Date of this Version
Handbook of Early Childhood Development Research and Its Impact on Global Policy
It is early morning in Kahalé village, about 45 kilometers from the capital city. It has been raining again, and the water has been flowing off the tin corrugated roof of the one-room schoolhouse at the center of the village. The rain makes it difficult for Monsieur Mamadou, a teacher, to get to his school on this Monday morning, as the rural taxi keeps getting stuck in the mud, forcing the six other passengers to help the driver get back on the road to the village. Once at school, Monsieur Mamadou waits for his school children to arrive. At 9 a.m., the room is only half-full, probably not a bad thing, as a full classroom would mean 65 children, and there are only benches enough to seat 50.
389-406, Handbook of Early Childhood Development Research and Its Impact on Global Policy edited by Britto, P., Engle, P., & Super, C., 2013, reproduced by permission of Oxford University Press http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199922994.001.0001/acprof-9780199922994
Wagner, D.A. (2013). Improving Policies and Programs for Educational Quality: An Example from the Use of Learning Assessments. In Britto, P., Engle, P., & Super, C. (Eds.), Handbook of Early Childhood Development and Its Impact on Global Policy, 389-406. Oxford University Press. DOI:10.1093/acprof:oso/9780199922994.001.0001
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Date Posted: 24 April 2018