Human development, inclusion and early childhood: three keys to the educational future
The educational land in El Salvador must be prepared for the future: a scenario with greater hostility in all its areas, accompanied by a single and unrepeatable opportunity for the unprecedented educational commitment in order to generate impact in the medium and long term for the bonus for the bonusdemographic. The policies adopted from now on according to the United Nations Development Program (UNDP) will be decisive to guarantee the productivity and well -being of the population in the coming decades, for this, it is necessary to ensure considerable investment in early childhood andIn the empowerment of youth.
Inclusive education in response to expressions of inequality, marginalization and segregation caused from families, schools and system, will continue to acquire more relevance in the coming years due to the fact that the reasons that force them to rethink this classroom and school redesign, continue to appear inless, equal or greater intensity. So it is convenient to expand nationwide and strengthen the full -time inclusive school model (EITP) as a strategy and opportunity for the improvement of educational quality.
The arduous task of ensuring the highest levels of inclusiveness in the education system is not only achieved through the successful implementation of this model thought of those who access and remain regularly in school, it is necessary of the Ministry of Education, Science and Technology(MINEDUCYT) and other government entities establish an immediate agenda with multidimensional approach based on the accelerated care of development aimed at five groups identified as vulnerable by their lag and particularities.
According to the last Human Development Report of UNDP, groups that require support specifically are: a) young people outside the educational system and at risk of dropout;b) young people in risk (social);c) young people in transition to the labor market;d) rural young people;and e) Young women who do not study and do caregals. Giving importance to this population segment also implies betting on the fulfillment of the fourth objective of sustainable development (SDGs), which seeks to guarantee an inclusive, equitable and quality education to promote learning opportunities throughout life for all and all.
In early childhood, the SDGs have found alarming findings worldwide: preschool education is free and mandatory for at least one year in only 38 countries, and, on the other hand, that childhoods of the richest households have almost 6 times morelikely to attend an early childhood education program than those of the poorest. The above does not differ much with our reality, since at the national level 33.4% of households live in a situation of multidimensional poverty and 4 out of 10 homes with the presence of children. These are homes with an adult -care child.
In El Salvador (UNICEF, 2018) points out that:
“It is time to bet and invest resources to reinforce the foundations of its population, focusing on the first years of life, which is the stage where social, cognitive, emotional abilities of people develop. This is only possible if you stop seeing girls, boys and adolescents as a "project of the future" and they begin to be considered as a "project of the present".
The National Educational System establishes two levels for early childhood education: initial education from pregnancy until before they turn four and the participation of children from four to six years. And in the context of the Policy of Education and Integral Development for Early Childhood. The integral education and development model was designed, which is implemented through two ways: institutional and family-community. Which must be served as follows: a) Institutional route: by public and private educational centers. And b) Family-community via: for family circles.
Therefore, the increase in the coverage of comprehensive early childhood care through the institutional and family-community route over the next 10 years, will allow to visualize the gradual elimination of the barriers faced by the most disadvantaged groups, allowing them in themThe deployment of more faculties to actively participate in human development processes, so that they can exercise their options with freedom and influence the decisions that affect their lives. The above is an obvious generational transformation and not a palliative measure of poverty.
The school can contribute to human development through the adoption of five areas in which they intervene from their educational fact: education, equity, youth empowerment, coexistence and cultural of peace and economic insertion. From their actions, these areas with their respective priorities can be articulated at a school-community level, setting key elements for an integrated implementation from the participation of the actors in the educational community.
In summary, it is convenient to underline that Salvadoran education must rethink at this historical moment its purposes (established since 1996 by the LGE) and its educational offer for the projection that changes in the demographic structure, social phenomena, technological trends, technological trendsand globalization. Considering as a starting point the need to prioritize in educational policy comprehensive early childhood care, the inclusive school model and human development from a multidimensional approach.
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