How to make pre-school accessible to every child on the planet?

 

Teacher Hosna Ara Dipu interacting with pupils of BRAC Pre-Primary School at Korail Slum, Mohakhali, Dhaka, Bangladesh. Photo credit: courtesy of UNICEF

 As Covid-19 has wreaked havoc on education systems around the planet, educators and leaders from around the world are trying to build them back better. They are particularly focusing on early education, which has a lifelong impact on children’s education and well-being.

In Sweden, the pre-school curriculum has been designed to respect the language and culture of refugee and migrant children. In Zimbabwe, an organization works with parents of children with disabilities and pre-schools to promote inclusion. These are the types of innovative initiatives from around the world, which the Global Partnership meeting will look at today.

Many studies have shown that the absence of early childhood education can lock children into deprivation and marginalization. And benefits for children attending quality early education impact not only the children, but generations and society as a whole. Yet, too many young children are missing out. Two in five children, mostly in lower income countries do not attend pre-primary school — especially girls, children with disabilities and children living in vulnerable situations, according to a recent UNESCO report.

“Ensuring early universal access to education is the foundation for inclusion in the lifelong journey to learning and a decent life,” says Stefania Giannini, Assistant Director-General for Education at UNESCO. “Numerous benefits for children attending quality early education span generations and spill into society as a whole. Yet, too many young children are missing out. If we want them to reach their full potential, we have to get it right from the start”.

Educators and leaders from around the world have recently launched a Global Partnership Strategy (GPS) for Early Childhood Education, a series of recommendations and action plans to help governments make pre-school compulsory and inclusive, and tackling new challenges arising from the pandemic. The guidelines address barriers related to socio-economic status, ethnicity, gender, language, disability and remoteness. They also call for educators to be given the knowledge, training, and support to implement inclusive practices and work with families from all backgrounds.

Here are just two examples, amongst many others presented at the meeting, showing positive, promising and innovative initiatives, which could be reproduced elsewhere.

1. Over half of Roma children in Europe are still missing out on pre-primary school. In the small town of Orehovica, in the northern part of Croatia, Roma and Croatian pre-schoolers get together twice a week to play and learn. The activities have been adapted to their needs and specific culture. This has created a sense of belonging for everyone regardless of their ability or their background. Teachers have been trained on inclusive education practices and how to best support these young children before they enter primary school. Parents also play a central role at the school and feel supported and valued. The positive impact is not only evident on the children but has spilled over into the entire community leading to better social cohesion.

2. Disabled children are more likely to miss out on pre-primary school because these settings are not adapted to their specific needs. The Masvingo Community Based HIV/ AIDS and Vulnerable Children Organization (MACOBAO) in Zimbabwe has done research (this is very important as there is not enough data on pre-primary children, especially those who are excluded) and identified the reasons children with disabilities could be excluded from pre-primary school. These range from discrimination, stigmatization, prejudice and isolation. Once they had this information, they set about educating parents, communities and schools about their responsibility in insuring that children with special education needs access early childhood development and education. To do so, the organization organizes home visits to establish trusting relationships with the parents. These meetings encourage parents to access services for their child and to overcome their fears about enrolling their children in preschools.

Educators hope that these examples and recommendations will be promoted widely across the globe and lead to collaborations at regional, national and global levels in order to bring about concrete actions and real changes.

 

Lebanon - Media in a polarised country

Talking with students from various universities in Beirut

I wonder how my Lebanese colleagues manage to do any meaningful work.  How do you cover the news in such a polarised country? How do you report on other views, on other religious and political convictions – especially when you work for media which are themselves so polarised? 

I went to Beirut recently with the wonderful Milica Pesic, executive director of the Media Diversity Institute (MDI), a London-based international organisation promoting and researching media diversity.  During our weeklong visit, we discussed with top Lebanese journalists, as well as journalism faculty and students from five universities, how their media could try to ease tensions rather than fuelling hostility and violence.  Our visit was part of a two-year project called “Toward an Inclusive and Responsible Media in Lebanon” run by MDI and its Lebanese partner the Maharat Foundation, an organisation working on building a more democratic society through freedom of expression.

Byblos/credit: Veronique Mistiaen

The first thing Milica and I did when arriving in Lebanon was to visit the ancient city of Byblos, one of the oldest continuously inhabited city is the world. Created 7,000 years ago, this UNESCO World Heritage Site, some 40 km north of Beirut is a true microcosm of the various civilizations which have populated Lebanon over the centuries.   We thought that regular visits to Byblos should be mandatory for students, political and religious leaders, journalists and anyone in danger of forgetting the rich, diverse past of their country.

 

Walking through the coastal city, you can see layers upon layers of ruins from previous civilisations. Here are walls built by the Phoenicians, there a tower erected by the crusaders and everywhere are traces of the various cultures, ethnic groups and languages that have made the richness of this small country.

Sadly, because of its geographical location and the brutal civil war, which was fought along religious fault lines, Lebanon’s pluralism has long been replaced by ferocious polarisation.

 

The influx of more than one million refugees from Syria is further threatening this fragile country, where one out of every four people is now a Syrian refugee. 

And over the past few years, the media have exacerbated the sectarianism and have become more polarised themselves.  Journalists we spoke with explained that newspapers and TV stations – even universities – are increasingly in the hands of political, religious and business leaders who use them as their mouthpieces and instruments of control. 

Not surprisingly, the polarisation between media has in turn reinforced Lebanon’s social and political polarisation.

In that context, the work of Maharat Foundation and partner organizations like MDI is crucial. The Foundation has designed a Reporting Diversity module to help journalists, students and academics improve their skills in reporting on religious intolerance, sectarianism and extremism. Maharat is also trying to make the media industry acknowledge their part of responsibility for this polarisation and offering guidelines for a more inclusive, ethical and responsible coverage. 

Reporting Diversity in Algeria - Terrorism stretches inclusive journalism training

Here I am with some of the brilliant journalists participating in the reporting diversity training in Algiers

You might not have heard much about Algeria and that’s not surprising. Unlike neighbouring Morocco, Algeria is not a popular tourist destination and the country is rarely in the (Anglo-Saxon) news - unless there is terrorism.  Well…a few weeks ago, not far from where I was staying on the outskirts of Algiers, a French tourist was kidnapped and beheaded by a militant group linked to Islamic State.  Police presence was beefed up in Algiers and foreigners like me were told to keep a low profile.

The murder hit at the core of the work we were doing there.  I had been asked by the Media Diversity Institute (MDI) to run a training for professional Algerian journalists on reporting diversity.  The London-based organization works internationally to prevent the media from intentionally or unintentionally spreading prejudice, intolerance and hatred; encouraging instead, fair, accurate, inclusive and sensitive media coverage in order to promote understanding between different groups and cultures.

During the five-day workshop, an Algerian colleague and I trained print and online journalists in how to write stories about the diverse groups who make up Algerian society, but whose voices are seldom heard in the media.  The journalists rose to the challenge and produced great stories on Syrian refugees, Sub-Saharan immigrants, people with disabilities, children in rural areas, single mothers and other marginalised groups.

And there was one other story – my favourite in fact. It was the story of a boy born in the mountains in Northeast Algeria during the “Black Decade” – the devastating conflict between Muslim extremists and government forces that tore the country apart in the 1990s and killed some 200,000 Algerians.  “Abd was the son of Islamist guerrillas, born in the ‘maquis’.  He is now 18. He doesn’t share his parents’ beliefs - in fact he has condemned them - but he is rejected everywhere he goes, he has no place in society and no future. He is suicidal,” explained the young journalist who had produced the story.  “I want to tell Abd’s story. It is the story of the children of the terrorists, of the “repented” – they are treated as pariahs in spite of the 2005 charter of national reconciliation,” the journalist told the class.

The other journalists greeted his story in stony silence. Then one said:  “I refuse to read anything about terrorists. We shouldn’t give them any voice, any recognition, any space.”  Many nodded in agreement. 

- “But he is a child. He didn’t ask to be born to terrorist parents, he doesn’t share their views,” I tried. 

- “What about the children of their victims? Do they have a voice?” angrily replied the journalist.

Everyone in Algeria is still traumatized by the “Black Decade” (Algiers still shuts down at night - a remnant of 10 years of curfew) and the story of the invisible children of Algerian terrorists hit a raw nerve. But it also generated a passionate and ultimately productive discussion around issues which were at the very heart of our training: how do we talk about other people’s views and experiences, especially when they disturb us?  Isn’t it better to hear what a segment of the population has to say, even if we don’t agree with them?  Some strongly believe that “terrorists” shouldn’t have a voice, but other people in Algeria believe that refugees, homosexuals, Christians and many other groups shouldn’t either.

The story also made me appreciate even more working with my Algerian colleague, as there are things which an outsider can only understand intellectually.

Media Diversity Institute – towards a more inclusive, ethical media

One of the reports produced by MDI

Reading or watching news reports on conflicts, immigration, minorities and other controversial and sensitive issues, I often wonder whether journalists do more harm than good.

Journalism can be one of the best tools for change and can play an important role in the fight against ignorance, prejudice and bigotry. But it can also exacerbate divisions and tensions, and fuel fear and hostility. 

We have seen extreme examples on how the media can incite hatred and violence in Rwanda and the former Yugoslavia. But most of the time, the media’s unhelpful coverage of minorities and sensitive issues is unintentional. It stems from ignorance, sloppy journalism and lack of time. Many stories on immigration in the UK or about Roma in Europe, for example, don’t quote immigrants or Roma, but only experts and members of the public or groups objecting to them.  Not surprisingly, these stories lack important information and empathy.   Over-stretched journalists simply don’t have the time to search for the right people to interview - and the 24h news cycle and ever-faster pace of social media are exacerbating the problem.

I recently had an interesting conversation with someone who has worked on these issues over the past 15 years – and made a huge impact: the amazing Milica Pesic. She is the founder and Executive Director of the Media Diversity Institute, a charity which promotes responsible journalism as means to lessen inter-group conflict, increase tolerance, encourage dialogue among individuals and groups coming from different backgrounds and support a deeper public understanding of ethnic, religious, sexual and gender diversity. They do this through research and professional media training. 

“Responsible, ethical journalism is thinking journalism. It provides fair, accurate, informed and reflective coverage of events and issues that are important to people and society,"  said Pesic.

MDI was born out of the wars in the Balkans some 15 years ago. Pesic, worked as a journalist for TV Serbia during the 1980s and early 1990s. After refusing to participate in the propaganda machine created by the Serbian regime, she was sacked from her job. Horrified by the unprofessional and unethical way the media fuelled the conflict by increasing tensions between ethnic groups, she decided to setup MDI as a way to prevent the media being used in this way.

From initial work in South East Europe, MDI took its expertise to the volatile Caucasus region, and then to the Middle East and North Africa, and South East Asia. Over the last few years, MDI has brought its experience from more troubled regions to address tensions in increasingly diverse Western European societies. 

In our highly divided and divisive world and our rapidly-changing media landscape, organisations like MDI are more needed than ever. But I am wondering how to extend these ideas and training to the millions of people on Twitter, FB and other social media…