, education is a localized phenomenon. ECEC is presented through its geographical contexts and geography of education is considered a suitable methodology for further research in ECEC. The article looks at how geographical characteristics shape education in the countries compared and briefly outlines the effect religious faith has on education in different countries and parts of the world.
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Bhandari, R. (2017). Early Childhood and Development in Nepal: Access, Quality and Professionalism. Prima Educatione, 2017(1), 130-138.
Denboba, A., Hasan, A., & Wodon, Q. (Eds.). (2015). Early childhood education and
development in Indonesia: An assessment of policies using SABER. World Bank Study. Washington, DC: World Bank.
Gebhartová, V., & Opravilová, E. (2003). Rok v mateřské škole. Kurikulum předškolnà výchovy [The Kindergarten Year: Preschool Curriculum]. Praha: Portál.
Hans, N. (2011). Comparative Education: A study of Educational Factors and Traditions. London: Routledge & Kegan Paul Limited.
Hasan, A., Hyson, M., & Chang, M. Ch. (Eds.) (2013). Early childhood education and development in poor villages of Indonesia: Strong foundations, later success. Washington DC: The World Bank.
Held, D., McGrew, A., Goldblatt D., & Perraton, J. (1999). Global Transformations: Politics, Economics and Culture. Stanford: Stanford University Press.
Kurniawan, R., & Wahyudin, M. (2014). Education mapping in Indonesia using geographically weighted regression (GWR) and geographic information system (GIS). 13th Islamic Countries Conference on Statistical Sciences ICCS 2014. Bogor, Indonesia, December 18-21, 2014, Vol. 27, 213-232.
Larsen, M.A. (2010). New Thinking in Comparative Education: Honouring Robert Cowen. Rotterdam: Sense Publishers.
Government of Nepal. (2063). Early childhood development handbook (Curriculum). Sanothimi, Bhaktapur: Government of Nepal, Ministry of Education and Sports, Department of Education, Early Childhood Education Section.
Ministry of Education. (2015). Education for All National Review Report 2001-2015. Kathmandu: Ministry of Education. Retrieved from http://unesdoc.unesco.org/images/0023/002327/232769E.pdf.
Ministry of Education, Science & Technology. (2017). Education in Figures 2017 (At A Glance Report). Kathmandu: (Statistics, Policy and Research Section): Kathmandu. Retrieved from http://www.moe.gov.np/article/1010/education-in-figures-2017.htm.
Ministry of Law & Justice. (1999). Local self-governance act, 2055 (1999). An act made to provide for local self-governance. Kathmandu: Ministry of Law and Justice. Retrieved from
http://www.np.undp.org/content/dam/nepal/docs/reports/governance/UNDP_NP_Local%20Self-Governance%20Act%201999,%20MoLJ,HMG.pdf
Pollack, I. (1993). Isaak Leon Kandel (1881-1965). Prospects: the quarterly review of comparative education. 23(3/4),775–87. Retrieved from http://www.ibe.unesco.org/sites/default/files/kandele.pdf
Shrestha, G. (Ed.). (1986). Determinants of Educational Participation in Rural Nepal. Comparative Education Review. 30(4), 508-522. Retrieved from https://www.jstor.org/stable/1188363
Sobe, N. W., & Kowalczyk, J. (2012). The Problem of Context in Comparative Education Research. Journal of Educational, Cultural and Psychological Studies. June 2019(20), 55-73.
UNESCO. (2000). The Dakar Framework for Action. Education for All: Meeting our Collective Commitments. Paris: UNESCO.
World Bank. (2000). Implementation Completion Report (CR-23570). Washington, DC: The World Bank. Retrieved from http://documents.worldbank.org/curated/en/186021468291337121/pdf/multi-page.pdf
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