Global Leaders 2004 - 2005

MEXICO

Ivan Galindo
Educacion para El Desarrollo del Potencial Humano
Queretaro, Mexico

What does becoming a Global Leader for Young Children mean to you?

Presentations

Being a Global Leader is about having awareness and expanding our points of reference-- also expanding the scope of possibilities for children. It is like “breaking your own egg” seeing how other people do things. For example, learning about Kenya where they have been influencing the whole continent with the way they are doing things. They have been empowering people there. When I see the size of the challenge of China or India, I see that our challenge in Mexico is more possible to overcome.

We have to produce results in each country and we must improve our strategies for action through increased communication. We must produce better results in Mexico. With increased web communication, we can support each other in our work.

I appreciated the Elearning session during the GL meeting, particularly where he was talking about honoring culture along with training. This is what I am striving to do.

Please share a brief description of your country:
Mexico has a population of 105 million. We have the largest population of Mestizo. We have indigenous groups where they have their own culture. We have a lot to be done in ECE.

We have become a fully democratic member. We have a democratic hangover right now. This opens the possibility for civil society. We have a better opportunity now, than before. We must learn to participate in our democracy. My experience with Global Leaders enhances my ability to inform public officials. I am becoming more of an expert and thereby the possibility of influence increases.

What are some highlights of Early Childhood Development in your country?
Very recently, they passed a law for the government to provide service from age 3-6. Legislators make these laws, but don’t fund it. Teachers have to be trained, schools must be built. We have a tradition where the government does all the work; control—not like Canada where the government collaborates with private providers. Our government has to learn to work with society. The example in Quebec is meaningful to Mexico.

Idea: bring a Mexican official to Quebec.

Please describe your advocacy project (proposed advocacy ideas for new leaders):
There are many intimate groups that are doing their own thing—teacher training groups, indigenous groups, research groups... There is no synergy among the groups. Our project is to register all these groups so that we can connect them. We will not just be making a website, but a network of people.

Graciela Borja
Mexico City, Mexico

What does becoming a Global Leader for Young Children mean to you?
It means the possibility to get in touch with people working and caring for children. We are willing to broaden the means to support them. The responsibility I have as a Global Leader is to advocate for children and represent them in as many ways as possible. Personally, it means the possibility of hearing through personal testimonies what the problems, needs, and interests are of adults supporting children in other countries. My heart has been touched by many profound stories. When I hear about China and India and learn about their educational issues, everything that happens in my country becomes more relative. All the solutions, approaches and possibilities for Mexico are more encouraging to me.

I always thought I came from such a large country, but then I hear about the size of other countries, I realize we’re not really that big. I am inspired and have a new perspective to do what I can do in Mexico.

Please share a brief description of your country:
We have a variety of ethnic cultures in Mexico; we are also geographically diverse. We have the ability to have different political parties working on the state and local levels. The old government that was in power for 70 years was overturned 5 years ago. We have a significant border population. We have a very large border with the U.S. and there are always people willing to go to America. It is good and bad to be on the border of the U.S. There has been a growth in democracy in recent years. We have a strong religious, catholic background.

What are some highlights of Early Childhood Development in your country?
By the year 2008, the 3 preschool levels will be compulsory. This sounds great, but right now we don’t have enough trained teachers, or schools. We don’t have enough infrastructure. We need to think through how we are going to implement this ambitious plan.

We want to be able to give all children high quality care. The government is asking that all teachers, directors, or assistants take a pre-school teacher course. The government is paying for this training. However, this will not raise the pay for teachers.

Please describe your advocacy project (proposed advocacy ideas for new leaders):
Building a net of all those who are dealing with ECE in Mexico. We will get all the voices together that exist in Mexico so that they can all have the opportunity to know what others are doing. This will be an important way to increase our support for young children. Plurality is a wonderful thing that exists in Mexico, but this is the opportunity for all of us to be on the same page.

SOUTH AFRICA

Blossom Ngwevela
Cape Town, South Africa

What does becoming a Global Leader for Young Children mean to you?
I was able to develop good relationships with the other advocates who were involved in South Africa. I was coming from an NGO, Meryl came as an individual, and Juliana came from a national department, but we were all able to work together. The process of working together was remarkable. We were all coming from different perspectives and met each other at a great geographical distance from our own country. We were very committed and it took a lot of time and work to communicate. All three of us had quite a few responsibilities already. As Global Leaders, we were adding on to our duties. Through the Global Leader project we had solid support and direction. Our commitment deepened and enabled us to follow through on our goals.

After coming from Belfast and sharing with other countries, the differences and similarities from others made me feel that South Africa was not the only one that has problems or challenges. We were so overwhelmed to hear about what other countries were dealing with. The national department is now concentrating on ECD. ECD used to be primarily in the realm of NGO’s. We are able to influence policy making through research.

Personally, I am most moved as a Global Leader to be able to have contact with others from different countries. I feel motivated and it makes me relate to what I am doing at home. I feel encouraged by others. Being with the Global Leaders enhanced my confidence as an advocate. It broadened my mind, not only about South Africa’s situation, but to understand what other countries are working on. It creates a space for me to have vision on ECD issues.

Please share a brief description of your country:
Nothing to add beyond what her colleagues reported.

What are some highlights of Early Childhood Development in your country?
There was a fragmented group for ECD. Ages 5-6 were a part of the education, but ages 0-4 were for social development. Now there is integration: social, health and education. We are able to heal that fragmentation. It used to be just NGO and the department. Now they are working together. NGO’s are the specialists. There is a research component. The labor dept is prepared to develop ECE.

Please describe your advocacy project (proposed advocacy ideas for new leaders):
In addition to what Meryl and Juliana reported: Integrate advocacy into the trainings.

Meryl Hewett-Fourie
Diep River, South Africa

What does becoming a Global Leader for Young Children mean to you?
Reaffirmation, empowerment, unity, sharing, diversity, and respect. We have been given the strength from global interaction not only to make a difference but also to be able to work and live the difference, globally we all have similar issues and are working on strategies to change and improve ECD. The process will now become quicker as we can use each others experiences and knowledge as a working base. We have been given insights into different cultures and ethnic groups thus need to respect our own countries diversity when achieving our goals in ECD. We have gained and shared knowledge and expertise that has led to huge personal growth. It has given me confidence to believe in what we are doing and this will impact on our work and will make us a force to be reckoned with within our countries and globally for the benefit of ECD and children worldwide.

Please share a brief description of your country:
My country consists of vibrant and forgiving people. Reconciliation, equity, and respect are issues worked on consistently. We have many colors in our country both in environment and people. It is beautiful with huge contrasts. I love my country and believe I can help in making a small difference for the children of our magnificent land and in doing so will help in the global perspective.

What are some highlights of Early Childhood Development in your country?
Integration is growing all the time. Government is trying. There is enormous will to make the changes and take the challenges. Good will and willingness to learn and try. Commitment to care and love of children is huge. But where is the money?!!

HIV work is applied to ECD. There are brilliant programs on HIV that apply to the early education field. (We ought to bring them to this conference next time).

Please describe your advocacy project (proposed advocacy ideas for new leaders):
In addition to what my colleagues have reported: This is a challenge and limited in all our countries. Exploring use of big companies and business is necessary. We need to strategize around this issue. Use other countries’ advocacy ideas and initiatives. It would be helpful to build in a research element and data collection for evidence. We need to have models of best practice.

What does becoming a Global Leader for Young Children mean to you?
It gives me a sense of awareness that ECE has been recognized as a field and what we do is actually relevant and important to society. The sharing of information with other countries is so important to me because it enhances my belief and vision for ECD. Whereas before, I felt like giving up and doing something else—this quest seems impossibly difficult. I am inspired by being with other countries and hearing what they have done. I feel encouraged about what we’ve accomplished and hearing what their challenges are. I surf the net a lot, but I can’t learn as much as being able to talk to people face to face. I can see that there is a lot that I have learned from all the other countries and being able to share with my colleagues back home. It is an affirmation of what I do.

I feel very responsible to my country and my continent. It strengthens my vision and my mission. I must provide the leadership that is required. I must play my role. With the experience and knowledge I am acquiring, I must use it to impact children’s lives. It also gives me a sense of belonging. ECD can sometimes feel very isolating. Being a Global Leader gives me a sense of belonging with those who have the same desire. I now have friends all over the world I can call on for support. It is humbling when you can listen to people with a lot of experience. It gives you a sense of humility when there are those who know so much more. I can learn so much from others.

Please share a brief description of your country:
South Africa over the last 11 years has had a big political shift from apartheid to a democratic state. There have been so many challenges from that change. From 1994, the whites have had to give up their privileges. During the post-apartheid period, there have been and continue to be a lot of shifts, discontentment, joy and excitement and challenges for the government. The government says that all people have rights and privileges—equity, justice, democratic freedom across age, race, class and gender. Instead of people working in isolation, we must look at ECD all together and provide a way to look at the needs of the child as a whole. There is a huge gap between the poor and rich. The majority of the poor are still black. We have 11 languages and it is difficult to make sure that all people have access to information and can be communicated with. On the whole, democracy is taking root—not at a fast enough pace, but it is, indeed, taking root.

What are some highlights of Early Childhood Development in your country?
One of the most important highlights is that we have a government that recognized ECD. We have 4 key departments. Office of Rights of Child, Education, Social Development and Health. These 4 departments are working together and have produced an integrated plan for ages 0-5. Now they are working to implement this plan. In June we will go to each of the provinces to help them be a part of developing this plan and in July we have a national conference to launch the plan.

Expanded public works program: under Public Works Department, we will create job opportunities for unemployed people. ECD is an area for job creation. We can support caregivers and parents. We train people and provide stipends and they will be certified or receive a diploma. This helps ensure quality ECD for children by supporting highly trained teachers.

In February, we held a conference on ECD—caregivers, policy makers, researchers. All ECD stakeholders came together to learn and construct knowledge on integrated and intersectional collaboration for ECD provisioning.

Please describe your advocacy project (proposed advocacy ideas for new leaders):
Our advocacy project is Developing Mediation Strategies for ECD advocacy materials. There needs to be more collaboration and information sharing. Figuring out how to distribute materials for parents and teachers. Educating parents, teachers and the public sector about the importance of ECD and the Department of Education and what we are doing.

Whatever comes from this project will inform government.

HUNGARY

Eva Deak
Ec-Pec Foundation
Budapest, Hungary

What does becoming a Global Leader for Young Children mean to you?
Support, responsibility, international, multicultural identity, enriching my professional and personal life; sharing and cooperation, global view of ECD, knowledge; ideas and resource for creativity, empowered.

I feel supported and I feel that I need to support those around me working in this field. This is a two-way street. That is what the responsibility is about. I feel responsible to myself becoming an advocate. I feel responsible for children that I am working for and for other professionals as well.

When I first heard about Global Leaders, I knew that I wanted to do this and applied. When I was approved, I felt “My goodness! Will I be able to do anything with this possibility? What can come from those countries that were selected (Hungary, Mexico and South Africa)?” I felt privileged. I didn’t know very much about those countries and this was a real opportunity for me to make contacts. These were very different cultures from European ones. I got frightened that I wouldn’t be able to harmonize my work and personal life with the things I was learning. I would have to find a way to bridge all these elements of my life. Now I am not frightened, because I have many ideas of what I can do. I now feel even more responsibility. I have many ideas of what I can do and now must figure out how to implement those ideas.

Please share a brief description of your country:
Hungary is a small country in the heart of Europe with 10 million inhabitants and 93,000 miles of territory. Hungary has the biggest lake (Balaton?) in Central Europe.

5 million Hungarians live outside of Hungary. We have 13 national and ethnic minorities. The biggest ethnic minority is Roma (gypsies) which is increasing to about 10% of the population.

What are some highlights of Early Childhood Development in your country?
More than 90% of children are in Kindergarten by age 5. There is an available system of Kindergartens. There are national guidelines for Kindergarten and for primary, but each institution has the right to work out their pedagogical program. It is a decentralized system, which is its strength.

Biggest challenge in ECD and education is the integration of Roma and special needs children. The number of nurseries has decreased, but the need is growing. Although the number of Kindergartens is quite high, and is compulsory from age 5, access for the most disadvantaged groups of children is low.

Please describe your advocacy project (proposed advocacy ideas for new leaders):
Topic: How to support smooth and successful transitions between kindergarten and primary?

Why this? There is a gap worldwide between Kindergartens and primary

What is the project?

1. identification of good practices of smooth transition
2. definition of the main characteristics and common elements
3. disseminate the models on national and international levels

Eva Lilla Lampert
Tanacshaz, Hungary

What does becoming a Global Leader for Young Children mean to you?
It is a big challenge for me because of my young age (I am 29). I think it is very important for me to have such a great opportunity. I think I can be a model for other young people who have been learning so many things. It is not normal for me to be a leader. I never saw myself as a leader, but now I do. As a leader, I recognize that there is a special way to speak to someone else that has knowledge about children—like other teachers, parents or policy makers--, but doesn’t know how to use the knowledge.

Being a part of the Global Leader program, I am more opened and I can see the next steps in front of me so I know how to keep going. I was especially moved by the South African project. It gave me ideas about how we can reach parents to help them understand the importance of early childhood. I have an idea to make a course for parents on how to play with their children and how to make life better for them.

Please share a brief description of your country:
Hungary is in the heart of Europe with 10 million inhabitants. We have about 2 million children in our country.

What are some highlights of Early Childhood Development in your country?

• 0-4 age: problem to access nurseries
• 3-6 age: change of attitude is needed among kindergarten teachers
• 6-14 age: content based teaching; change of attitude is needed
• Inclusion of special needs children is low in numbers and in quality

Please describe your advocacy project (proposed advocacy ideas for new leaders):
Topic: How to support smooth and successful transition between kindergarten and primary?

Why? There is a gap worldwide between kindergarten and school

Project:

• Identify good practices of smooth transition
• Definition of the main characteristics and common elements
• Disseminate the models on national/international level