Analysis of public policies and early childhood education in the Dominican Republic
Gorde:
| Egilea: | |
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| Formatua: | artículo original |
| Egoera: | Versión publicada |
| Argitaratze data: | 2022 |
| Deskribapena: | Since 2013, the Dominican Republic declared early childhood of the highest interest and new comprehensive care programs have emerged. This article presents research that answers the question: What is the alignment between evidence on early childhood education best practices with the Dominican Republic's education policy and its implementation? Information was triangulated across a) a conceptual framework of evidence; b) documentary analysis of policies and their implementation; and c) interviews with stakeholders. The results show variability between compulsory education and other modalities. There is a need to improve the alignment of institutional coordination, coverage of care, entry of teaching staff, and infrastructure and security, with what the evidence recommends. |
| Herria: | Portal de Revistas UNED |
| Erakundea: | Universidad Estatal a Distancia |
| Repositorio: | Portal de Revistas UNED |
| Hizkuntza: | Español |
| OAI Identifier: | oai:revistas.investiga.uned.ac.cr:article/4163 |
| Sarrera elektronikoa: | https://revistas.uned.ac.cr/index.php/espiga/article/view/4163 |
| Gako-hitza: | Buenas prácticas Calidad educativa Desarrollo infantil Política educativa Best Practices Quality Education Child Development Education Policy |