Please use the attached Childhood Education document to complete the following outline.Formal Essay OutlineI. IntroductionIntroductory ParagraphA. Opening sentence (atte

Dear Educators

It has come is clear that every child has the right to enjoy the privileges as laid down in the united nation convention on the rights of the child. It is clear that rights the child is afforded, survival, development of their physical and mental potential and protection from influence and harm that can come to their development is now lacking in to some degree. Not only are those likely to be lacking, but also rights like participation in cultural, family and social life is also at stake (Archard2014). Therefore, it is clear that the right to education will provide be the steadfast in almost every aspect as laid down, so as to ensure that all these precepts are inculcated to the society as a whole. Therefore, this report presents issues and necessary avenues for delving into the aspect of examination of the concepts of equity as far as education is concerned. There is also the keen look at the implementation of right based approach to education, the precepts necessary in education development practice, issues, and challenges which faces this critical sector.

It is evident that viable steps and strategies to achieve equity are necessary in assessing the ecosystem and poverty. The suggestion at hand is that there is need to create more forums for accessing and removing potential barriers. This will be the leeway to of getting data reporting services and addressing the principles of equity (Baker 2016). In this regard, it is important to understand the varied forces that affect children’s ability to learn. Various issues are in play and it includes; overcoming the poverty level, emotional and mental health, nutrition and hunger, self-regulation and social skills. the notion of social inequality is paramount in bettering education outcomes. There is need to understand the essentiality of increasing access in early childhood for purposes of mitigation of early learning and development gaps. The reasoning is that early childhood learning is a platform for children to access resources that help them in problem-solving and develop key areas like literacy, math, language cognition, and motor skills. Also, it is the onset of comprehending and developing emotional and social attributes.

Disability has been a challenge for children to attain the basic education that they deserve. Children with disabilities are now lacking the basic resources that would accommodate them sufficiently (Cook & Cook 2013). The education sector has not been an exclusion and has adversely affected their education ability (Adderley et al., 2015). The lack of access to school is a major challenge to these children and thus the need to construct more schools with particular resource that will cater to them. Another issue is regarding the policymakers’ inability to ensure quality education for children with disabilities. It is about that time they come up sufficient policies that governs the education of the disabled.

Education development is essential, in the sense that, it is the right platform to ensure that achievement of the middle-income country, if the country was in the developing countries category. A good example is China’s compulsory nine-year education within which the Chinese populace has been able to get literate and the illiteracy has gone down by 4% (Messinis 2013). Therefore, the suggestion is to make education mandatory regardless of the social status of an individual or their financial background. This will be the only way to ensure the upbringing of a literate generation.

The suggested most suitable practices that can be addressed in the education sector entails the need to cross-cutting principles that are instructional based and a curriculum which targets instructional practices in their general development (Cole 2016). To back it up, there is need to includes following and covering important educational practices that revolves around the use of technology. This will be an effective manner to support booth early learning of due language to learners as well as further advancement of education. Finally, it is vital that children with disabilities be given the necessary support that they deserve in this regard. And finally, there is a need to effectively work with families and frequently conducting the necessary assessment of the child.

Conclusion

The challenges and issues that eminent in the education sector includes the need to improve monitoring and evaluation strategy for academic achievements and monitoring of the implementation of education plans. Accountability and managerial capacity of the system is still a challenge which warrants the necessity to check the system and ensure that it is accountable and effective and free of errors (Achola, 2016). Another challenge is the lack of an all-inclusive education system. The lack of it leads to low quality and inequality of opportunities in the education system. Also, there is a need to improve the number of trained professionals for quality improvement within the education system. And as a final step, the system must incorporate the use of ICT so as to tackle its matters with ease.

References

Adderley, R. J., Hope, M. A., Hughes, G. C., Jones, L., Messiou, K., & Shaw, P. A. (2015). Exploring inclusive practices in primary schools: focusing on children’s voices. European Journal of Special Needs Education, 30(1), 106-121.

Archard, D. (2014). Children: Rights and childhood. Routledge.

Baker, D. R. (2016). Equity issues in science education. Understanding girls (pp. 127-160). SensePublishers, Rotterdam.

Cole, M. (2017). Education, equality and human rights: issues of gender,' race', sexuality, disability, and social class. Routledge.

Cook, B. G., & Cook, S. C. (2013). Unraveling evidence-based practices in special education. The Journal of Special Education, 47(2), 71-82.

Achola, P. P., & Pillai, V. K. (2016). Challenges of primary education in developing countries: Insights from Kenya. Routledge.

Messinis, G. (2013). Returns to education and urban-migrant wage differentials in China: IV quantile treatment effects. China Economic Review, 26, 39-55.