Mongolia: early childhood education for rural, nomadic, and migrant children

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Mongolia: early childhood education for rural, nomadic, and migrant children

The video depicts how access to education can be provided to children in rural areas, especially those from nomadic and migrant communities in Mongolia. The project, supported by the Asian Development Bank, improves access of poor children from rural and nomadic families to Early Childhood Education (ECE) programs. The project mobilizes communities (teachers, parents, social workers) and key national, provincial, and district leaders in promoting ECE. Teachers, parents and caregivers are trained to collaborate in ECE curriculum. This policy will be integrated into and be complementary to the formal education system in Mongolia.

BODI project: cultural diversity, body, gender and health in early childhood education

The BODI project aims to contribute to the development of teachers’ competences for an understanding of cultural differences in early childhood education. It contributes to involve parents with different cultural backgrounds and to engage them in dialogue about sensitive issues such as cultural differences, gender, body and health. Furthermore the project aims to improve schools’ capacity to address cultural diversity for a better inclusion of children and parents in our intercultural society. The partners of the project are: Cyprus Pedagogical Institute (Cyprus), Kindervilla (Austria), La Xixa Teatre (Spain) and CESIE (Italy) and they are coordinated by Elan Interculturel (France) in their efforts to approach intercultural interactions in early childhood education.

More information here.

A teacher – video

“A Teacher” (in Croatian, with English subtitles)

Produced by REYN Croatia.

This is the story of Vesna, a Croatian teacher in pre-primary school. Vesna’s first goal is to teach her pupils how to create a community. Why a community? They will be soon part of the society and they have to learn how to contribute to a community. Cooperative learning, work groups and games increase in pupils the feeling to be part of a community and they learn how to solve problems and conflicts in a peaceful way. Parents are important as well. Workshops for parents are held in the school in order to improve their sense of community. In this workshops parents can learn basic knowledge in order to hep their children in doing homeworks. Vesna’s approach includes on incentives, praises and rewards.

Barriers that Roma people face when accessing the health system in Macedonia

Nevzat, is one of the 25,000 Roma who suffers from multiple chronic diseases (tuberculosis, bronchitis and asthma) in Macedonia. He and his wife often require emergency assistance but the healthcare institutions do not meet their needs.

Good Stories: A kindergarten’s experience of inclusion

This video tells the story on the kindergarten’s experience of inclusion. What was their most important learning? What were the biggest challenges in building the trust between the preschool institution and Roma community? What are their plans for the future?

Realized by REYN Croatia.

Samanta Baranja – Key Woman – video

To be a Roma woman is something special. To be an educated Roma woman is something exceptional. A video, which won the Women are future Award in the category Key Woman, tells the story of Samanta Baranja, REYN Slovenia National Network coordinator.