Presentation by Maureen Samms-Vaughan, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of West Indies, during the "Expert Consultation on Family and Parenting Support," Florence, Italy 26-27 May 2014.
school is a formal agency of learning.
,which provides direct and indirect learning experiences to students.Many fold functions of school-civic responsibility,social responsibility,cultural responsibility,personal responsibility,etc
After completion of the presentation, the participants will be able to know:
- The Origins of Quality Assurance in Higher Education
- Definitions in Quality Assurance
- Quality Enhancement
- Quality Assessment
- Accreditation
- The importance of Accreditation
- What is QA’s relationship to Accreditation?
- Why accreditation?
- Actors and factors in HE Quality
- Internal Quality Assurance Applied by Asian Universities
- Regional and International Quality Standards
- National Quality Standards
- Characteristics of QA in Asia
- QA Challenges in Asia
school is a formal agency of learning.
,which provides direct and indirect learning experiences to students.Many fold functions of school-civic responsibility,social responsibility,cultural responsibility,personal responsibility,etc
After completion of the presentation, the participants will be able to know:
- The Origins of Quality Assurance in Higher Education
- Definitions in Quality Assurance
- Quality Enhancement
- Quality Assessment
- Accreditation
- The importance of Accreditation
- What is QA’s relationship to Accreditation?
- Why accreditation?
- Actors and factors in HE Quality
- Internal Quality Assurance Applied by Asian Universities
- Regional and International Quality Standards
- National Quality Standards
- Characteristics of QA in Asia
- QA Challenges in Asia
A Study on Parental Attitude towards Girls’ Higher Educationijtsrd
In the present study the investigator attempted to find the attitude of parents of their girls’ higher education. 200 parents of girls were taken as a representative sample of the whole population. For selecting parents of girls as a sample stratified random sampling was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale, which is the “Garai attitude test” consists of items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D. t test. The study revealed that rural parents were a better attitude than urban parents towards their girl’s higher education. The study also revealed that female parents were a better attitude than male parents towards their girl’s higher education. Ratna Garai "A Study on Parental Attitude towards Girls’ Higher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38526.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38526/a-study-on-parental-attitude-towards-girls’-higher-education/ratna-garai
A webinar on ' sociology of education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
T. Sahaya Mary
Research Scholar
Dept. of Education
Manonmaniam Sundaranar University
Tirunelveli
This is a presentation for a TLWT conference at FRCC in Longmont, CO in 2013. It had music on first and last slide but I pulled them out. For the Hands on of this presentation, I had children's books for them to use as textbooks.
Education process by Susan Bastable
susan bastable, education process, health education, educ20, assessment, planning, implementation, evaluation, assure model, apie model, patient education, staff education
Kindergarten early childhood education ecceRajeev Ranjan
Kindergarten education system sole aim is to nurture the individual’s unique qualities and to shape all Kids as more inquisitive, more vibrant, healthier and happier. Kindergarten education system curriculum and syllabus promote ‘learning with fun’ educational philosophy where children actively participate in different learning activities for developing their ‘Motor Skill and Fine Motor Skill.”
Assessments are an integral part of learning and teaching. Sustainable assessments are closely linked to formative assessments which provide the learners to use deep learning approaches. These assessments increase student learning achievement and engage them in on-going learning.
Maureen Samms-Vaughan, Professor, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of the West Indies - The Development and Implementation of a National Parent Support Policy in Jamaica, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
A Study on Parental Attitude towards Girls’ Higher Educationijtsrd
In the present study the investigator attempted to find the attitude of parents of their girls’ higher education. 200 parents of girls were taken as a representative sample of the whole population. For selecting parents of girls as a sample stratified random sampling was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale, which is the “Garai attitude test” consists of items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to mean, S.D. t test. The study revealed that rural parents were a better attitude than urban parents towards their girl’s higher education. The study also revealed that female parents were a better attitude than male parents towards their girl’s higher education. Ratna Garai "A Study on Parental Attitude towards Girls’ Higher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38526.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38526/a-study-on-parental-attitude-towards-girls’-higher-education/ratna-garai
A webinar on ' sociology of education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
T. Sahaya Mary
Research Scholar
Dept. of Education
Manonmaniam Sundaranar University
Tirunelveli
This is a presentation for a TLWT conference at FRCC in Longmont, CO in 2013. It had music on first and last slide but I pulled them out. For the Hands on of this presentation, I had children's books for them to use as textbooks.
Education process by Susan Bastable
susan bastable, education process, health education, educ20, assessment, planning, implementation, evaluation, assure model, apie model, patient education, staff education
Kindergarten early childhood education ecceRajeev Ranjan
Kindergarten education system sole aim is to nurture the individual’s unique qualities and to shape all Kids as more inquisitive, more vibrant, healthier and happier. Kindergarten education system curriculum and syllabus promote ‘learning with fun’ educational philosophy where children actively participate in different learning activities for developing their ‘Motor Skill and Fine Motor Skill.”
Assessments are an integral part of learning and teaching. Sustainable assessments are closely linked to formative assessments which provide the learners to use deep learning approaches. These assessments increase student learning achievement and engage them in on-going learning.
Maureen Samms-Vaughan, Professor, Department of Obstetrics, Gynecology and Child Health, Faculty of Medical Sciences, The University of the West Indies - The Development and Implementation of a National Parent Support Policy in Jamaica, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Lena Karlsson, Director, Child Protection Initiative, Save the Children Stockholm, Family and Parenting Support, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Advocacy Action Plan Exploring Language and Literacy Developm.docxstandfordabbot
Advocacy Action Plan
“Exploring Language and Literacy Development in Early Childhood Education “
Angel Winslow
EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Module 4 Assignment 2
Date Due: November 9, 2022
Exploring Language and Literacy Development in Early Childhood Education
The advocacy program entails putting forward early literacy development in children as a critical area for advancing education. It is essential that children acquire language skills right from the young age so as to prepare them for lifelong learning and achievements. The advocacy requires participation of stakeholders of early literacy development that include families, parents, caregivers, educators, and policy makers in the area of early childhood education. Organization such as NAEYC ensure that teachers are properly trained to spearhead the acquisition of literacy and language skills in children. Center for Early Literacy Learning recommends that teachers and educators should use evidence-based practices to promote literacy skills in young learners.
2
Advocating for language and literacy development in early childhood learners
Supporting literacy development for learners in early education setting
Working with stakeholders that include caregivers, family members, parents, educators and caregivers in literacy development
Advance the reading writing skills of young learners
NAEYC ensures that teachers and educators are well trained to guide young learners in meeting literacy needs
Center for Early Literacy Learning recommends use of evidence-based practices
Regulations and Policies associated with the topic
The common core state standards ensure uniformity in learning expectations in all the states in the United States of America. Common core standards for English and literacy the standards and expectations that language learners are expected to achieve. This standard apply to the advocacy issue because language learning starts at an early age. The third-grade reading law is a regulation that was adopted by many states across the country to ensure that young learners are able to read before they can be promoted to fourth grade. The third-grade reading law apply to the advocacy topic since reading is one of the essentials elements necessary for literacy development. No Child Left Behind of 2002 is a law that seeks to promote literacy by providing guidelines for administering literacy tests. Race to the Top is one of the laws that provided the groundwork for the establishment of common core standards. Every Student Succeeds Act of 2015 is a law that guided the adoption of Common Core Standards as a policy area in literacy and learning development. The law led to the adoption of the policy called Literacy Education for All, Results for the Nation (LEARN) which promotes literacy education in the country (Castillo, 2020).
3
The third-grade reading legislation
No Child Left Behind of (2002)
Race to the Top (20.
Ninoslava Pecnik, Professor, Department of Social Work, Faculty of Law, University of Zagreb - Drivers of parenting support, policy and provision in Croatia, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Leadership Advocacy For Early Childhood Education - ebookschoice.comnoblex1
Early childhood development and education has been a major topic of discussion and planning at all levels—federal, state, and local communities — not only because of the widespread recognition of the research base on the importance of early development to long-term schooling success, but as a critical national investment strategy for the future of the nation in the 21st Century global economy.
Source: https://ebookschoice.com/leadership-advocacy-for-early-childhood-education/
On Nov. 12, the Annie E. Casey Foundation released "Creating Opportunity for Families: A Two-Generation Approach," a KIDS COUNT policy report. In addition, the Foundation held a webinar to highlight data and recommendations from the report. Learn more at http://www.aecf.org/resources/creating-opportunity-for-families/.
There is growing global recognition that violence against women and violence against children, and in particular intimate partner violence against women and violence against children by parents or caregivers, intersect in different ways. As global evidence of and interest in these intersections continue to grow, strategies are needed to enhance collaborations across these fields and thus ensure the best outcomes for both women and children. In response, the Sexual Violence Research Initiative (SVRI), the UNICEF Innocenti – Global Office of Research and Foresight, and the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction hosted by WHO’s Department of Sexual and Reproductive Health, partnered to coordinate a global participatory process to identify research priorities that relate to the intersections between violence against children and violence against women.
While priorities are important, the way in which these priorities are determined is also crucial, especially for ownership, contextualization and use. Inclusive, participatory research-setting, such as used in this work, serves to promote a diversity of voices – especially from low- and middle-income countries which have historically lacked representation – and minimize the risk of bias when establishing research priorities.
This report describes the process used to determine the priorities for research on the intersections between violence against children and violence against women, and the top 10 research questions identified.
A partnership with the UNFPA-UNICEF Global Programme to End Child Marriage, UNFPA-UNICEF Joint Programme on the Elimination of Female Genital Mutilation and the UNICEF Office of Research - Innocenti, the STAR Initiative (Strategic Technical Assistance for Research) to end harmful practices aims to strengthen evidence generation and learning. The initiative has three areas of focus: evidence generation, evidence synthesis and research dissemination and uptake.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the deployment of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher deployment in Africa in order to identify how the deployment of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher deployment is the intended focus of this research, pre-primary teacher deployment will also be analyzed.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the allocation of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher allocation in Africa in order to identify how the allocation of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher allocation is the intended focus of this research, pre-primary teacher allocation will also be analyzed.
Evidence suggests that developing specific core capacities from childhood can support performance in school, work, and life.
These nine “core capacities” are cornerstones of life skills. We often overlook these capacities as innate basic skills, so they are underutilized in efforts to promote child well-being and development.
But by nurturing, expanding, and modelling these capacities, children can better understand and interact with the world around them, and realise their unique potential.
Visit our research report launched 9 December 2021: unicef-irc.org/what-makes-me
On 19 October 2021, over 500 researchers, practitioners, policymakers and activists from around the world gathered to take stock of what we know about the intersections between
violence against children and violence against women, identify existing knowledge gaps and discuss opportunities to increase coordination across efforts to prevent and respond to both
forms of violence.
This summary presents key takeaways from the event organized by UNICEF Innocenti, in collaboration with the Global Partnership to End Violence, the World Health Organization,
the Sexual Violence Research Initiative and the UK FCDO.
The Office of Research – Innocenti is UNICEF’s dedicated research centre. Our core mandate is to undertake cutting-edge, policy-relevant research that equips the organization and the wider global community to deliver results for children. This project brief summarizes our research on the Data Must Speak project.
Effective solutions to end violence against children will require researchers, practitioners, and leaders to come together to take stock of what we know, bridge gaps across the field, and influence change through the use and generation of VAC evidence.
This webinar aimed to share evidence and foster discussion on intersections between violence against women and violence against children, highlighting opportunities for greater collaboration, to build knowledge, and to translate it into policy and programmes.
Opening remarks: Alessandra Guedes, Gender and Development Research Manager, UNICEF Innocenti
Presenting evidence:
- Clara Alemann, Director of Programs, Promundo, The Hague
- Manuela Colombini, Assistant Professor in Health Systems and Policy and Gender-based Violence, and Loraine Bacchus, Associate Professor of Social Science, LSHTM
- Chandré Gould, Senior Research Fellow, and Matodzi Amisi, Senior Research Consultant, Institute for Security Studies, South Africa
- Isabelle Pearson, Research Fellow for the Gender Violence & Health Centre at LSHTM and Heidi Stöckl, Professor of Public Health Evaluation, Ludwig-Maximilians-Universität München
Panel discussion:
- Paul Bukuluki, Associate Professor of Social Work and Medical Anthropology, Makerere University, Uganda
- Lina Digolo, Senior Associate, The Prevention Collaborative, Kenya
- Lori Heise, Professor of Gender, Violence and Health at the Johns Hopkins Bloomberg School of Public Health, United States
- Santi Kusumaningrum, Co-founder and Director, PUSKAPA - Center on Child Protection and Wellbeing at Universitas Indonesia
- Tarisai Mchuchu-MacMillan, Executive Director, MOSAIC, South Africa
Closing remarks: Emily Esplen, Head of Ending Violence Team, FCDO, United Kingdom
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on digital learning.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research uptake and impact.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on violence against children and women.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on gender-responsive age-sensitive social protection.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on child labour.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Global Kids Online project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on disrupting harm.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Time to Teach project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Let Us Learn project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on children, migration, and displacement.
More from UNICEF Office of Research - Innocenti (20)
Mastering the Concepts Tested in the Databricks Certified Data Engineer Assoc...SkillCertProExams
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This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
Please download this presentation to enjoy the hyperlinks!
Presentatie 4. Jochen Cremer - TU Delft 28 mei 2024
The Development and Implementation of a National Parent Support Policy in Jamaica
1.
2. Background to Policy Development
› Research
› State Initiatives
› Existing Laws and Policies
National Approach to Parenting
- National Parenting Support Policy
- National Parenting Strategy
- National Parent Support Commission
Lessons Learnt
3.
4. Pre-Independent Jamaica
Arose from concerns about children and
families of lower socio-economic status
Illegitimacy and Concubinage considered
a problem
“My Mother who Fathered Me” by Edith
Clarke
5. Independent Jamaica
Young University
Focussed on early childhood group and lower
SES
Health Concerns: Malnutrition
Education: Early Childhood Movement
Social : Ethnographic Studies on families
6. Limited parent-child interaction
Limited father involvement
Inadequate resources to provide
stimulation in the home
Gender differences in expectations for
boys and girls.
7. Large sample size
Quantitative analysis
Comprehensive in scope: Multiple factors investigated e.g.
family structure, family function, parenting stress
Outcome measures included: Parenting able to be linked to
child academic and behaviour outcomes
Population based methodology led to inclusion of parents of
all socio-economic groups
Longitudinal methodology allowed for tracking of parenting
across time and in children of different ages
11. 2004: First National Survey on Parenting. Special module in the
annual household survey, the Jamaica Survey of Living Conditions
Quantitative analysis
Comprehensive in scope: Multiple factors investigated e.g. family
structure, family function, parenting stress
Population based methodology led to inclusion of parents of all
socio-economic groups
Included children of all ages
No capacity for inclusion of outcome measures
No capacity for Longitudinal methodology
12.
13. Arose from the Ministry of Education in 1991
Attempt to strengthen the MoE’s efforts to
improve parenting through PTAs
Coalition for Better Parenting, an umbrella
group of NGOs supporting parenting formed
Initially supported by UNICEF and MoE
Sustainability challenges
14. Early Childhood Commission (ECC)
established by the Government of Jamaica
in 2003 to advance ECD
Governed by a multi-sectoral, multi-
disciplinary board. Policies and
programmes implemented by operational
arm
15. Acknowledged the importance of parenting in
young children’s development
Recommended the following:
› Professional representing parenting interests be
appointed to ECC Board (2004)
› Development of a National Parenting Support Policy
› Parenting and Community Intervention Sub-
Committee of the ECC Board established (2005)
› Parenting added to Community Intervention Co-
ordinator title (2005)
16. ECC National Strategic Plan for ECD used ife cyce
approach
Included parenting as first key strategic objective
Also included identification and support for families at risk
as Strategic Objective 3
Objective: To provide parents with accessible and high
quality parent education and support allowing for optimal
development of children
17. EARLY CHILDHOOD DEVELOPMENT SECTOR
NSP STRATEGY MAP – OCTOBER 2007
STRATEGIC PLAN 2008-13
Nationalimpact
Customer
satisfaction
KeyprocessesWorkingenvironment
I1. Critical thinking,
socially
competent,
healthy children
ready for life
Fathers, mothers, guardians
are involved and satisfied
with services provided to
their children
I2. Parents are
informed, educated,
involved and
supported in meeting
early childhood
development needs
Our children’s
special needs are
taken care of
IP1:
Effective
parenting
education
and
support
IP2:
Effective
preventive
health
care
IP3:
Effective
screening,
diagnosis
and
intervention
for “at risk”
IP4: Safe
learner
centred
well-
maintained
EC facilities
LG1: The sector and sector
agencies are achieveing
targets and are governed by
frameworks that promote
achieving results in a
consultative environment
LG2:
Timely clear and current
information to support evidence
based decision making
IP5: Effective
curriculum
delivery by
trained early
childhood
practitioners
18.
19. Development of National Parent Support
Policy (2005)
NPSP would not be punitive. Focus on
“support” and education (existing Child
Care and Protection Act)
Policy should include children of all ages
20. Assess what existed
› Review of existing parenting materials
› Review of existing parenting
Conduct Research to Fill Gaps
› Parental request for help
› Limited accessibility
› Variable quality
Develop Strategy to meet Objectives
› Mapping of Parenting Support Programmes
› Development of Parenting Strategy
› Development of Parenting Standards
21.
22. Child Care and Protection Act (2004)
Office of Children’s Advocate (2006)
› Commission of Parliament mandated to enforce and
protect child rights
Conditional Cash Transfer Programme (2002) (Ministry
of Labour and Social Security)
› Children: from birth to completion of secondary
education
› Elderly: 60 years or over, and not in receipt of a
pension
› Persons with Disabilities
› Pregnant and Lactating Women
› Poor Adults 18-59 years
23.
24. National Parent Support Policy
National Parent Support Commission
National Parenting Strategy
National Parenting Standards
25. First attempt by GOJ to codify a broad national
understanding of parenting issues, and at stating its
commitment to strengthen and improve parent
support services
Provides an enabling environment to support
parents in execution of their responsibilities
Defines the institutional framework required to
support national programming
Identifies and defines the role of stakeholders : GOJ,
NGOs, FBOs, academia, media, IDP etc
26. All parents in Jamaica, -whether by virtue of
having given birth, adopting or serving as
guardians- recognise and accept their duty
to ensure that the rights of children are
always upheld, the best interests of children
are always promoted and their children are
always loved and provided with
opportunities and resources to achieve their
full potential and ultimate fulfilment within
safe, caring and nurturing environments
27. All Jamaicans make wise choices about
becoming parents and make parenting a
priority
All Jamaican children are loved, nurtured
and protected instinctively and
unconditionally by their parents
Each parent understands and utilises /
applies positive practices in effective
parenting
28. An enabling institutional framework exists
to support parenting
Ensuring that the principles and implications
of effective parenting are communicated to
the public in user friendly ways that enable
comprehension of the material
Policy includes Parent Charter outlining
parental responsibilities
29. Effected through the National Parent
Support Commission Act (2012)
Established to implement National Parent
Support Policy
Structure similar to that of ECC
30. Advise the Minister on policy matters
relating to parenting and family matters
in Jamaica, including initiatives to
achieve the goals of the NPP and to
strengthen the partnerships between
home and school
Act as a co-ordinating agency to
streamline GOJ activities relating to
parent support
31. Monitor and evaluate the implementation of the NPP
Make recommendations to the Minister with respect
to plans and programming concerning parenting
support and home –school relationships
Convene consultations with relevant stakeholders
Analyse resource needs and make
recommendations for budgetary allocations for
parenting support programmes
Identify alternative sources of financing through
negotiations with donor and non-donor agencies
32. Identify, collect and disseminate information
and best practices on relevant to parenting
practices and outcome in Jamaica
Develop a national standards and
accreditation system for the delivery of
parenting support services
Collaborate with NGOs programmes to ensure
effective co-ordination of activities, utilisation
of resourcesand implementation of the NPSP
and plans and programmes relating thereto.
33. Management Board of 16-21 members
Reports directly to Minister of Education
through the Chairman
Cross Sectoral
Representatives of GOJ MDA as well as
individuals
Operational Arm, managed by ED
34. Children’s Advocate
ED of CDA
ED of ECC
PS in Ministries responsible for social security
PS in Ministry responsible for health
PS in Ministry responsible for youth
PS in Ministry responsible for education
Opposition Representative
Attorney at Law appointed by the AG’s office
A person between 15 and 24 years of age
A representative of a teachers’ association
At least 4 persons from civil society, with knowledge in child
psychology, social work or parenting matters
Other persons from academia or the private sector with
knowledge as above
ED of NPSC (ex-officio
35. Developed by the ECC through
consultation with stakeholders
36. A national network of branded community-
based parenting support centres (“one-stop-
shops”), with parenting information and
courses, and a potential range of other
recreational and social services available
A concept more than a building: attached or
allied to variety of public and private services,
e.g. health clinic, basic or primary school,
NGO, FBO, library
Staffed through agency/community initiatives:
existing or new paid staff or volunteers
37. Level I: Provides a place where information
is available to parents
Level II: Parenting Support Training
Programmes provided in addition
Level III: Specialist Services also available
38.
39.
40. Standard 1: Physical Environment
Standard 2: Programme Design
Standard 3: Programme Administration
Standard 4: Human Resources
Standard 5: Programme Materials
Standard 6: Programme Monitoring and
Evaluation
41.
42. Existence of local research important to address needs
Lower SES groups and EC was the driver for both research
and policy development, but policy included all groups
Stakeholder partnerships: CBP, Consultations,
Representation on GOJ Commissions
Existence of an enabling agency (institutional anchor) for
policy development
Policy development drove establishment of government
agency to co-ordinate parenting
This agency was important for policy implementation
43. Parents Places being established
primarily in primary schools (NPSC) and
early childhood centres (ECC) where
GOJ staff exists
Limited establishment by communities;
limited human resources as parent
facilitators