International early learning and child well-being study assessment framework

Abstract

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. 2  EDU/WKP(2021)3 INTERNATIONAL EARLY LEARNING AND CHILD WELL-BEING STUDY. ASSESSMENT FRAMEWORK Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD,

A strong start for every indigenous child

“…The 1986 Tribunal findings were seminal in leading to innovations in education for Māori children, including the early childhood curriculum Te Whāriki. However, as Pence and Pacini-Ketchabaw reflect, the story starts earlier with the "focus on social changes that helped transform key Aotearoa New Zealand opinion leaders' understandings of their country from that of a relatively narrow Anglo/Western identity, to a multicultural, multi-lingual identity" (Pence and Pacini-Ketchabaw, 2010 [32]).…”

“…Aotearoa New Zealand has been, as Pence and Pacini-Ketchabaw (2010 [32]) reflect, "a leader amongst Anglo/Western countries in embracing an agenda of change" evident in the early development of policy and curriculum that takes seriously the educational, linguistic and cultural needs of Māori.…”