Understanding the nature and significance of early childhood: new evidence and its implications

INTRODUCTION This paper is based on a presentation at a Centre for Community Child Health seminar devoted to a consideration of the Productivity Commission’s Draft Report on Child Care and Early Childhood Learning. The aim of the paper was to present a succinct summary of relevant evidence to inform discussions. Rather than reviewing the evidence regarding existing forms of service, the presentation focused more broadly on what we know about child development – how children learn and what children need. The paper is not so much about challenging existing models of early childhood education and care in Australia as challenging our understanding of the nature and significance of the early years. NEW RESEARCH EVIDENCE AND WHAT IT TELLS US Over the past few decades, there has been a growing acceptance among scholars, professionals and policy makers of the importance of the early years. However, as we learn more about the way in which experiences in the early years shape health, development and wellbeing, and the extent of these influences over the life-course, the true importance of these years becomes more and more apparent. There are nine sources of evidence to be considered. Evidence about the nature and significance of prenatal development and experiences, and their effects over the life course Evidence about the nature and significance of postnatal learning and development, and the impact of proximal environments Evidence regarding the impact of early childhood experiences on long term development, health and wellbeing Evidence regarding neurological development and plasticity Evidence regarding the neurobiology of interpersonal relationships Evidence regarding ‘social climate change’ and its effects Evidence from economic analyses of child development and the benefits of investments in the early years Evidence regarding social inequalities and their effects Evidence from repeated measurement of key indicators of child development and functioning.• Presentation at Centre for Community Child Health seminar Investing in Early Childhood—the future of early childhood education and care in Australia The Royal Children’s Hospital, Melbourne, 25 July 201

Workplace Turbulence and Workforce Preparedness

The year 1973 marked a divide in the postwar economy.1 During the 25 years between 1948 and 1973, private sector productivity increased at an annual rate of 2.9%. Productivity improvement after 1973 fell way below this long-term trend, leveling off at about 0.6% a year until 1981 and rising to only 1.6% a year between 1981 and 1987. A similar pattern is reflected in the real wages of the workforce.2The conventional interpretation of this difference in the U.S. economy before and after 1973 is that it reflects the combined influence of the OPEC oil shock and the influx into the labor market of inexperienced workers born in the postwar baby boom, possibly reinforced by growth in regulatory costs.3 However, when the productivity data are analyzed in a growth accounting framework, these economic factors can only account for about two thirds of the productivity decline.4 What then explains the balance of the shortfall in productivity? Many analysts have pointed to the intangible effects on managers of increased economic uncertainty since 1973—growing business cautiousness, increased emphasis on short-term financial objectives, and inadequate entrepreneurial incentives.5 But economic change and uncertainty can also affect productivity through their impact on jobs and workers

The Impact of Protracted Peace Processes on Identities in Conflict

This open access book discusses the impact of protracted peace processes on identities in conflict. It is concerned with how lingering peace processes affect, in the long-term, patterns of othering in protracted conflicts, and how this relates with enduring violence. Taking Israel and Palestine as a case study, the book traces different representations of success and failure of the protracted peace process, as well as its associated policies, narratives, norms and practices, to analyze its impact on identity and its contribution to the maintenance and/or transformation of the cultural component of violence. On the one hand, drawing from an interdisciplinary approach comprising International Relations (IR), History and Social Psychology, this book proposes an analytical framework for assessing the specificities of the construction of identities in protracted conflicts. It identifies dehumanization and practices of reconciliation in ongoing conflicts – what is called peace-less reconciliation – as the main elements influencing processes of othering and violence in this kind of conflicts. On the other hand, the book offers an empirical historical analysis on how the protracted peace process has impacted identity building and representations made of the ‘other’ in the case of the Israeli-Palestinian conflict since the end of the 19th century to the present day

The Impact of Protracted Peace Processes on Identities in Conflict

This open access book discusses the impact of protracted peace processes on identities in conflict. It is concerned with how lingering peace processes affect, in the long-term, patterns of othering in protracted conflicts, and how this relates with enduring violence. Taking Israel and Palestine as a case study, the book traces different representations of success and failure of the protracted peace process, as well as its associated policies, narratives, norms and practices, to analyze its impact on identity and its contribution to the maintenance and/or transformation of the cultural component of violence. On the one hand, drawing from an interdisciplinary approach comprising International Relations (IR), History and Social Psychology, this book proposes an analytical framework for assessing the specificities of the construction of identities in protracted conflicts. It identifies dehumanization and practices of reconciliation in ongoing conflicts – what is called peace-less reconciliation – as the main elements influencing processes of othering and violence in this kind of conflicts. On the other hand, the book offers an empirical historical analysis on how the protracted peace process has impacted identity building and representations made of the ‘other’ in the case of the Israeli-Palestinian conflict since the end of the 19th century to the present day

Improving a Country’s Education

This open access book compares and contrasts the results of international student assessments in ten countries. The OECD’s Programme for International Student Assessment (PISA) released the results of its 2018 assessment in December 2019. This book reflects the debates that typically follow the release of these results and focuses on the causes of differences between countries. Such causes include continuous decline in one country, improvement combined with increasing internal inequalities in another country, or rapid improvement in spite of an outdated curriculum in yet another. In addition, the book discusses a number of general questions: Is knowledge outdated? Are computers taking over and replacing teachers? Are schools killing creativity? Are we adequately preparing the next generation? Are schools failing to educate our kids? The book starts out with a summary of PISA’s evolution and PISA results, and an explanation of the major factors that play a role in changes in countries’ results. The next ten chapters are devoted to ten specific countries, offering a summary of data and an explanation of the major drives for changes in education results for each one. Each chapter includes a short description of the country’s educational system as well as the impact of PISA and other ILSA studies on the country’s educational policies. The chapters also include a timeline of policy measures and main hallmarks of the country’s educational evolution, discussing the impact of these measures on its PISA results. A final reference chapter explains what PISA is, what it measures and how. While highlighting the 2018 results, the book also takes into consideration previous results, as well as long-term initiatives. This book gathers the contribution of well-known and respected experts in the field. Specialists such as Eric Hanushek, for the US, Tim Oates, for England, Montse Gomendio, for Spain, Gunda Tire, for Estonia, and all other contributors draw on their vast experience and statistical analysis expertise to draw a set of rich country lessons and recommendations that are invaluable for all of those who care about improving a country’s education system

Improving a Country’s Education

This open access book compares and contrasts the results of international student assessments in ten countries. The OECD’s Programme for International Student Assessment (PISA) released the results of its 2018 assessment in December 2019. This book reflects the debates that typically follow the release of these results and focuses on the causes of differences between countries. Such causes include continuous decline in one country, improvement combined with increasing internal inequalities in another country, or rapid improvement in spite of an outdated curriculum in yet another. In addition, the book discusses a number of general questions: Is knowledge outdated? Are computers taking over and replacing teachers? Are schools killing creativity? Are we adequately preparing the next generation? Are schools failing to educate our kids? The book starts out with a summary of PISA’s evolution and PISA results, and an explanation of the major factors that play a role in changes in countries’ results. The next ten chapters are devoted to ten specific countries, offering a summary of data and an explanation of the major drives for changes in education results for each one. Each chapter includes a short description of the country’s educational system as well as the impact of PISA and other ILSA studies on the country’s educational policies. The chapters also include a timeline of policy measures and main hallmarks of the country’s educational evolution, discussing the impact of these measures on its PISA results. A final reference chapter explains what PISA is, what it measures and how. While highlighting the 2018 results, the book also takes into consideration previous results, as well as long-term initiatives. This book gathers the contribution of well-known and respected experts in the field. Specialists such as Eric Hanushek, for the US, Tim Oates, for England, Montse Gomendio, for Spain, Gunda Tire, for Estonia, and all other contributors draw on their vast experience and statistical analysis expertise to draw a set of rich country lessons and recommendations that are invaluable for all of those who care about improving a country’s education system

Building coalitions, creating change: An agenda for gender transformative research in agricultural development

The CGIAR Research Program on Aquatic Agricultural Systems (AAS) has developed its Gender Research in Development Strategy centered on a transformative approach. Translating this strategy into actual research and development practice poses a considerable challenge, as not much (documented) experience exists in the agricultural sector to draw on, and significant innovation is required. A process of transformative change requires reflecting on multiple facets and dimensions simultaneously. This working paper is a collation of think pieces, structured around broad the mes and topics, reflecting on what works (and what does not) in the application of gender transformative approaches in agriculture and other sectors, and seeking to stimulate a discussion on the way forward for CGIAR Research Programs (CRPs) and other programs to build organizational capacities and partnerships

The Strengths & Challenges of Community Organizing as an Education Reform Strategy

Based on a literature review, examines the role of community organizing in ensuring the long-term sustainability of school and district reform efforts by addressing patterns of inequality in underserved communities; effective strategies; and challenges