Estão à espera de quê?!
Está a decorrer (com pompa e circunstância) este forum em Londres...; onde um, procura bons exemplos de reformas educativas (agora procura no leste -"a Polónia é um caso a seguir em termos de resultados e reformas de ensino" -, será que já perdeu o norte?); outro, pede união de esforços pela educação; Portugal tem trabalhado ((e agora é o tempo de preparar o acesso a um novo pote de euros em programas comunitários dedicados à formação e à educação) - "para modernizar e equipar, tanto as escolas como os estudantes, com tecnologia, avaliando o seu progresso académico em áreas chave, implementando ajustamentos nos programas e promovendo projectos-piloto, tanto na arena digital como na forma como as aulas e as escolas são geridas" -, será que (ganhe aqui algum fôlego, vá lá!)) está mesmo convencido do que diz?)). A talhe de foice..., será que, um e outro, alguma vez terão ouvido falar nisto e nisto? Às tantas, não ouviram, nem ninguém lhes disse nada (será possível?!)... Nada melhor que ler com atenção esta parte do artigo, para se perceber o enorme disparate (entre outros de lesa-pátria, destaque-se) de, em Portugal, não se regular nem se promover (com a importância que reveste e que lhe é reconhecida) a educação na primeira infância:
-“A solid body of research has shown that investments in early childhood education pay real dividends socially and economically. High-quality early childhood programs in the United States result in fewer referrals to special education programs, reduced grade repetition and increased high school graduation rates – advancements that save taxpayers money and provide a long-term boost to the economy.
New research from Professor James Heckman also shows that high quality early childhood education can improve the development of lifelong character and critical thinking skills – the skills employers need to fill the jobs of the future.
Implementing effective early childhood education requires policymakers and politicians to go beyond the traditional notions of formal education to understand that quality is defined by how we support children and families, especially those from disadvantaged backgrounds, to set them up for success. Business leaders, law enforcement officials and now global leaders are calling for it. Economists and neuroscientists have proven it. Now, an important international education assessment is recommending it. What are we waiting for?
-“A solid body of research has shown that investments in early childhood education pay real dividends socially and economically. High-quality early childhood programs in the United States result in fewer referrals to special education programs, reduced grade repetition and increased high school graduation rates – advancements that save taxpayers money and provide a long-term boost to the economy.
New research from Professor James Heckman also shows that high quality early childhood education can improve the development of lifelong character and critical thinking skills – the skills employers need to fill the jobs of the future.
Implementing effective early childhood education requires policymakers and politicians to go beyond the traditional notions of formal education to understand that quality is defined by how we support children and families, especially those from disadvantaged backgrounds, to set them up for success. Business leaders, law enforcement officials and now global leaders are calling for it. Economists and neuroscientists have proven it. Now, an important international education assessment is recommending it. What are we waiting for?
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