Education Becomes Tanzania’s Access to Growth Portal

In this series of blogs, UNDP experts share their experiences and points of view on the work done with the Millennium Development Goals.

With a per capita income of only about US $ 310 in 2000, Tanzania’s progress towards the achievement of the Millennium Development Goals (MDGs) was an extraordinary story: a very poor country that devoted much effort to so many areas. Tanzania will not achieve most of the objectives but the efforts made are worth noting.

One goal that stands out is MDG 2: achieving universal primary education by 2015. With the elimination of tuition costs and the introduction of the Primary Education Development Plan, which increased the number of classrooms and new teachers, Tanzania registered rapid improvements in the enrollment of primary tuition centre singapore. For 2010, the Net Rate of Enrollment (TNM) had reached 95.4%, compared with 54.2% in 1990.

In 2010, the country received the MDG Award for education. I must have been the most proud Tanzanian non-native since, as a focal point of the MDGs there, I applied for the award. After receiving it, the Prime Minister of Tanzania said, “This award is like pouring gasoline on an engine.” That was exactly our argument for the nomination.

Of course, not everyone agreed with the prize. Some locals and development partners questioned what Tanzania had done to receive the award.

Tanzania had not reached the goal. In fact, it may not even reach the goal by the end of this year. However, to be a developing country that is in one of the last positions on the scale of development, Tanzania’s efforts are remarkable. The award has encouraged the country to take the following steps to achieve 100% of the Net Enrollment Rate, increase pass rates and improve the quality of primary tuition centre singapore.

Although in recent years Tanzania has taken several measures to solve the above-mentioned problems, it must pay special attention to improving the quality of education. When the cost of tuition was eliminated, people automatically reacted positively. But with the passage of time, as they perceived that there is no substantial benefit if they send their children to school (in terms of getting better jobs), some began to give less importance to education. This was aggravated by the low quality of education received by children. If parents observe that their children still cannot read when they are in the corresponding grade, it can have negative effects on their perception of education.

Teachers are a key element in the quality of education. Low salaries seem to attract only those who cannot find other jobs. Teaching seems to be the last option for many, and most did not have good results in the final exams. In the classroom, students rarely have the full five hours of class required. Instead, they have an average of only two hours because most of the time the teachers are not in school.

The lack of an adequate learning environment is another problem: the classes are very numerous, there is a lack of classrooms, equipment and other infrastructures and basic services such as toilets, water and electricity not only affect the quality of education but also It can also discourage children from attending school.

Tanzania needs to look beyond traditional approaches to improve education. Family income plays a fundamental role in the education of children. Although Tanzania has enjoyed more than a decade of high growth, poverty remains so high that growth has not been inclusive. Little attention has been devoted to the role of the private sector in education, which could alleviate the tax burden.

It is time for Tanzania to start a new chapter with the Post-2015 development agenda to make education the gateway in its renewed national consolidation efforts.

Learn Mathematics or Speak in “Mathematician”

The senses, action and manipulation: necessary ways to learn and express themselves through maths learning centre singapore.

We agreed my mathematical peers and that an obligatory subjects starting Fundamentals of Mathematics I and II or Learning and Teaching of Mathematics of grade of primary education goes, necessarily, to know or at least for considering what are Mathematics.

They present several definitions in their notes. It is necessary to start at the beginning: the RAE and the MCED . The first says that it is a “deductive science that studies the properties of abstract entities, such as numbers, geometric figures or symbols, and their relationships.”

And on the second, we see that in Royal Decree 126/2014, of February 28, which establishes the basic curriculum of Primary Education , it is gathered that “Mathematics is a set of knowledge associated with numbers and forms , and they constitute a way to analyze different situations, they are identified with the deduction, the induction, the estimation, the approximation, the probability, the precision, the rigor, the security, etc. “

That is, science or knowledge. Definitely.

However, thinking of primary school children , it does not seem like a starting point to help us in the educational task.

In these ages, children have not yet developed the capacity for abstract reasoning (stage of the formal operations of Jean Piaget) , so to present Mathematics as a ready-made knowledge, already prepared can force the vast majority of children to gobble up a whole series of routines, strategies, procedures and algorithms detached from the meaning they are trying to express . To say it with some example, they will know how to do the “led” without understanding that one order overflows in the next ; or they will learn the multiplication tables but they will not understand that it is a matter of abbreviating a special type of sum; or they will learn the name of the fractions and their parts, they may even operate with them, but they will not understand that it may be a number that refers to the unit when it is presented under peculiar conditions, etc.

What then? What do we do so that learning Mathematics is an activity that helps children who do not have abstract thinking to develop precisely to achieve it?

Perhaps a perspective of Mathematics that can help us in this is what we propose in UCH-CEU MAGISTRY : Mathematics is a language especially suited to express reality or, better, that part of reality that can and should be quantified to get to know it more broadly and deeply. We must bear in mind that the acquisition of a language is a long process, always unfinished , that needs its use and that, until reaching minimum levels of formalization , goes through phases of incorrectness but necessary to achieve the desired objective.

From here, the teacher of Primary Education must take responsibility for designing experiences designed so that to be expressed , the math learner is faced with the need to use a language that is the most economical, precise, truthful and unambiguous, Mathematics.

This perspective, however, is neither new nor have we invented it. The test is what Galileo Galilei used to say a few years ago (this is also what my colleagues in the Fundamentals I program)

How to Improve The Learning Process with Play Activities

The recreational activities are essential at all stages of learning centre singapore, but often teachers find it difficult to use them in the classroom, so you need to always upgrade to understand how it is possible to help students.

The  online course of Study and Training Center is a great option for anyone who is seeking to understand this universe and wants to prepare to teach incredible classes. Have you thought about taking an online course in the comfort of your home? Now you just have to sign up for the portal to have access to many options.

Working play in school is very important because we know that it can help in physical, cognitive and emotional development. Besides these advantages, play stimulates imagination and creative thinking. After all, it’s kidding as we prepare for adulthood.

The joke can work on problem solving ability and help us reflect on the reality in which we are inserted. The child who plays can develop in a healthy way.

In this article, we will discuss several concepts that deal with playfulness in children’s education , psychomotricity and its benefits in the teaching learning centre singapore process. Interested? Learn more about these concepts below.

 

Psychometric and ludic activities

The psycho motor is critical for child development, because it is related to the movements, the cognitive aspects and the connection with the inner and outer world of the child. Body movements are very important in childhood, as they aid in physical, emotional and mental development.

If earlier, children had easy access to play on the street and more freedom to occupy spaces, today, this issue is a bit complicated. Due to the violence and the turbulence in the big cities, there are few environments for the child to have fun and exercise. With this in mind, many schools emphasize the psychomotricity of their curricula in order to meet this need. For this reason, it is very interesting that teachers have access to a suitable training to work the playful in the school, the online course can show you how to improve your methodology.

The researchers Vayer and Picq (1988) already affirmed in their studies that our body shows much how we feel emotionally, so this area has a connection with our personality and the way we express what we feel.

With the exercise of psychometric, the child finds it easier to know his own body and to relate to the world around him. Schools that focus on their psycho motor activities for child development can stimulate the social relationship and autonomy of their students.

Some skills can be favored with playful games aimed at psychometric, see some below:

Improved balance: ability to keep the body steady, staying steady while walking, running or making different movements.

Understanding the body: the child can have mastery of his body and what he can accomplish, beyond the spatial notion.

Partial and global coordination: ease of performing various movements. An example is the case of a situation requiring slow action, such as tying the shoelaces.

Breathing Awareness: When you exhale and inhale, your child can control the flow of air and even retain it.

Spatial location: possibility to move from one place to another and not get lost.

Flexibility to deal with external issues: easy adaptation to changes and use of language when relating to the other.

The movement is critical to the child’s growth in many ways, both in interaction with each other, and to know itself. In addition, getting in touch with the outside world favors intellectual abilities. Stimulate psychomotricity by playing tricks, such as: dancing, jumping, running or even daily activities by asking the child to wear their own clothes or comb their hair alone.

How Should a Good Preschool Routine Be?

This year, the entrance of children of 4 and 5 years of age in Early Childhood Education becomes mandatory. The change is due to a  Constitutional Amendment of 2013, which incorporated the stage to Basic Education, which now must last thirteen years. Although Brazil is not far from reaching the goal of enrollment in this age group (we have 87.9% of the children aged 4 and 5 years studying), the country faces a greater challenge that is to offer quality of care to these children.

Academic research shows that the fact that the child is enrolled in  preschool does not guarantee advances when teaching is of poor quality . On the contrary, a preschool without a curricular proposal that contemplates activities and appropriate routines can negatively affect the development and the future school of the children.

The organization of time is one of the greatest challenges in providing children with quality care and education. Every moment of life in the primary tuition centre singapore should be a moment full of stimuli, challenges and opportunities to learn. For this to occur, it is essential to plan well each day’s activities, in the context of a weekly or monthly work plan. Below, we list the nine essential moments of the preschool routine. The content is part of the Alpha and Beta primary tuition centre singapore Program, from the Alfa and Beto Institute , and takes into account the main scientific evidence on Early Childhood learning.

 

Arrival and welcome

This is the most important part of the child’s day in preschool. After the difficulty in separating the parents, the child learns that he is welcome. Who receives it, as it is received by adults, teachers and colleagues determines the tone of the day and their perception of life in the preschool. The arrival is also the moment of forming important habits: locate and store objects, put on and take off clothes, tie and untie shoes. The child should gain autonomy in these issues within the first few weeks. The presence of an adult is fundamental to guide the formation of habits and sequences, as well as to stimulate the child to progressively become autonomous.

 

Initiation and caster

There are two most common ways to start the day: in some schools, the child goes to the classroom and is free to do whatever he or she wants to do, or they can play in the yard until they organize some activity; in others, the children are already heading directly for an activity organized by the teacher. This activity may be the usual whelp, or something the teacher has prepared to engage children directly in it. The most common is the wheel, and there are several forms and schedules for it, among which we highlight:

Listen to children, let them tell about events that occurred at home or on the way to school. Listening is critical for the teacher to identify children who need special attention, and it is also a good time to encourage children who speak little and share little of their lives.

Make the call, identify the present and absent. Check the calendar; learn about days of the year, month, week; talk about time; to correct the routines of the day; announce events or surprises.

Introduce concepts. In a wheel, children can participate in games to know the name of their classmates, speak name of objects, identify words or phonemes, continue a story, etc.

 

Snack

The snack time is a privileged moment for the formation of habits of hygiene and health, organization, social behaviors and psychomotor skills. But it is, above all, a privileged time for an adult-child interaction very similar to home life. The possibility of the teacher sitting next to the children and talking freely and leisurely should be seen as an odd moment.

 

playground

In a dynamic school where the child has varying degrees of freedom to come and go and choose tasks and friends, playground is not much different from other preschool moments. The existence of adequate spaces and equipment and the presence of other adults can also help a lot in the development of social behaviors. Ensuring the safety of children should be a basic concern, and like everything else in safety, prevention is always the best medicine.

 

Home

Children vary greatly in their resting needs and in the duration of it. Needs tend to decrease over time, but like any habit, rest must be foreseen and cultivated. The school will be able to decide if children who are not in the habit of sleeping should rest quietly or may participate in other activities. In addition, there are times when the child needs a time and an isolated space to recover.

 

Bathroom / hygiene

There are several important questions about these topics.

With regard to hygiene. The hands are proven to be the major transmitters of disease among people, and this is particularly pronounced in the case of children. Therefore, access to frequent handwashing is critical to preventing disease.

Regarding the use of the bathroom. Children often need to go to the bathroom, but do not always have the ability to predict or remember. Hence needs often arise unexpectedly and urgently. In addition, many children need to acquire the basic habits to use sanitary facilities, which are not always taught or practiced in their homes.

All of this suggests that sinks and toilets should be of adequate size, be at the right height, and be located preferably in contiguous spaces or adjacent to the classroom. Otherwise, this activity may consume 20% or more of the teacher’s daily time.

 

Farewell

The farewell must be preceded by a review of the day. This helps children develop the sense of planning, predictability and stability. It also helps in the development of memory and the organization of narrative structures. Before the closing of the day there are care to be taken into account:

Housekeeping and materials: Children should do this after each activity, but especially at the end of the day it is important to leave the room clean and tidy. This reinforces the sense of planning, order and responsibility.

Storage of clothes: This is another opportunity for the child to develop independent habits of dressing and training motor skills. It also helps memory and a sense of responsibility about the objects she brings and brings to school.

Items to take home: often the child takes home messages, tickets, work that does, books or borrowed objects, help also helps the memory process.

Homework: If there is homework, ideally this should be done systematically, for example, every day, or on a given day. Duty past, must be charged and fulfilled – this is essential for the child to develop a sense of responsibility.

Warm greetings are essential to build and strengthen children’s bonds of affection among themselves and with adults and teachers. In addition, it is the moment of interaction and exchange of information between teachers and parents.