93210 A WORLD BANK STUDY Investing in Early Childhood Development REVIEW OF THE WORLD BANK’S RECENT EXPERIENCE Rebecca K. Sayre, Amanda E. Devercelli, Michelle J. Neuman, and Quentin Wodon Investing in Early Childhood Development A WO R L D BA N K S T U DY Investing in Early Childhood Development Review of the World Bank’s Recent Experience Rebecca K. Sayre, Amanda E. Devercelli, Michelle J. Neuman, and Quentin Wodon © 2015 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 17 16 15 14 World Bank Studies are published to communicate the results of the Bank’s work to the development com- munity with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally edited texts. This work is a product of the staff of The World Bank with external contributions. 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Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Contents Acknowledgments ix Executive Summary xi World Bank Support for ECD xi World Bank Operational and Analytical Investments xii Lessons Learned from ECD Operations xiii Looking Forward xiv Note xiv Abbreviations xv Chapter 1 Introduction 1 Importance of Investing in ECD 1 Note 4 Chapter 2 Methodology for the Study 5 Abstract 5 What Is Meant by ECD and Essential ECD Interventions? 5 What Has Been Included in This Review and What Has Not? 7 Note 10 Chapter 3 Trends in Operations 11 Abstract 11 IBRD/IDA Operations: Commitment Levels and Trends 11 IBRD/IDA Commitments by Sector, Region, and Country Income 15 ECD Share in Human Development IBRD/IDA Operations 18 Trust-Funded ECD Operations 20 Operations Likely to Benefit Children 21 Chapter 4 Case Studies of Operations 23 Abstract 23 Selection of the Case Studies 23 Bulgaria Social Inclusion Project (SIP) 26 Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8  v vi Contents Eritrea Integrated Early Child Development (IECD) Project 27 Indonesia Early Childhood Education and Development (ECED) Project 29 Jamaica Early Child Development (ECD) Project 30 Jordan ECD Component of Education Reform for the Knowledge Economy 32 Mexico ECD Component of Compensatory Education Project 33 Senegal Nutrition Enhancement Program (Phases I and II) 35 Note 36 Chapter 5 Lessons Learned from Operations 37 Abstract 37 Considerations for Effective ECD Project Design 37 National Commitment 39 Local Ownership 40 Coordination across Sectors and Levels 41 Targeting Disadvantaged Children 42 Sociocultural Relevance 42 Knowledge Exchange 43 Note 44 Chapter 6 Trends in Analytical, Advisory, and Partnership Work 45 Abstract 45 Investments in Analytical, Advisory, and Partnership Work 45 Analytical, Advisory, and Partnership Activities by Sector and Region 48 ECD Share in HD Analytical and Partnership Activities 49 Examples of Analytical, Advisory, and Partnership Work 51 Note 54 Chapter 7 Recent Initiatives 55 Abstract 55 What Are the Challenges to Increasing Investment in ECD? 55 New Initiatives and Opportunities to Expand ECD Investments 56 Conclusion 62 Appendix A Supporting Figures and Tables 63 Appendix B Human Development ECD Project Portfolio 67 Appendix C Snapshot of Case Studies of Operations 125 Bibliography 135 Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8  Contents vii Box 2.1 Clarifying the Definition of ECD and Related Terms 6 Figures 2.1 Selection of Projects for This Review 9 3.1 IBRD/IDA ECD Operations in the HD Portfolio, US$ million   (US$ of 2013) 13 3.2 IBRD/IDA ECD Operations in the HD Portfolio, Number 14 3.3 IBRD/IDA ECD Operations in ED, HNP, and SP US$ million   (US$ of 2013) 14 3.4 IBRD/IDA Investment in ECD in the HD Portfolio Per Child   under Five 17 3.5 Share of ECD Commitments in Overall HD Portfolio 19 3.6 Trust-funded ECD Operations in the HD Portfolio, US$ million   (US$ of 2013) 21 6.1 HD ECD Analytical, Advisory, and Partnership Activities,   US$ million (US$ of 2013) 47 6.2 Trend in Number of HD ECD Analytical, Advisory, and   Partnership Activities 47 6.3 Share of Projects with ECD Components in HD   Analytical/Partnership Portfolio 50 6.4 Share of Funding for Activities with ECD Components in HD   Analytical/Partnership Portfolio 51 7.1 SABER-ECD Policy Goals and Levers 57 7.2 Five Packages of Essential ECD Services and Interventions 60 Maps 3.1 Global Distribution of HD ECD Investments through  IBRD/IDA 16 6.1 Distribution of HD ECD Analytical, Advisory, and Partnership  Activities 49 A.1 Distribution of HD IBRD/IDA ECD Commitments Per   Child under Five 65 Tables ES.1  Human Development Early Childhood Development Portfolio   between FY 2001 and FY 2013 xii 3.1 Trend in the Number of IBRD/IDA Operations and Funding   for ECD 12 3.2 IBRD/IDA Commitments (in US$ of 2013) to ECD by   Region and Sector 16 3.3 Share of ECD in HD IBRD/IDA Portfolio by Time Period 19 3.4 Trust-funded Operations (in US$ of 2013) to ECD by Region   and Sector 20 4.1 Summary of ECD Case Studies 24 Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 viii Contents 5.1 Examples of PDO Indicators 39 6.1 Analytical, Advisory, and Partnership Activities, by Type   (FY 2001 to FY 2013) 46 6.2 Trend in the Number of and Funding for ECD-Related   Analytical and Partnership Activities by Year 46 6.3 Analytical, Advisory, and Partnership Activities: Number of   Tasks and Funding (in US$ of 2013) by Region and Sector 48 6.4 Share of ECD in HD Analytical and Partnership Portfolio   by Year 50 6.5 Ongoing SIEF-Funded ECD Impact Evaluations at the   World Bank: First Round (2012): Early Childhood Nutrition,   Health, and Development Cluster 52 6.6 Ongoing SIEF-Funded ECD Impact Evaluations at the   World Bank: First Round (2012): Basic Education Service   Delivery Cluster 53 7.1 eLearning Course on ECD for Policy makers and Practitioners 59 A.1 Investment in ECD Per Country, Per Person, and Per Poor   Person, FY 2001 to FY 2011 63 A.2 New Ongoing SIEF-Funded Impact Evaluations at the   World Bank: Second Round, 2013 65 B.1 Operations (Lending and Trust Funded) 68 B.2 Analytical Activities (Economic and Sector Work, Technical   Assistance, Impact Evaluations, Knowledge Products, Global   Partnership Programs, and Programmatic Approaches) 94 B.3 Projects Likely to Benefit Young Children (Lending and Trust  Funded) 102 C.1 Snapshot of Case Studies of Operations 125 Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Acknowledgments This report was prepared by a team comprising Rebecca Sayre, Amanda Devercelli, Michelle Neuman (task team leader until April 2013), and Quentin Wodon (task team leader after April 2013) under the guidance of Harry Patrinos and Elizabeth King. It is a collaborative product from three World Bank Global Practices for education; health, nutrition, and population; and social protection and labor. Generous support from the Children’s Investment Fund Foundation for the preparation of the report is gratefully acknowledged. The report benefitted from comments from a number of colleagues including Leslie Elder, Peter Anthony Holland, Sachiko Kataoka, and Laura Rawlings, who served as peer reviewers, as well as Luis Benveniste, Plamen Danchev, Angela Demas, Amina Denboba, Carla Maria Paredes Drouet, Safaa El Tayeb El-Kogali, Marito Garcia, Amer Hasan, Tomomi Miyajima, Menno Mulder-Sibanda, Harriet Nannyonjo, Rosfita Roesli, Deepa Sankar, Prateek Tandon, and Julieta Trias. Any errors or omissions are those of the authors only. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   ix Executive Summary World Bank Support for ECD The World Bank is actively supporting early childhood development based on demand from governments and convincing evidence on the benefits of investing early for children, families, and society. This portfolio review provides an overview of Bank investments in early child- hood development (ECD) from 2001 to 2013 within the three global practices of education (ED), health, nutrition, and population (HNP), and social protection and labor (SP).1 In this report, we will consider the three global practices together as the “Human Development” (HD) portfolio of the World Bank. The report sum- marizes trends in operational and analytical investments in early childhood, includ- ing lending and trust-funded operations at the country, regional, and global levels. We present findings on the overall level of finance during this 13-year period, the number of ECD investments, and regional and sectoral trends. A series of case stud- ies are presented to highlight lessons learned to inform future Bank support to ECD and to promote better planning across sectors and regions. We then present trends in analytical and advisory activities, including economic sector work, techni- cal assistance, partnership activities, impact evaluations, programmatic approaches, and knowledge products. Finally, the paper discusses recent new approaches to support ECD within the World Bank and in client countries. The World Bank works with countries through multiple entry points to invest in young children. The HD ECD portfolio includes investments across the health, nutrition, and population, social protection and labor, and education practices, which can be grouped into the following general areas of focus: • Child nutrition—including food fortification, community nutrition educa- tion, and food security • Maternal and child health—including promotion of breastfeeding, prenatal care, newborn health, immunizations, and child survival • Early childhood care and education (ECCE)—including preprimary educa- tion, school readiness, and parenting education • Family support and inclusion—including social assistance, safety net, and conditional cash transfers (CCTs) to incentivize parents to invest in health Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   xi xii Executive Summary and education of their young children, primarily delivered through social ­protection sector • Integrated/Multisectoral ECD projects and evaluations—including integrat- ed health, nutrition, and education interventions, impact evaluations of ECD, and support to governments to improve ECD policies. World Bank Operational and Analytical Investments In the last 13 years, the World Bank invested $3.3 billion in 273 investments in ECD through the three HD practices. HD ECD investments include 166 operations, including IBRD/IDA (International Bank for Reconstruction and Development/International Development Association) and trust-funded projects, which include both special financing and recipient executed opportunities. Additionally, during this time period, the three HD global practices invested in 107 analytical and advisory activities, including economic and sector work (ESW), Global Programs and Partnerships (GPP), technical assistance (TA), impact evaluations (IE), program- matic approaches (PA), and knowledge products (KP). Table ES.1 displays the breakdown of the three global practices’ 273 investments, which supported 80 countries around the world. In real terms, World Bank funding for ECD operations and analytical work increased from fiscal year (FY) 2001 to FY 2013; between FY 2001 and FY 2011 funding levels were fairly flat, with a big increase in FY 2012 and FY 2013. Between 2001 and 2011, the number of operations remained at about 12 per year on average. During this time period, operational investments averaged $211 million per year (in 2013 US$). However, in 2012 and 2013, investments dramatically increased. In 2012, the three HD practices invested $524 million in ­ 16 operations, and in 2013, they invested $707 million in 18 operations. In other Table ES.1  Human Development Early Childhood Development Portfolio between FY 2001 and FY 2013 Number of Financing Financing projects (in nominal US$ mil) (in 2013 US$ mil) Operations (components and self-standing) IBRD/IDA 116 3,087.5 3,352.2 Trust funded 50 205.5 216.9 Analytical, advisory, and partnership activities Economic and sector work 32 6.6 7.1 Global programs and partnerships 8 11.9 13.7 Technical assistance 44 18.0 19.5 Impact evaluation 16 13.1 13.2 Programmatic approach 3 1.0 1.0 Knowledge product 4 0.8 0.9 TOTAL 273 3,344.5 3,624.5 Source: World Bank data. Note: IBRD = International Bank for Reconstruction and Development; IDA = International Development Association. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Executive Summary xiii words, both the number of operations and their size increased substantially in 2012 and 2013, as compared to the previous 10 years. The budget for analytical advisory activities (AAA) work has also increased, especially in 2013. Between 2001 and 2012, funding for analytical and advisory activities each year averaged $3.3 million through an average of six activities per year. In 2013, there were 31 analytical activities, with a total budget of $15 million. The increase in invest- ments in ECD coincides with the adoption of a number of strategic World Bank documents in education, health-nutrition-population, and social protection-labor that have emphasized the importance of ECD. All six World Bank regions are investing in ECD through both operational and analytical work; Africa and Latin America and the Caribbean are leading the way with the largest investments. While all regions are investing, the Latin America and the Caribbean portfolio includes the largest operational investments ($1.3 billion invested through 42 projects). The Africa portfolio includes the most analytical activities ($19.8 mil- lion invested through 29 AAA tasks). More than half of HD spending on ECD is through the HNP sector. In terms of IBRD/IDA operations, a total of $2.2 billion in finance was allo- cated via HNP through 59 operations between FY 2001 and FY 2013. This is substantially more than ED, which invested $935 million through 42 operations and SP, which invested $241 million in ECD through 15 projects during the same period. Lessons Learned from ECD Operations This ECD portfolio review highlights six lessons to inform future work. Upon reviewing the Bank’s portfolio of ECD projects, we wish to highlight the following six specific lessons for Bank staff and partners to consider for future investments in ECD: • Design of ECD projects, due to their complexity and the time lag between investments and impacts on children’s development, requires careful atten- tion to results frameworks, monitoring and evaluation, and a clear definition of roles and responsibilities of all actors within the project. • Commitment from all levels of government as well as local communities is crucial. • Parents are key stakeholders who should be included in ECD project design and implementation, as they can maintain and improve upon the gains from traditional ECD services delivered through a project. • Coordination across sectors and levels is essential. The strategy for intersectoral coordination and identification of an institutional anchor depends on an indi- vidual country context. Existing ministerial and stakeholder relationships spe- cific to the country context play a considerable role in affecting a project’s success. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 xiv Executive Summary • Projects should be designed to ensure that quality interventions are accessible and culturally relevant to all children, particularly those who face the most obstacles. • Knowledge exchange (for example, South-South activities) of positive proj- ect experience can be a valuable strategy to motivate governments to improve ECD systems as well as strengthen existing and future World Bank-supported ECD projects. Looking Forward The evidence on the returns to investments in ECD is clear. The demand for investments in ECD is rising within our client countries and, as a result, within the World Bank portfolio. Investing in ECD has high potential to help achieve the Bank’s twin goals of eliminating poverty and increasing shared prosperity. Recently, the Bank has developed a series of new tools and mechanisms to sup- port ECD through analytical work, project preparation, new partnerships, and innovative approaches. Note 1.  These three practices used to form the Human Development Network (HDN) at the World Bank. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Abbreviations AAA analytical advisory activities ACGF Africa Catalytic Growth Fund BF Bolsa Familia CCT conditional cash transfer CEP Compensatory Education Project (Mexico) CFR case fatality rate CLM  Cellule de Lutte contre la Malnutrition (Coordination unit for the reduction of malnutrition) (Senegal) CONAFE Consejo Nacional Fomento Educación (National Council for Education Development) (Mexico) CPP Global Programs and Partnerships DLI disbursement-linked indicator DRC Democratic Republic of Congo DUTCHP Netherlands Partnership Program EAP East Asia and the Pacific ECA Europe and Central Asia ECC Early Childhood Commission (Jamaica) ECCD early childhood care and development ECCE early childhood care and education ECD early childhood development ECDVU Early Childhood Development Virtual University ECE early childhood education ECED early childhood education and development (project in Indonesia) ED education sector EDI Early Development Instrument ELP Early Learning Partnership ERfKE Education Reform for Knowledge Economy (Jordan) ESW economic and sector work FPCR Food Price Crisis Response Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   xv xvi Abbreviations FTI fast track initiative FY fiscal year GDP gross domestic product GFCR Global Food Crisis Response Program GMP Growth Monitoring Promotion GoB Government of Bulgaria GoE Government of Eritrea GoI Government of Indonesia GoJ Government of Jamaica GoM Government of Malawi GoS Government of Senegal GPBA Global Partnership on Output-based Aid GPE Global Partnership for Education GPP Global Partnership Program HD human development HDN Human Development Network HDNED HDN – Education Unit HNP health, nutrition, and population sector IBRD International Bank for Reconstruction and Development ICMI Integrated Management of Childhood Illnesses ICR Implementation Completion Results IDA International Development Association IE impact evaluation IECD Integrated Early Childhood Development (project in Eritrea) ISR Implementation Status and Results ITN insecticide-treated bed net JSDF Japan Social Development Fund KG kindergarten KP knowledge product LAC Latin America and the Caribbean M&E monitoring and evaluation MNA Middle East and North Africa MoE Ministry of Education NEP Nutrition Enhancement Program (Senegal) NGO nongovernmental organization NSP National Strategic Plan (Jamaica) OECD Organisation for Economic Co-operation and Development PA programmatic approaches PAD project appraisal document Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Abbreviations xvii PDO project development objective PMT project management team RSR rapid social response SABER Systems Approach for Better Education Results SAR South Asia SIEF Strategic Impact Evaluation Fund SIP Social Inclusion Project (Bulgaria) SP social protection sector SUN Scaling up Nutrition SWAp Sector-Wide Approach TA technical assistance TTL task team leader TVET technical vocational education and training UN United Nations UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children’s Fund USAID U.S. Agency for International Development WFP World Food Programme WHO World Health Organization All dollar amounts are U.S. dollars unless otherwise indicated. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 CHAPTER 1 Introduction Importance of Investing in ECD Investing in young children is one of the smartest investments that countries can make.1 Around the world, young children are growing up in disadvantaged cir- cumstances. In developing countries, nearly 40 percent of all children younger than five years are stunted or living in poverty (Grantham-McGregor et al. 2007). These children are more likely to demonstrate lower academic achieve- ment outcomes and exhibit poorer cognitive ability (Glewwe, Jacoby, and King 2001; Vegas and Santibáñez 2010). Disadvantaged children are also less likely to have access to quality health services, basic water and sanitation infrastructure, adequate nutrition, and quality childcare and preschools (Cole and Cole 2000; Grantham-McGregor et al. 2007). These multiple-risk factors can lead to poor physical, socio-emotional, and cognitive development and set children on a path to lower achievement throughout life (Cole and Cole 200; Naudeau 2009). Cross-country evidence shows that by the time children enter primary school, significant gaps exist in children’s development; these gaps widen with time. The effects of poor development in early childhood have life-long consequences, set- ting children on a lower trajectory and adversely impacting a country’s social and economic development. Intervening during early childhood has the potential to mitigate the negative effects of poverty and promote equitable opportunities and better outcomes for education, health, and economic productivity (Heckman 2008a; 2008b; Naudeau et al. 2011). Development in early childhood is a multidimensional and sequen- tial process, with progress in one domain acting as a catalyst for development in other domains (Shonkoff et al. 2012). Interventions to influence a child’s devel- opment should address four key domains: cognitive development, linguistic development, socio-emotional development, and physical well-being and growth (Naudeau et al. 2011; Vegas and Santibáñez 2010). Entry points to influence these four domains exist in a range of sectors, including health and nutrition, education, and social protection and can be directed toward pregnant women, young children, and parents and caregivers. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8  1 2 Introduction As policy makers weigh the costs of investment in early childhood develop- ment (ECD), it is becoming increasingly clear that the potential returns far exceed costs. A growing body of literature demonstrates that the returns to investments in children’s early years are substantial, particularly when com- pared to equivalent investments made later in life (Heckman and Masterov 2007). Investments in the early years offer a cost-efficient way to produce a well-trained and capable workforce and lead to better outcomes for those at greatest disadvantage (Naudeau et al. 2011). The benefits to such investments can accrue to individual children and to society more broadly and can be lever- aged to influence diverse policy objectives, including improving maternal health, promoting female labor participation, raising additional tax revenue, and reducing expenditures on social assistance programs (for example, Moss 2000). The rate of return on investments to ECD interventions depends on many factors, including the focus, duration of exposure, and quality of pro- grams being implemented, but they have been shown to have benefit-cost ratios as high as 17:1 (Engle et al. 2011). For example, increasing preschool enrollment to 50 percent for children in low- and middle-income countries could result in lifetime earnings gains of US$15–$34 billion. By contrast, failing to ensure high levels of access to ECD services may have significant irreversible damages for individuals and countries in the short-, medium-, and long-term. Understanding that investing in young children can be a cost-effective strategy to promote a healthier, more productive population, the World Bank has been working for several decades with client governments to invest in ECD policies and programs. The Bank’s human development practices support governments in establishing systems that provide essential services in health, nutrition, education, and social protection. The practices have taken a life-cycle step-by-step approach to help countries deliver services that help people live productive lives starting at pregnancy and the earliest years of life (Banerji et al. 2010). The objective is to ensure that all young children are provided opportunities to grow, learn, and develop to their fullest capacity. This portfolio review builds upon previous portfolio reviews of World Bank investments in young children and youth. In 2001, the World Bank conducted a 10-year review of its ECD project portfolio, which reported that the World Bank had cumulatively lent $1.1 billion to support ECD projects between fiscal years (FY) 1990 and 2000 (Young 2001). This FY 1990 to FY 2000 portfolio review included 13 self-standing ECD operations and 41 ECD components within larger projects. Ten years later, in 2011, the World Bank reviewed investments in children and youth from FY 2000 to FY 2010 (Lefebvre-Hoang and Cunningham 2011). The 2011 report captured a picture of World Bank investments targeted at children and youth aged 0–24 years old. Though an exact comparison between this portfolio review and the earlier reviews by Young (2001) and Lefebvre- Hoang and Cunningham (2011) is not possible because of differences in focus and methodology, it is clear that overall spending on ECD has increased during the past quarter-century. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Introduction 3 The study suggests that between 2000 and 2011 the World Bank’s invest- ments in ECD managed by the three human development (HD) practices remained relatively stable for both operations and analytical and advisory work. However, in the past two years, the ECD portfolio has substantially grown. This recent increase in ECD investments is related to the recognition of the impor- tance of investing in ECD in development circles, which has really picked up in the last five years. This includes the World Bank’s increased priority in ECD, which has been demonstrated through recent policy statements by the three HD practices as well as several recent initiatives that have and will continue to serve as catalysts for expanded investments in the future. Across the three HD sectors, Health, Nutrition, and Population (HNP), Education (ED), and Social Protection (SP), investments in ECD are support- ing efforts to achieve the World Bank’s mission to eradicate poverty and boost shared prosperity. A focus on mothers and young children is at the core of the 2007 HNP strategy, which calls for scaling up support for early childhood nutrition, child health, and maternal health services. In addition, Scaling up Nutrition, an initiative spearheaded by the World Bank’s HNP sector and other development partners, focuses on nutrition in the first 1,000 days. The 2012 SP strategy emphasizes the need to invest in stronger systems to protect the health and well-being of young children. ECD is highlighted as one of the three pillars of the World Bank’s 2010–20 education strategy: Invest early. Invest smartly. Invest for all. With the vision of achieving “Learning for All,” the ED sector prioritizes investing early, recognizing that the foundational skills acquired in early childhood set the stage for a lifetime of learning. In addition to overall sectoral strategies, several important initiatives have catalyzed increased prior- ity in ECD (see chapter 7). These recent policy statements and initiatives make it clear that there is now higher interest in and increased recognition of the importance of ECD not only at the World Bank but also in the broader development community. In this con- text, the first objective of this report is to start where the previous ECD portfolio analysis (Young 2001) concluded and provide an analysis of ECD investments through FY 2013, which clearly demonstrate scaled-up investments and higher priority to ECD in recent years. The mapping and analysis of ECD projects in this review helps in providing a synthesis of some of the lessons learned from the activities and investments of the last dozen years in terms of operations and ana- lytical and advisory work. The study comprises six chapters after this introduction and a brief conclu- sion. Chapter 2 explains the methodology adopted for the study. Chapter 3 reviews the trend in ECD operations at the World Bank within its ED, HNP, and SP practices. Chapter 4 provides a brief analysis of seven operations that ­ supported ECD through different sectors and types of investments in order to identify what worked well, and some of the challenges encountered. Chapter 5 summarizes lessons learned from the case studies and the overall portfolio review. Chapter 6 reviews the analytical and advisory work done by the World Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 4 Introduction Bank. Finally, chapter 7 focuses on recent initiatives for expanding ECD invest- ments, discussing both the challenges and recent opportunities for expanding the Bank’s ECD portfolio. Note 1. For a more detailed review, see Neuman and Devercelli (2013) as well as Denboba et al. (2014). Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 CHAPTER 2 Methodology for the Study Abstract Investments in early childhood development (ECD) are needed for children to reach their potential, and they can also bring high returns to countries. The main question asked in this study is to what extent has the World Bank invested in operations and analytical work related to ECD between 2000 and 2013. The study focuses on the experience of its human development practices for Education, Health- Nutrition-Population, and Social Protection-Labor. This chapter outlines the proce- dure used for the identification of the operations and activities related to ECD reviewed in the study and the methodological choices that were made for data collection and analysis. The chapter starts with a brief discussion of what is meant by ECD and the types of interventions that can be associated with ECD, so that it is clear for the reader what is included in the review, and what is not. The proce- dure for selecting the activities reviewed (operations plus analytical and advisory work) is then explained in detail. What Is Meant by ECD and Essential ECD Interventions? ECD refers to growth and development starting during a woman’s pregnancy through her child’s entry to primary school. ECD interventions include services for pregnant and lactating mothers, young children, and their families that address the health, nutritional, socio-emotional, cognitive, and linguistic needs during this age period. The exact age span for interventions considered as related to ECD varies depending on the analyst or country. For this study, ECD is con- sidered as covering the period from pregnancy to the entry in primary school. ECD interventions therefore include services for pregnant and lactating mothers, as well as young children and their families. Box 2.1 defines ECD and summarizes the types of interventions for early childhood. These services are meant to address the health, nutritional, socio-emotional, cognitive, and linguis- tic needs during this age period. They are essential because a child’s early life forms the basis for future learning, good health, and well-being, as well as the ability of the child to work well with others in adulthood. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8  5 6 Methodology for the Study Box 2.1  Clarifying the Definition of ECD and Related Terms There are variations in the exact definition of early childhood development between organi- zations, academics, and practitioners. In addition, the terms used by countries for interven- tions that address ECD vary, depending on the focus of the country’s policies, interventions, and the local terminology. Terms used to reference early childhood education interventions can include early childhood care and development (ECCD), early childhood education (ECE), or early childhood care and education (ECCE), for example. In addition, maternal and child health or nutrition interventions are not necessarily termed ECD interventions, though they are designed to promote early childhood development. For the purposes of this portfolio review, we are using the following definition of early childhood development (ECD): The period from when a child is conceived to 83 months of age (until the child reaches the age of seven). ECD addresses children’s basic needs in health, nutrition, cognitive, and social-emotional development. Effective ECD policies and interven- tions reach infants, toddlers, and children including the transition to school entry, as well as pregnant women, parents, and caregivers. The human development (HD) portfolio reviewed in this document includes a variety of interventions across sectors that promote ECD, including the following: • Early childhood care and education (ECCE): This includes care (typically for children ages 0–24 months) and education (typically for children ages 24–83 months). Quality programs address both care and education for these age groups. • Preschool/preprimary/early childhood education (ECE): This includes interventions that provide opportunities for children to interact with responsive adults and actively learn with peers to prepare for primary school entry; this generally refers to interventions for children ages 36–83 months of age. • Early stimulation: This includes opportunities for young children to interact with caring adults and to learn about the environment from the earliest age; this generally refers to interventions for children ages 0–24 months and to programs designed to teach parents how to engage in early stimulation activities with young children. • Early childhood health interventions: This includes initiatives in health care, including health service provision, disease prevention, and health promotion to provide the con- tinuum of maternal and child pre- and postnatal care. Services include standard health screenings for pregnant women, skilled attendants at delivery, childhood immunizations, and well-child visits. • Early childhood nutrition interventions: This includes initiatives to ensure that pregnant women, breastfeeding mothers, and young children are adequately nourished. Interventions may include breastfeeding promotion, responsible and appropriate complementary feed- ing, dietary diversity, salt iodization, and micro-nutrient supplementation. • Child and social protection interventions: This includes initiatives targeted to protect the well-being of children by supporting the extremely poor and vulnerable (social protection) or focusing on measures to prevent and respond to abuse, neglect, exploitation, and vio- box continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Methodology for the Study 7 Box 2.1  Clarifying the Definition of ECD and Related Terms (continued)    lence affecting children (child protection). Interventions can protect children in marginal- ized communities and those who are excluded due to gender, disability, human immuno- deficiency virus/acquired immune deficiency syndrome (HIV/AIDS), or other sociocultural factors. Services may include birth registration, tracking and preventing child abuse, cash and in-kind transfer programs, and parenting programs to promote positive caregiving. • Integrated ECD services: This includes multidimensional services combined to compre- hensively meet an array of child development needs, combining the types of sectoral in- terventions described above to promote a child’s health, nutrition, cognitive develop- ment, social development, and protection. What Has Been Included in This Review and What Has Not? The previous section makes it clear that a comprehensive ECD strategy involves many different types of interventions and services, as well as support to the insti- tutions providing those services. This makes the identification of the universe of ECD interventions complex in part because many different projects not directly focused on ECD may still have ECD components. In its project database warehouse the World Bank does not have a sector or thematic code that identifies ECD projects. There is no easy way through an automatic procedure to capture automatically Bank investments supporting ECD. But the Bank databases can be used to search for some of the most relevant thematic codes related to ECD projects that are often used to categorize projects. These terms would include, for example, the “pre-primary education” sector code, the “child health” thematic code, and the “nutrition and food security” the- matic code. One needs to be careful however because these codes may include projects that are not ECD specific and they may also exclude other projects that have ECD components. In order to track the Bank’s investments specifically for ECD in a consistent and comprehensive manner, the procedure followed focused only on investments across the portfolios of the three HD practices. That is, the focus was on invest- ments managed by one of the three practices for Education (ED), Health- Nutrition-Population (HNP), and Social Protection-Labor (SP), but not invest- ments by other practices that may relate to ECD. The types of projects and tasks included in the search belonged to two different groups: • Operations are projects funded by loans or grants given directly to client countries for implementation of ECD interventions or for improvement of country systems related to ECD. These include International Bank for Recon- struction and Development/International Development Association (IBRD/ IDA) operations as well as trust-funded operations, but the bulk of the fund- ing commitments made takes place through IBRD/IDA operations. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 8 Methodology for the Study • Analytical, Advisory, and Partnership Activities1 are tasks that create and use knowledge (and in some cases partnerships) to help improve the effectiveness of the Bank’s work as well as country systems, policies, and programs. These include principally economic and sector work (ESW), technical assistance (TA), knowledge products (KP), impact evaluations (IE), and global partner- ships and programs (GPP). Due to the diversity of projects and tasks targeting young children, all project documents related to the three practices were manually reviewed and additional inputs from colleagues in the three sectors were also gathered. In a systematic way, the following steps were followed to generate a comprehensive database of World Bank HD projects and activities on ECD: 1. Keyword search to identify potential projects of interest. Using keyword searches in the Bank’s Operations Portal and E-Trust Funds portal for all 3,681 HD operations and activities that were approved between FY 2001 and FY 2013, a preliminary list of 2,016 HD projects was generated. We used a com- parable keyword search methodology as done for other portfolio reviews at the World Bank, including a child and youth portfolio review (Lefebvre-Ho- ang and Cunningham 2011), but we focused only on keywords related to early childhood (0–83 months) within HD. We excluded youth-specific key- words and only searched within the three HD sectors. The keywords used included “child(ren),” “ECD,” “maternal,” “nutrition,” “orphan,” “child health,” and “preprimary.” To ensure we captured all relevant projects in the databases, we included additional sector-specific keywords, based on the Systems Ap- proach for Better Education Results-Early Childhood Development (SABER- ECD) indicators (the SABER-ECD program is described in chapter 5 of this study). These keywords included the following: “Antenatal,” “birth attendant,” “birth registration,” “breastfeeding,” “child immunizations,” “child protection,” “child safety net,” “complementary feeding,” “continued feeding,” “early child- hood,” “infant,” “iron fortification,” “maternal,” “newborn,” “oral rehydration,” “orphans,” “parenting,” “prenatal,” “preprimary,” “preschool,” “salt iodization,” “vitamin A supplementation,” “vulnerable children,” and “young children.” 2. Manual review of project documents. Project documents were manually re- viewed to gather information about each project. Documents reviewed in- clude Project Appraisal Documents (PADs), Implementation Completion Results (ICR) Reports, Implementation Status and Results (ISR) reports, Pro- gram Documents, and/or Project Papers. 3. Filter list to projects with specific ECD activities. Upon reviewing the details of each operation or activity, each one was categorize as (i) self-standing, (ii) component or subcomponent, or (iii) likely to benefit young children (with no explicit investment in ECD). Approximately half of the projects generated through the preliminary keyword search were not added to the database be- cause they did not specifically support ECD. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Methodology for the Study 9 4. ECD costs calculated. When estimating funding for ECD projects and activi- ties, investments committed specifically to ECD were calculated from the information available in the project documents. For components, only com- ponent cost was included in our estimate of the Bank’s investment in ECD. In many cases, Bank funding for ECD components was listed clearly in project documents. However, in instances where only total ECD component costs were listed (and not Bank funding per component), the Bank commitment was calculated as the same proportion of Bank commitment to the total pro­ ject cost. For example, if IDA contributed a total of $7.5 million and the total project cost was $10 million and the total component cost was $1 million, then the Bank commitment to ECD is estimated as $750,000. Figure 2.1 visualizes the approach used for reviewing and filtering projects. Upon compiling the list of the 273 activities with explicit investments in ECD in the World Bank’s HD portfolio from FY 2001 to FY 2013, an analysis of trends in commitments and number of projects was completed. In addition to the direct investments, 232 projects were identified that did not explicitly focus on ECD but were likely to benefit young children. These projects include 152 projects in HNP, 59 projects in SP, and 21 projects in ED. Examples of areas of focus included health sector reforms resulting in improved maternal and child health Figure 2.1  Selection of Projects for This Review 3,681 Total HD project portfolio approved between FY01 and FY13 Keyword search 2,016 HD projects meeting search criteria Review of project documents 505 HD projects in ECD portfolio 232 69 97 107 Projects likely to Self-standing lending ECD components of Analytical or benefit young projects lending projects partnership activities children 273 Projects with direct investments in ECD Source: World Bank data. Note: ECD = early childhood development; HD = human development. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 10 Methodology for the Study services, HIV/AIDS interventions including the prevention of mother-to-child transmission, safety net projects targeted towards poor mothers to address food insecurity, or education sector reforms designed to improve basic education, including preschool (but with no direct investment in a preschool component). While these 232 projects in all likelihood resulted in significant benefits for young children, they were not included in the detailed analysis of the 273 activi- ties and operations explicitly focused on ECD. It is also important to emphasize that whole areas benefitting young chil- dren were also excluded from the analysis because of its focus on investments managed by the three human development practices for education (ED), health-nutrition-population (HNP), and social protection (SP)-labor sectors. The ­ present portfolio does not include operations related to other sectors such as agriculture and water and sanitation, even though children are among their main beneficiaries. Finally, in order to better understand how well ECD projects have been designed and implemented by the World Bank, a more detailed analysis of seven operations from the portfolio was conducted. World Bank staff from the ECD Community of Practice selected examples of operations that have valuable les- sons of challenges and opportunities in implementing ECD operations. To gain an understanding of the diversity of context and stages of implementation, the selected cases include both closed and active lending operations from across the six World Bank regions and three HD sectors. These case studies focused on trust-funded or IBRD/IDA operations (loans and grants), although some includ- ed analytical work as well. In preparing these cases studies, ICR reports (for closed operations), ISR reports (for active operations), PADs, and associated research and articles on specific projects were reviewed. Additionally, task team leaders (TTLs) and other World Bank staff involved in the specific operations were interviewed to gain a first-hand perspective on the operations. Note We did not include training in the portfolio review. 1.  Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 CHAPTER 3 Trends in Operations Abstract This chapter reviews trends in the World Bank’s operations related to early childhood development (ECD) over the period FY 2001 to FY 2013. The focus is on International Bank for Reconstruction and Development/International Development Association (IBRD/IDA) operations within the education, health-nutrition-population, and social protection portfolio. A total of 116 operations with ECD components were implemented between FY 2001 and FY 2013 with total commitments of $3.4 billion (in US$ of 2013). The number of operations and the funding committed remained relatively stable from FY 2001 to FY 2011, but increased substantially in the last two years. This increase aligns with the adoption of a series of policy statements over the last few years on the importance of ECD by the World Bank. ECD investments per person (or per person in poverty) were larger in countries with higher levels of gross domestic product (GDP) per capita, suggesting lower absorption capa­ city or demand, or at least a less extensive tradition of ECD operations in low-income countries. Investments were also larger in health than in education and social protection. IBRD/IDA Operations: Commitment Levels and Trends In real terms, the World Bank’s human development (HD) sectors invested $3.4 billion between FY 2001 and FY 2013 through 116 operations funded by loans and grants. Over the past 13 years, 39 ECD operations were funded by International Bank for Reconstruction and Development (IBRD) loans and 77 were funded by International Development Association (IDA) grants. Total IBRD/IDA commitments between FY 2001 and FY 2013 amount to $3.1 billion in nominal terms, and $3.4 billion in US$ of 2013. Although this is often not done in portfolio reviews, it is important to assess trends in real terms, given that the cumulative impact of inflation for the period as a whole is at close to 30 percent. In other words, inflation by itself would generate an apparent increase in commitments of close to 30 percent between FY 2001 and FY 2013, but this would not represent an increase in resources, given the rise in the cost of living Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   11 12 Trends in Operations Table 3.1  Trend in the Number of IBRD/IDA Operations and Funding for ECD Lending and Adjustment Lending and Number of grants for ECD, factor from grants, 2013 Average amount HD ECD nominal terms US GDP real terms per operation FY operations (US$ million) deflatora (US$ million) (US$ million) FY01 8 154.9 82.9 197.7 24.7 FY02 9 97.4 84.4 122.2 13.6 FY03 10 146.9 85.9 181.0 18.1 FY04 4 127.3 87.8 153.4 38.3 FY05 8 136.9 90.5 160.2 20.0 FY06 7 322.1 93.5 364.6 52.1 FY07 5 265.0 96.2 291.6 58.3 FY08 12 114.9 98.2 123.8 10.3 FY09 10 158.2 99.9 167.7 16.8 FY10 7 220.3 100.4 232.3 33.2 FY11 9 184.0 102.2 190.6 21.2 FY12 12 465.1 104.1 472.8 39.4 FY13 15 694.4 105.8 694.4 46.3 Total 116 3,087.5 n.a. 3,352.2 n.a. Average per year 8.9 237.5 n.a. 257.9 30.2 Source: World Bank data. Note: ECD = early childhood development; FY = fiscal year; GDP = gross domestic product; HD = human development; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association; ­ n.a. = not applicable. a. Adjustment based on average of quarterly US GDP Implicit Price Deflator for each fiscal year. (US Department of Commerce: Bureau of Economic Analysis). in beneficiary countries. For simplicity, the US GDP deflator was used to trans- form nominal commitments into commitments in real terms. Table 3.1 displays the number of IBRD/IDA operations and the correspond- ing financial commitments to ECD by fiscal year of approval. The Bank invested an average of nine operations per year, with an average of $258 million per year in commitments (US$ of 2013). The IBRD/IDA portfolio includes 33 self- standing ECD operations, which have an average cost of $45.7 million and 83 ECD components or subcomponents within larger operations, which have an average cost of $22.5 million. Support to ECD within the HD sectors remained relatively flat from FY 2001 to FY 2011 but increased substantially in FY 2012 and FY 2013. Figure 3.1 displays ECD lending and grant commitments between FY 2001 and FY 2013. Overall investments have increased from $198 million (US$ of 2013) in 2001 to $694.4 in 2013. Spikes in spending in FY 2006 and FY 2007 are associ- ated with a handful of large operations implemented in these two years. These include: a $243 million IBRD loan for the Argentine Ministry of Health to imple- ment a Maternal and Child Health Insurance Program in order to reduce infant mortality rates; a $104 million component of an IDA grant to the Ministry of Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Operations 13 Figure 3.1  IBRD/IDA ECD Operations in the HD Portfolio, US$ million (US$ of 2013) 800 700 Financing (in US$ million, 2013 value) 600 500 400 y = 26.277x + 73.921 300 200 100 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval IBRD/IDA commitments, Time trend in IBRD/IDA commitments, US$ of 2013 US$ of 2013 Source: World Bank data. Note: ECD = early childhood development; HD = human development; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association. Health of the Democratic Republic of Congo to expand access to essential health services, including vaccinations, vitamin A supplementation, distribution of insecticide-treated bed nets (ITNs), neonatal health services, and Integrated Management of Childhood Illnesses; and a $92 million IDA credit to the Ministry of Education in Indonesia to develop a community-based early child- hood education and development project in FY 2007. In the first 11 years of the observed portfolio, except for the peak observed in FY 2006 and FY 2007, commitments have remained somewhat stable. However, investments have dramatically increased since 2011, with $473 million invested in FY 2012 and $694 invested in FY 2013. This is visualized in figure 3.1 through the line of best fit for the trend in commitments for FY 2001–FY 2013. The line of best fit clearly suggests an increase over time in commitments. Figure 3.2 displays the number of ECD operations each year, which have increased overall from 8 in FY 2001 to 15 in FY 2013, but have fluctuated each year. Similar to the spending trend displayed in figure 3.1, the number of ECD operations demonstrates an upward trend in FY 2012 to FY 2013. Between FY 2001 and FY 2011, the HD practices approved an average of eight ECD opera- tions per year, compared to an average of 14 operations per year between FY 2012 and FY 2013. The increase of ECD IBRD/IDA investments in recent years may be partially attributed to sectoral policy statements made by the World Bank on the impor- tance of ECD in recent years. In 2010, through Scaling up Nutrition (SUN) initia- tive, the World Bank, along with international partners including the European Commission, the United Nations (UN) Standing Committee on Nutrition, U.S. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 14 Trends in Operations Figure 3.2  IBRD/IDA ECD Operations in the HD Portfolio, Number 16 14 y = 0.3901x + 6.1923 Number of operations 12 10 8 6 4 2 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval Number of HDN ECD Time trend in number of HDN ECD operations operations Source: World Bank data. Note: ECD = early childhood development; HD = human development; HDN = Human Development Network; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association. Figure 3.3  IBRD/IDA ECD Operations in ED, HNP, and SP US$ million (US$ of 2013) 600 Financing (in US$ million, 2013 value) 2010 Scaling 2011 ED 500 up nutrition strategy 400 300 200 100 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval ED commitments, US$ of 2013 HNP commitments, US$ of 2013 SP commitments, US$ of 2013 Source: World Bank data. Note: ED = education sector; HNP = health, nutrition, and population sector; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association; SP = social protection sector. Agency for International Development (USAID), World Food Programme (WFP), and World Health Organization (WHO) set forth priorities for action to address undernutrition. As displayed in figure 3.3, health, nutrition, and population (HNP) Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Operations 15 investments have dramatically increased since the SUN initiative was launched. In 2011, the Bank’s education department put forth its Education Strategy 2020, Learning for All, where investing early is one of the top three priorities. As dis- played in figure 3.3, since the 2011 release of the strategy, ECD operations in education have increased. The new social protection strategy adopted in 2012 emphasizes the need to invest in stronger systems to protect the health and well- being of young children. Social protection (SP) sector IBRD/IDA operations have not yet increased, but in the next few years, this trend can be reassessed. Overall ECD spending increased during the last decade as compared to the previous one. Compared to previous estimates of ECD spending, the World Bank has invested more. In 2001, a 10-year review of the Bank’s children and youth project portfolio reported that the World Bank had cumulatively lent $1.1 billion to support ECD projects between FY 1990 and FY 2000 (Young 2001). This review included 13 self-standing ECD operations and 41 ECD components within larger projects. Although an exact comparison between this portfolio review and the earlier reviews by Young (2001) and Lefebvre-Hoang and Cunningham (2011) is not possible because of differences in focus and methodol- ogy, it appears that overall spending on ECD increased during the last decade as compared to the previous one, even after accounting for inflation. The previous review suggested that nearly 50 percent of ECD projects were in Latin America and the Caribbean and approximately 25 percent in Africa. In this study, as shown above, these remained the two regions with the largest investments in ECD. IBRD/IDA Commitments by Sector, Region, and Country Income Among the three HD sectors, commitments to ECD were largest in the HNP sector. As shown in table 3.2, the largest commitments to ECD were made in the HNP sector, which invested $2.2 billion, representing nearly two-thirds of the full HD IBRD/IDA ECD portfolio. ED invested $935 million through 42 projects and SP invested $241million through 15 projects. HNP operations tended to be larger investments, with an average commitment of $37 million per project. This is compared to an average $22 million per ED project and an aver- age $16 million per SP project. The region that benefitted from the largest HD ECD commitments was Latin America and the Caribbean, followed by Sub-Saharan Africa. In the past 13 years, Latin America and the Caribbean and Africa each had 37 IBRD/IDA ECD projects, with total commitments of $1.3 billion in Latin America and the Caribbean and $1.1 billion in Africa. A total of 61 countries received funding from IBRD or IDA over the 13-year period. Map 3.1 displays the distribution of HD IBRD/IDA ECD projects between FY 2001 and FY 2013. World Bank ECD investments per child tended to be higher in middle- income countries. The fact that middle-income regions (and thereby countries) such as Latin America and the Caribbean benefitted from larger commitments to ECD in the HD portfolio than other regions can also be illustrated using a Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 16 Trends in Operations Table 3.2  IBRD/IDA Commitments (in US$ of 2013) to ECD by Region and Sector Health, nutrition and Social Education population protection All three sectors Number Commitments Number Commitments Number Commitments Number Commitments of projects (US$ millions) of projects (US$ millions) of projects (US$ millions) of projects (US$ millions) Africa 9 142.8 25 982.9 3 9.4 37 1,145.6 East Asia and Pacific 2 205.1 3 8.8 0 0.0 5 213.8 Europe and Central Asia 4 19.1 3 28.5 2 51.0 9 98.6 Latin America and the Caribbean 19 484.0 11 686.5 7 161.0 37 1,331.5 Middle East and North Africa 5 64.6 5 73.1 2 3.8 12 141.5 South Asia 3 9.6 12 396.0 1 16.0 16 421.6 All 42 935.2 59 2,175.9 15 241.2 116 3,352.2 Source: World Bank data. Note: ECD = early childhood development; IBRD = International Bank for Reconstruction and Development; IDA = International ­Development Association. Map 3.1  Global Distribution of HD ECD Investments through IBRD/IDA Source: World Bank data. simple scatter plot of the amount invested in ECD over the period as a whole in any given country per person. This is done in figure 3.4 where the horizontal axis represents the purchasing power parity GDP per capita level for countries that benefitted from ECD investments and the vertical axis represents the IBRD/IDA amount invested in ECD per child under the age of five in the country through- out the 13-year period from FY 2001 to FY 2013. The size of the bubbles in the figure is proportional to the amount of total IBRD/IDA funding received by each Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Operations 17 Figure 3.4  IBRD/IDA Investment in ECD in the HD Portfolio Per Child under Five 16 IBRD/IDA ECD investments per child under 5 Argentina Panama 14 Djibouti 12 Bulgaria 10 (US$ of 2013) 8 Haiti Dominican Republic Jamaica 6 4 Mexico Brazil 2 0 $0 $5,000 $10,000 $15,000 $20,000 GDP per capita adjusted for PPP Source: World Bank data. Note: Size of data point = total IBRD/IDA ECD spending in that country. ECD = early childhood development; GDP = gross domestic product; HD = human development; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association; PPP = purchasing power parity. country. Detailed data on commitments per country, per person, and per poor person are provided in table A.1 in appendix A. Additionally, figure A.1 in appendix A displays the distribution of HD IBRD/IDA ECD commitments per child under five. There is an upward trend in the amounts invested per person as a function of the level of GDP per capita in the countries. The largest investments were among Latin American countries with the highest level of GDP per capita. Argentina benefited from the largest investments ($448 million over the period, in real terms); the third largest investments occurred in Mexico ($203 million in real terms), although due to its larger population, the amount invested per person in Mexico was smaller; and Brazil benefited from $158 million (real terms). However, low-income countries also benefitted from large overall invest- ments. The Democratic Republic of Congo (DRC), Ethiopia, Afghanistan, Haiti, Malawi, Mozambique, and Nepal are among the top quintile of countries with the largest overall ECD investments, yet are each in the lowest quintile of GDP per capita. For example, the second largest investment was for the DRC ($208 million, in real terms).Overall, when countries are ranked according to the investments in ECD per person in the HD IBRD/IDA portfolio, many of the countries with the highest investments per person are middle income countries. When looking at investments per person in poverty according to the benchmark poverty line of $1.25 per person per day, the gaps in investments between higher- and lower-income countries are even larger. Thus, in part because middle-income countries have had a longer tradition of investing in ECD and also have a higher absorption capacity for ECD Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 18 Trends in Operations investments due to the fact that they already have existing delivery systems, they have tended to benefit from larger ECD investments over the period as a whole (apart from absorptive capacity, other factors could play a role in the difference in ECD investments according to the level of income per capita of countries). ECD investments per child under five are relatively small. The ratio of total IBRD/IDA commitments to the under-5 population in each country range from a maximum of $13.44 per person per year in Panama to $0.03 in Kenya. Some of these amounts are much higher when considering investments per poor per- son, but this is in large part because the definition of poverty is based on the international benchmark of $1.25 per person per day, and this is a low bench- mark for middle-income countries, so using this benchmark overstates the invest- ments likely to be obtained by the poor assuming targeting of the interventions to them (in middle-income countries, the investments do not target, say, the poorest 1 percent of the population, and even if they tried, they would probably not be successful in doing so). ECD Share in Human Development IBRD/IDA Operations The period from FY 2001 to FY 2013 was not homogenous in terms of economic conditions in developing countries. The first few years witnessed high rates of economic growth in many countries, while as of FY 2008 the period was charac- terized by a severe recession in Organisation for Economic Co-operation and Development (OECD) countries which led to downturns in many developing countries as well. During that period lending related to human development, and especially to safety nets, increased substantially, which led to a decline in the share of ECD lending in the human development portfolio, as was shown in table 3.1 and figure 3.1. Specifically, as a share of the overall HD commitments, the proportion allo- cated to ECD decreased after a peak in FY 2006 of 5.5 percent to an average of just above 2 percent in the last three years from FY 2009 to FY 2011. But after the recession, as overall commitments to HD operations receded from their peak during the crisis, and as the ECD portfolio increased substantially, the share of the commitments allocated to ECD also grew. Overall, for the period as a whole, there has been a clear increase in the share of the HD portfolio allocated to ECD, as shown in figure 3.5. Table 3.3 provides more detailed information by giving the average number of projects and commitments for the HD and ECD portfolios over the period as a whole, as well as for the first eight years (FY 2001 to FY 2008), the period of the crisis (FY 2009 to FY 2011), and the last two years. Over the period as a whole, a total of 1,161 IBRD/IDA operations were approved for education, health, and social protection. As mentioned earlier, 116 of these operations were focused on ECD or included an ECD component. ECD was thus included in 10 percent of all IBRD/IDA HD operations and it represented 4.3 percent of commitments over the period as a whole. If one compares the average share of the HD portfolio Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Operations 19 Figure 3.5  Share of ECD Commitments in Overall HD Portfolio 12 10 8 y = 0.0035x + 0.0242 Percent 6 4 2 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval Share in commitments Linear (share in commitments) Source: World Bank data. Note: ECD = early childhood development; HD = human development. Table 3.3  Share of ECD in HD IBRD/IDA Portfolio by Time Period ECD HD Shares Total Average Total Average Share of Share of Number amount amount Number of amount amount funding projects of projects ($M) ($M) projects ($M) ($M) (%) (%) All years 116.0 3,083.8 237.2 1,161.0 69,887.8 5,376.0 4.4 10.0 FY01–08 63.0 1,361.7 170.2 617.0 31,590.3 3,948.8 4.3 10.2 FY09–11 26.0 562.6 187.5 321.0 27,674.4 9,224.8 2.0 8.1 FY12–13 27.0 1,159.5 579.8 223.0 10,623.1 5,311.6 10.9 12.1 Source: World Bank data. Note: ECD = early childhood development; HD = human development; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association. allocated to ECD over the period from FY 2001 to FY 2008 to the share of the crisis years and finally the last two years, the decrease from the first eight years to the crisis years was from 4.4 percent to 2.0 percent, but the share increased dramatically to 10.9 percent in the last two years. In terms of amounts, between the first and second periods, commitments to ECD increased slightly from $170.2 million annually during FY 2001 to FY 2008 to $187.5 million annually during FY 2009 to FY 2011. This small increase was observed thanks in part to a larger number of projects with an ECD component in the last three years versus the first eight. The number of HD projects during Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 20 Trends in Operations FY 2009 to FY 2011 also increased versus the average for the first eight years. But the main difference was that in FY 2009 to FY 2011, the average size of the HD projects increased substantially (it almost doubled). In the last two years after the crisis, both the number of ECD projects and the size of those projects increased, leading to a jump in commitments to $579.8 million per year. Trust-Funded ECD Operations In addition to IBRD/IDA operations, 50 ECD operations were funded through $217 million in trust funds. These operations include recipient-executed opera- tions and special finance operations for emergency situations. These operations are smaller than IBRD/IDA projects, with average budgets of $4.3 million per opera- tion. Table 3.4 presents the number and corresponding commitments of trust- funded projects by region and sector. The Africa region had significantly more trust-funded ECD operations than any other region, committing $132 million in trust funds between FY 2001 and FY 2013. HNP has the greatest financial com- mitments ($123 million) and ED had a greatest number of projects (27 projects). Figure 3.6 displays the financial commitments to ECD through trust-funded operations in HD between FY 2001 and FY 2013. In the first 10 years, the major- ity of ECD trust-funded operations occurred between FY 2007 and FY 2011 in part because more trust funds were available in that period. Between FY 2009 and FY 2012, commitments dramatically rose (but fell again in FY 2013). Eighteen of these operations were funded by Fast-Track Initiative (FTI) which, in Table 3.4  Trust-funded Operations (in US$ of 2013) to ECD by Region and Sector Health, nutrition, and Education population Social protection All three sectors Number Commitments Number Commitments Number Commitments Number Commitments of projects (US$ millions) of projects (US$ millions) of projects (US$ millions) of projects (US$ millions) Africa 17 37.1 8 90.5 2 4.6 27 132.2 East Asia and Pacific 6 31.5 3 4.3 0 0.0 9 35.9 Europe and Central Asia 3 13.4 3 16.9 0 0.0 6 30.2 Latin America and the Caribbean 1 2.8 1 0.2 3 4.7 5 7.7 Middle East and North Africa 0 0.0 2 10.4 0 0.0 2 10.4 South Asia 0 0.0 1 0.5 0 0.0 1 0.5 All 27 84.8 18 122.7 5 9.3 50 216.8 Source: World Bank data. Note: ECD = early childhood development. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Operations 21 Figure 3.6  Trust-funded ECD Operations in the HD Portfolio, US$ million (US$ of 2013) 70 Financing (in US$ million, 2013 value) 60 50 40 y = 26.277x + 73.921 30 20 10 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval Trust-funded ECD commitments, Time trend in trust-funded ECD commitments, US$ of 2013 US$ of 2013 Source: World Bank data. Note: ECD = early childhood development; HD = human development. September, 2011, officially became the Global Partnership for Education (GPE), which also actively supports ECD. In 2012, for example, a $10 million GPE grant for the Mongolia Global Partnership for Education Early Childhood Education (GPE ECE) Project aimed to improve access to ECE for children in disadvan- taged communities. Other sources of trust funding included among others the Rapid Social Response (RSR), the Japan Social Development Fund (JSDF), the Global Food Crisis Response Program (GFCR), the Global Partnership on Output-based Aid (GPBA), the Africa Catalytic Growth Fund (ACGF), the Netherlands Partnership Program (DUTCHP), and the Food Price Crisis Response (FPCR). Operations Likely to Benefit Children As explained in chapter 2, this report and the estimates provided above are based on a list of 273 activities with explicit investments in ECD in the World Bank’s HD portfolio from FY 2001 to FY 2013. But we also found 232 other operations (loans, grants, and trust funded) which, while not explicitly focusing on ECD, were nevertheless likely to benefit young children. These projects include 152 projects in HNP, 59 projects in SP, and 21 projects in ED. These 232 projects were not included in the analysis, but the complete list and total commitments are provided in appendix B. One example of support for safety nets during the crisis was the World Bank’s funding for the Brazilian government’s Bolsa Familia (BF) social welfare program that helps and incentivizes poor families to access health, education, and other Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 22 Trends in Operations services. In 2010, the World Bank committed $200 million for a second adapt- able program loan to expand the program. The project’s development objective was to “strengthen the BF Program’s ability to achieve its objective of reducing poverty and inequity and promoting human capital development by improving schooling and health status of children and reducing incidence of malnutrition among the poor population.” The loan was designed to consolidate the safety net program, improve the targeting system, strengthen monitoring and evaluation, and identify ways to link beneficiaries to complementary services. While the project did not have any direct financing specifically for ECD-aged children, it is likely to have provided benefits to young children through support to vulnerable families. In addition to receiving income support, which can allow families to invest in their children’s basic needs (evidence suggests that most of the money is used to buy food, school supplies, and clothes for children), project beneficiary households were required to take steps related to ECD interventions, such as ensuring that their children get immunized and that they also maintain regular visits to health clinics. Another example implemented before the great recession was support for the Malawi Third Social Action Fund. In 2003, the World Bank partnered with the Government of Malawi (GoM) to support the Community Empowerment and Development Program. The Third Social Action Fund aimed to continue public interventions that promoted sustainable poverty reduction at the community level. The project development objective was to “empower individuals, house- holds, communities, and their development partners in the implementation of measures which can assist them in better managing risks associated with health, education, sanitation, water, transportation, energy, and food insecurity, and to provide support to the critically vulnerable through a variety of sustainable inter- ventions.” The project focused on poor communities with inadequate access to social services (such as schools, clinics, water, and effective transportation). It included five components: (i) community development projects based on com- munity service packages of health, education, transport and communication, food security, and water and sanitation; (ii) social support program targeted toward vulnerable groups including the elderly, orphans and foster parents, des- titute, disabled, persons affected by human immunodeficiency virus/acquired immune deficiency syndrome (HIV/AIDs), and malnourished children under five; (iii) community savings and investment promotion; (iv) transparency and accountability promotion; and (v) institutional development. While the project did not allocate specific financing to young children, it serves as an example of a social protection intervention that empowered disadvantaged families to break the cycle of poverty and disadvantage. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 CHAPTER 4 Case Studies of Operations Abstract In order to gain a deeper understanding of the design, implementation, and results of some of the World Bank’s early childhood development (ECD) operations, this chap- ter provides an analysis of seven ECD operations. Information was collected via a review of project documents and personal interviews with the task team leaders (TTL) and other Bank staff involved in the operations. The cases were purposely selected to vary by region, level of development of the countries’ ECD systems, and sectoral focus in order to capture diverse experiences. This chapter presents key find- ings for each of the case studies, while the following chapter presents lessons learned, including common challenges, as well as features of successful ECD projects. Selection of the Case Studies This chapter presents a brief analysis of seven ECD operations approved between FY 2001 and FY 2011. The objective is to gain an understanding of what worked well, or in some cases required improvements, in terms of design and implementa- tion. The operations were selected on the basis of conversation with World Bank staffs from the education sector (ED), health, nutrition, and population (HNP) sector, and social protection (SP) sector practices, with the aim to identify exam- ples of operations that could provide valuable lessons in terms of both challenges and opportunities. On purpose, the selection of operations covers various stages of implementation (some operations are now closed while others are still active) as well as all of the six World Bank regions and the three human development sectors or practices. The selected operations were mostly funded through International Bank for Reconstruction and Development (IBRD) and International Development Association (IDA), but some benefited from trust funds. Most of the operations are substantial in size but not necessarily the largest ones. The seven case studies selected were the Bulgaria social inclusion project, the Eritrea integrated early childhood development project, the Indonesia early childhood education and development project, the Jamaica early childhood Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   23 24 Table 4.1  Summary of ECD Case Studies Target population Bank contribution to ECD Total project cost (end target, not necessarily Country and project Duration (in nominal US$) (in nominal US$) number of beneficiaries reached) Project development objective Bulgaria: Social Inclusion FY09–FY16 43 million 43 million 15,000 children below the age of To promote social inclusion through Project (IBRD loan) seven and their parents from increasing the school readiness of chil- low-income and marginalized dren below the age of seven, targeting families low-income and marginalized families (including children with a disability and other special needs). Eritrea: Integrated Early Child- FY01–FY07 40 million 49 million 560,000 children below six years To promote the healthy growth and holis- hood Development Project (IDA credit) of age tic development of Eritrean children. Indonesia: Early Childhood FY06–FY14 67.5 million 127.7 million 738,000 children ages 0–6 years To improve poor children’s overall de- Education and Development (IDA credit) and their parents/caretakers in velopment and readiness for further Project 3,000 poor communities education, within a sustainable quality ECED system. Jamaica: Early Childhood FY08–FY14 15 million 508.9 million All children in Jamaica below six To support the objectives of the National Development Project (IBRD loan) years old and their parents Strategic Plan to: (i) improve the moni- toring of children’s development, the screening of household-level risks, and the risk mitigation and early interven- tion systems; (ii) enhance the quality of early childhood schools and care facili- ties; and (iii) strengthen early childhood organizations and institutions. table continues next page  Table 4.1  Summary of ECD Case Studies (continued) Target population Bank contribution to ECD Total project cost (end target, not necessarily Country and project Duration (in nominal US$) (in nominal US$) number of beneficiaries reached) Project development objective Jordan: ECD Component FY03–FY16 Component cost: 6.2 million 370.0 million (total Preschool-aged children, focusing To provide students enrolled in pretertiary of Education Reform for (five of IBRD funding) project) particularly on disadvantaged education institutions in Jordan with Knowledge Economy groups (exact number not avail- increased levels of skills to participate able) in the knowledge economy. ECD Component Objective: Phase I: To enhance equity through public provi- sion of KGII to low-income areas; Phase II: To expand access and enhance the quality of the ECD program in order to maximize children’s learning potential Mexico: ECD component of FY10–FY14 Component Cost: 30 million 166.7 million 58,685 children below six years To improve access to ECD services and Compensatory Education (30 of IBRD loan) old and their parents (52,670 learning outcomes of children in the Project parents; 1,761 pregnant women) most marginalized municipalities of Mexico ECD Component Objective: To improve the competencies and practices in caring for children and contribute to children’s comprehensive development and school readiness Senegal: Nutrition FY02–FY13 29.7 million 62.6 million 1.7 million children below 5 years To expand access to and enhance nutri- Enhancement Program (2 phases of IDA credits) (Phase I: 20.2 old and pregnant and lactating tional conditions of vulnerable popula- (Phases I and II) million; Phase II: women (Phase II) tions, in particular those affecting 42.4 million) growth of children under five in poor urban and rural areas Source: World Bank data. Note: ECD = early childhood development; ECED = early childhood education and development; FY = fiscal year; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association.   25 26 Case Studies of Operations development project, the Jordan early childhood development component of the education reform for knowledge economy project, the Mexico early childhood development component of the compensatory education project, and finally the Senegal nutrition enhancement project. Table 4.1 summarizes the seven opera- tions detailed in this section, and appendix C provides additional details for each case study. In preparing brief case studies on the lessons learned from the proj- ects, implementation completion reports (for closed operations), implementation supervision reports (for active operations), project appraisal documents, and other relevant research and articles related to the projects were reviewed. Additionally, TTLs and other World Bank staff involved in the specific operations were interviewed to gain a more in-depth and first-hand perspective on some of the successes as well as challenges of each of the seven operations. While this chapter presents key findings and lessons learned for each of the seven case stud- ies, the following chapter presents a synthesis of the lessons learned across all seven projects and the broader ECD operations portfolio in order to suggest some the features that appear to be associated with successful ECD projects. Bulgaria Social Inclusion Project (SIP) In Bulgaria, children from poor households and ethnic minorities receive fewer years of schooling, which often leads to social exclusion later in life. This is also the case for preschools. While one year of preschool for six-year-olds is in prin- ciple compulsory, many children from poor families, rural areas, and minorities, in particular Roma, do not attend. In 2007, a $59 million loan was provided to the Government of Bulgaria (GoB) to promote social inclusion through a nation- al school readiness program. The Social Inclusion Project (SIP) includes inte- grated social and childcare services with family-focused social services for chil- dren aged 0–3, and their parents, as well as formal kindergarten and childcare services for children aged 3–6. The project targets low-income and marginalized families, including children with disabilities and other special needs. Three main features and lessons from this project are worth emphasizing. 1. Municipalities were supported through finance and capacity building. Based on their needs, municipalities chose projects that they then managed locally from a menu of community subprojects, including both early childhood care and education (ECCE) services and infrastructure investments. To deter- mine the eligibility of the municipalities as well as priority expenditures in each municipality, the project used targeting criteria, including the relative share of children and families on social assistance, municipal demand, efficiency require- ments, and a sufficient number of potential beneficiaries and community stake- holders. In the design and early implementation phases, the project had success in working with and addressing the needs of local municipalities. Adapting to municipal demand was crucial. For example, when municipalities noted that conditionality clauses were unreasonable, the project was redesigned to better fit municipal demand. The project also promoted local capacity building for Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Case Studies of Operations 27 improved management and coordination. As of 2012, 133 municipal staff mem- bers had been trained in improved project management areas, including cross- sectoral cooperation, subcontracting and cooperation with nongovernmental organizations (NGOs), and accessing funding. 2. Parental involvement is emphasized. The SIP is designed to address the needs of both parents and children. Experience from previous piloted preschool programs in Bulgaria revealed that parental involvement in activities yielded higher outcomes for preschool-aged children. Therefore, the project is designed to promote cultural sensitivity and ensure that all parents would be included, particularly ethnic minorities. The SIP implementing agency will conduct inten- sive outreach in target communities, providing training to service providers on client-centered service delivery and supporting the development of relevant didactic material to benefit all children. The SIP will also rely on community- based organizations to tailor their services to the community needs. 3. The project intends to increase parental demand for services through fee reduction (conditional on participation in employment programs) and trans- portation to the centers. The project will compensate municipalities for reduced kindergarten fees so that it will be more affordable for low-income parents to send their children to kindergarten. Parents can access reduced kindergarten fees only if they also enroll in training and employment programs, which helped gen- erate demand for those programs. In addition, transport will be offered to parents to increase the accessibility to ECCE services. In November 2013, after facing delayed implementation due to budget spending limits, the project was extended by almost two years so that the inte- grated social inclusion services under the project could be implemented. Eritrea Integrated Early Child Development (IECD) Project As it recovered from political instability, Eritrea’s public investments in early childhood services were very low in the 1990s. In 2000, a Bank loan supported the Government of Eritrea (GoE) through an Integrated Early Childhood Development (IECD) Project to increase access to and improve the quality of services in child health, child and maternal nutrition, early childhood care and education, and child protection for orphans. The project also focused on strengthening strategic communication and coordination mechanisms between government agencies to support the overall management of multisectoral ECD activities. Four main features and lessons from this project are worth emphasizing. 1. National ownership across ministries contributed to overall project suc- cess. Before the IECD operation even began, the GoE had recognized the impor- tance of investing in young children and the stage was set for effective national facilitation of sector-specific ECD activities. National ministries and institutions had developed sector-specific ECD policies and programs, including the Ministry of Education’s ECE policy framework, the Ministry of Health’s policy guidelines Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 28 Case Studies of Operations on child and maternal health and nutrition, the Ministry of Agriculture’s food security strategy, and the Ministry of Labor and Human Welfare’s child protec- tion programs for orphans. The IECD operation was designed to build upon the GoE’s prior engagement in participating sectors and strengthen capacity at both the national and local levels. The strong national ownership also contributed to the project’s sustainability: although Bank support was not extended after the original operation due to political factors unrelated to the operation itself, the GoE continued to support the delivery of integrated ECD services in the country. 2. Clearly defined government roles across sectors and levels helped for coordinated implementation, but the project still faced challenges in monitoring and evaluation. A Central Policy Committee, involving nine ministries, was formed to provide policy decisions and guidance on project activities. The Ministry of Education was identified as the lead ministry, and each ministry agreed upon its contribution to the project based on an operational manual which established clear institutional and implementation responsibilities at all administrative levels. In addition, each ministry agreed to specific financial pro- cedures according to the multisectoral management and implementation of the project, which allowed for efficient flow of IECD funding. While the definition of roles ensured smooth implementation in general, the project still faced moni- toring and evaluation challenges. Data from different ministries were uneven at different phases of the project, and it was difficult to monitor progress for all of the project’s interventions in a streamlined manner. This improved as the project progressed, with increased attention to monitoring and evaluation capacity and management. 3. Intersectoral committees at the national and regional levels were sup- ported. In coordination with the Central Policy Committee of Ministers, which served as the decision-making body for the project, a Project Management Team (PMT) coordinated national activities. Additionally, regional and subregional technical committees and working groups facilitated the project’s activities at the regional and local levels. While the Ministry of Education served as the imple- menting agency for the project, the PMT, based in the Ministry of Local Government, coordinated project activities. The PMT served as a valuable link between sectors. It coordinated not only between the Ministry of Education and other line ministries but also between the central level and local coordinators. The IECD project supported significant capacity building for the PMT in finan- cial management, procurement, communication, and leadership. The PMT made concerted efforts to promote the integrated package of delivery, including an integrated communication strategy and training manuals for multiple cross-sec- tor training activities. 4. Synergy between government and development partners was a success factor. Compared to some other Sub-Saharan African ECD projects which did not achieve comparable positive results, the IECD project was based on existing partnerships in ECD services between the government and development Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Case Studies of Operations 29 agencies. Rather than starting completely new partnerships, the project built upon the GoE’s prior engagement with partner agencies in implementation. For example, the implementation of the child health component achieved the target outcomes in part because of the close collaboration with United Nations Children’s Fund (UNICEF), World Health Organization (WHO), and U.S. Agency for International Development (USAID) as these agencies already sup- ported a number of maternal and child health programs, including a community- based Integrated Management of Childhood Illnesses and Growth Monitoring Promotion system. Indonesia Early Childhood Education and Development (ECED) Project In Indonesia, a variety of forms of early childcare and education (ECED) service provision exist, including formal kindergartens for 5–6-year-olds and a variety of nonformal, playgroups, childcare centers, and other early childhood units for children up to six years old. These services are more available in urban and wealthier areas of the country than in rural and poorer areas. With a variety of services and levels of coverage, discrepancies exist in the availability, quality, and regulatory measures for each service. In 2007, the Government of Indonesia (GoI) started with the support of the World Bank the ECED project to address this discrepancy in quality and coverage of services through a community-based approach. The ECED project supported policy development and system capacity building as well as community-based ECED service delivery. With the aim of increasing access to ECED services and enhancing school readiness, a package of interventions, including community facilitation, block grants to communities, and teacher training, was delivered to communities. Again, four main features and lessons from this project are worth emphasizing. 1. The project was designed using a community-driven development approach. Fifty districts were selected according to specific targeting criteria, including low participation rates in ECED services, low Human Development Index, high poverty rates, classification as a remote district, location in a border area, and a demonstrated commitment to developing an ECED agenda in their respective districts. The ECED project empowered community members to engage in participatory planning to improve local ECED services. Based on spe- cific targeting criteria, districts awarded block grants to local communities. With the support of trained facilitators, communities were responsible for assessing existing resources and deciding which additional services (from a menu of ECED options) were needed in their communities. 2. The community grant model promoted district buy-in and financial sus- tainability. Starting at project inception, districts were responsible for allocating funds to ECD programs and upon completion of the project cycle the districts were to continue to support ECD services in the communities. While the project was designed to be sustainable, and presumably more so than other grant models, there were still risks in terms of sustainability. Indeed the midterm review of the Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 30 Case Studies of Operations project in 2011 identified as potential risk the fact that local governments and communities lacked the ability to sustain the community-based service delivery model. The Bank recommended an official handover of the project to the dis- tricts in order to ensure their support to service provision in villages where com- munity grants had been fully disbursed. The Bank also requested that the National ECD Directorate guide districts in facilitating the collaboration of exist- ing services with other village-based programs. 3. Mapping studies were used to identify coverage gaps. With the support of community facilitators, villages mapped existing ECED services and identified unmet needs to enhance the quality of existing services and establish new services as needed. Nearly 80 percent of the villages chose to establish new services. Villages could select services from a range of options, including playgroups, for- mal kindergartens, community health posts with ECED services, and outreach services, such as home-visiting or mother-child “play-and-learn” meetings. A mid- term project evaluation revealed that the majority (90 percent) of the services offered in villages were center-based and satellite playgroups for children between the ages of three to six, with a majority of 3–4 age group. Outreach services (more suited for younger children) could not be fully implemented, since all the trained teachers were fully occupied with the 3- to 6-year-old children. 4. A built-in impact evaluation was highly valuable. The Bank is conducting a multiyear impact evaluation of the project to identify the effects of the inter- ventions on enrollment and child development. At the time of design, 100 vil- lages were randomly assigned to receive the package of interventions at the start of the project, and one year later, 100 control villages were to receive the package of interventions. Coordination challenges meant that the actual number of vil- lages in each batch was slightly different (105 and 113 respectively.) Despite such deviations from design, initial rounds of data revealed that the ECED proj- ect had positive effects, including through increased enrollment rates and higher development outcomes for disadvantaged children. Additionally, evidence showed that communities with longer exposure to the project had higher enroll- ment rates. While data collected under the impact evaluation continue to pro- vide policy-relevant information about the effectiveness of the project, it was challenging to implement in a rigorous way while also concurrently ensuring smooth operational processes and implementation. Jamaica Early Child Development (ECD) Project In 2008, the Government of Jamaica (GoJ) developed a results-focused National Strategic Plan (NSP) to advance ECD system performance. The NSP focuses on improving the quality and access to ECD services through strengthening sector organizations and institutions. In 2009, the World Bank provided a $15 million loan to Jamaica to cofinance the implementation of the NSP. Using a Sector- Wide Approach (SWAp), part of the loan supported the GoJ’s plan to focus on ECD action areas including effective parenting education, preventive health care Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Case Studies of Operations 31 for 0–6-year-olds, screening and early intervention, safe and learner-centered ECE facilities, curriculum delivery, governance, and evidence-based decision making. With standard financing modalities, the loan also financed technical assistance to support the development of a national policy and screening, referral, and early intervention for at-risk children. As for the other projects, four interest- ing features and lessons from this project are emphasized below. 1. A single governing body promoted coordination across sectors. In 2003, the Early Childhood Commission (ECC) was legally established as the intersec- toral agency to facilitate ECD planning across sectors and political parties. The ECC is institutionally based within the Ministry of Education, but it comprises representatives from across all key line ministries, as well as members from the political opposition. The ECC spearheaded the development of the NSP through a consensus-building process that validated and defined the national objectives for ECD. Responsibility for the country’s ECD activities has now shifted from the Ministry of Education to the ECC, which serves as the single governing body to coordinate ECD activities within the NSP and is the implementing agency for the project. 2. Focusing on early intervention on the ground was an effective strategy. One of the NSP’s key action areas was screening, diagnosis, and early interven- tion, particularly for at-risk children. Progress in this area has been largely attrib- uted to the commitment and quality of efforts in the field. The GoJ has p ­ romoted these efforts through a variety of monitoring and coordination mechanisms across sectors. In the education sector, the mechanisms included a licensing sys- tem for early childhood practitioners, standards and accreditation system for early childhood parenting education programs, household-level screening and monitoring tools, and quality training on using tools to track at-risk households. As of September 2013, 61 development officers and 33 inspectors had been trained and worked in the field providing technical assistance and supporting ECD centers to reach minimum quality standards. Using a newly introduced national software system, the development officers could easily report ground- level indicators that were linked to NSP targets. In the health sector, recent leg- islation mandated that all children born after October 2010 receive Child Health Development Passports. This comprehensive document developed by the ECC, Ministry of Health, and Ministry of Education, tracks children from birth to age 17 years and contains each child’s medical history, nutritional and oral health, childhood illnesses, injuries, referrals, parenting and safety tips, and school readi- ness assessment test records. As of June 2012, all clinics in Jamaica used the passport as a monitoring and risk screening device. 3. Disbursements linked to targets were an effective funding mechanism to leverage resources and ensure accountability. The project’s results-based financ- ing mechanism was structured such that funds were released every six months based upon the achievement of specific milestones connected to NSP actions. This disbursement-linked indicator (DLI) tool focused on achieving outputs and out- comes to improve services for children and parents. The ECC had a five-year Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 32 Case Studies of Operations fully-costed implementation plan for the NSP with more than 150 specific mile- stones. Loan disbursements were linked to 45 of these milestones. The ECC, in collaboration with sectoral ministries, evaluated whether targets were met. For each target achieved, the Bank disbursed $180,000 to the Ministry of Finance and Planning. This disbursement design incentivized the Ministry of Finance and Planning to provide necessary budgets, ensure the timely release of funds, and hold institutions accountable for achieving the targets. The Bank loan represented only 20 percent of the total cost of implementing the NSP, so that it helped the GoJ to implement activities sustainably, thereby promoting a robust ECD system beyond the project’s life. The direct disbursements into the national budget through the Ministry of Finance and Planning promoted sustainability across sectors because each line ministry had its own budget for ECD targets tied to the NSP. 4. The original project design was ambitious and had to be restructured in 2011. While the project has been making progress, it initially faced obstacles in achieving its objectives due to a complex design and large number of indicators. The original results framework contained more than 70 indicators, many of them linked to disbursements. While the indicators were well aligned with the targets of the NSP, they had to be adjusted in order to align with the pace of the imple- mentation of the NSP itself. The project was revised to reduce bottlenecks, address capacity constraints, and better facilitate monitoring of early childhood organizations in Jamaica. Jordan ECD Component of Education Reform for the Knowledge Economy In 2000, more than two-thirds of children in Jordan did not have access to pre­ primary education. Early childhood education (ECE) was not compulsory and few formal curriculum requirements were in place. With primarily private provi- sion of ECE concentrated in urban and higher-income areas, poor households had unequal opportunities to access ECE. One component of the larger Education Reform for Knowledge Economy (ERfKE) operation was designed to promote readiness for learning through ECE services. The World Bank supported the Jordanian Ministry of Education in enhancing equity through public provi- sion of kindergarten to low-income areas. This was achieved by expanding ser- vices for children at age five. The operation financed capacity building of a new preschool division in the Ministry of Education, professional development of early childhood educators, increased access to kindergarten for the poor, and community-based centers intended to improve parent and community participa- tion. Upon achieving Phase I targets for kindergarten enrollment, professional development of kindergarten teachers, and enhanced ECE regulation and stan- dards, the Bank’s support for ECE was extended. Phase II of the ERfKE project included an ECE subcomponent directly linked with the government’s new national strategy and plan of action for early childhood. Four interesting features and lessons from this project are emphasized below. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Case Studies of Operations 33 1. Supporting effective partnerships among stakeholders contributed to pro­ ject success. Responsibilities for each institution were clearly defined during project preparation. The ECE component of the ERfKE project involved more than 15 organizations, including government departments, civil society organizations, and development partners. Consensus during the project’s design phase set the stage for effective collaboration during implementation. Additionally, a Development Coordination Unit, comprised mostly of public officials located within the Ministry of Education, played the crucial role of coordination for the program. 2. Building institutional capacity in Ministry of Education to regulate ECE improved the quality of services delivered. In both phases of the ERfKE project, emphasis was placed on developing the ministry’s capacity to enhance the qual- ity of ECE throughout the country. The project supported the ministry in devel- oping a digitized ECE curriculum and software and teaching guide, an ECE standards framework with indicators, a Quality Assurance Framework, as well as a Learning Readiness Assessment. To reach national-level achievements for improved quality and regulation of ECE, both the central- and local-level capaci- ties were crucial. Supervisory committees at the central level guided the process, while field-level committees ensured ground-level implementation. 3. Involving parents and community members can lead to better outcomes for children. The Parent Involvement Program and the Better Parenting Program (cosponsored by UNICEF) initiatives had a positive impact on increasing household knowledge and understanding of the importance of early childhood care in the home and the community. In addition to enhancing par- ents’ general awareness about their children’s development, these programs engaged parents to play an active role in ensuring quality kindergarten classes. As a result of the program, parents have become more involved in volunteer activities in their children’s kindergarten. 4. Teacher training was useful, but needed improvement. By the end of the ERfKE project’s first phase, 93 percent of teachers had received in-service train- ing on ECD. Training was provided to both the Ministry of Education and NGO- managed kindergarten teachers. Overall, the kindergarten teacher training was positively correlated to good teaching practices in the classroom. However, a study revealed that additional training for teachers did not result in a statistically significant effect on teaching practice in classrooms, suggesting that there might be too many training programs on similar themes. Instead of focusing on training the second phase of ERfKE was designed to strengthen ECE teacher professional development through the introduction of a performance assessment system for ECE professionals and paraprofessionals. Mexico ECD Component of Compensatory Education Project Established in the 1970s, the Mexican agency, Consejo Nacional para el Fomento Educativo (National Council for Education Development; CONAFE) has been serving hard-to-reach populations using innovative and low-cost Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 34 Case Studies of Operations service-delivery models. Recognizing the importance of helping children start off right, CONAFE launched in 1998 Educación Inicial to improve child devel- opment and school readiness for 0–4-year-olds and their parents. One of the largest programs in the Latin America and the Caribbean region, Educación Inicial reaches an estimated 400,000 children and their parents. The World Bank Compensatory Education Project (CEP) ($100 million) aimed to increase the breadth of the program to include 172 of the poorest and hardest to reach municipalities in the country. CEP included an ECD component ($30 million) that was designed to strengthen the Educación Inicial program. CONAFE’s approach uses existing assets, such as preschools and public spaces, for meeting areas and a network of volunteers to teach the parenting education classes. This community-based approach has been successful and cost effective in improving parenting practices and contributes to children’s comprehensive development and school readiness. The measures help ensure that high-quality services were provided to CONAFE’s target population, while keeping costs to a reasonable $112 per child per year, thereby allowing the government to serve large num- bers of beneficiaries in a sustainable manner. Three interesting features and lessons from this project are emphasized below. 1. Including fathers as beneficiaries for parenting education is important, albeit very difficult. Special sessions aimed at fathers were designed to address the issue of fathers’ underrepresentation in parenting education programs, and promote their participation in childrearing. By targeting fathers explicitly, CONAFE hoped to signal to them the importance of being involved in their children’s development. Recognizing that fathers have different needs and levels of knowledge from mothers with regard to childrearing and may be unavailable to attend sessions at the usual time, CONAFE offered five sessions tailored to them. In addition, offering sessions only for fathers created a safe space for them to share and learn among their peers. Success in getting father’s to attend has been mixed, however: incentivizing the participation of fathers proved much harder than expected, though some success was found when the program was administered in partnership with the municipal government. 2. Early stimulation interventions were emphasized. An evaluation con- ducted in 2009 revealed that while CONAFE’s approach was demonstrating good results, the model was not fully exploiting the opportunity for providing direct early stimulation services. The latest generation of Educación Inicial trained volunteers interacting directly with the children during the sessions, to both maximize the presence of the volunteer and provide more hands-on training to parents. Special early stimulation sessions for children below four were also incorporated, in an effort to maximize impact. 3. ECD programs were adapted to better serve indigenous groups. In order to maximize the potential benefits of the Educación Inicial for indigenous com- munities in Mexico’s most marginalized municipalities, the Bank, through the project’s Indigenous Peoples Plan (IPP), provided technical assistance for the adaptation of educational materials. This involved adapting existing CONAFE Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Case Studies of Operations 35 materials for the specific needs of indigenous children and their parents. Among the different elements considered for adaptation were the photos, graphics, lan- guage, and format. Recommendations were developed following a series of con- sultations with indigenous leaders and members of the communities, and testing of proposed revisions (however, it is yet to be determined the extent to which these actions will have an impact on better reaching indigenous groups). Senegal Nutrition Enhancement Program (Phases I and II) In 2002, the Government of Senegal launched the Nutrition Enhancement Program (NEP) to provide multisectoral support for nutrition and enhance nutri- tional conditions for children below five and pregnant and lactating women. It included a community-based Growth Monitoring and Promotion component and an Integrated Management of Childhood Illnesses system with maternal counseling, home visits, and cooking demonstrations. Upon reducing the preva- lence of underweight children in the three targeted regions in Phase I, the project was extended for a second phase to expand coverage in all 14 regions of the country. As of 2012, the government had expanded the community nutrition program to reach more than 60 percent of the target population. 1. Identifying a national nutrition focal point was an effective implementa- tion strategy. In preparing the project, the government and the World Bank recognized the need for a multisectoral coordination commission to lead imple- mentation across health, nutrition, agriculture, water, and sanitation sectors. The Cellule de Lutte contre la Malnutrition (Coordination unit for the reduction of malnutrition; CLM) was established under the supervision of the prime minis- ter’s office as an independent government agency responsible for implementing the national nutrition policy. The CLM was not institutionally based within any of the line ministries and it has proven to be highly receptive to institutional strengthening and team building outside of the bureaucracy that can affect other agencies. The CLM developed good implementation ability and trust from the ground to the central level. It directed responsibility to the lowest level possible, which reduced inefficient management at the central level, as well as provided opportunities for adaptation at the local level. 2. Building inclusive partnerships at the local level helped. Throughout the project, strong emphasis was placed on both results and “learning by doing.” This allowed implementing partners at the local level to develop their own strategies, while still receiving constant support from the central level. Local partners were responsible and accountable for much of the operation on the ground. This included developing training manuals and materials, selecting nutrition aides, and overseeing project activities and results. An effective system of monitoring and evaluation was also developed at the local level. Routine monitoring of data from the community level occurred on a monthly basis. The monitoring system was intentionally designed to be simple and easily adaptable to existing monitoring systems. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 36 Case Studies of Operations 3. The sectorwide approach for nutrition proved advantageous. While the CLM operated as an independent institution, it collaborated with sector minis- tries to seek synergies with other major national programs for children. For example, the health and nutrition sectors came together to integrate the promo- tion of feeding practices with the standard delivery of essential health services. The project integrated Growth Monitoring and Promotion with the Ministry of Health’s existing community-based Integrated Management of Childhood Illnesses system. Due to this synergetic effect between the two institutions, the NEP project became a mechanism for delivering other essential health and nutri- tion services provided by existing programs. Throughout the project life, a variety of interventions, such as distribution of insecticide-treated bed nets and vitamin A supplementation were progressively added to NEP. In addition to health and nutrition services, other programs such as social cash transfers and food produc- tion/transformation support for households with children under five have also been incorporated into the NEP under the sectorwide approach. 4. Community mobilization helped change behavior. During monthly Growth Monitoring and Promotion visits, trained community members coun- seled caregivers on making decisions regarding feeding practices and child care. The counseling was based on the child’s monthly weighing results and was designed to be a negotiation process in which nutrition aids worked with caregiv- ers to gradually improve their behavior. This community-based behavior change communication strategy1 proved to be effective in changing behavior and reduc- ing malnutrition, without the use of external food assistance. Another innovative aspect of the project’s community mobilization activity was the development of grandmother clubs. Embracing the tradition in which older women assist young- er women in health care, older women were brought together to discuss family and child health issues. With the intention of promoting solidarity in practicing healthy childrearing, rather than receiving educational sessions, grandmothers in the clubs were simply provided a space to discuss factors that affect their daugh- ters or daughters-in-law (who generally live in their homes). Note 1.  Global Strategy for Infant and Young Child Feeding Promotion (WHO and UNICEF 2003). Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 CHAPTER 5 Lessons Learned from Operations Abstract While the success of every project is certainly based on the context, many early child- hood development (ECD) projects have noteworthy features in common. This chapter identifies common opportunities, as well as challenges, related to designing, imple- menting, and achieving results in ECD projects. It reviews issues related to ECD project design as well as effective features that have contributed to the success of many ECD projects. Lessons are largely drawn from the seven cases described in the report. However, Implementation Completion Results (ICRs)1 and program documentation from other closed ECD operations also informed the lessons in this section. Considerations for Effective ECD Project Design Understand existing institutional arrangements and coordinating mechanisms. Given the complex nature of ECD projects, which are often multisectoral, designing targeted activities and components can be a challenge. As ECD proj- ects tend to be decentralized, it can be difficult to link a national ECD agenda to local service delivery. A common obstacle in many ECD projects is balancing the depth and breadth of desired interventions. It is important to understand the country context to determine the feasibility of working with multiple ministries and agencies, which may determine the scope of domains covered. Additionally, it is useful to consider whether mechanisms are in place (or if it is viable to cre- ate new ones) that will ensure a central government’s coordination with the level of service delivery. Use simple, reliable, and easily measurable indicators to assess the achieve- ment of a project development objective (PDO) and the intermediate out- comes. Projects are unsatisfactory in reaching desired outcomes when indicators are not aligned with actual project activities. For example, one project listed an indicator for the number of children below age seven with vaccinations, but the particular project did not deliver immunizations. Conversely, in other projects, some indicators that are directly related to project activities, such as improved Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   37 38 Lessons Learned from Operations child development, may be excluded from results frameworks. In these cases, the intervention’s success is not adequately measured. Every category within a com- ponent (for example: capacity building of early childhood care and education [ECCE] service providers) should have a reliable and direct indicator (number of kindergarten teachers, municipal staff, health workers, and so on trained). Select indicators that are within the scope of the project and its implementa- tion period rather than pegging them to the higher level outcomes. It can be difficult to select appropriate indicators because some indicators or outcomes related to nutrition or school readiness may be achieved only in the long term. For example, when some projects monitored malnutrition, there were often complexities related to measuring a specific project’s impact on the reduction of malnutrition. In many cases, the reduction of malnutrition is a higher-level out- come that might be more appropriate for a country strategy than for a specific ECD intervention. When a project cannot necessarily account for external fac- tors related to food security and nutritional status, the use of malnutrition preva- lence as an outcome indicator will not necessarily measure the performance of a project. In these cases, outcome indicators focused on changes in conditions (such as increased overall program coverage, increase in percentage of infants exclusively breastfed, and so on) may be more appropriate. ECD is often highlighted for its link to “school readiness,” and thus, tracking primary school performance (such as primary school repetition and dropout rates) may seem like a reasonable indicator of program impact. However, project periods often may be too short to find an impact from integrated ECD activities on children during primary school. Improvements in cognitive development may take longer to manifest than a given project period allows to monitor. Outcomes resulting in improved cognitive development, such as primary school perfor- mance, might be influenced by an intervention, but in the longer term. In this case, appropriate child development assessments during preschool or at school entry or output indicators such as preprimary enrollment and attendance or on time school enrollment may be more suitable measures. Table 5.1 presents examples of PDO indicators, taken from the selected case studies. In addition to PDO indicators, intermediate outcome indicators, or results indicators, are also valuable tools in monitoring the success of projects. Carefully design the Monitoring and Evaluation (M&E) framework, as it is an essential element in a successful ECD project. Given that ECD projects require links both across sectors and across levels of government links, a com- plex M&E framework is necessary. During project design, the capacity of par- ticipating line ministries in both managing and coordinating data collection must be addressed. Projects can fall short when there is inadequate M&E capacity and/or roles for monitoring progress are not clearly defined. Multiple organizations, including the World Bank, Ministries of Education or Health, implementing agencies, and/or service providers may be involved in the M&E process. The availability and consistency of data from this array of different stakeholder groups can be challenging to coordinate. Bank staff in projects such Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Lessons Learned from Operations 39 Table 5.1  Examples of PDO Indicators Theme PDO indicators ECCE • EDI scores (Early Development Instrument) for children entering kindergarten/1st grade (EDI locally adapted) • Gross enrollment rate in kindergarten • Number of children 0–4 years who attend at least 80 percent of the ECD sessions • Repetition and dropout rates from primary grade 1 to grade 2 Child nutrition • Percentage of children under 12 months who have received the complete growth and development scheme • Percentage of children under 36 months who have received complete growth and development scheme according to their age in the areas of intervention • Nutritional program coverage of children under the age of five in rural areas • Proportion of children exclusively breastfed until six months • Percentage of underweight children under six years of age in project areas Child and maternal health • Proportion of pregnant women and children under five sleeping under bed nets • Number of children screened for risks using child health passport • Health centers offering well-child clinics that are accredited Child protection • Successful reunification of orphans with nearest relatives • Number of children with disabilities and other special needs enrolled in mainstream kindergarten/preschool • Beneficiary households with children 0–6 years old screened for child development risks Source: World Bank data. Note: ECCE = early childhood care and education; ECD = early childhood development; PDO = project development objective. as those in Senegal and Jordan learned that ensuring various data sources and supportive feedback and clarifying roles for internal and external M&E was essential. Despite a multilevel, multisector implementation process, a single framework that consistently evaluates progress has been found to be an effective strategy for streamlining M&E. For example, because the Senegal Nutrition Enhancement Program (NEP) project had explicit arrangements for agency coordination for a single M&E framework and process, costs were reduced and the duplication of efforts was avoided. National Commitment Consider existing political commitment to ECD at the national level. Given that ECD may not traditionally have an institutional home in many countries, it is crucial for national leadership to recognize the importance of ECD. It is impor- tant to note, however, that this is just one essential ingredient to ensure effective Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 40 Lessons Learned from Operations ECD operation implementation. Strong commitment at the highest level (typi- cally in the Ministry of Education [MoE]) must be complemented by necessary capacity of technical-level teams. Recognize the necessity of a national ECD champion. Lessons from ECD projects reveal that driving forces for ECD reforms must come from within part- ner governments, rather than imposed by external agencies. This was seen in Jordan, where the early childhood education (ECE) component aligned with the government’s newly established ECE strategy. The Queen of Jordan, Rania Al Abdullah, contributed to the success of the Bank’s ECD activities. Serving as a national champion for ECD efforts in Jordan, Queen Rania publically advocated about the importance of ECD. In Eritrea, the Integrated Early Childhood Development (IECD) operation built on the government’s prior engagement in participating sectors. In Jamaica, the government’s commitment has been an essential element of the progress of the ECD project. Through the already estab- lished National Strategic Plan (NSP), the national ministries demonstrated their commitment to sector-specific ECD activities, before the project even began. The Jamaica case also demonstrates that government commitment is not only neces- sary at the central level, but is equally, if not more, essential at the ground level. Government staff commitment to the level of service provision is necessary across area, from management of information systems to ensuring effective ECD practi- tioner training and monitoring quality compliance. The national government now finances the salaries of development officers and ECD inspectors who work in the field. The inclusion of these field staff to the national government’s payroll not only is an indicator of the commitment of the national government, but it also ensures the sustainability of these essential activities after project completion. Local Ownership Encourage local government participation, starting at the beginning of a project. Communities need sufficient time to understand the benefits of interventions. In interventions such as the Eritrean IECD, the Mexican Compensatory Education Project (CEP), and the Indonesian Early Childhood Education and Development (ECED), communities needed adequate support to develop their own plans for sustainable implementation. Sustainability of projects is threatened when local districts are not aware of the benefits of ECD interventions or their roles in sup- porting them. In the Mexican CEP operation, a municipal-based management pilot was designed to strengthen the role of local authorities in mobilizing com- munities to value early childhood. In the Indonesian ECED project, facilitators focused on building capacity in each district and raising awareness about the importance of ECD. At the community level, key stakeholders had an active role in improving the quality of services. This community-driven development approach is cited as playing a key role in the success of the project. Design ECD projects to promote local ownership. Ensuring local ownership can often be challenging; often, a certain level of local ownership must be in place already for this approach to be successful. While it is clear that local Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Lessons Learned from Operations 41 ownership is important, it can be difficult to actually incorporate into project. In Indonesia, this issue was addressed by including demonstrated commitment from local governments as a criterion for project participation. Qualification for par- ticipation was contingent on whether local governments had in place an ECD action plan, existing ECD unit and staff equipped to manage and coordinate with stakeholders, and an ECD budget allocation. Experience from Indonesia shows that local government capacity and commitment is essential, even if this means that some of the neediest districts are ultimately excluded from a community- driven project. Include parents to promote local ownership of ECD services. Evidence from Bank operations suggests that empowering parents through support and increased knowledge can both preserve and improve on gains from traditional ECD services. Additionally, parental education can be a strategy for increasing demand for improved quality services and providers in ECCE. When parents are informed, they are more likely to hold service providers accountable for quality provision of services to their children. Parental education programs, such as the Consejo Nacional Fomento Educación (National Council for Education Development; CONAFE) program in Mexico and the Better Parenting Program in Jordan, teach parents and caregivers about the domains of child development and positive parenting in the home. In Jamaica, not only are parental education activities promoted, but the project went one step further by also addressing the issue of quality. The Early Childhood Commission (ECC) (Jamaica’s ECD focal point) has created an accreditation system for ECD parenting education pro- grams as well as established a parenting commission responsible for enforcing quality ECD services. Coordination across Sectors and Levels Recognize that the number of sectors to engage in a given Bank ECD operation is very country specific and a contextualized approach is best. Before discussing multisector projects, it is important to note that many single-sector projects, which make up roughly two-thirds of the ECD portfolio of operations, can still effectively address a targeted domain of child development. While evidence sug- gests that children’s development occurs across different domains and requires interventions in multiple sectors (Neuman and Devercelli 2013), the best strat- egy to achieve coordination across sectors is country specific. Multisector or single-sector projects can both achieve positive effects in a country’s ECD sys- tem. However, mechanisms to promote a certain level of coordination of sectors and institutions are recommended (World Bank 2012). As described below, the best approaches vary by country. Start the collaborative process at the project design phase to ensure effective partnership arrangements during implementation. Many ECD projects require a great deal of coordination by national line ministries, partner agencies, regional governments, and local governments. A handful of projects included institutional strengthening at national, district, and local levels. For example, in Eritrea, Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 42 Lessons Learned from Operations training was provided to line managers and technical experts in various sectors to facilitate achieving common inputs. In Jordan, the MoE worked with more than 10 stakeholder agencies at both the central and ground levels to develop a national ECE strategy. In Bulgaria, the central government facilitated training of municipal staff for improved project management and cross-sectoral coordination. Establish an ECD anchor to encourage smooth implementation of Bank opera- tions, as well as existing and future ECD policies and programs. The institutional arrangements for ECD focal points vary by country context. In many cases, an ECD anchor is based within a ministry (often the MoE). In Indonesia, for exam- ple, the ECED Directorate was established under the Ministry of National Education. Similarly, the ECC, institutionally based within the Jamaican MoE, has served as the single governing body to coordinate activities across line ministries. In other cases, ECD project implementation has been more effective when ECD focal points are located outside a particular ministerial structure. The suc- cess of the Cellule de Lutte contre la Malnutrition (Coordination unit for the reduction of malnutrition; CLM), which is the national nutrition focal point for the NEP operation in Senegal, has been specifically attributed to the fact that the agency is not tied to any line ministries. Given its placement outside the minis- tries, the CLM did not face sectoral limitations and was able to function with fewer burdens associated with bureaucracy. Targeting Disadvantaged Children Design interventions to identify and target the most vulnerable or marginalized children. Embracing a great potential for impact, many World Bank ECD proj- ects target the most disadvantaged children in a country’s population. In Bulgaria, the SIP operation is targeted to low-income and marginalized families. In Indonesia, participating districts were selected on the basis of a number of crite- ria, including low Human Development Index and high poverty rates. The ECD project in Jordan focuses particularly on preschool-aged children from disadvan- taged groups. And, Mexico’s CONAFE program is designed to serve poor rural and indigenous communities. While evidence clearly shows that children coming from the lowest socioeconomic status are the most likely to benefit from ECCE interventions (Naudeau et al. 2011), the challenge is often in reaching those children. Some projects are designed to expand coverage in areas with previously poor access to ECCE. Other projects, such as in Mexico, Bulgaria, and Indonesia, use specific targeting mechanisms to select municipalities and/or communities based on poverty rates. Sociocultural Relevance Take into account the unique set of needs and priorities for children within a particular community. A challenge for Bank staff and partners is the adequate adaptation of ECD interventions to the diverse local languages, beliefs, and Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Lessons Learned from Operations 43 practices. The issue of sociocultural relevance must be considered at all levels. At the central level, policies and program materials can be translated into native languages, as was done in Eritrea. The Government of Eritrea translated its new national ECD policies into the eight official local languages, which helped gain support for policy implementation at the district and community levels. At the local level, the CEP operation in Mexico offers a good example of an ECD project designed to cater to the culture and environment of rural and indig- enous communities. First, the implementing agency, CONAFE, has experience working with indigenous people in rural Mexico and is able to make the national program relevant and accessible to the local communities. Second, local promot- ers receive training to raise awareness about the local culture and beliefs and learn how to transmit messages that are culturally sensitive to the local concept of childcare and family dynamics. Training materials also are tailored to local language and cultural factors. Address particular caregiving traditions within local cultures. In Senegal, older women in the community are the authority on tradition, health care, and childrearing. The NEP project in Senegal recognizes the powerful role that mother-in-laws and other senior women play in childrearing and children’s health. Establishing grandmother clubs has proven an effective strategy that aligns with Senegalese caregiving traditions to promote healthy growth and development of young children. Similarly, in Mexico, the CONAFE program caters to fathers, who traditionally play less of a caregiving role. Sessions offered only to fathers take into account the different needs and levels of knowledge from mothers. Knowledge Exchange Build upon best practices of ECD policy and programs from other countries. Technical expertise has been strengthened in World Bank ECD operations through drawing lessons from other countries. For example, in Eritrea, along with other African operations in ECD, members of the technical support committee strengthened their leadership and management capacity through participation in the Early Childhood Development Virtual University (ECDVU) program. ECDVU is a capacity building program piloted in 10 Sub-Saharan African coun- tries that provides a three-year, web-based Master’s degree or diploma in ECD capacity, leadership, and network enhancement. The accredited program, institu- tionally based at the University of Victoria, creates a network of committed learners to learn from international ECD experts as well as share from fellow students also working at middle management levels in national ECD systems. Upon participating in ECDVU, members of the Government of Eritrea’s techni- cal ECD team contributed to the curriculum design and implementation of the Eritrea IECD operation. Another exchange of knowledge was sparked between the continued success of Mexico’s innovative parenting support program and the consistent accom- plishments of Jamaica’s National Strategic Plan. Representatives involved in the Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 44 Lessons Learned from Operations operations in the two countries saw an opportunity to learn from each other and delegations from Mexico and Jamaica engaged in an exchange of strategies through a series of videoconferences and field visits. Through this process, Mexican representatives were driven to start the development of their own national ECD strategy as well as create an interagency team to work on common interests. And, representatives from Jamaica took what they learned from Mexico to highlight community ownership of parenting programs within its National Parenting Support Policy. Note 1.  Of the 89 operations, 26 had ICRs available. Of those 26, only 2 were self-standing ECD projects, 6 were projects with ECD components, and 18 were projects with ECD subcomponents. It is important to note, particularly for projects with ECD subcompo- nents that the ratings should not be misinterpreted as ratings for ECD. In many cases, these subcomponents were a very small proportion of the overall project and were only briefly touched upon in the ICRs (if at all). Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 CHAPTER 6 Trends in Analytical, Advisory, and Partnership Work Abstract On purpose, this study was primarily devoted to an analysis of trends in World Bank operational commitments for early childhood development (ECD) as well as the les- sons learned from operations. But the importance of the Bank’s analytical and advi- sory activities should not be underestimated. This chapter reviews trends in the Bank’s economic and sector work (ESW) and technical assistance (TA) work related to ECD for the period FY 2001 to FY 2013. A total of 107 activities focused on ECD or with important ECD components were identified with total funding of $55.4 mil- lion (in US$ of 2013). The number of analytical and advisory activities increased especially in the last few years, as observed for operations. As a share of the human development (HD) portfolio, funding for analytical work on ECD decreased over time, but as a share of the number of activities, the emphasis placed on ECD increased. The regions with the largest number of activities were Latin America and Africa and the education sector led the way. Investments in Analytical, Advisory, and Partnership Work Between FY 2001 and FY 2013, the World Bank invested $51 million (in real terms) through 107 analytical, advisory, and partnership activities. These activi- ties include economic and sector work (ESW), technical assistance (TA), impact evaluations (IE), programmatic approaches (PA), knowledge products (KP), and Global Partnerships and Program (GPP). As was done for operations, for the activities led by the education, health, nutrition, and population sector (HNP), and social protection sectors, using the methodology described in chapter 2, a total of 107 analytical and advisory activities focused on ECD were identified for the period from FY 2001 to FY 2013. Total funding for the period amounted to $55.4 million in real terms (US$ of 2013).1 Table 6.1 displays the number of activities and funding for each task. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   45 46 Trends in Analytical, Advisory, and Partnership Work Table 6.2 and figures 6.1 and 6.2 display the number of activities and the ­ orresponding financial commitments to fund those activities by fiscal year of c approval. The 54 activities implemented over the period represent an average of 8.2 activities per year, with an average of $4.26 million per year in funding Table 6.1  Analytical, Advisory, and Partnership Activities, by Type (FY 2001 to FY 2013) Funding for AAA Funding for AAA in 2013 Type of activity Number of tasks tasks (US$ million) US$ (US$ million) Economic and sector work (ESW) 32 6.59 7.13 Global Partnerships and Programs (GPP) 8 11.88 13.70 Technical assistance (TA) 44 17.99 19.54 Impact evaluations (IE) 16 13.11 13.17 Programmatic approaches (PA) 3 1.04 1.04 Knowledge products (KP) 4 0.85 0.85 Total 107 51.45 55.43 Source: World Bank data. Note: AAA = analytical advisory activities; FY = fiscal year. Table 6.2  Trend in the Number of and Funding for ECD-Related Analytical and Partnership Activities by Year Adjustment factor Funding for in Funding for tasks from US GDP 2013 US$ FY Number of tasks (US$ million) deflator   a (US$ million) FY01 2 1.27 82.9 1.62 FY02 5 1.04 84.4 1.31 FY03 2 0.10 85.9 0.13 FY04 3 8.06 87.8 9.72 FY05 5 1.41 90.5 1.65 FY06 5 1.41 93.5 1.60 FY07 3 0.27 96.2 0.29 FY08 10 8.25 98.2 8.89 FY09 9 3.82 99.9 4.05 FY10 11 4.16 100.4 4.38 FY11 13 2.04 102.2 2.11 FY12 8 4.28 104.1 4.35 FY13 31 15.33 105.8 15.33 Total 107 51.45 n.a. 55.43 Average per year 8.23 3.96 n.a. 4.26 Source: World Bank data. Note: ECD = early childhood development; FY = fiscal year; GDP = gross domestic product; n.a. = not applicable. a. Adjustment based on average of quarterly U.S. GDP Implicit Price Deflator for each fiscal year (U.S. Department of Commerce, Bureau of Economic Analysis). Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Analytical, Advisory, and Partnership Work 47 Figure 6.1  HD ECD Analytical, Advisory, and Partnership Activities, US$ million (US$ of 2013) 18 Financing (in US$ million, 2013 value) 16 14 12 10 8 y = 0.5581x + 0.3575 6 4 2 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval Analytical, advisory, and Time trend in analytical, advisory, and partnership activities, US$ of 2013 partnership activities, US$ of 2013 Source: World Bank data. Note: ECD = early childhood development; HD = human development. Figure 6.2  Trend in Number of HD ECD Analytical, Advisory, and Partnership Activities 35 30 25 Number of tasks 20 y = 1.4835x − 2.1538 15 10 5 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval Number of analytical, advisory, and Time trend in number of analytical, partnership activities advisory, and partnership activities Source: World Bank data. Note: ECD = early childhood development; HD = human development. (US$ of 2013). As displayed in figures 6.1 and 6.2, both the number of tasks and funding dramatically increased in FY 2013. While the average number of analyti- cal advisory activities (AAA) activities between FY 2001 and FY 2012 was six per tasks at $3.4 million, in 2013 alone, there were 31 activities totalling US$15.3 million. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 48 Trends in Analytical, Advisory, and Partnership Work Analytical, Advisory, and Partnership Activities by Sector and Region Across sectors, the education sector supported the most analytical, advisory, and partnership work. Table 6.3 provides data on funding and the number of analytical, advisory, and partnership activities by region and by sector. The largest number of activities and the bulk of the funding were allocated by the education sector, followed by the HNP sector and then social protection. This may reflect a higher interest in ESW and TA work for preschools and early learning, but it probably also reflects in part the fact that institutionally, the ECD work is located in the education department at the World Bank, with most of the regional focal points for ECD being education specialist. In terms of geographic allocations, the region that benefitted from the largest amount of funding for ESW and TA was Africa, followed by Latin America. These were also the two regions that benefited from the largest ECD commit- ments in the International Bank for Reconstruction and Development/ International Development Association (IBRD/IDA) portfolio, but the order of the two regions in the ranking is reversed for AAA and partnerships. This may reflect the fact that with a larger number of countries in the Africa region, there are more opportunities to conduct analytical, advisory, and partnership work in that region than in the other regions Map 6.2 provides a map to visualize the Table 6.3  Analytical, Advisory, and Partnership Activities: Number of Tasks and Funding (in US$ of 2013) by Region and Sector Health, nutrition and Education population Social protection All three sectors Funding Funding Funding Funding Number (US$ Number (US$ Number (US$ Number (US $ of projects millions) of projects millions) of projects millions) of projects millions) Africa 18 11.39 9 6.35 2 2.11 29 19.85 East Asia and the Pacific 7 1.68 5 3.69 0 0.00 12 5.36 Europe and Central Asia 8 2.09 1 0.40 0 0.00 9 2.49 Latin America and the Caribbean 10 2.67 4 1.42 2 0.29 16 4.37 Middle East and North Africa 9 2.31 2 0.56 0 0.00 11 2.87 South Asia 3 0.55 8 4.05 0 0.00 11 4.60 World 13 12.39 6 3.51 0 0.00 19 15.90 Total 68 33.08 35 19.96 4 2.40 107 55.43 Source: World Bank data. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Analytical, Advisory, and Partnership Work 49 Map 6.1  Distribution of HD ECD Analytical, Advisory, and Partnership Activities Source: World Bank data. countries that benefited from analytical, advisory, and partnership work with a coloring scheme based on the number of activities implemented in each benefi- ciary country. In addition to the country-specific tasks, there were 18 global tasks, eight Africa regional tasks, six Middle East and North Africa regional tasks, three Latin America and the Caribbean regional tasks, and one task each in both Europe and Central Asia and South Asia. ECD Share in HD Analytical and Partnership Activities As a share of total analytical and partnership activities in the HD portfolio as a whole, ECD activities appear to have increased over time (see table 6.4). This upward trend exists for both the share of activities (as displayed in figure 6.3) and the share of funding for activities (as displayed in figure 6.4). Similar to the operational portfolio, it is clear that in recent years the three HD practices have advanced their priority in ECD through analytical and part- nership activities. In 2001, only 2 percent of these activities were focused on ECD, whereas in 2013, more than one in 10 HD analytical and partnership activities were focused on ECD. Furthermore, 42.8 percent of funding for these activities was allocated to ECD activities in 2013, a much higher proportion than in earlier years. As displayed in table 6.4, over the period as a whole, ECD represented 3.9 percent of the number of HD analytical and partnership activities and 11.8 per- cent of funding for these activities. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 50 Trends in Analytical, Advisory, and Partnership Work Table 6.4  Share of ECD in HD Analytical and Partnership Portfolio by Year ECD HD ECD as share of HD portfolio Total Total ECD funding for Average funding ECD share share of Number of activities funding per Number for activities Average of activi- funding FY activities ($M, 2013) activity ($M) of activities ($M, 2013) amount ties (%) (%) FY01 2 1.6 0.8 97 19.4 0.2 2.1 8.4 FY02 5 1.3 0.3 124 19.3 0.2 4.0 6.8 FY03 2 0.1 0.1 158 12.8 0.1 1.3 1.0 FY04 3 9.7 3.2 214 41.2 0.2 1.4 23.6 FY05 5 1.6 0.3 215 37.8 0.2 2.3 4.4 FY06 5 1.6 0.3 179 28.3 0.2 2.8 5.6 FY07 3 0.3 0.1 212 32.7 0.2 1.4 0.9 FY08 10 8.9 0.9 205 46.5 0.2 4.9 19.1 FY09 9 4.1 0.5 210 27.1 0.1 4.3 14.9 FY10 11 4.4 0.4 228 39.0 0.2 4.8 11.2 FY11 13 2.1 0.2 211 42.1 0.2 6.2 5.0 FY12 8 4.4 0.5 209 44.2 0.2 3.8 9.8 FY13 31 15.3 0.5 258 35.8 0.1 12.0 42.8 Total 107 55.4 n.a. 2,520 426.3 n.a. 4.2 n.a. Average per year 8.2 4.3 0.2 193.8 32.8 0.2 3.9 11.8 Source: World Bank data. Note: ECD = early childhood development; FY = fiscal year; HD = human development; n.a. = not applicable. Figure 6.3  Share of Projects with ECD Components in HD Analytical/Partnership Portfolio 14 12 10 8 Percent y = 0.0052x + 0.0031 6 4 2 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Fiscal year of approval Share in activities Linear (share in activities) Source: World Bank data. Note: ECD = early childhood development; HD = human development. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Analytical, Advisory, and Partnership Work 51 Figure 6.4  Share of Funding for Activities with ECD Components in HD Analytical/ Partnership Portfolio 45 40 35 30 25 Percent y = 0.0129x + 0.0278 20 15 10 5 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 Share in funding Linear (share in funding) Source: World Bank data. Note: ECD = early childhood development; HD = human development. Examples of Analytical, Advisory, and Partnership Work The analytical, advisory, and partnership activities reviewed in this chapter rep- resent a wide range of focus. These activities offer promising examples of new knowledge and partnerships focused on ECD and often serve as a catalyst for increased operational investments. In addition to the examples presented here, the next chapter takes a more comprehensive look at several recent initiatives of ECD approaches that represent promising strategies as the World Bank looks at its next phase of ECD investments. In 2010, The Promise of Early Childhood Development in Latin America and the Caribbean was published, which stemmed from an ESW activity implemented in FY 2008. The book reviews a selection of early childhood education, health, and nutrition programs in the Latin American and the Caribbean region. It pres- ents evidence-based arguments for increased ECD investments in the region and emphasizes the need for more rigorous evaluations of ECD programming. This work also discusses the policy implications for scaling up ECD investments through multisectoral government policies. The Middle East and North Africa regional Early Childhood Development studies, stemming from FY 2011 ESW, investigated the status of ECD in the Middle East and North Africa region. Bank colleagues conducted an analysis of health, nutrition, child care, and early education indicators, mapped local and national institutional capacity in ECD, and took inventory of major ECD Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 52 Trends in Analytical, Advisory, and Partnership Work Table 6.5  Ongoing SIEF-Funded ECD Impact Evaluations at the World Bank: First Round (2012): Early Childhood Nutrition, Health, and Development Cluster Bangladesh March 2013 to Building Parental Capacity to Help Child Nutrition and Health: A Randomized March 2015 Controlled Trial Researchers will evaluate low-cost integrated interventions, which will combine nutrition with child stimulation for pregnant women and parents with children under the age of three. Colombia June 2013 to Medium-Term Effects of a Home-based Early Childhood Development Inter- December vention in Colombia 2014 Researchers will evaluate the medium-term effects of a home-based early child- hood development intervention that seeks to improve nutrition and develop- ment in the first two years of life through home visits to encourage children’s psychosocial development and use of micronutrient supplements. Djibouti December 2011 Piloting the First Integrated Nutrition/Workfare Social Safety Net in Djibouti to June 2015 Researchers will examine the effectiveness of linking child nutrition and workfare as a means to reducing malnutrition in very young children. Gambia January 2013 to Impact of Supplemental Feeding During Pregnancy on Schooling and Cogni- June 2014 tive Development through Adolescence Researchers will assess the impact of the supplemental feeding on the children’s schooling decisions and performance. India November 2013 Making Integration the Operative Concept in the Indian Integrated Child to July 2017 Development Strategy Researchers will measure the cost and impact of nutrition services and child stimulation in low-income settings by evaluating a package of services currently being offered to the youngest children in a nationwide child development program. Indonesia November 2012 Early Childhood Nutrition, Availability of Health Service Providers and Life to June 2016 Outcomes as Young Adults: Evidence from Indonesia Researchers will evaluate the effects of the midwife program on the educational decisions and outcomes, cognitive abilities, employment, and life satisfaction of children (who are now young adults) of mothers who had access to midwives. Madagascar July 2012 to Addressing Chronic Malnutrition in Madagascar December Researchers will conduct a multiarm randomized controlled trial to evaluate the 2015 cost-effectiveness of combined interventions designed to tackle chronic malnu- trition. Mozambique June 2012 to Randomized Impact Evaluation of Integrated early childhood development December (ECD) and Intensive Early Nutrition Activities among Vulnerable Communi- 2016 ties in Mozambique Researchers will measure the effectiveness of two related programs that provide nutrition, early child stimulation, and parenting information sessions to children, pregnant women, and parents of young children. Nepal October 2012 to Evaluating the Impact of Information and “Framed” Unconditional Cash Trans- October 2015 fer on Nutritional Outcomes Researchers will evaluate the effectiveness of providing information alone or infor- mation and cash on improved nutrition for pregnant women and young children. Niger January 2012 to Cash Transfers, Parenting Training and Holistic Early Childhood Development June 2015 in Niger Researchers will evaluate the effectiveness of cash transfers and of parenting classes on the nutrition, health, and cognitive development of children under the age of 5, and on the health of women of reproductive age. Source: Strategic Impact Evaluation Fund. Note: ECD = early childhood development. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Trends in Analytical, Advisory, and Partnership Work 53 Table 6.6  Ongoing SIEF-Funded ECD Impact Evaluations at the World Bank: First Round (2012): Basic Education Service Delivery Cluster Malawi October 2011 to Effects of Quality Improvement Strategies on Early Childhood August 2014 Development in Community-Based Childcare Centers in Ma- lawi: A Randomized Trial Researchers will study the effects of teacher incentives and training, parental education, and learning materials for children on their physical, emotional, and cognitive development and their readi- ness for primary school. Bulgaria June 2013 to Closing the Early Learning Gap between Roma and Non-Roma June 2014 Children in Bulgaria through Preschool Participation: Inclu- sive Outreach and (Un)conditional Support Approaches Researchers will measure the effectiveness of a program in more than 150 poor communities that seek to address preschool participation in a variety of ways: encouraging active outreach to parents by local NGOs and authorities, offering free preschool for selected beneficiaries, and providing a conditional financial grant for some selected communities. Source: Strategic Impact Evaluation Fund. Note: ECD = early childhood development; NGO = nongovernmental organization. programs and services. Twelve country diagnostic studies, as well as a regional report benchmarked Middle East and North Africa against other regions in the world, were produced to inform government policy in the region. In the Pacific Islands, a FY 2012 nonlending TA task is focused on improving learning of children in early education. The work has included a package of advi- sory services including diagnostics on the foundation of reading skills and early childhood education and development (ECED) services, capacity building to generate data on these areas, and policy dialogue and dissemination of results to produce evidence-based reforms to improve reading skills and ECED services. In 2010, a capacity-building and TA task for Zambia was implemented to sup- port the implementation of ECD components within the Zambian education sector. Activities included the revision of the ECD curriculum framework, scal- ing up of capacity building by nongovernmental organizations (NGOs) for train- ing of caregivers, and a report on finance and institutional arrangements for ECD services. The World Bank’s Strategic Impact Evaluation Fund (SIEF) is a multidonor trust fund that supports impact evaluations of innovative programs, capacity building, and knowledge sharing. A new cluster within SIEF is focused on early childhood nutrition, health, and development and supports innovative impact evaluations to expand the evidence base on effective, quality, and scalable inter- ventions. Research priorities include the adoption of a holistic approach for the first 1,000 days of life and understanding the effectiveness and sustainability of at-scale programs. Under its first call for proposals SIEF supported 10 ongoing ECD evaluations through its Early Childhood Nutrition, Health, and Development cluster (see table 6.5) and two through its Basic Education Service Delivery cluster (see table 6.6). Under its second call for proposals in FY 2014, SIEF has recently approved support of six new evaluations through both clusters (see Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 54 Trends in Analytical, Advisory, and Partnership Work table A.2 in appendix A). When available (some already are), the results of those impact evaluations will help inform future ECD policy and projects not only for the World Bank and its client countries but also for the broader development community. In addition to AAA, Global Programs and Partnerships related to ECD pro- vide a vehicle for collaboration with development partners to strengthen ECD policies and programs around the world. For example, in FY 2004, the World Bank partnered with other international development agencies, including the Christian Children’s Fund, the Arab Resource Collective, International Step by Step Association, Johnson and Johnson Institute, Education Action International, and the National Council of Education in Peru, to implement a worldwide initia- tive to strengthen the capacity of local ECD trainers and professionals and sup- port the development of community-based ECD programs around the world. More recently, support has been provided in the form of a three-year grant from the Development Grant Facility to the Consultative Group on Early Childhood Care and Development, a global interagency consortium with strong links to regional networks and a track record of advocacy and knowledge generation and dissemination on ECD. Note 1.  As noted in the case of the analysis of commitments for operations, it is important to assess trends in real terms, given that the cumulative impact of inflation for the period as a whole was at about 30 percent for the United States. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 CHAPTER 7 Recent Initiatives Abstract While the Bank has made substantial investments in early childhood development (ECD) across regions and sectors, and the investments in 2012 and 2013 suggest an upward trend, some challenges to increasing ECD investments still exist. In looking forward, it is important to consider these challenges as well as strategies to address them in order to expand investments in the future. There are several ongoing new initiatives that promote innovative approaches to ECD. The chapter first briefly pres- ents barriers to increased spending that were identified in the portfolio review. It then presents several recent global, regional, and country-specific approaches that address these challenges. These initiatives demonstrate how the World Bank is doing things differently and can hopefully convey a sense of optimism for the future. What Are the Challenges to Increasing Investment in ECD? A strong evidence base has emerged that confirms the impact of reaching chil- dren during the early years. Bank colleagues and partners no longer lack knowl- edge in terms of why to invest, but rather how to invest. As discussed in chapter 5, ECD operations can be complex to implement. This is a challenge both within the Bank and within the country at the levels of policy planning and implemen- tation. There are limited examples of “what works” at scale. While there is a growing knowledge base about successful pilot interventions, there is a need for pilots and impact evaluations to be carried out in the context of scalability and sustainability. In the context of scarce resources, client countries, and Bank staff are not always willing to prioritize investments in ECD. In the education sector, for example, Bank staff tend to be general education specialists with large work programs and competing priorities for their time and financial allocations. There is a constant pressure from development partners, local education groups, citi- zens, clients, and Bank management to focus on improving the quality of basic education and, increasingly, to focus on secondary and postsecondary education, Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   55 56 Recent Initiatives including skills and technical vocational education and training (TVET). In the health and nutrition sector, Bank staff may focus on the ECD-aged population, but do not necessarily consider their work to be in “ECD,” but, rather, in child health or nutrition. This unfortunately creates missed opportunities for collabo- ration across sectors. While the evidence is clear that integration is a cost-effec- tive strategy, there are only few examples in the Bank portfolio of nutrition projects that include an early stimulation/parenting component or education projects that reach children or their parents before age four or five. ECD may have been seen in the past as a “softer” technical area that has not been a focus of World Bank practitioners. ECD is often viewed as an area that other organizations, such as United Nations Children’s Fund (UNICEF) and nongovernmental organizations (NGOs), are more likely to fund. While excel- lent work is being done by these organizations, current global financing levels are inadequate. There is a need for increased cooperation between agencies and programming that is sustainable and planned and executed in a systematic way, without being jeopardized by changes in political priorities. Governments do not prioritize investment in ECD. The Bank responds to client demand and often governments do not demand ECD. Given that the returns to investment in ECD are longer term, it is difficult for governments to politically prioritize ECD investment. In addition, many countries do not yet have well-developed ECD services that are ready to be rapidly expanded. It is easier to continue to invest in a country’s often more developed basic education system than to scale ECD services. New Initiatives and Opportunities to Expand ECD Investments SABER-ECD Building upon the Education Strategy 2020, the Education practice launched the Systems Approach for Better Education Results (SABER) to help countries systematically examine their education policies. Within this initiative, specific education policy domains have been identified to cover the span of education systems from early childhood to entry into the workforce. The ECD domain within SABER is a diagnostic tool that helps policy makers in identifying gaps and areas in need of policy attention to promote healthy and robust development for all children. SABER-ECD supports policy makers and World Bank staff bet- ter understand how countries address similar policy challenges related to ECD systems. The SABER-ECD initiative is designed to present participating coun- tries with a holistic multisectoral assessment of the programs and policies which affect young children’s development. The SABER-ECD framework (Neuman and Devercelli 2013) presents three core ECD policy goals: Establishing an Enabling Environment, Implementing Widely, and Monitoring and Assuring Quality. For each policy goal, based on evidence from impact evaluations and a bench- marking exercise of top-performing systems, a set of policy levers are presented that decision makers can act upon in order to strengthen ECD. These policy goals and levers address the range of issues that generally constrain ECD outcomes and Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Recent Initiatives 57 Figure 7.1  SABER-ECD Policy Goals and Levers Policy goals Policy levers Outcome Legal framework Establishing an Intersectoral coordination enabling environment Finance E ective ECD policies Scope of programs All children have Implementing the opportunity Coverage widely to reach their full Equity potential Data availability Monitoring and Quality standards assuring quality Compliance with standards Source: Neuman and Devercelli 2013. Note: SABER-ECD = Systems Approach for Better Education Results - early childhood development. form a coherent package that all countries should address to improve ECD out- comes and services. Figure 7.1 presents the conceptual framework of SABER- ECD, displaying the three policy goals and nine related policy levers. The first policy goal in the tool—Establishing an Enabling Environment—is the foundation for effective ECD policies. A country’s enabling environment can encourage diverse participation and service uptake, promote efficient service delivery, and ensure adequate financing and institutional capacity. In the context of ECD, establishing an enabling environment entails developing an adequate legal and regulatory framework to support ECD provision. Coordination within sectors and across institutions is necessary to ensure effective service delivery. Finally, the availability of adequate fiscal resources and systems to allocate financ- ing will determine the extent to which the enabling environment supports the ECD system. The second policy goal—Implementing Widely—refers to the coverage and scope of the programs offered and the extent to which access to these programs is equitable. While developing countries have expanded access to preschool pro- vision in the past decade, many still face the challenge of how to take small pilot interventions to scale. Beyond coverage, implementing widely also refers to the scope of the programs offered and the extent to which children’s holistic devel- opment is addressed through existing interventions. A robust ECD system should include policies that support programs in all essential sectors and target all groups (for example, pregnant women, infants and toddlers, preschoolers, and caregivers). Finally, particular attention must be paid to children from disadvan- taged and minority backgrounds as well as those with special needs, so that all children have equitable access to the programs being offered. The third policy goal—Monitoring and Assuring Quality—is also essential. Under political and budget pressures, policy makers may expand access to ECD services at the expense of quality. This may jeopardize the very benefits that Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 58 Recent Initiatives policy makers hope children will gain through preschool and other ECD inter- ventions. Impact evaluations suggest that the benefits from ECD interventions may be large, but if programs are not of high quality, the benefits may be negli- gible and the programs may even be detrimental. Furthermore, in many coun- tries, a large proportion of ECD services are provided by the private sector; for these systems, well-defined and enforced monitoring and quality assurance sys- tems are critical to ensure that standards for service delivery are met. The goal of monitoring and assuring quality refers to the data availability and systems to monitor ECD outcomes, the development of quality standards for ECD service delivery, and systems to monitor compliance with established standards. The SABER-ECD tool is an instrument to collect data on each of the three policy goals and policy levers, so that an overall assessment of a country’s policies can be prepared. Over the last few years, the tool has been implemented in more than 40 countries, and additional countries are being added to the sample. While the tool is not country specific, it has been used to inform policies at the country level. One example is that of Jamaica where SABER-ECD was used by the Early Childhood Commission to inform the drafting of its new National Strategic Plan as well as its national multisector ECD policy. The SABER-ECD analysis helped identify a gap in opportunities for children in the 0–3-year age group, and the country’s new ECD Policy and National Strategic Plan for ECD now incorporate a stronger focus on the first 1,000 days. The results from the tool were also used by Bank staff to inform a new ECD project for Jamaica. A second example of use of the SABER-ECD tool is that of Uganda where the analysis identified a number of existing gaps in the enabling environment for the provision of quality ECD services and bottlenecks in the existing service delivery system in Uganda. This analysis is now informing support provided by the Global Partnership for Education for ECD in Uganda, with a focus on the provision of quality early childhood education services. A third example is that of Uzbekistan. Subsequent to the initial SABER-ECD analysis which identified gaps in the equitable provision of early childhood care and education (ECCE) services, the government requested an in-depth policy note on ECD whose findings were used to inform the design of a $20.7 million component on early childhood care and education in a Global Partnership for Education (GPE) project to improve access to quality early childhood education opportunities. Education Staff Development Program The Education Staff Development Program (ESDP) aims to familiarize Bank staff, partners, and government counterparts with the evidence, technical resources, and best practices related to various investments. The ECD module of the ESDP serves as a resource to increase policy prioritization of ECD. The objective of the ECD-ESDP module is for participants from across education sector (ED), health, nutrition, and population (HNP) sector, and social protec- tion (SP) sector to learn how to design and implement successful ECD policies and programs in low- and middle-income countries. The course brings together Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Recent Initiatives 59 theory, practice, and shared experiences so that participants can (i) engage in informed policy dialogue and decision making; (ii) analyze, formulate, critique, and evaluate projects and activities to support ECD; (iii) become familiar with good practices in ECD; and (iv) learn how and when to seek technical support and resources. Between 2012 and 2013, more than 150 Bank staff, development partners, and government counterparts participated in the two-day face-to-face training in Washington, Sydney, and Jakarta. An eLearning version of the course is now available (Wang et al. 2014). The eLearning module course builds on the face-to-face trainings implemented over the last two years and provides approxi- mately four to five hours of learning time (see table 7.1). ECD Policy Guide The World Bank’s recent ECD policy guide serves as a tool for policy makers to prioritize ECD investments. In 2014, the World Bank produced an ECD policy guide, Stepping Up Early Childhood Development: Investing in Young Children with High Returns (Denboba et al. 2014) to outline what countries could and should do to promote ECD. It presents 25 essential ECD interventions, which can be organized in five basic packages; the first four of which are age specific and one that is necessary throughout the ECD period (see figure 7.2). Table 7.1  eLearning Course on ECD for Policy makers and Practitioners Introduction: Short animation– “A tale of two girls” Description: The animation tells about the lives of two girls living in two countries with very different ECD policies and how this affects their development as children as well as their chances later in life. Module 1: Why invest in ECD? Description: The module outlines four critical domains of development: physical, cognitive, linguistic, and socio-emotional and reviews the scientific and economic arguments in favor of ECD investments. Module 2: What matters for ECD? Description: The module is devoted to a description of a policy diagnostic tool for ECD developed under the SABER framework. The focus is on three policy goals that matter most for effective ECD systems: (1) Establishing an Enabling Environment; (2) Implementing Widely; and (3) Monitoring and Assuring Quality. Module 3: How to implement ECD interventions? Description: The last module is the longest and it includes six topics: The first topic provides a sum- mary of findings from this review of the World Bank’s experience with ECD projects. The second topic focuses on the importance of intersectoral coordination in ECD policies and programs. The third topic is devoted to ECD diagnostics, whether for countries or projects. The fourth topic is devoted to assessment tools used to monitor child growth and development, and it also includes a brief discussion of impact evaluations. The fifth topic looks at the costs and financing of ECD interventions. Guidelines as to how much a country should invest in ECD programs are also pro- vided with examples of combinations of funding sources, allocation mechanisms, and coverage rates for different types of ECD interventions. The last topic presents discusses issues related to project design, implementation, and monitoring and evaluation. The concepts of results chain and results framework are introduced. Source: Wang et al. 2014. Note: ECD = early childhood development; SABER = Systems Approach for Better Education Results. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 60 Recent Initiatives Figure 7.2  Five Packages of Essential ECD Services and Interventions Preschool education early 5. childhood and preprimary Preschool AB + programs; Continuity to c x- package quality primary schools 4. Child health Immunizations; Deworming; Prevention and treatment of acute malnutrition; Complementary and feeding and adequate, nutritious, and safe diet; Therapeutic zinc supplementation for diarrhea development package 3. Birth package Attended delivery; 2. Exclusive Pregnancy breastfeeding; package Birth registration Antenatal care; Iron and folic acid; Counseling on adequate diets Parental support for vulnerable families: Planning for family size and spacing; Maternal education; Parenting and social 1. networks of support/community education; Parental leave and adequate child care; Prevention and treatment of parental, Family not maternal, depression; Social assistance transfer programs; Child protection regulatory frameworks support Health, nutrition, and sanitation for families: Access to health care; Access to safe water; Adequate sanitation; package Hygiene/handwashing; Micronutrient supplementation and fortification 12 24 36 48 60 Pregnancy Birth months months months months months Source: Denboba et al. 2014. Note: ECD = early childhood development. While these interventions can be delivered by individual sectors, packaging several interventions together can often be more efficient and it may yield greater impact. The entry points to influence young children’s development are diverse and involve multiple stakeholders. Interventions in a variety of sectors and areas affect ECD outcomes, including health care and hygiene, nutrition, education, child protection, social protection, and poverty alleviation. Given the holistic needs of young children and the variety of settings and services in which these needs can be met, thinking multisectorally in policy design and coordinating interventions between stakeholders is key to ensure effective and comprehensive ECD service delivery. The ECD Policy Guide outlines four key principles that can help countries design and implement strong ECD policies and programs. Countries should (i) prepare a multisectoral ECD diagnostic and strategy; (ii) implement widely through effective coordination mechanisms established; (iii) create synergies and cost savings among interventions; and finally (iv) monitor, evaluate, and scale up successful interventions. Early Learning Partnership The Early Learning Partnership (ELP) is a regional initiative in the Africa region to promote scalable, sustainable, and impactful approaches to supporting young children’s development and early learning. The World Bank, with support from Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Recent Initiatives 61 partners, including the Children’s Investment Fund Foundation, launched the ELP in October 2012 to provide targeted technical assistance and funding to support ECD and early learning across Sub-Saharan Africa. The ELP aims to catalyze change in countries to promote high-quality ECD and early learning opportunities for young children. Strategic goals include mobilizing African gov- ernments to prioritize ECD, accelerating the World Bank’s financial and opera- tional commitment to ECD, promoting strong partnerships and innovative approaches, and raising the profile of ECD on the global development agenda. The ELP team works to address issues of regional relevance and by strategi- cally supporting World Bank Task Teams throughout the Africa region. In addi- tion, the ELP issues periodic calls for proposals (roughly one per year) to invite World Bank Task Team Leaders (TTLs) to apply for funding ($20,000–$100,000) to support ECD within their work programs—this funding is intended to lever- age significantly larger amounts of finance and impact. A first funding round was awarded in January 2013 and a second in November, 2013. Through the two rounds, a total of $850,000 has been awarded in grants—these initial investments have leveraged more than $17 million in new funding for ECD, mostly through new projects financed by the Global Partnership for Education and the International Development Association. Examples of activities include the devel- opment of preschool pilot within the Sierra Leone Global Partnership for Education (GPE) project, the production of the first national ECD strategy and costed implementation plan in Sudan, and the incorporation of parenting educa- tion into a cash transfer project in Niger being implemented in 1,500 villages. The ELP supports awareness raising, sensitization and knowledge sharing in Africa. The ELP cohosted two regional ECD workshops with GPE, UNICEF, and United Nations Educational, Scientific, and Cultural Organization (UNESCO). The workshops included 180 participants from 20 country delegations and pro- vided an opportunity to learn about countries’ needs, promote cross-country knowledge sharing, and bring in experts to provide technical assistance in areas such as quality provision, financing, coordination, and measurement. In an effort to connect countries and share information, the ELP has initiated a monthly “virtual panel discussions” series, which uses webinar and audio and video confer- ence technology to connect practitioners and policy makers from around Africa to share promising practices. To promote continued partnership in investing in ECD in Africa, the ELP coordinates activities and aligns strategies with UNICEF, GPE, and UNESCO within the Africa region. Ongoing discussions with bilateral development agen- cies and a number of private foundations are yielding additional opportunities for collaboration. Country-Specific Strategies In addition to global initiatives and partnerships within the World Bank, there have also been several recent country-specific strategies to respond to client needs in order to expand ECD investments. Experience in Mozambique pres- ents an excellent example where government officials and other stakeholders Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 62 Recent Initiatives have received targeted training in relevant ECD issues. In order to strengthen the Government of Mozambique’s implementation capacity to support ECD service delivery in the country, the Ministry of Education (supported by a Bank-funded ECD operation) will offer a series of eight trainings over the course of two years to government officials and other stakeholders (including development partners and civil society organizations) involved in the $40 million ECD operation being implemented with IDA financing. Trainings will cover topics such as the follow- ing: A General Introduction to ECD, Community Sensitization and Mobilization, Monitoring and Evaluation (M&E) of ECD, Program Management, and Quality Standards of ECD. In June 2013, during five days, the first series—Introduction to ECD—was delivered to approximately 60 stakeholders (including those from the Ministry of Education, the Ministry of Health, the Ministry of Women and Social Affairs, the Ministry of Justice, other government agencies contributing to the imple- mentation of the project, and a range of civil society organizations and develop- ment partners active in the field of ECD). Participants came from national, provincial, and district levels. The training was facilitated by an international ECD expert with the support of national ECD specialists and included active participation, hands-on activities, simulations and role-play. Some of the chal- lenges in implementing the training so far have included the following: (i) the different levels of ECD-related experiences and knowledge among participants, which at times made it difficult for facilitators to actively engage all participants and (ii) the fact that key government staff from provincial and district level could not participate in this first training due to delays in their recruitment and con- tracting. Despite these challenges, however, the training was well received and helped establish a strong foundation in ECD among participants. The remaining seven trainings will build upon this first experience and incorporate lessons learned Conclusion The increase in number of investments in ECD from 2011 to 13 reflects a grow- ing demand from clients in all regions to address the needs of young children. With a growing portfolio of analytical work, the Bank is increasing its knowledge base of ECD systems and interventions. In addition, recent initiatives, including Strategic Impact Evaluation Fund (SIEF), SABER-ECD, the ECD component of the Education Staff Development Program, and the ELP for the Africa Region have the potential to expand partnerships, innovate new approaches, and inform new investment priorities. Taking advantage of—and expanding upon—gained knowledge and experience will allow the Bank and its partners to ensure that young children throughout the world are provided with the opportunity to lead happy, healthy, and productive lives. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 APPENDIX A Supporting Figures and Tables Table A.1  Investment in ECD Per Country, Per Person, and Per Poor Person, FY 2001 to FY 2011 Investment ECD investment ECD investment per child Number of IBRD/ (US$ million) per child under 5 under 5 in poverty (US$) IDA projects (US$ of 2013) (US$ of 2013) [poverty as $1.25 per day] Panama 5 54.46 13.44 203.65 Djibouti 4 15.33 13.40 71.28 Argentina 3 448.12 12.04 1,204.00 Bulgaria 1 42.39 11.32 1,132.02 Haiti 1 90.00 6.59 10.69 Dominican Republic 2 73.56 6.26 284.53 Jamaica 1 16.16 5.96 596.36 Lebanon 1 16.26 5.42 — Eritrea 1 51.07 4.71 — Lesotho 1 12.00 4.31 9.92 Uruguay 1 10.53 3.88 388.48 Central African Republic 1 26.94 3.79 6.04 Honduras 3 38.13 3.57 19.97 Sri Lanka 2 69.32 3.40 82.90 Burundi 3 55.19 2.98 3.66 Romania 2 33.33 2.75 275.31 Malawi 1 81.32 2.71 3.66 Bolivia 3 36.56 2.64 16.89 Grenada 1 0.28 2.59 — Senegal 4 59.12 2.46 8.30 Jordan 2 22.80 2.41 240.54 Guatemala 1 55.47 2.33 17.29 Afghanistan 6 125.13 2.26 3.77 Nepal 4 76.12 2.18 8.78 Benin 2 34.20 1.98 4.18 table continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   63 64 Supporting Figures and Tables Table A.1  Investment in ECD Per Country, Per Person, and Per Poor Person, FY 2001 to FY 2011 (continued) Investment ECD investment ECD investment per child Number of IBRD/ (US$ million) per child under 5 under 5 in poverty (US$) IDA projects (US$ of 2013) (US$ of 2013) [poverty as $1.25 per day] Colombia 2 95.07 1.91 23.34 Angola 1 74.65 1.79 3.29 Congo, Dem. Rep. 3 208.20 1.69 1.93 Mozambique 2 77.66 1.66 2.79 Yemen, Rep. 2 59.04 1.61 9.18 Mexico 4 203.32 1.60 159.71 Guinea 2 31.21 1.59 3.67 Madagascar 4 56.00 1.51 1.85 Peru 4 44.09 1.37 27.89 Vietnam 1 100.00 1.26 7.44 Armenia 2 2.87 1.21 48.31 Brazil 3 157.81 0.94 15.47 Mauritania 1 5.57 0.92 3.91 Ethiopia 2 137.24 0.90 2.94 Ghana 1 26.93 0.69 2.43 Kyrgyz Republic 2 3.77 0.58 8.60 Lao PDR 1 5.21 0.56 1.66 Timor-Leste 1 1.08 0.54 — Nigeria 1 152.47 0.49 0.73 Uganda 1 31.63 0.44 1.15 Indonesia 1 105.05 0.38 2.10 Mali 2 10.82 0.37 0.73 Nicaragua 2 2.47 0.33 2.77 Ecuador 1 5.50 0.31 6.83 Egypt, Arab Rep. 2 25.45 0.26 25.93 Azerbaijan 1 1.72 0.22 22.16 Turkey 1 14.55 0.21 20.80 Togo 1 2.03 0.18 0.64 Chad 1 4.56 0.18 0.29 Cambodia 1 2.46 0.14 0.76 Bangladesh 1 23.66 0.14 0.32 Burkina Faso 1 4.23 0.14 0.31 India 2 108.45 0.08 0.25 Pakistan 1 18.89 0.08 0.38 Morocco 1 2.63 0.08 3.21 Kenya 1 2.11 0.03 0.07 Source: World Bank data. Note: ECD = Early Childhood Development; FY = fiscal year; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association; — = not available. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Supporting Figures and Tables 65 Map A.1  Distribution of HD IBRD/IDA ECD Commitments Per Child under Five Source: World Bank data. Table A.2  New Ongoing SIEF-Funded Impact Evaluations at the World Bank: Second Round, 2013 Early Childhood Nutrition, 1. Burkina Faso: Impact evaluation of the ECD and nutrition Development and Health Cluster component of Burkina Faso’s safety net project 2. Mali: Impact and cost-effectiveness of an integrated parenting, nutrition, and malaria prevention package to im- prove nutrition and early child development in infants and preschool children (0–6 years): A randomized controlled trial in southern Mali 3. India: An impact and process evaluation of the use of women’s self-help groups to catalyze and strengthen con- vergence of health, nutrition, sanitation, and food security programs in rural Bihar, India 4. India: Early childhood development for the poor: Evaluat- ing the impacts 5. India: SPRING: linking implementation strength, outcomes, and lessons learned to inform scale up Basic Ed Service Delivery Cluster 6. Sierra Leone: Comparing approaches to preprimary school provision in Sierra Leone Source: Strategic Impact Evaluation Fund (SIEF). Note: ECD = early childhood development. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 APPENDIX B Human Development ECD Project Portfolio Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   67 68 B.1 Operations (Lending and Trust Funded) A. Self-Standing Operations Total Total invested on invested on Total ECD (in US$ ECD (in US$ Product Lending Approval project million, million, US$ Project ID Project name line Country TTL instrument date cost nominal) of 2013) Education P068463 Integrated Early Childhood Development IBRD/IDA Eritrea Hirshberg, Susan E. SIL FY01 45.00 40.00 51.07 Project TF038620 UGANDA: NUTRITION and EARLY CHILD- SF (bank Uganda Carla Bertoncino FY01 0.03 0.03 0.04 HOOD DEVELOPMENT PROJECT executed) TF038622 KENYA: EARLY CHILDHOOD DEVELOPMENT SF (bank Kenya Carla Bertoncino FY02 0.02 0.02 0.02 PROJECT executed) TF038627 KENYA: EARLY CHILDHOOD DEVELOPMENT SF (bank Kenya Carla Bertoncino FY02 0.02 0.02 0.02 PROJECT executed) TF038633 ERITREA: INTEGRATED EARLY CHILDHOOD SF (bank Eritrea Christine Lao Pena FY02 0.02 0.02 0.02 DEVELOPMENT PROGRAM executed) TF038986 KENYA—EARLY CHILDHOOD DEVELOPMENT SF (bank Kenya Carla Bertoncino FY02 0.02 0.02 0.02 AND PRIMARY AND SECONDARY ED executed) PROJECTS TF040199 UGANDA: NUTRITION AND EARLY CHILD- SF (bank Uganda Carla Bertoncino FY02 0.02 0.02 0.02 HOOD DEVELOPMENT executed) TF040230 KENYA: EARLY CHILDHOOD SF (bank Kenya Adriana Jaramillo FY02 0.01 0.01 0.02 DEVELOPMENT PROJECT executed) P054937 Early Childhood ED Project IBRD/IDA Dominican McEvoy, Karla J. SIL FY03 62.00 42.00 51.75 Republic TF050949 JSDF-GUINEA(WEST AFRICA):STRATEGIC REA Guinea Michael Drabble FY03 0.02 0.02 0.03 ALLIANCE FOR GRASSROOTS CAPACITY BUILDING IN EARLY CHILDHOOD DEVEL- OPMENT table continues next page  A. Self-Standing Operations (continued) Total Total invested on invested on Total ECD (in US$ ECD (in US$ Product Lending Approval project million, million, US$ Project ID Project name line Country TTL instrument date cost nominal) of 2013) TF050948 JSDF-GUINEA(WEST AFRICA): STRATEGIC REA Guinea Michael Drabble FY04 0.43 0.43 0.52 ALLIANCE FOR GRASSROOTS CAPACITY BUILDING IN EARLY CHILDHOOD DEVEL- OPMENT TF051548 JSDF-MALI(WEST AFRICA): STRATEGIC REA Mali William Experton FY04 0.28 0.28 0.33 ALLIANCE FOR GRASSROOTS CAPACITY BUILDING IN EARLY CHILDHOOD DEVEL- OPMENT TF051549 JSDF-MALI(WEST AFRICA):STRATEGIC ALLI- REA Mali William Experton FY04 0.01 0.01 0.01 ANCE FOR GRASSROOTS CAPCITY BUILD- ING IN EARLY CHILDHOOD DEVELOPMENT P082952 Early Childhood ED Enhancement Project IBRD/IDA Egypt, Arab Gamal El Din, SIL FY05 108.62 19.59 22.91 (ECEEP) Rep. Mahmoud TF052939 JSDF-VIETNAM: EARLY CHILDHOOD CARE REA Vietnam Binh Thanh Vu FY05 1.91 1.91 2.23 AND DEVELOPMENT P089479 Early Childhood ED and Development IBRD/IDA Indonesia Roesli, Rosfita SIL FY06 127.74 92.80 105.05 Project P101439 ED for All, Fast Track Initiative Catalytic Fund REA Moldova Moarcas, Mariana SIL FY06 4.40 4.40 4.98 for Moldova Doina P095673 Jamaica Early Childhood Development IBRD/IDA Jamaica Nannyonjo, Harriet SIL FY08 508.87 15.00 16.16 Project P124612 Piloting Effective Early Childhood Develop- REA Mali Premand, Patrick LIL FY11 2.00 2.00 2.07 ment Services in Mali P118423 Fast Track Initiative Catalytic Grant Fund -2 REA Kyrgyz Hou, Dingyong SIL FY11 6.00 6.00 6.21 Republic table continues next page 69 70 A. Self-Standing Operations (continued) Total Total invested on invested on Total ECD (in US$ ECD (in US$ Product Lending Approval project million, million, US$ Project ID Project name line Country TTL instrument date cost nominal) of 2013) P124729 MZ—AF to Education Sector Support Project IBRD/IDA Mozam- Naudeau, Sophie SIL FY12 40.00 40.00 40.66 bique P125445 Mongolia Global Partnership for Education REA Mongolia Tandon, Prateek SIL FY12 10.00 10.00 10.16 Early Childhood Education Project P130580 BO Early Childhood Care and Development REA Bolivia Alvarez, Patricia TAL FY12 2.79 2.79 2.84 in the Poorest and Most Vulnerable Urban Districts of La Paz and El Alto P117393 Vietnam School Readiness Promotion IBRD/IDA Vietnam Stevens, James A. SIL FY13 100.00 100.00 100.00 Project Health, Nutrition, and Population P070541 Nutrition Enhancement Program IBRD/IDA Senegal Mulder-Sibanda, APL FY02 20.20 14.70 18.44 Menno TF038653 PHILIPPINES: EARLY CHILDHOOD DEVELOP- SF (bank Philippines Teresa Ho FY02 0.01 0.01 0.01 MENT PROJECT executed) P084601 Madagascar: Nutrition II—Supplemental IBRD/IDA Madagascar Sharp, Maryanne SIL FY04 11.00 10.00 12.05 Credit TF024927 ERITREA INTEGRATED EARLY CHILDHOOD REA Eritrea Christopher D. FY04 5.00 5.00 6.02 DEVELOPMENT Walker P065126 Health Sector Support Project IBRD/IDA Guinea Magazi, Ibrahim SIL FY05 27.80 25.00 29.24 table continues next page  A. Self-Standing Operations (continued) Total Total invested on invested on Total ECD (in US$ ECD (in US$ Product Lending Approval project million, million, US$ Project ID Project name line Country TTL instrument date cost nominal) of 2013) P090137 GAIN National Food Fortification Program REA Morocco Maeda, Akiko SIL FY05 35.63 2.92 3.42 P077756 GUATEMALA Maternal and Infant Health and IBRD/IDA Guatemala Pena, Christine Lao SIL FY06 49.00 49.00 55.47 Nutrition P103712 Reproductive and Child Health—Phase I REA Sierra Leone Rose, Laura L. SIL FY07 6.00 6.00 6.60 P105092 Nutrition and Malaria Control for Child IBRD/IDA Ghana Awittor, Evelyn SIL FY08 25.50 25.00 26.93 Survival P104946 Yemen, Rep. Safe Motherhood Voucher REA Yemen, Rep. Abdel-Hamid, SIL FY08 6.50 6.50 7.00 Program Alaa Mahmoud Hamed P112136 Community and Basic Health Addl Financing SF (bank Tajikistan Jaganjac, Nedim ERL FY08 4.00 4.00 4.31 executed) P104794 Health Sector Strategic Plan Support Project IBRD/IDA Timor-Leste Lee, Yi-Kyoung SIL FY08 20.30 1.00 1.08 P101160 Health Sector Development Support IBRD/IDA Burundi Rajkumar, Andrew SIL FY09 25.00 25.00 26.50 Sunil P115938 Rapid Response Child-Focused Social Cash IBRD/IDA Senegal Mulder-Sibanda, ERL FY09 18.00 18.00 19.08 Transfer and Nutrition Security Project Menno P095563 PE—(APL2) Health Reform Program IBRD/IDA Peru Lavadenz, Fer- APL FY09 162.40 15.00 15.90 nando P131548 Delivering Maternal Child Health Care to REA Swaziland Shelton, Carolyn J. SIL FY09 2.57 2.57 2.72 Vulnerable Populations in Swaziland P111840 Municipal Health Service Strengthening IBRD/IDA Angola Cossa, Humberto SIL FY10 91.80 70.80 74.65 (Revitaliza) Albino table continues next page 71 72 A. Self-Standing Operations (continued) Total Total invested on invested on Total ECD (in US$ ECD (in US$ Product Lending Approval project million, million, US$ Project ID Project name line Country TTL instrument date cost nominal) of 2013) P113202 Health System Performance IBRD/IDA Benin Lemiere, Chris- SIL FY10 33.80 22.80 24.04 tophe P110535 Reproductive and Child Health Project— REA Sierra Leone Awittor, Evelyn SIL FY10 20.00 20.00 21.09 Phase 2 P122244 TJ—JSDF Grant for a REA Tajikistan Msisha, Wezi Mari- TAL FY10 2.80 2.80 2.95 Nutrition Pilot anne P114863 Community Nutrition Project SF (bank Lao PDR Tandon, Ajay ERL FY10 2.00 2.00 2.11 executed) P094755 Yemen, Rep. Health and Population IBRD/IDA Yemen, Rep. Abdel-Hamid, SIL FY11 37.00 35.00 36.25 Alaa Mahmoud Hamed P124191 Benin Community Nutrition REA Benin Mulder-Sibanda, SIL FY11 2.80 2.80 2.90 Menno P121509 Gambia Rapid Response REA Gambia Mulder-Sibanda, ERL FY11 3.00 3.00 3.11 Nutrition Security Improvement Project Menno P120495 Community Nutrition Project EU Funding REA Lao PDR Tandon, Ajay ERL FY11 2.12 2.12 2.20 P125237 Malawi Nutrition and HIV/AIDS Project IBRD/IDA Malawi Clark, John Paul SIL FY12 80.00 80.00 81.32 P129398 Additional Financing Nutrition Enhance- IBRD/IDA Senegal Mulder-Sibanda, APL FY12 10.00 10.00 10.16 ment Project (PRN2) Menno P120798 Nigeria States Health Investment Project IBRD/IDA Nigeria Odutolu, Ayodeji SIL FY12 150.00 150.00 152.47 Oluwole P125359 Nepal: Community Action for Nutrition IBRD/IDA Nepal Bhattarai, Manav SIL FY12 40.00 40.00 40.66 Project (Sunaula Hazar Din) table continues next page  A. Self-Standing Operations (continued) Total Total invested on invested on Total ECD (in US$ ECD (in US$ Product Lending Approval project million, million, US$ Project ID Project name line Country TTL instrument date cost nominal) of 2013) P119815 CF-Health System Support Project IBRD/IDA Central Sorgho, Gaston SIL FY12 17.00 26.50 26.94 African Republic P126742 Health Sector Development Support—Ad- REA Burundi Zine Eddine El SIL FY12 0.00 45.00 45.74 ditional Financing Idrissi, Moulay Driss P129024 Benin—Health System Performance Proj- IBRD/IDA Benin Lemiere, Chris- SIL FY12 10.00 10.00 10.16 ect—Additional Financing tophe P123706 Improving Maternal and Child Health IBRD/IDA Haiti Rajkumar, Andrew SIL FY13 70.00 90.00 90.00 through Integrated Social Services Sunil P121731 India: ICDS Systems Strengthening and Nu- IBRD/IDA India Kathuria, Ashi Kohli APL FY13 106.00 106.00 106.00 trition Improvement Program (ISSNIP) P125477 Mozambique Nutrition Additional Financing IBRD/IDA Mozam- Hyder, Ziauddin SIL FY13 37.00 37.00 37.00 bique P131919 Second Additional Financing Burundi Health IBRD/IDA Burundi Zine Eddine El SIL FY13 25.00 25.00 25.00 Sector Development Support Project Idrissi, Moulay Driss P133329 Strengthen IYCF Capacity in South Asia REA South Asia Kathuria, Ashi Kohli TAL FY13 0.00 0.48 0.48 P114859 Lesotho Maternal and Newborn Health PBF IBRD/IDA Lesotho Yamashita-Allen, SIL FY13 12.00 12.00 12.00 Kanako P123531 Ethiopia Health MDG Support Operation IBRD/IDA Ethiopia Ramana, P4R FY13 100.00 120.00 120.00 Gandham N.V. table continues next page 73 74 A. Self-Standing Operations (continued) Total Total invested on invested on Total ECD (in US$ ECD (in US$ Product Lending Approval project million, million, US$ Project ID Project name line Country TTL instrument date cost nominal) of 2013) Social Protection P100657 Social Inclusion Project IBRD/IDA Bulgaria Pojarski, Peter SIL FY09 136.73 40.00 42.39 Ivanov P120888 PERU Participatory intervention model to REA Peru Marini, Alessandra TAL FY10 1.90 1.90 2.01 improve child nutrition P117310 Results in Nutrition for Juntos SWAp IBRD/IDA Peru Marini, Alessandra SIL FY11 54.00 25.00 25.89 P121496 Protecting Early Childhood Development in REA Malawi Neuman, Michelle J. TAL FY11 2.00 2.00 2.07 Malawi—Rapid Social Response (RSR) P121690 Household Development Agent Pilot REA Haiti Lamanna, Francesca SIL FY11 1.50 1.50 1.55 P144484 Cash Transfer Program for Vulnerable Chil- REA Togo Van Dyck, John SIL FY13 0.00 2.55 2.55 dren in Northern Togo table continues next page  B.1 Operations (Lending and Trust Funded) B. Components of Operations Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) Education P052021 Basic ED Project Comp 2: Expansion of the IBRD/IDA Panama Bonilla-Chacin, SIL FY01 59.00 3.10 3.96 (02) Nonformal Preschool ED Maria Eugenia Program P055455 Rajasthan Sec- Sub comp1.1bi (part of Com- IBRD/IDA India Jena, Nalin SIL FY01 87.50 1.92 2.45 ond District poent 1: expanding access, Primary ED retention and enroll- Project ments)—establishing Early Childhood ED centers P007397 Commu- Sub Comp (part of Comp IBRD/IDA Honduras Guedes, SIL FY01 47.80 15.77 20.13 nity Based ED 2: Community-based Andrea C. Project preschool (and basic) ED services), Comp 1: applica- tion of national curriculum) P040650 ED Sector Subcomp 1.a: Early Childhood IBRD/IDA Mali Ouedraogo, APL FY01 541.20 5.58 7.12 Expenditure Development(Under Comp Adama Program 1—Improving the quality of teaching and learning) Sub Comp 2.a- Extension of Early Childhood Develop- ment enters table continues next page 75 76 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P059566 Ceara Basic Subcomp 1.1.d: Enhancing IBRD/IDA Brazil Silveira, Ricardo SIL FY01 150.00 4.58 5.84 ED Quality Teacher Development and Rocha Improvement Early Childhood Develop- Project ment (ECD) Programs-- ex- pansion of nonformal ECD activities through training of the community Health Agents, who will then train parents and community workers to provide nonfor- mal initial ED P050046 ED for All Project Subcomp 2a:Establishment of IBRD/IDA Guinea Lahire, Nathalie APL FY02 70.00 1.57 1.97 an Early Childhood Devel- opment program P000309 Basic ED Sector Early Childhood Develop- IBRD/IDA Burkina Faso Ouedraogo, SIL FY02 96.20 3.37 4.23 Project ment (under Component Adama 2: Improving quality and efficiency of basic ED) P077896 Emergency ED Sub Comp 1.2—Literacy IBRD/IDA Afghanistan Wajdi, Habibullah ERL FY02 15.00 1.00 1.25 Rehabilitation Learning and early Child- and Develop- hood Development ment Project P070937 Third Basic Sub. Comp of Comp 1—Ex- IBRD/IDA Uruguay Ambasz, Diego SIL FY02 56.00 8.40 10.53 ED Quality pansion of Full-time School Improvement Model (Construction of Project preschools, learning mate- rials for preschools, teacher training for preschools) table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P057531 Basic ED De- Subcomp 1.3.1 Training initial IBRD/IDA Mexico Patrinos, Harry APL FY02 531.10 40.78 51.14 velopment ED staff Anthony Phase II P071308 ED Sector Subcomp1.3: Promoting ECD IBRD/IDA Mauritania Diallo, Cherif APL FY02 323.65 4.44 5.57 Development Activities to Enhance Physi- Program cal, Socio-emotional and Cognitive Development of Children P055232 Rural ED Project Subcomp 1.1: Access to Qual- IBRD/IDA Peru Benavides, Livia APL FY03 94.20 1.45 1.79 ity Initial and Preschool ED M. P075829 ED Reform for Comp 4: Promote Readiness IBRD/IDA Jordan Moreno Olm- SIML FY03 370.00 18.50 22.80 Knowledge for Learning though ECE edilla, Juan Economy I Manuel Program P000527 ED Sector Re- Subcomp 2.5: ECD Program IBRD/IDA Chad Cisse, Boubou SIL FY03 119.66 3.70 4.56 form Project P059872 Basic ED 2 Proj- Sub comp 1.2: Preschool IBRD/IDA Turkey McLaughlin, APL FY03 356.86 11.81 14.55 ect (APL #2) classroom construction, Maureen Sub Comp 2,3. Preschool Anne ED and Nonformal early childhood programs, Sub comp. 3.2: In service train- ing in preschol ED, Sub. Component 3.5: Mother and Child ED table continues next page 77 78 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P074503 ED Quality and SubComp: Pilot alterna- IBRD/IDA Armenia Mulatu, APL FY04 21.70 0.19 0.23 Relevance tive models for national Meskerem Project (APL preschool ED strategy with #1) a view to increase overall enrollment and improve school readiness (Under Component 4) P074633 ED for All Project Comp 2: Enhancing qual- IBRD/IDA Nepal Sundararaman, SIL FY05 664.00 5.00 5.85 ity and relevance. Early Venkatesh Childhood Development (ECD), delivered through community-managed centers and through preprimary classes will be expanded[en]Community- managed centers and through preprimary classes, will be expanded P043412 Morocco Basic Subcomp 1.1: Promote IBRD/IDA Morocco Waite, Jeffrey SIL FY05 150.55 2.25 2.63 ED Reform preprimary ED through Support partnership Program P078990 NICARAGUA— Comp 4: Pilot Program for IBRD/IDA Nicaragua Drabble, Mi- SIL FY05 15.00 0.12 0.14 ED PROJECT Community Preschools chael P085851 MX Basic ED Dev Comp 1: Initial ED IBRD/IDA Mexico Silveira, Ricardo APL FY05 500.00 63.40 74.15 Phase III Rocha table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P070963 Rural ED preschool activities under: IBRD/IDA Argentina Holland, Peter SIL FY06 240.58 40.60 45.96 Improve- subcomp A1—improve op- Anthony ment Project erating conditions of rural (PROMER) preschool AND Subcom- ponent A.2 Improve school coverage at the preschool level for 5-year-olds in rural areas P087479 ED Sector Sup- early childhood and develop- IBRD/IDA Kenya Sosale, SIML FY07 1354.30 1.92 2.11 port Program ment (under policy area Shobhana 2: enhancing quality and learning achievement) P087831 EC-Inclusion and Comp 1: Improvement of IBRD/IDA Ecuador Benavides, SIL FY07 43.40 5.00 5.50 Quality ED Human Resources Manage- Livia M. ment and Coordination for the Provision of Early Childhood ED (ECE). P110576 ED For All-Fast Sub Comp of Comp 2: Im- REA Benin Gbaye, SIL FY07 76.00 17.80 19.59 Track Initia- prove quality of preschool Hyacinthe tive Program and primary ED and literacy training table continues next page 79 80 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P106451 ED for All Fast Sub components of Comp REA Kyrgyz Hou, Dingyong SIL FY07 0.00 2.00 2.20 Track Initia- 1: Improve physical and Republic tive Catalytic learning conditions in Fund Grant pre- and primary school and promote community involvement, and Comp 2: Improve Learning Condi- tions in preschools and primary schools P108776 ED for All Fast Component 2: Improve REA Mongolia Prateek Tandon SIL FY07 8.29 0.13 0.14 Track Initia- Preschool ED in rural areas tive Catalytic by building mobile ger- Fund Grant kindergartens P102117 Second ED Sec- Comp 4. Promoting School IBRD/IDA Azerbaijan Mulatu, APL FY08 45.40 1.60 1.72 tor Develop- Readiness. Meskerem ment Project P101218 Honduras ED Subcomp 1.1: Coverage IBRD/IDA Honduras Alonso, Juan SIL FY08 16.40 4.10 4.42 Quality, Gov- expansion for preschool Diego ernance, and education in rural areas Institutional Strengthen- ing P105555 Basic ED -Ad- Comp 2: Expansion of Pre- IBRD/IDA Panama Bonilla-Chacin, SIL FY08 7.00 2.30 2.48 ditional school ED. Maria Euge- Financing nia table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P109925 KH--ED FOR ALL Comp 1: Expanding Early REA Cambodia Beng, Simeth SIL FY08 57.40 14.06 15.15 FAST TRACK Childhood ED INITIATIVE CATALYTIC TRUST FUND P107772 Second ED Subcomp 1: Promoting School IBRD/IDA Armenia Aedo Inostroza, APL FY09 31.26 2.49 2.64 Quality and Readiness and equal op- Mario Cristian Relevance portunities at the start of (APL 2) General ED P106686 Basic ED Quality Sub Comp 2.1: Expand access IBRD/IDA Panama Bonilla-Chacin, SIL FY09 42.00 9.35 9.91 Improvement to nonformal ED programs Maria Euge- Project in rural and indigenous nia areas P115264 Fast Track Initia- Subcomponents of develop- REA Burkina Faso Ouedraogo, DPL FY09 22.00 2.20 2.33 tive Grant for ment objectives: improve Adama Basic ED access, equity, coverage, quality P105036 Second ED Re- Subcomponent 4.1: ECD IBRD/IDA Jordan Moreno Olm- SIL FY09 408.00 0.00 0.00 form for the program edilla, Juan Knowledge Manuel Economy P115347 School Based 1/5 of School Based Man- IBRD/IDA Mexico Bentaouet Kat- APL FY10 366.70 44.00 46.39 Management agement programming tan, Raja included preschools P101369 Compensatory Early Childhood Development IBRD/IDA Mexico Holland, Peter SIL FY10 166.70 30.00 31.63 ED Intervention Anthony table continues next page 81 82 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P116426 EFA Fast Track Component 2: Support and REA Lesotho Panasco Santos, SIL FY10 26.80 1.50 1.58 Initiative contribution to the expan- Cristina Isabel Catalytic sion of preprimary ED Fund Grant for Lesotho P115427 The Gambia Subcomponents of Comp REA Gambia Lahire, Nathalie SIL FY10 28.00 2.80 2.95 EFA-FTI Cata- 1 (increasing acces and lytic Fund quity); 2 (improving quality 2009-2011 of teaching and learning) P118187 Second ED Comp 1: Early Childhood IBRD/IDA Lebanon Moreno Olm- SIL FY11 42.60 15.70 16.26 Development Education edilla, Juan Project Manuel P117662 Fast Track Initia- REA Liberia Inoue, Keiko SIL FY11 40.00 7.20 7.46 tive Grant for Basic ED P114609 Catalytic Fund Sub-comp—of Component REA Lao PDR Regel, Omporn SIL FY11 50.00 3.00 3.11 EFA/FTI 1: Access and Quality for Preprimary and Primary ED Levels and Component 2: School Feeding for Prepri- mary and Primary ed P126372 Recife Swap Component 1: Strengthen IBRD/IDA Brazil Drabble, Mi- SIL FY12 130.00 100.00 101.64 Education coverage of Early Child Edu- chael and Public cation and create condi- Management tions conducive to learning in Primary Education table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P130760 Mongolia: Component 1: strengthen- REA Mongolia Chuluun, Tun- SIL FY12 0.00 0.73 0.74 Improving ing school preparation galag Primary programs for new school Education entrants (5–6 years of age) Outcomes in the community for the most vulnerable children in ru- ral Mongolia P123151 PE Basic Educa- IBRD/IDA Peru Kudo, Ines SIL FY13 25.00 0.51 0.51 tion P131945 Madagascar Component 2: Preserving IBRD/IDA Madagascar Caillaud, Fadila ERL FY13 65.00 35.50 35.50 Emergency Critical Health services Support to ($25 mil) Component 3: Critical Edu- Preserving critical nutrition cation, Health services ($10.5 mil) and Nutrition Services Project Health, Nutrition, and Population P074212 Health Sector Subcomp 1.B: Support for IBRD/IDA Bolivia Bortman, Carlos APL FY01 70.00 9.83 12.54 Reform Proj- National Programs for Marcelo ect—Second mothers and children Phase table continues next page 83 84 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P071062 Health Sector Comp 1: Improve Health IBRD/IDA Djibouti Ali, Sami APL FY02 30.00 5.00 6.27 Development Services) physical and Project human capacity of health facilities, safe-motherhood programs, integrated management of childhood illnesses), malaria control, immunization) P043254 Health Reform Subcomp 1.2: Provision of IBRD/IDA Yemen, Rep. Al-Ahmadi, SIL FY02 29.60 18.17 22.79 Support Proj- a package of integrated Afrah Alawi ect (HRSP) maternal and child health services P078324 Health Sector Comp 1. Expand the delivery IBRD/IDA Afghanistan Capobianco, ERL FY03 59.60 46.50 57.30 Emergency of the basic package of Emanuele Reconstruc- health services (infant and tion and child mortality, maternal Development mortality, child malnutri- Project tion)[en]million) P076802 DO: Health Re- Comp. 1—Health Services IBRD/IDA Dominican Montenegro APL FY03 42.71 17.70 21.81 form Support Coverage Extension (Mater- Republic Torres, Fer- (APL) nal and child health) nando P070542 Health Sector Subcomp 2.2—Nutrition IBRD/IDA Cambodia Ly, Nareth SIML FY03 31.84 2.00 2.46 Support Programs (under Improved Project programs addressing pub- lic health priorities) table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P076715 Grenada: HIV/ Subcomp 2f: Prevention of IBRD/IDA Grenada Chao, Shiyan APL FY03 7.22 0.22 0.28 AIDS Preven- HIV/AIDS Mother-to-Child tion and Transmission Control P050740 Sri Lanka: Health Subcomp 2.1: Family Health IBRD/IDA Sri Lanka Navaratne, SIL FY04 72.60 5.00 6.02 Sector Devel- Program and Nutrition/ Kumari opment Subcomponent 2.2: im- Vinodhani munization P071025 AR-Provincial Comp 1: Implementation of IBRD/IDA Argentina Cortez, Rafael A. APL FY04 289.90 112.10 135.08 Maternal- maternal-child health insur- Child Health ance program Investment Project (1st. phase APL) P078971 Health Sector Comp 1: maternity and neona- IBRD/IDA Romania Florescu, Rich- APL FY05 206.49 21.18 24.77 Reform 2 Proj- tal care ard ect (APL #2) P088751 DRC Health Sec- Comp 1: Expand Access and IBRD/IDA Congo, Dem. Frere, Jean- SIL FY06 150.00 104.00 117.73 tor Rehabilita- Utilization of a Proven Rep. Jacques tion Support Package of Essential Health Project Services to Selected Districts and Health Zones: Child preventative health interventions, reproductive and neonatal health ser- vices, integrated manage- ment of childhood illnesses; community-level activities 85 table continues next page 86 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P098358 Afghanistan Comp 1. Expand the delivery IBRD/IDA Afghanistan Loevinsohn, ERL FY06 30.00 16.10 18.23 Health of the basic package of Benjamin P. (supplement) health services (infant and child mortality, maternal mortality, child malnutri- tion) P100966 Second Commu- Comp 1: Community Nutrition IBRD/IDA Madagascar Qamruddin, SIL FY07 15.00 5.00 5.50 nity Nutrition- Program Jumana N. Additional Financing P097181 Nutrition Comp 1—Community-based IBRD/IDA Senegal Mulder-Sibanda, APL FY07 42.40 10.40 11.44 Enhancement nutrition Menno Program II P095515 AR Provincial Comp 1—Implementation of IBRD/IDA Argentina Cortez, Rafael A. APL FY07 646.30 242.70 267.08 Maternal- the Maternal-Child Health Child Health Insurance program Investment APL 2 P112142 Health and SP Comp 1: Protecting Health IBRD/IDA Kyrgyz Rabie, Tamer ERL FY08 6.00 1.00 1.08 Project and Nutritional Status Republic Samah P110658 Afghanistan Comp1. Expand the delivery IBRD/IDA Afghanistan Capobianco, ERL FY08 20.00 16.60 17.88 Health (sup- of the basic package of Emanuele plement II) health services (infant and child mortality, maternal mortality, child malnutrition) table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P106228 Ethiopia Nutri- Comp 1: Supporting Service IBRD/IDA Ethiopia Hyder, Ziauddin SIL FY08 39.60 16.00 17.24 tion (FY08) Delivery: Community- Based Nutrition (CBN) and Micronutrient Interventions P101206 Expanding Comp 2: Family, Community IBRD/IDA Bolivia Gordillo-Tobar, APL FY08 26.20 9.90 10.66 Access to Re- and Intercultural Health: Amparo duce Health improve access to maternal Elena Inequities and infant health services Project (APL III)—Former Health Sector Reform— Third Phase (APL III) P104527 Reproductive Comp B: Safe child birth deliv- REA Uganda Okwero, Peter SIL FY08 4.30 2.15 2.32 Health Vouch- eries—antenatal, postnatal, ers in Western Uganda P112446 Afghanistan— Comp 1: Sustaining and IBRD/IDA Afghanistan Haq, Inaam SIL FY09 126.00 19.00 20.14 Strengthen- strengthening the Basic ing Health Package of health Services Activities for (BPHS) the Rural Poor (SHARP) P107395 Improving Comp. 1—Improving the IBRD/IDA Djibouti Ali, Sami APL FY09 8.00 3.60 3.82 Health Sector Health Service Delivery Performance performance table continues next page 87 88 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P106445 Health Comp 1: Ensuring access IBRD/IDA Panama Bonilla-Chacin, SIL FY09 58.73 25.80 27.34 Equity and to primary health care Maria Euge- Performance services by the poor in rural nia Improvement areas Project P120669 Strengthening Comp 1: Sustaining and IBRD/IDA Afghanistan Haq, Inaam SIL FY10 144.80 9.80 10.33 Health Activ- strengthening the Basic ity For The Package of health Services Rural Poor (BPHS) Project P115563 Uganda Health Comp 4: Improved maternal, IBRD/IDA Uganda Okwero, Peter SIL FY10 144.30 30.00 31.63 Systems newborn and family plan- Strengthen- ning services ing Project P117417 Nepal: Second Improving the nutritional IBRD/IDA Nepal Belay, Tekabe SIML FY10 129.15 12.92 13.62 HNP and HIV/ status of children and preg- Ayalew AIDS Project nant women (part of Comp 1: Health Service Delivery) P125677 DRC Polio Comp 1: Expand Health IBRD/IDA Congo, Dem. Frere, Jean- ERL FY11 30.00 27.00 27.97 Control Addi- Access and Utilization of Rep. Jacques tional Financ- a Proven Package of EHS ing to Health to Selected Districts and Sector Rehab Health Zones: integrated Support management of child- hood diseases; maternal interventions including emergency obstetrical as- sistance and family planning services table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P125470 Additional Comp. 3: Protecting Health IBRD/IDA Kyrgyz Jaganjac, Nedim SIL FY11 24.00 2.60 2.69 Financing 2 and Nutritional Status Republic Kyrgyz Health and SP P124906 Health Services Subcomp—Free child (under IBRD/IDA Lao PDR Chanthala, SIL FY11 12.40 5.03 5.21 Improvement 5) health services and Phetdara Project (AF) equipment to support delivery of MCH services (Under Comp 1: Improving Quality and Utilization of Health Services) P118708 Bangladesh— Subcomp 1.a: Improving IBRD/IDA Bangladesh El-Saharty, SIL FY11 8011.00 22.84 23.66 Health Sector Health Programs (Under Sameh Development Comp 1: Improving Health Program Services) P095171 Integrated Comp 1: Contribute to reduc- IBRD/IDA Brazil Lavadenz, SIL FY11 60.00 48.59 50.32 Health ing the IMR (neonatal and Fernando and Water postneonatal) in the State Manage- of Bahia. ment Project (SWAP) P120349 BZ JSDF Improv- Comp 1: Prevent and address REA Belize Carpio, Carmen TAL FY11 3.00 0.17 0.18 ing Children’s malnutrition in children Health under 5 by empowering local community table continues next page 89 90 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P128169 Second Multi- Subcomponents 1,2,3: IBRD/IDA Madagascar Qamruddin, SIL FY12 6.00 2.90 2.95 sectoral STI/ Integrated package for Jumana N. HIV/AIDS Prev pregnant women at facility II Additional level, integrated package Financing for children under 5 at facil- Project ity level, support to health and nutrition services and community level P126088 DRC Additional Component 1: expand access IBRD/IDA Congo, Dem. Frere, Jean- SIL FY13 75.00 62.50 62.50 Financing Pri- and utilization of a proven Rep. Jacques mary Health package of essential health Care services to selected districts and health zones P118806 Sri Lanka—Sec- Comp 1—thematic area 1— IBRD/IDA Sri Lanka Navaratne, SIML FY13 200.00 63.30 63.30 ond Health addressing maternal and Kumari Sector child health and nutrition Vinodhani Development Project P123394 Punjab Health Sub-components 1 and 2: IBRD/IDA Pakistan Haq, Inaam Ul IPF FY13 100.00 18.89 18.89 Sector Re- Integrated Management form Project of maternal Neonatal and Child Health and Lady Health Workers; Introduc- tion of Nutrition Services table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P131194 DJ Improving Subcomponents 1a, 1b, 1c, IBRD/IDA Djibouti Ali, Sami SIL FY13 7.00 4.00 4.00 Health Sector 1d: maternal and neonatal Performance health services, integrated management of childhood illnesses, nutrition services, expanded program on im- munization P120435 Kyrgyz Health Component 1: Pilot Perfor- REA Kyrgyz Sargaldakova, SIL FY13 0.00 9.59 9.59 Results-Based mance-Based Payments Republic Asel Financing and Enhanced Supervision for Quality of Care maternal and neonatal care Social Protection P069964 Human Capital Comp 2: Health/Nutrition IBRD/IDA Colombia Vermehren, SIL FY01 455.00 74.10 94.60 Protection Grant Andrea P081511 Supplemental IBRD/IDA Burundi Kantabaze, SIL FY03 14.90 3.00 3.70 Grant—Sec- Pamphile ond Social Action Project P088857 CO TAL to sup- Subcomp 2D: Improve IBRD/IDA Colombia Coudouel, Aline SIL FY05 2.00 0.40 0.47 port the 2nd Coverage and efficiency of PSAL preschool ED (5-year-old children) P082242 Nutrition and SP Comp 2: Consolidation and IBRD/IDA Honduras McEvoy, Karla J. SIL FY06 23.30 12.00 13.58 project Expansion of the AIN-C program table continues next page 91 92 B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P093096 SOCIAL Comp 2: Inclusive Early Child- IBRD/IDA Romania Florescu, Richard SIL FY06 74.40 7.56 8.56 INCLUSION hood ED Program PROJECT P101084 BO: Investing in Comp 1—Implementing and IBRD/IDA Bolivia Blanco, Gaston SIL FY08 19.55 12.40 13.36 Children and scaling up the SP Program Mariano Youth for Mothers and Children to combat chronic malnutri- tion P098328 SP Project Comp 3-Strenghening the IBRD/IDA Panama Blanco, Gaston SIL FY08 46.94 10.00 10.77 supply of growth and Mariano development promotion interventions and securing access to health services for the RO program beneficia- ries in indigenous areas P114441 Price Vulner- Sub component of Compo- SF (bank ex- Nicaragua Montenegro ERL FY09 8.00 1.08 1.14 ability (Food nent 1: Support Integral ecuted) Lazo, Miriam Crisis) /former School Nutrition Program Matilde Product ID: (both preprimary and P113225 primary) P121779 Nicaragua SP promote preschool (and IBRD/IDA Nicaragua Jones, Theresa SIL FY11 19.50 2.25 2.33 primary school) attendance through provision of school lunches P126339 Egypt Emer- Sub projects: Early childhood IBRD/IDA Egypt, Arab Al-Ahmadi, ERL FY12 200.00 2.50 2.54 gency Labor education services and Rep. Afrah Alawi Intensive rehabilitation of kinder- Investment gartens Project table continues next page  B. Components of Operations (continued) Total Total invested on invested ECD (in Total on ECD (in US$ million, Lending Approval project US$ million, US$ of Project ID Project name Component name Product line Country TTL instrument date cost nominal) 2013) P127200 TOGO Com- Subcomponent 2.2—pilot IBRD/IDA Togo Van Dyck, John SIL FY12 14.00 2.00 2.03 munity Devel- cash transfers in regions opment and with high malnutrition Safety Nets Project P130328 DJ Crisis Re- Component 2: nutrition-based IBRD/IDA Djibouti Koettl—Brod- ERL FY12 5.00 1.22 1.24 sponse—So- social assistance to support mann, cial Safety Net investments in human Stefanie Project capital P125610 Nepal: School Sub-component 1.3: Early IBRD/IDA Nepal Al-Ahmadi, SIL FY13 100.00 16.00 16.00 Sector Re- Childhood Education and Afrah Alawi form Program Development—expand Additional ECED services for children Financing of four years of age to prepare them for basic education P127328 Emergency Sub-component 1C: Pilot Pre- IBRD/IDA Mali Auffret, Philippe ERL FY13 70.00 3.70 3.70 Safety Nets ventive Nutrition Package project (Jigi- to children under five years séméjiri) old and pregnant women Note: APL = Adaptable Program Loan; DPL = Development Policy Loan; ECD = early childhood development; ECED = early childhood education and development; ERL = Emergency Recovery Loan; FY = fiscal year; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association; IPF = Investment Project Financing; LIL = Learning and Innovation Loan; P4R = Program for Results; REA = Recipient Executed Activity; SF = Social Fund; SIL = Specific Investment Loan; SIML = Sector Investment and Maintenance Loan; TAL = Technical Assistance Loan; TTL = Task Team Leader. 93 94 B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and Programmatic Approaches) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) Education TF024055 BNPP-EDUC/CULT/DEV: BREAKING THE POVERTY CYCLE TA World Mary Eming Young FY01 0.39 0.49 (EARLY CHILDHOOD DEVELOPMENT) P072053 Egypt Early Childhood Development ESW Egypt, Arab Rep. Chang, Mae Chu FY02 0.62 0.78 P077850 Early Childhood Development in Africa: Can We Do More for ESW Africa Jaramillo, Adriana FY02 0.00 0.00 Less? A Look at Impact and Implications of Preschools in Cape Verde & Guinea TF050206 BNPP-CAPACITY/BUILD:TRAINING AND CAPACITY BUILD- TA Middle East Arun R. Joshi FY02 0.36 0.45 ING ON ECD IN THE MIDDLE EAST AND NORTH AFRICA and North REGION Africa TF041006 ERITREA—INTEGRATED EARLY CHILDHOOD DEVELOPMENT ESW Eritrea Christine Lao Pena FY02 0.02 0.02 PROGRAM—SECTOR WORK P080624 Egypt Early Childhood ED Policy Dialogue ESW Egypt, Arab Rep. Chang, Mae Chu FY03 0.01 0.01 P075882 Support to Jordan Early Childhood Development TA Jordan Chang, Mae Chu FY03 0.09 0.12 P087089 Early Childhood Development ESW ECA Schweitzer, Eluned FY04 0.06 0.07 P092267 Early Child Development Capacity-Building Initiative GPP World Young, Mary Eming FY04 8.00 9.64 P076188 Regional ECD Capacity Building Program TA Middle East and Joshi, Arun R. FY05 0.39 0.46 North Africa TF055298 CREATION OF ECD RESOURCE MATERIAL TA World Keith Mackay FY05 0.01 0.02 TF054403 IDF-UNESCO:GRANT AGREEMENT FOR STRENGTHENING NA- TA Africa Young, Mary Eming FY05 0.30 0.35 TIONAL HIV/AIDS RESPONSES TO THE NEEDS OF YOUNG CHILDREN IN PARTICIPATING STATES OF table continues next page  B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and Programmatic Approaches) (continued) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) P093916 ID-ECED Situation Analysis ESW Indonesia Chang, Mae Chu FY06 0.05 0.05 TF056416 BNPP-BASIC EDUC: PROMOTING LEADERSHIP AND CAPAC- TA Africa Mary Eming Young FY06 0.50 0.57 ITY FOR EARLY CHILDHOOD DEV. IN AFRICA TF056580 PHRD-JAMAICA: EARLY CHILDHOOD DEVELOPMENT TA Jamaica Christoph Kurowski FY06 0.51 0.58 P099767 MP Pilot on Integrated Child Develop. IE (P099767) (re- ESW India Sankar, Deepa FY06 0.15 0.16 moved P097663) IE-P099767-IMPE-TF096294 TF058249 PROGRAMMATIC SUPPORT TO IEG’S ECD ACTIVITIES TA World Nidhi Khattri FY07 0.04 0.04 P103081 Early Childhood Development in Latin America and the ESW Latin America Vegas, Emiliana FY08 0.18 0.20 Caribbean and the Caribbean P105133 Monitoring Outcome for School Readiness GPP World Young, Mary Eming FY08 0.00 0.00 TF091016 THE GAMBIA—COMMUNITY-BASED EARLY CHILDHOOD TA Gambia Yi-Kyoung Lee FY08 0.04 0.04 CARE AND DEVELOPMENT (ECD) TF092053 EARLY CHILDHOOD CARE AND DEVELOPMENT—NUTRITION TA Africa Marito Garcia FY08 3.38 3.65 TF091145 SIEF—RIO DE JANEIRO RANDOMIZED EVALUATION OF TA Brazil Pedro Olinto FY08 0.12 0.13 INTEGRATED ECD PROGRAM P111691 Africa ECD Regional Programme TA Africa Devercelli, Amanda FY08 4.40 4.74 Epstein P090645 Early Childhood Care and Development TA Vietnam Vu, Binh Thanh FY08 0.01 0.01 P110517 ID—ECD Evaluation Study IE Indonesia Hasan, Amer FY08 0.00 0.00 P100396 hdnvp/CE-Promoting ECD and School Readiness ESW World FY09 0.02 0.02 table continues next page 95 96 B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and Programmatic Approaches) (continued) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) P115569 BR Early Childhood Development Conference TA Brazil Evans, David- FY09 0.14 0.15 TF094095 NIGERIA—EARLY CHILDHOOD CARE AND DEVELOPMENT TA Nigeria Olatunde Adetoyese FY09 0.12 0.13 Adekola TF094525 ZAMBIA—EARLY CHILDHOOD CARE AND DEVELOPMENT TA Zambia Carla Bertoncino FY09 0.11 0.12 TF094550 LIBERIA—EARLY CHILDHOOD CARE AND DEVELOPMENT TA Liberia Keiko Inoue FY09 0.06 0.07 TF094397 GUINEA—EARLY CHILDHOOD CARE AND DEVELOPMENT TA Guinea Nathalie Lahire FY09 0.09 0.10 PROGRAM P113999 KH-Early Childhood ED IE IE Cambodia Filmer, Deon P. FY09 0.44 0.46 P116849 CL (FBS) ECD Institutions ESW Chile Bruns, Barbara FY10 0.07 0.07 P118411 ECD For Regional Centers GPP World FY10 0.24 0.26 P111566 FFS Preschool and ECD Khanty-Mansiysk AO TA Russia Froumin, Isak FY10 0.20 0.21 P117850 Improvement of the Regional Early Childhood Develop- TA Russia Froumin, Isak FY10 0.01 0.01 ment and Preschool ED System P116857 Early Childhood Care and Development Initiative (EPDF TA Zambia Bertoncino, Carla FY10 0.11 0.12 funding) TF096544 IE of ECD in Mozambique TA Mozambique Sophie Naudeau FY10 0.14 0.15 P119415 Regional Early Childhood Development Studies ESW Middle East and Wright, Christina D. FY11 0.20 0.21 North Africa P113762 CN-Early Childhood Development ESW China Wu, Kin Bing FY11 0.18 0.18 P117588 BR Early Childhood ESW Brazil Evans, FY11 0.25 0.25 David-000213993 table continues next page  B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and Programmatic Approaches) (continued) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) P122358 ECD and Poverty ESW World Sophie Naudeau FY11 0.00 0.00 TF098115 Tanzania—Early Childhood Care and Development (ECD) TA Tanzania Arun R. Joshi FY11 0.14 0.14 TF097794 Middle East and North Africa Early Childhood Development TA Middle East and Christina D. Wright FY11 0.09 0.09 (ECD) Country Studies North Africa TF099262 Brazil Knowledge Platform for Early Child Development TA Brazil David Evans FY11 0.05 0.05 Monitoring and Evaluation (ECD M&E) TF099715 Improved ECD Policies in Honduras and Nicaragua TA Latin America Peter Anthony Holland FY11 0.09 0.09 and the Caribbean P125083 FBS-08-FY11: TA to prepare a concept for preschool ED TA Russia Shmis, Tigran FY11 0.15 0.16 development P123497 BR Early Childhood Development NLTA TA Brazil Evans, David FY12 0.60 0.60 P130808 Investing in Early Childhood Development (ECD) GPP World Wodon, Quentin FY12 0.75 0.76 P123649 SABER ECD KMP World Neuman, Michelle J. FY12 0.09 0.09 P129586 Uzbekistan: Improving Early Childhood Care and Education ESW Uzbekistan Naqvi, Naveed Hassan FY13 0.75 0.75 P132355 MZ—Impact Evaluation of Scaled-up Early Childhood IE Mozambique Naudeau, Sophie FY13 0.60 0.60 Development Activities P132719 Early Childhood Development TA TA Russia Shmis, Tigran FY13 0.15 0.15 P132905 Middle East and North Africa Early Childhood Development TA Middle East and El-Kogali, Safaa El FY13 0.10 0.10 Support North Africa Tayeb P133742 Early Childhood Care and Education ESW Sri Lanka Bhatta, Saurav Dev FY13 0.19 0.19 table continues next page 97 98 B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and Programmatic Approaches) (continued) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) P143076 Evaluating closing gap between Roma and non-Roma in IE Bulgaria de Laat, Joost FY13 0.70 0.70 Bulgaria through preschool participation: outreach and conditional food coupons P144511 The medium-term effects of a home-based early childhood IE Colombia Galasso, Emanuela FY13 0.54 0.54 development intervention in Colombia P145066 Indonesia Early Childhood Education and Development PA Indonesia Hasan, Amer FY13 0.65 0.65 Programmatic AAA P145155 Early Childhood Care and Education TA India Arif, Umbreen FY13 0.20 0.20 P109237 ECD and ECE Policy KMP Multi-Regional Wodon, Quentin FY13 0.40 0.40 P131755 Middle East and North Africa Regional Work on ECD TA Middle East and El-Kogali, Safaa El FY13 0.09 0.09 North Africa Tayeb P132048 ECD Framework for HD Sector KMP World Wodon, Quentin FY13 0.10 0.10 P143085 Malawi ECD Impact Evaluation IE Malawi Wodon, Quentin FY13 0.95 0.95 P144229 RAS on ECD system development for Khanty-Mansiysk TA Russia Shmis, Tigran FY13 0.03 0.03 region P144137 Africa Early Learning Partnership PA Africa Devercelli, Amanda FY13 0.00 0.00 Epstein P129208 China Early Child Development TA China Liang, Xiaoyan FY13 0.33 0.33 P144498 ELP—Regional Activities ESW Africa Devercelli, Amanda FY13 0.10 0.10 Epstein P144501 ELP—Country Activities ESW Africa Devercelli, Amanda FY13 0.13 0.13 Epstein table continues next page  B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and Programmatic Approaches) (continued) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) Health, Nutrition, and Population P073541 National Nutrition Action Plan for Yemen ESW Yemen, Rep. Abdel-Hamid, Alaa FY02 0.04 0.05 Mahmoud Hamed P081233 Maternal and Child Health: Reaching the Poor ESW World Wagstaff, Adam FY04 0.00 0.00 P094568 Repositioning Nutrition in the Bank ESW World Shekar, Meera FY05 0.39 0.46 P084976 Impact Evaluation of Selected Nutrition Projects in India ESW India Gragnolati, Michele FY05 0.31 0.37 P095541 EC-Nutrition Review ESW Ecuador Walker, David Ian FY06 0.21 0.24 P098336 Tanzania Nutrition Study ESW Tanzania Hoogeveen, FY07 0.12 0.13 Johannes G. TF058188 FAMILY SIZE AND INVESTMENTS IN EARLY CHILDHOOD TA Ecuador Norbert R. Schady FY07 0.11 0.12 DEVELOPMENTS P099662 Malnutrition in Sri Lanka ESW Sri Lanka Shekar, Meera FY08 0.12 0.13 P111025 Building Operational Capacities for Scaling-Up Nutrition GPP World Shekar, Meera FY08 0.01 0.01 P113822 Scaling-Up Nutrition Investments GPP World Elder, Leslie K. FY09 1.34 1.42 P115881 Regional: Expanding Regional Response to Malnutrition TA South Asia Mbuya, Nkosinathi FY09 1.50 1.59 Vusizihlobo P107544 Infant and Child Feeding Study ESW Malawi Dutta, Sheila FY10 0.13 0.14 P121309 Bridging the Knowledge Gap for Results in Maternal, New- GPP World Al Tuwaijri, Sameera FY10 1.20 1.27 born, Child Health Maziad TF097107 IE of 3 types of ECD interventions in Cambodia (SIEF) TA Cambodia Sophie Naudeau FY10 0.20 0.21 table continues next page 99 B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and 100 Programmatic Approaches) (continued) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) P117060 Rwanda Health system strengthening—HRBF pilot activities ESW Rwanda Workie, Netsanet FY10 1.66 1.75 impact evaluation Walelign P123319 Bridging the Knowledge Gap for Results in Maternal, New- GPP World Al Tuwaijri, Sameera FY11 0.34 0.35 born, Child Health Maziad P106706 Community-Based Health and Nutrition Study ESW Nigeria Cisse, Boubou FY11 0.43 0.44 P113434 Bangladesh—Multisectoral Nutrition Part II ESW Bangladesh Mbuya, Nkosinathi FY11 0.05 0.05 Vusizihlobo P130715 BHUTAN NATIONAL NUTRITION ASSESSMENT AND GAP ESW Bhutan Nagpal, Somil FY12 0.11 0.11 ANALYSIS P115126 Argentina—HRITF Impact Evaluation—maternal-child IE Argentina Vermeersch, Christel Fy12 0.78 0.79 provincial investment M. J. P131471 Healthy Mothers and Babies: IE Nigeria Di Maro, Vincenzo FY12 0.20 0.20 P129207 Central African Republic Impact Evaluation of Result-Based IE Central African Sorgho, Gaston FY12 1.50 1.52 Financing in the Health Sector Republic P124466 RSR MDTF—Improving Latin America and the Caribbean KMP Latin America Carpio, Carmen FY12 0.26 0.26 country responses to protect the nutritional status of the poorest and most vulnerable in times of crises P143293 Addressing Malnutrition in Madagascar—PNNC/Seecaline IE Madagascar Qamruddin, Jumana N. FY13 0.50 0.50 P144188 Piloting the nutrition/workfare SSN IE Djibouti Koettl—Brodmann, FY13 0.51 0.51 Stefanie P145415 Long-Term Effects of Nutrition at Birth IE Indonesia Giles, John T. FY13 2.49 2.49 P132759 Building parental capacity to help child nutrition and IE Bangladesh Vawda, Ayesha Y. FY13 0.74 0.74 health: a randomized controlled trial table continues next page  B.2 Analytical Activities (Economic and Sector Work, Technical Assistance, Impact Evaluations, Knowledge Products, Global Partnership Programs, and Programmatic Approaches) (continued) Total Total invested on invested on ECD (in US$ ECD (in US$ Approval million, million, US$ Project ID Project name Product line Country/Region TTL date nominal) of 2013) P143136 TA for GOI Community-based Health and Nutrition to TA Indonesia Dorkin, Darren W. FY13 0.93 0.93 Reduce Stunting Project P143173 Impact Evaluation: assess the impact of early childhood IE India Govindaraj, Ramesh FY13 0.68 0.68 stimulation P144126 Maternal and Child Health and Nutrition in Lao PDR: ESW Lao PDR Tandon, Ajay FY13 0.03 0.03 Evidence from a Household Survey in Six Central and Southern Provinces P145607 Strengthening the Government of Bangladesh’s Response PA Bangladesh Mbuya, Nkosinathi FY13 0.39 0.39 to Malnutrition Vusizihlobo P129498 Protecting and Promoting Access to Maternal and Neonatal TA Tajikistan Giuffrida, Antonino FY13 0.40 0.40 Health Services P132126 Lesotho HRITF Impact Evaluation—maternal and newborn IE Lesotho Yamashita-Allen, FY13 1.50 1.50 health performance based financing Kanako P143433 Out-of-Pocket Expenditures on MCH ESW Lao PDR Tandon, Ajay FY13 0.03 0.03 P144441 Nigeria Saving One Million Lives Initiative TA Nigeria Nair, Dinesh M. FY13 0.16 0.16 Social Protection TF024242 BURUNDI SOCIAL ACTION PROGRAM-EARLY CHILDHOOD TA Burundi Pamphile Kantabaze FY01 0.88 1.13 DEVELOPMENT COMPONENT P111223 EC Child Development TA Ecuador Marini, Alessandra FY10 0.18 0.19 P119019 EC Child Development II TA Ecuador Gutierrez, Nelson FY11 0.10 0.10 P133583 Niger Safety Nets Project Impact Evaluation IE Niger Premand, Patrick FY13 0.98 0.98 Note: ECA = Europe and Central Asia; ECD = early childhood development; ESW = Economic and Sector Work; FY = fiscal year; GPP = Global Partnership Program; IE = Impact Evaluation; KMP = Knowledge Product; PA = Poverty Assessment; TA = Task Team Leader; TTL = Technical Assistance. 101 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) 102 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) Education P044803 PRIMARY EDUCATION IBRD/IDA Vietnam Vu, Binh Thanh SIL FY03 138.76 170.98 FOR DISADVANTAGED CHILDREN PROJECT P077757 CUNDINAMARCA IBRD/IDA Colombia Laverde, Martha SIL FY03 15.00 18.48 EDUCATION QUALITY IMPROVEMENT P080746 HD PRGM. SECTOR RE- IBRD/IDA Brazil Lindert, Kathy A. SAL FY03 505.05 622.34 FORM LOAN P055459 ELEMENTARY EDUCATION IBRD/IDA India Kaul, Venita SIL FY04 500.00 602.48 PROJECT P070963 Argentina Rural Educa- IBRD/IDA Argentina Holland, Peter Anthony SIL FY06 150.00 169.80 tion Improvement Project—PROMER P077903 Third Education Project— IBRD/IDA Gambia Lahire, Nathalie APL FY06 8.00 9.06 Phase II P088728 Mexico Education Quality IBRD/IDA Mexico Silveira, Ricardo Rocha APL FY06 240.00 271.69 P086875 Education and Training IBRD/IDA Namibia Vodopivec, Milan DPL FY07 7.50 8.25 Sector Improvement Program—ETSIP P094042 BASIC EDUCATION, IBRD/IDA Uzbekistan Latif, Scherezad Joya APL FY07 15.00 16.51 Phase I Monami P101243 Punjab Education IBRD/IDA Pakistan Khan, Tahseen Sayed DPL FY07 100.00 110.05 Development Policy Credit—IV P082908 Colombia Rural Education IBRD/IDA Colombia Laverde, Martha APL FY08 40.00 43.09 Project (APL Phase II) table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P110642 Basic Education Sector IBRD/IDA Burkina Faso Ouedraogo, Adama SIL FY08 15.00 16.16 Project—Additional Financing P112321 Central African Republic: REA Central African Dung-Kim Pham SIL FY09 37.80 40.06 EFA-FTI Catalytic Fund Republic Preparation P107845 Second Basic Education IBRD/IDA Uzbekistan Naqvi, Naveed Hassan APL FY10 28.00 29.52 P125127 MZ-Education Sector IBRD/IDA Mozambique Naudeau, Sophie SIL FY11 71.00 73.54 Support Program P111661 Tertiary Education IBRD/IDA Chile Sundararaman, Ven- SIL FY12 40.00 40.66 Finance for Results katesh Project III P130853 Yemen, Rep.: Second IBRD/IDA Yemen, Rep. Wang, Lianqin SIL FY13 66.00 66.00 Basic Education Devel- opment Project P133333 Senegal Quality and Eq- IBRD/IDA Senegal Seck, Atou SIL FY13 20.00 20.00 uity of Basic Education P126408 Support to Uruguayan IBRD/IDA Uruguay Ambasz, Diego SIL FY13 40.00 40.00 Public Schools Project P129381 Ghana Partnership for REA Ghana Mikesell, Deborah SIL FY13 75.50 75.50 Education Newitter P128644 Sudan Basic Education REA Sudan Fasih, Tazeen ERL FY13 76.50 76.50 Recovery Project table continues next page 103 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 104 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) Health, Nutrition, and Population P051174 Health Investment Fund IBRD/IDA Moldova Jesse, Maris SIL FY01 10.00 12.77 Project P060329 HIV/AIDS Rapid Response IBRD/IDA Gambia May, John F. APL FY01 15.00 19.15 Project P066321 Basic Health Care Project IBRD/IDA Mexico Macias, Claudia SIL FY01 350.00 446.82 (03) P066486 Decentralized Reproduc- IBRD/IDA Kenya Mills, Michael SIL FY01 50.00 63.83 tive Health and HIV/ AIDS P069886 Multisectoral HIV/AIDS IBRD/IDA Ethiopia Okubagzhi, APL FY01 59.70 76.21 Project Gebreselassie P069933 HIV/AIDS Prevention IBRD/IDA Bangladesh Nair, Dinesh M. SIL FY01 40.00 51.07 Project P070920 HIV/AIDS Disaster Re- IBRD/IDA Kenya Mills, Michael APL FY01 50.00 63.83 sponse Project P071617 AIDS Response Project IBRD/IDA Ghana Diack, Aissatou APL FY01 25.00 31.92 (GARFUND) P072482 HIV/AIDS Control Project IBRD/IDA Uganda Okwero, Peter APL FY01 47.50 60.64 P073065 Multisectoral HIV/AIDS IBRD/IDA Cameroon Mkouonga, Francois APL FY01 50.00 63.83 Project Honore P075220 CARIBBEAN HIV/AIDS IBRD/IDA Barbados Godinho, Joana APL FY01 15.15 19.34 I-BARBADOS P053575 Health System Reform IBRD/IDA Honduras Bortman, Carlos Mar- SIL FY02 27.10 33.99 Project celo P057665 FAMILY HEALTH EXTEN- IBRD/IDA Brazil La Forgia, Gerard Martin APL FY02 68.00 85.28 SION PROGRAM table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P067986 SV—Earthquake Emer- IBRD/IDA El Salvador Cortez, Rafael A. ERL FY02 142.60 178.83 gency Recovery and Health Services Exten- sion Project P069916 2nd Social Expenditure IBRD/IDA Philippines Banzon, Eduardo P. SIML FY02 100.00 125.41 Management P070290 Second Health Systems IBRD/IDA Nigeria Akala, Francisca Ayodeji SIL FY02 127.01 159.28 Development P070291 HIV/AIDS Program Devel- IBRD/IDA Nigeria Akala, Francisca Ayodeji APL FY02 90.30 113.24 opment Project P071371 Multisectoral HIV/AIDS IBRD/IDA Burundi Kantabaze, Pamphile APL FY02 36.00 45.15 Control and Orphans Project P071433 HIV/AIDS Disaster Re- IBRD/IDA Burkina Faso Subayi, Tshiya A. APL FY02 22.00 27.59 sponse P071505 DO-HIV/AIDS Prevention IBRD/IDA Dominican Re- Montenegro Torres, APL FY02 25.00 31.35 and Control Proj. public Fernando P072226 Second Population and IBRD/IDA Chad Cisse, Boubou SIL FY02 24.56 30.80 AIDS Project P073118 Multisectoral HIV/AIDS IBRD/IDA Benin Ahouissoussi, Nicolas APL FY02 23.00 28.84 Project P073525 Multisectoral HIV/AIDS IBRD/IDA Central African Sorgho, Gaston APL FY02 17.00 21.32 Project Republic P073883 HIV/AIDS Response IBRD/IDA Sierra Leone Zampaglione, Giuseppe APL FY02 15.00 18.81 Project P074059 HIV/AIDS Prevention and IBRD/IDA Senegal De St Antoine, Jean J. APL FY02 30.00 37.62 Control Project table continues next page 105 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 106 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P074641 Second HIV/AIDS Project IBRD/IDA Jamaica Chao, Shiyan APL FY02 15.00 18.81 P003248 Zambia National Re- IBRD/IDA Zambia Sunkutu, Musonda APL FY03 42.00 51.75 sponse to HIV/AIDS Rosemary (ZANARA) P040555 Health Sector Develop- IBRD/IDA Georgia Rokx, Claudia SIL FY03 20.30 25.01 ment Project P054119 Bahia Health System IBRD/IDA Brazil Lavadenz, Fernando APL FY03 30.00 36.97 Reform Project P064237 Tuberculosis and AIDS IBRD/IDA Russia Marquez, Patricio V. SIL FY03 150.00 184.83 Control Project P069857 Tuberculosis and HIV/ IBRD/IDA Ukraine Gracheva, Maria E. SIL FY03 60.00 73.93 AIDS Control Project P071374 Multi-Sectoral HIV/AIDS IBRD/IDA Rwanda Schneidman, Miriam APL FY03 30.50 37.58 Project P071612 Multi-Sector STI/HIV/AIDS IBRD/IDA Niger Johansen, Anne SIL FY03 25.00 30.81 Support Project P073378 Multisectoral AIDS Proj- IBRD/IDA Guinea Ousmane Diadie, SIL FY03 20.30 25.01 ect (MAP) Haidara P073649 Second Health Sector IBRD/IDA Ghana Rose, Laura L. SIL FY03 89.60 110.41 Program Support Project P073772 Health Workforce and IBRD/IDA Indonesia Marzoeki, Puti SIL FY03 105.60 130.12 Services (PHP 3) P074122 AIDS CONTROL PROJECT IBRD/IDA Moldova Eckertz, Dorothee B. SIL FY03 5.50 6.78 P074730 National HIV/AIDS Pre- IBRD/IDA Sri Lanka Rosenhouse, Sandra SIL FY03 12.60 15.53 vention Project table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P075056 Food and Drugs Capacity IBRD/IDA India Ramana, Gandham N.V. SIL FY03 54.03 66.58 Building Project P075528 Trinidad and Tobago: HIV/ IBRD/IDA Trinidad and Chao, Shiyan APL FY03 20.00 24.64 AIDS Prevention and Tobago Control Project P076798 KN: HIV/AIDS PREVEN- IBRD/IDA St. Kitts and Nevis Chao, Shiyan APL FY03 4.05 4.99 TION AND CONTROL PROJECT P080295 Partnership for Polio IBRD/IDA Nigeria Nair, Dinesh M. SIL FY03 28.70 35.37 Eradication Project P080400 AIDS and STD Control IBRD/IDA Brazil Godinho, Joana SIL FY03 100.00 123.22 Project (03) P082395 Programmatic Human IBRD/IDA Ecuador Dulitzky, Daniel SAL FY03 50.00 61.61 Development Reform Loan Project P071014 Multisectoral AIDS Project IBRD/IDA Tanzania Haazen, Dominic S. APL FY04 70.00 84.35 P072637 Provincial Maternal-Child IBRD/IDA Argentina Gomez-Meza, Jose SAL FY04 750.00 903.72 Health Sector Adjust- Pablo ment Ln. (PMCHSAL) P073442 HIV/AIDS GLOBAL IBRD/IDA Guinea-Bissau Prevoo, Dirk Nicolaas SIL FY04 7.00 8.43 MITIGATION SUPPORT PROJECT P073821 Multisectoral AIDS Proj- IBRD/IDA Malawi Clark, John Paul SIL FY04 35.00 42.17 ect (MAP) P073974 Health Systems Modern- IBRD/IDA Armenia Hayrapetyan, Susanna APL FY04 19.00 22.89 ization Project P075979 Social Sector Support IBRD/IDA São Tomé and Martins, Geraldo Joao SIL FY04 6.50 7.83 Project Príncipe table continues next page 107 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 108 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P076722 HIV/AIDS PREVEN- IBRD/IDA Guyana Chao, Shiyan APL FY04 10.00 12.05 TION and CONTROL PROJECT P077513 HIV/AIDS and Health IBRD/IDA Congo, Rep. Louani, Mahamat Goadi SIL FY04 19.00 22.89 (MAP program) P078368 Multisector HIV/AIDS IBRD/IDA Mauritania Subayi, Tshiya A. SIL FY04 21.00 25.30 Control Project-ICR P080721 THE PAN CARIBBEAN IBRD/IDA Latin American Chao, Shiyan APL FY04 9.00 10.84 PARTNERSHIP AGAINST and the Carib- HIV/AIDS bean P082335 Second Health Sector IBRD/IDA Tanzania Haazen, Dominic S. APL FY04 65.00 78.32 Development Project P082516 DRC Multisectoral HIV/ IBRD/IDA Congo, Dem. Rep. Frere, Jean-Jacques APL FY04 102.00 122.91 AIDS Project P083013 VIGISUS APL 2—Disease IBRD/IDA Brazil Godinho, Joana APL FY04 100.00 120.50 Surveillance and Control P040613 Nepal Health Sector IBRD/IDA Nepal Voetberg, Albertus SIML FY05 50.00 58.48 Program Project P051370 Health 2 Project IBRD/IDA Uzbekistan Hayrapetyan, Susanna SIL FY05 40.00 46.79 P074841 Bangladesh—Health Nu- IBRD/IDA Bangladesh Alam, Bushra Binte SIML FY05 300.00 350.89 trition and Population Sector Program P075058 India: Tamil Nadu Health IBRD/IDA India Gopalan, Sundararajan SIL FY05 110.83 129.63 Systems Project Srinivasa table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P076799 ST. VINCENT SNF THE IBRD/IDA St. Vincent and the Pena, Christine Lao APL FY05 7.00 8.19 GRENADINES HIV/AIDS Grenadines PREVENTION AND CONTROL P078991 Health Services Extension IBRD/IDA Nicaragua Bortman, Carlos Marcelo APL FY05 11.00 12.87 and Modernization (2nd APL) P079628 Second Women’s Health IBRD/IDA Philippines Chakraborty, Sarbani SIL FY05 16.00 18.71 and Safe Motherhood P080413 Great Lakes Initiative IBRD/IDA Africa Kantabaze, Pamphile APL FY05 20.00 23.39 on HIV/AIDS (GLIA) Support P082613 Regional HIV/AIDS Treat- IBRD/IDA Africa Voetberg, Albertus SIL FY05 59.80 69.94 ment Acceleration Project P083180 HIV/AIDS, Malaria and IBRD/IDA Angola Cossa, Humberto Albino SIL FY05 21.00 24.56 TB Control Project (HAMSET) P083401 Health Sector Reform IBRD/IDA Malawi Dutta, Sheila SIML FY05 15.00 17.54 Project P087843 HIV and AIDS Capacity IBRD/IDA Lesotho Zhao, Feng TAL FY05 5.00 5.85 Building and Technical Assistance Project P090652 Partnership for Polio IBRD/IDA Nigeria Govindaraj, Ramesh SIL FY05 51.70 60.47 Eradication Project Supplemental Credit P091365 Social Sector Program- IBRD/IDA Bolivia Walker, David Ian DPL FY05 15.00 17.54 matic Development Policy Credit II (SSPC II) table continues next page 109 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 110 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P094694 Eritrea HIV/AIDS/STI, TB, IBRD/IDA Eritrea Mohammed-Roberts, SIL FY05 24.00 28.07 Malaria and Reproduc- Rianna L. tive Health Project (HAMSET II) P074027 Health Services Improve- IBRD/IDA Lao PDR Chanthala, Phetdara SIL FY06 15.00 16.98 ment Project P075464 National Sector Support IBRD/IDA Philippines Rosadia, Roberto An- SIML FY06 110.00 124.52 for Health Reform tonio F. P076658 Lesotho: Health Sector IBRD/IDA Lesotho Zhao, Feng APL FY06 6.50 7.36 Reform Project Phase 2 P078978 Community and Basic IBRD/IDA Tajikistan Msisha, Wezi Marianne SIL FY06 10.00 11.32 Health Project P082056 Paraguay Mother and IBRD/IDA Paraguay Lavadenz, Fernando SIL FY06 22.00 24.90 Child Basic Health Insurance P083350 Instit. Strengthening and IBRD/IDA Niger Karamoko, Djibrilla SIML FY06 35.00 39.62 Health Sector Support Program (ISHSSP) P084977 Health and Social Protec- IBRD/IDA Kyrgyz Republic Jaganjac, Nedim SIL FY06 15.00 16.98 tion Project P088797 Multisectoral HIV/AIDS IBRD/IDA Ghana Saleh, Karima SIL FY06 20.00 22.64 Program P090615 Second Multisectoral STI/ IBRD/IDA Madagascar Qamruddin, Jumana N. SIL FY06 30.00 33.96 HIV/AIDS Prevention project P093987 Health Sector Support IBRD/IDA Burkina Faso Ousmane Diadie, SIML FY06 47.70 54.00 & Multisectoral AIDS Haidara Project table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P094278 Health and Nutrition Sup- IBRD/IDA Mauritania Magazi, Ibrahim SIL FY06 10.00 11.32 port Project P096131 Zambia Malaria Booster IBRD/IDA Zambia Vledder, Monique SIL FY06 20.00 22.64 Project P096482 BENIN: Malaria Control IBRD/IDA Benin D’Almeida, Ayite-Fily SIL FY06 31.00 35.09 Booster Program P097402 Pakistan: Second Partner- IBRD/IDA Pakistan Haq, Inaam SIL FY06 46.70 52.87 ship for Polio Eradica- tion Project P071160 India: Karnataka Health IBRD/IDA India Mullen, Patrick M. SIL FY07 141.83 156.08 Systems P075060 India: Reproductive and IBRD/IDA India Rajan, Vikram Sundara SIL FY07 360.00 396.17 Child Health Second Phase P090993 AR—Essential Public IBRD/IDA Argentina Lavadenz, Fernando SIL FY07 220.00 242.10 Health Functions P095250 Health Services and IBRD/IDA Moldova Belli, Paolo SIL FY07 17.00 18.71 Social Assistance P096198 Multisector Demographic IBRD/IDA Niger Karamoko, Djibrilla SIL FY07 10.00 11.00 Project P097921 Malaria Control Booster IBRD/IDA Nigeria Nair, Dinesh M. SIL FY07 180.00 198.08 Project P098031 Second Multisectoral HIV/ IBRD/IDA Ethiopia Kamil, Mohamed Ali SIL FY07 30.00 33.01 AIDS Project P098792 Health Sector Support IBRD/IDA Malawi Dutta, Sheila SIML FY07 5.00 5.50 Project—Additional Financing table continues next page 111 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 112 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P103606 Madagascar Sustainable IBRD/IDA Madagascar Sharp, Maryanne SIL FY07 10.00 11.00 Health System Devel- opment Project P104189 Multisectoral HIV/AIDS IBRD/IDA Rwanda Schneidman, Miriam SIL FY07 10.00 11.00 Project—Additional Financing P104900 Pakistan: Additional IBRD/IDA Pakistan Haq, Inaam SIL FY07 21.14 23.26 Financing for the Second Partnership for Polio Eradication Project P105282 Liberia Health Systems IBRD/IDA Liberia Mohammed-Roberts, ERL FY07 8.50 9.35 Reconstruction Rianna L. P104523 IGAD Regional HIV/AIDS REA Africa Bertoncino, Carla SIL FY07 15.00 16.51 Partnership Program (IRAPP) Support Project P050716 UY Noncommunicable IBRD/IDA Uruguay Perez, Luis Orlando SIL FY08 25.30 27.25 Diseases Prevention Project P071631 Emergency Multisector IBRD/IDA Cote d’Ivoire Magazi, Ibrahim ERL FY08 20.00 21.54 HIV/AIDS Project P083997 Alto Solimoes Basic Ser- IBRD/IDA Brazil Debroux, Laurent APL FY08 24.25 26.12 vices and Sustainable Development Project in Support of the Zona Franca Verde Program table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P095626 Second Family Health IBRD/IDA Brazil Dmytraczenko, Tania APL FY08 83.45 89.89 Extension Adaptable Lending P102284 Cambodia Second IBRD/IDA Cambodia Johnston, Timothy A. SIL FY08 30.00 32.32 Health Sector Support Program P104525 Cameroon Health Sector IBRD/IDA Cameroon Sorgho, Gaston SIL FY08 25.00 26.93 Support Investment (SWAP) P105093 TZ-Health Sector Devel- IBRD/IDA Tanzania Haazen, Dominic S. APL FY08 60.00 64.63 opment II Scale-Up P106622 Jamaica Second HIV/AIDS IBRD/IDA Jamaica Chao, Shiyan SIL FY08 10.00 10.77 Project P106851 Health Sector Services IBRD/IDA Congo, Rep. Frere, Jean-Jacques SIL FY08 40.00 43.09 Development P109964 Second Multisectoral HIV/ IBRD/IDA Burundi Kantabaze, Pamphile SIL FY08 15.00 16.16 AIDS P110731 Nepal—Health Sector IBRD/IDA Nepal Voetberg, Albertus SIML FY08 50.00 53.86 Program Project Ad- ditional Financing P110815 Health Sector Support IBRD/IDA Burkina Faso Ousmane Diadie, SIML FY08 15.00 16.16 and AIDS project—Ad- Haidara ditional Financing P094360 India: National Vector IBRD/IDA India Govindaraj, Ramesh SIL FY09 521.00 552.17 Borne Disease Control and Polio Eradication Support Project table continues next page 113 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 114 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P099930 Health Service Delivery IBRD/IDA Mozambique Cossa, Humberto Albino SIL FY09 44.60 47.27 P107843 Federal District Multisec- IBRD/IDA Brazil Silveira, Ricardo Rocha SIL FY09 130.00 137.78 tor Management P110696 Partnership for Polio IBRD/IDA Nigeria Nair, Dinesh M. SIL FY09 50.00 52.99 Eradication Project— Additional Financing (FY08) P110697 Second Health Systems IBRD/IDA Nigeria Govindaraj, Ramesh SIL FY09 90.00 95.38 Development II—Ad- ditional Financing P113489 Additional Financing of IBRD/IDA Sri Lanka Gopalan, Sundararajan SIL FY09 24.00 25.44 Health Sector Devel- Srinivasa opment P114508 Pakistan: Third Partner- IBRD/IDA Pakistan Navaratne, Kumari SIL FY09 74.68 79.15 ship for Polio Eradica- Vinodhani tion Project P115036 Malaria Control Booster IBRD/IDA Nigeria Nair, Dinesh M. SIL FY09 100.00 105.98 Project—Additional Financing P115801 Community and Basic IBRD/IDA Tajikistan Msisha, Wezi Marianne SIL FY09 5.00 5.30 Health Project—Ad- ditional Financing P116637 HIV/AIDS and Health— IBRD/IDA Congo, Rep. Louani, Mahamat Goadi SIL FY09 5.00 5.30 Additional Financing P074091 Health Sector Support IBRD/IDA Kenya Ramana, Gandham N.V. SIL FY10 100.00 105.43 table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P095275 Central North Region IBRD/IDA Vietnam Hurt, Kari L. SIL FY10 65.00 68.53 Health Support Project P105724 Population and HIV AIDS IBRD/IDA Chad Cisse, Boubou SIL FY10 20.00 21.09 Additional Financing P106619 Health Sector Reform IBRD/IDA Dominican Re- Pena, Christine Lao APL FY10 30.50 32.16 Second Phase APL public (PARSS 2) P113113 Social Sector Support IBRD/IDA São Tomé and Martins, Geraldo Joao SIL FY10 2.10 2.21 (Additional Financing) Príncipe P113896 AR San Juan SWAP IBRD/IDA Argentina Fiess, Norbert Matthias SIL FY10 50.00 52.72 P118830 Tamil Nadu Health Ad- IBRD/IDA India Gopalan, Sundararajan SIL FY10 117.70 124.09 ditional Financing Srinivasa P119067 Tanzania Health Sector IBRD/IDA Tanzania Haazen, Dominic S. APL FY10 40.00 42.17 Development Project II—Additional Financ- ing FY10 P120565 Afghanistan—Support REA Afghanistan Haq, Inaam SIL FY10 17.90 18.87 to Basic Package of Health Services (Strengthening Health Activity for Rural Poor P106735 Provincial Public Health IBRD/IDA Argentina Cortez, Rafael A. SIL FY11 400.00 414.31 Insurance Develop- ment Project table continues next page 115 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 116 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P106870 Improving Community IBRD/IDA Nicaragua Gordillo-Tobar, Amparo SIL FY11 21.00 21.75 and Family Health Care Elena Services Project P110156 Swaziland Health, HIV/ IBRD/IDA Swaziland Yamashita-Allen, SIL FY11 20.00 20.72 AIDS and TB Project Kanako P110599 Essential Public Health IBRD/IDA Argentina Lavadenz, Fernando SIL FY11 461.00 477.50 Functions Programs II Project P113349 Health System Improve- IBRD/IDA Uzbekistan Hayrapetyan, Susanna SIL FY11 93.00 96.33 ment Project P116167 HIV/AIDS Support Project IBRD/IDA Niger Karamoko, Djibrilla SIL FY11 20.00 20.72 2 P120872 Malaria Booster Project IBRD/IDA Zambia Vledder, Monique SIL FY11 30.00 31.07 Additional financing P124264 Partnership for Polio IBRD/IDA Nigeria Nair, Dinesh M. SIL FY11 60.00 62.15 Eradication Project— 3rd Additional Financ- ing (FY11) P125109 Pakistan—Third Partner- IBRD/IDA Pakistan Navaratne, Kumari SIL FY11 41.00 42.47 ship for Polio Eradica- Vinodhani tion Project—AF P125285 Health Sector Support IBRD/IDA Burkina Faso Ousmane Diadie, SIML FY11 36.00 37.29 and Multisectoral Aids Haidara Project—Additional Financing table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P126426 Pakistan: Revitalizing REA Pakistan Masud, Tayyeb ERL FY12 70.00 71.15 Health Services in KP P127187 South Sudan Health Special Financing South Sudan Bakilana, Anne Mar- ERL FY12 28.00 28.46 Rapid Results Project greth P129663 Afghanistan: System En- IBRD/IDA Afghanistan Sayed, Ghulam Dastagir ERL FY13 100.00 100.00 hancement for Health Action in Transition Project P132541 Second Additional IBRD/IDA Pakistan Masud, Tayyeb SIL FY13 24.00 24.00 Financing for Third Partnership for Polio Eradication Project P128442 Disease Prevention and IBRD/IDA Armenia Msisha, Wezi Marianne SIL FY13 35.00 35.00 Control Project P128909 Liberia Health Systems IBRD/IDA Liberia Mohammed-Roberts, SIL FY13 10.00 10.00 Strengthening Rianna L. P130395 India: Karnataka Health IBRD/IDA India Mullen, Patrick M. SIL FY13 70.00 70.00 Systems Additional Financing P130865 NG-Polio Eradication Sup- IBRD/IDA Nigeria Mabuchi, Shunsuke SIL FY13 95.00 95.00 port (FY13) P129652 Development Policies for IBRD/IDA Brazil Dmytraczenko, Tania DPL FY13 150.00 150.00 the State of Sergipe P144537 HIV/AIDS Prevention Ad- REA Vietnam Nguyen, Mai Thi SIL FY13 9.38 9.38 ditional Financing table continues next page 117 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 118 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P144040 Second Additional REA Sudan Soares, Isabel Cristina SIL FY13 2.00 2.00 Financing to the North Sudan Decentralized Health System Devel- opment Project P144520 Health Sector Strategic REA Timor-Leste Sullivan, Eileen Brainne SIL FY13 17.70 17.70 Plan Support Addi- tional Financing Social Protection P064536 Child Welfare Reform IBRD/IDA Bulgaria Gotcheva, Boryana SIL FY01 8.00 10.21 Project P064906 Poverty Reduction and IBRD/IDA Nicaragua Coudouel, Aline SIL FY01 60.00 76.60 Local Development Project P067774 Social Safety Net Project IBRD/IDA Jamaica Tesliuc, Cornelia M. SIL FY02 40.00 50.16 P073817 Programmatic Social Re- IBRD/IDA Peru Rofman, Rafael P. SAL FY03 100.00 123.22 form Loan Project (02) P075911 Third Social Action Fund IBRD/IDA Malawi Lenneiye, Nginya APL FY03 60.00 73.93 (MASAF III) Mungai P079335 SL-National Social Action IBRD/IDA Sierra Leone Van Dyck, John SIL FY03 35.00 43.13 Project P082700 BO Social Safety Net SAC IBRD/IDA Bolivia Salazar, Manuel SAL FY03 35.00 43.13 P077739 Poverty Reduction Sup- IBRD/IDA Albania Goldman, Philip S. PRSC FY04 18.00 21.69 port Credit 2 (PRSC 2) P079060 CO: Programmatic Labor IBRD/IDA Colombia Paqueo, Vicente B. SAL FY04 200.00 240.99 Reform and Social Structural Adjustment Loan table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P085433 Dominican Republic IBRD/IDA Dominican Re- Carlson, Samuel C. SAL FY04 100.00 120.50 Social Crisis Response public Adjustment Loan P082865 CO: Programmatic Labor IBRD/IDA Colombia Cunningham, Wendy SAL FY05 200.00 233.93 Reform and Social Structural Adjustment Loan2 P083968 PE-Programmatic Social IBRD/IDA Peru Rofman, Rafael P. DPL FY05 100.00 116.96 Reform Loan IV P095028 Uruguay Social IBRD/IDA Uruguay Rofman, Rafael P. DPL FY05 75.38 88.17 Program Support Loan P089443 CO Social Safety Net IBRD/IDA Colombia Jones, Theresa SIL FY06 86.40 97.81 Project P098167 (APL1) Bono de Desar- IBRD/IDA Ecuador Warren, David Seth APL FY06 60.00 67.92 rollo Humano P094097 CO-3rd Prog. Labor IBRD/IDA Colombia Cunningham, Wendy DPL FY07 200.00 220.09 Reform and Social Development Policy Loan P094225 Social Investment Fund III IBRD/IDA Armenia Drabek, Ivan SIL FY07 25.00 27.51 P101086 Results and Accoutability IBRD/IDA Peru Walker, David Ian DPL FY07 150.00 165.07 (RECAT) DPL P101950 HIV/AIDS MAP Supple- IBRD/IDA Cape Verde Ovadiya, Mirey SIL FY07 5.00 5.50 mental P104507 Additional Financing for IBRD/IDA Colombia Jones, Theresa SIL FY07 104.80 115.33 Colombia Social Safety Net Project (Ln. 7337) table continues next page 119 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 120 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P090010 DO Social Sectors Invest- IBRD/IDA Dominican Re- Fruttero, Anna SIL FY08 19.40 20.90 ment Program public P100546 Jordan Social Protection IBRD/IDA Jordan Ersado, Lire SIL FY08 4.00 4.31 Enhancement Project P105024 Social Protection Project IBRD/IDA Jamaica Lamanna, Francesca SIL FY08 40.00 43.09 P090644 Community and Social IBRD/IDA Nigeria Okunmadewa, Foluso SIL FY09 200.00 211.96 Development Project P101177 Second Results and IBRD/IDA Peru Marini, Alessandra DPL FY09 330.00 349.74 Accountability (RE- CAT) Development Policy Loan-Deferred Drawdawn Option P102119 Nigeria HIV/AIDS Pro- IBRD/IDA Nigeria Akala, Francisca Ayodeji SIL FY09 225.00 238.46 gram Development Project II P103160 Pakistan: Social Safety IBRD/IDA Pakistan Vermehren, Andrea SIL FY09 60.00 63.59 Net Project P106332 Bangladesh Disability and IBRD/IDA Bangladesh Leino, Jessica Leigh SIL FY09 35.00 37.09 Children at Risk P106834 RW-First Community Liv- IBRD/IDA Rwanda Kamurase, Alex DPL FY09 6.00 6.36 ing Standards Grant P111545 Kenya Cash Transfer for IBRD/IDA Kenya Wiseman, William David SIL FY09 50.00 52.99 Orphans and Vulner- able Children P115067 Support to Oportuni- IBRD/IDA Mexico Theresa Jones SIL FY09 1503.76 1593.72 dades Project table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P116125 Poland Employment, IBRD/IDA Poland Packard, Truman G. DPL FY09 1300.24 1378.02 Entrepreneurship and Human Capital Dev. Policy Program DPL P082144 PH-Social Welfare and De- IBRD/IDA Philippines Chaudhury, Nazmul SIL FY10 405.00 427.00 velopment Reform P107416 Expanding Opportunities IBRD/IDA Guatemala Blanco, Gaston Mariano SIL FY10 114.50 120.72 for Vunerable Groups P114774 Social Protection TA Ad- IBRD/IDA Chile Jones, Theresa TAL FY10 3.00 3.16 ditional Financing P115592 Social Protection IBRD/IDA Honduras Acosta, Pablo Ariel SIL FY10 40.00 42.17 P115732 Latvia First Special IBRD/IDA Latvia Packard, Truman G. DPL FY10 143.90 151.72 Development Policy Loan: Safety Net and Social Sector Reform Program P116369 DO Additional Financing IBRD/IDA Dominican Fruttero, Anna SIL FY10 10.00 10.54 Social Sectors Invest- Republic ment Progr P116972 First Performance and Ac- IBRD/IDA Dominican R Clert, Carine DPL FY10 150.00 158.15 countability of Social epublic Sectors Development Policy Loan P117758 Rwanda Second Commu- IBRD/IDA Rwanda Staines, Verdon S. DPL FY10 6.00 6.33 nity Living Standards Grant P117949 RY:Social Fund for Devel- IBRD/IDA Yemen, Rep. Hong, Mira SIL FY10 60.00 63.26 opment IV table continues next page 121 B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) 122 Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P101504 Second Bolsa Famlia IBRD/IDA Brazil Steta Gandara, Maria APL FY11 200.00 207.16 Concepcion P116264 Third Results and Ac- IBRD/IDA Peru Marini, Alessandra DPL FY11 50.00 51.79 countability (REACT) Programmatic DPL P121673 Social Assistance System IBRD/IDA Romania Tesliuc, Emil Daniel SIL FY11 710.40 735.82 Modernization Project P121778 Second Performance and IBRD/IDA Dominican Re- Clert, Carine DPL FY11 150.00 155.37 Accountability of So- public cial Sectors Develop- ment Policy Loan P122157 Rwanda Third Commu- IBRD/IDA Rwanda Kamurase, Alex DPL FY11 6.00 6.21 nity Living Standards Grant P122349 Additional Financing for IBRD/IDA Mexico Jones, Theresa SIL FY11 1250.00 1294.73 the Support to Opor- tunidades P126158 Additional Financing For IBRD/IDA Honduras McEvoy, Karla J. SIL FY11 3.60 3.73 Nutrition And Social Protection Project P124045 Tanzania Productive IBRD/IDA Tanzania Manjolo, Ida APL FY12 220.00 223.62 Social Safety Net P131028 PE Social Inclusion DPL IBRD/IDA Peru Rofman, Rafael P. DPL FY13 45.00 45.00 P131029 PE Social Inclusion TAL IBRD/IDA Peru Marini, Alessandra TAL FY13 10.00 10.00 P133699 Additional Financing for IBRD/IDA Yemen, Rep. Hong, Mira SIL FY13 25.00 25.00 Social Fund for Devel- opment IV P133811 Emergency Crisis Recov- IBRD/IDA Yemen, Rep Ersado, Lire ERL FY13 100.00 100.00 ery Project table continues next page  B.3 Projects Likely to Benefit Young Children (Lending and Trust Funded) (continued) Total lending Total lending Lending Approval amount (US$, amount, Project ID Project name Product line Country TTL instrument year nominal) US$ (2013) P124761 Social Promotion And IBRD/IDA Lebanon Sayed, Haneen Ismail SIL FY13 30.00 30.00 Protection Project P126964 Nigeria Youth Employ- IBRD/IDA Nigeria Okunmadewa, Foluso SIL FY13 300.00 300.00 ment and Social Sup- port Operation P128534 Cameroon Social Safety IBRD/IDA Cameroon Del Ninno, Carlo SIL FY13 50.00 50.00 Nets P143915 Safety Net and Skills IBRD/IDA South Sudan Gossa, Endashaw IPF FY13 21.00 21.00 Development Tadesse P128891 Ethiopia Promoting IBRD/IDA Ethiopia Khan, Qaiser M. SIML FY13 600.00 600.00 Basic Services Program Phase III Project P144618 Integration of Children REA Moldova Smolyar, Yuliya SIL FY13 2.86 2.86 with Disabilities into Mainstream Schools Note: APL = Adaptable Program Loan; DPL = Development Policy Loan; ERL = Emergency Recovery Loan; FY = fiscal year; IBRD = International Bank for Reconstruction and Development; IDA = International Development Association; IPF = Investment Project Financing; PRSC = Poverty Reduction Support Credit; REA = Recipient Executed Activity; SAL = Special Assistance Loan; SIL = Specific Investment Loan; SIML = Sector Investment and Maintenance Loan; TAL = Technical Assistance Loan; TTL = Task Team Leader. 123 APPENDIX C Snapshot of Case Studies of Operations Table C.1  Snapshot of Case Studies of Operations Bulgaria: Social Inclusion Project P100657 Project Development Objective: To promote social inclusion through increasing the school readiness of children below the age of seven, targeting low-income and marginalized families (including children with a disability and other special needs) Components: 1. Integrated social and childcare services (U$39.6 million) 1.1. Programs for children aged 0–3 and their parents 1.2. Programs for children aged 3–6 and their parents 1.3. Infrastructure and material investments 1.4. Training for service providers 2. Capacity building (US$0.7 million) 2.1. Local project management capacity building 2.2. Impact evaluation 2.3. Audit and implementation support Project Development objective 1. Share of vulnerable children aged 6 who pass school readiness diagnostic test indicators: 2. Number of children aged 3–6 newly enrolled in kindergartens and preschool groups 3. Number of children with disabilities and other special needs enrolled in mainstream kindergartens and preschool groups Sector Board Social protection Status Active Duration Seven years (FY09–FY16) Borrower Republic of Bulgaria Total Project Cost US$43 million Funding IBRD loan: US$43 million Lending Instrument Specific Investment Loan Target Population 15,000 children below the age of 7 and their parents, targeting low-income and marginalized Partner agencies Ministry of Labor and Social Policy WB project manager Christain Bodewig, Peter Pojarski, Plamen Danchev Most recent ISR Results Progress toward achievement of PDO: Moderately Unsatisfactory Overall Implementation Progress: Moderately Satisfactory (as of December 2013) table continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   125 126 Snapshot of Case Studies of Operations (continued) Bulgaria: Social Inclusion Project P100657 Expected Results • Improved parenting skills (suggested for revision under possible restructuring) • Increased enrollment rate in mainstream preschool and kindergarten among children below the age of seven from low-income and marginalized families • Increased enrollment rate of children with disability in mainstream preschool, kindergarten, and childcare centers • Increased number of new childcare places created through project (As of 2012, 95 of municipalities completed construction) • Increased number of kindergarten and childcare facilities, staff having received training Sources: PAD (October 2008); ISRs (June 2011, November 2012, December 2013); Social Inclusion Project, Operations Manual (November 2010); Personal communication with Plamen Danchev (TTL), (November, 2012). Note: FY = fiscal year; IBRD = International Bank for Reconstruction and Development; ISR = Implementation Status and Results; PDO = project development objective; WB = World Bank. Eritrea: Integrated Early Childhood Development Project P068463 Project Development Objective: To promote the healthy growth and holistic development of Eritrean children Components: 1. Improve child health (US$10.5 million) 2. Child and maternal nutrition (US$4.6 million) 3. Early childhood care and education (US$11.8 million) 4. Support of children in need of special protection measures (US$11.7 million) 5. Project management, evaluation, and strategic communication (US$5.4 million) 5.1. Project Management Team for overall project management and coordination 5.2. Advocacy and awareness for ECD issues 5.3. Innovation Fund to support new activities at local level 5.4. Integrated ECD program evaluation/survey and research Project Development objective 1. Case fatality rate (CFR) in under six children from combined major indicators: causes (malaria, acute respiratory infections, diarrhea, measles, anemia/mal- nutrition) 2. Percentage of underweight children under 3 years 3. Repetition and dropout rates from primary grade 1 to grade 2 4. Successful reunification of orphans with nearest relatives Sector Board Education Status Closed Duration Seven years (FY01–FY07) Borrower Government of Eritrea Total Project Cost US$49 million Funding IDA Credit: US$40 million; Government of Eritrea: US$4 million; Government of Italy: US$5 million; Government of Netherlands (Netherland’s Partnership Trust Fund): US$19,500; Government of France (Consultant Trust Fund): US$18,200 table continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Snapshot of Case Studies of Operations 127 (continued) Eritrea: Integrated Early Childhood Development Project P068463 Lending Instrument Specific Investment Loan Target Population 560,000 children under six years of age Partner agencies Ministry of Education, Ministry of Local Government, Ministry of Health, Ministry of Labor and Human Welfare, Ministry of Agriculture, Ministry of Fisheries, Government of Italy WB project managers Susan E. Hirshberg, Christopher D. Walker, Marito Garcia ICR Ratings Outcomes: Satisfactory Risk to Development Outcome: Substantial Bank Performance: Satisfactory Borrower Performance: Satisfactory (May 2007) Results • Reduced case fatality rate in under-6 children from combined major causes: malaria, ARI, diarrhea, measles, and anemia (cumulative reduction 53.4) • Decreased repetition and dropout rates from primary grade 1 and 2 (30 reduction in repetition and 35 reduction in dropout rates) • 31,556 orphans reunified with nearest relatives • 1,096 health workers trained in ICMI case management • 8,667 mothers trained in food security and nutrition • Increased cumulative enrollment in kindergartens (31,653) and childcare centers (50,425) • 36 social workers trained (did not meet target) Sources: PAD (May, 2000); ICR Report (May, 2007); Garcia, Pence, and Evans (2008); Personal Communication with Marito Garcia (TTL). Note: ECD = early childhood development; ICR = Implementation Completion Results; IDA = International Development Association. Indonesia: Early Childhood Education and Development Project P089479 Project Development Objective: To improve poor children’s overall development and readiness for further educa- tion, within a sustainable quality ECED system. Components: 1. Increase integrated ECED service delivery in targeted poor communities (US$95.2 million) 1.1. Establish training program and provide staff development 1.2. Precondition and launch competitive grant process 1.3. Provide block grants to poor communities 1.4. Recognize model ECED services and use them for demonstration purposes 2. Develop sustainable system for ECED quality (US$12.3 million) 2.1. Quality assurance 2.2. Institutionalization of quality ECED at the district and provincial level 3. Establish effective project management, monitoring, and evaluation (US$20.2 million) 3.1. Project Management (at central and district levels) 3.2. Monitoring and Evaluation table continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 128 Snapshot of Case Studies of Operations (continued) Indonesia: Early Childhood Education and Development Project P089479 Project Development 1. Increase in child growth and development score of children 0–3 years objective indicators: [measured by DDTK tool (deteksi dini tumbuh kembang Anak “home-based developmental milestones”] 2. Increase in early development scores of children entering kindergarten or first grade of primary school (EDI adapted for local use) Sector Board Education Status Active Duration Nine years (FY06–FY14) Borrower Republic of Indonesia Total Project Cost US$127.7 million Funding IDA credit: US$67.5 million; Republic of Indonesia: US$34.9 million; Indonesia Free-Standing Trust Fund: US$25.3 million Lending Instrument Specific Investment Loan Target Population 738,000 children ages 0–6 years and their parents/caretakers in 3,000 poor villages Partner agencies Ministry of National Education WB project manager Rosfita Roesli, Mae Chu Chang Most recent ISR Results Progress towards achievement of PDO: Moderately satisfactory Overall Implementation Progress: Moderately satisfactory (as of December 2013) Expected Results: • Increased enrollment in ECED services by poor children (673,000 of 738,000 target as of mid 2013) • Impact study of operation baseline 2009, midline 2010, endline 2013) • Targeted villages submit routine reports to districts (achieved as of 2011) • Targeted villages undertake annual community assessments (80% of 3,000 villages as of 2013) • Targeted districts have qualified and functioning district training teams (achieved as of 2011) • Standards developed and recognition of models in ECED centers (achieved as of 2011) • Targeted districts have regulations supporting ECED positions in district government (70 as of 2011) • Block grants awarded to communities (achieved as of 2013) • Communities submit expression of interest to receive grants for ECED ser- vice development (achieved as of 2013) • Parents and communities receive information regarding ECED (achieved as of 2011) Sources: PAD (May, 2006); Grant Reporting and Monitoring Report(August, 2011); ISRs (April 2011, January 2011); Knowledge Brief: A Snapshot of Early Childhood Development in Indonesia (2010); Hasan, Hyson, and Chang (2012); Personal communication with Amer Hasan and Rosfita Roesli (November, 2012). Note: ECED = early childhood education and development; EDI = Early Development Instrument; IDA = International Development Association; ISR = Implementation Status and Results. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Snapshot of Case Studies of Operations 129 Jamaica: Early Childhood Development Project P095673 Project Development Objective: To support the objectives of the National Strategic Plan to: (i) improve the monitor- ing of children’s development, the screening of household-level risks, and the risk mitigation and early intervention systems; (ii) enhance the quality of early childhood schools and care facilities; and (iii) strengthen early childhood orga- nizations and institutions. Components: 1. Cofinancing the implementation of the National Strategy Plan under SWAp modalities (US$13.1 million) 1.1. Parenting education and support 1.2. Preventative health care 1.3. Screening, diagnosis, and early intervention 1.4. Safe, learner-centered facilities; trained practitioners 1.5. Governance 1.6. Evidence-based decision making 2. Technical Assistance under Standard Financing Arrangements—sup- port development of national policy on screening, referral, and early intervention (US$1.9 million) Project Development objective 1. Number of children below 3 monitored and screened for risks using child indicators: health passport 2. Health centers offering well-child clinics that are accredited 3. PATH beneficiary households with children 0–6 years old screened for child development risks 4. Parents/guardians of children 0–6 years old who have ever received infor- mation on parenting 5. Children enrolled in early childhood institutions who attend schools that have permits to operate Sector Board Education Status Active Duration (11 years) FY08–FY19 Borrower Ministry of Finance and the Public Service Total Project Cost US$508.9 million Funding IBRD loan: US$15 million; Borrower: US$493.9 million (Additional financing in FY14 for $12 million IBRD loan and $2 million bor- rower) Lending Instrument Specific Investment Loan Target Population All Jamaican children below six years old and their parents Partner agencies Early Childhood Commission of Jamaica, WB project managers Harriet Nannyonjo, Christoph Kurowski Most Recent ISR Ratings Progress toward achievement of PDO: Moderately Unsatisfactory Overall Implementation Progress: Moderately Satisfactory table continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 130 Snapshot of Case Studies of Operations (continued) Jamaica: Early Childhood Development Project P095673 Expected Results • 100 of children below three years monitored and screened for risks using child health passport (achieved as of FY12) • Increased percentage of health centers offering well-child clinics that are accredited • Increased percentage of PATH beneficiary households with children 0–6 years old that are screened for child development risks using screening and documentation model for high risk house • Increased percentage of parents/guardians of children 0–6 years old who have ever received information on parenting, excluding information re- ceived from family members and friends • 38 of children enrolled in ECIs that attend schools that have permits to oper- ate (FY14 target is 40) • Increased percentage of ECCE practitioners who receive wage subsidies that are licensed Sources: PAD (April, 2008); ISRs (August, 2011; September, 2012); Personal Communication with Harriet Nannyonjo (TTL) (November, 2012). Note: ECCE = early childhood care and education; IBRD = International Bank for Reconstruction and Development; PDO = Project Development Objective; SWAp = Sector-Wide Approach. Jordan: ECD Component of Education Reform for Knowledge Economy I and II P075829; P105036 Overall Project Development Transform the education system at the early childhood, basic and secondary levels Objective: to produce graduates with the skills necessary for the knowledge economy. To enhance equity through public provision to kindergarten II (KGII) to low-income ECD Component: areas (Phase I) To expand access and enhance the quality of the ECD program in order to maxi- mize children’s learning potential (Phase II) ECD Component and subcomponents: Component 4: Promote Readiness for learning through ECE (out of 4) (from Phase I) 4.1 Enhanced institutional capacity for ECE 4.2 A cadre of ECE educators 4.3 Increased access to KGs for the poor 4.4 Parent and community participation and partnership Project Development objective indica- 1. Gross enrollment rate in second level of kindergarten tors related to ECD: Sector Board Education Status Closed Duration 13 years (Phase I: FY03–FY09; Phase II: FY10–FY16) Borrower The Hashemite Kingdom of Jordan ECD Component Cost Phase I: US$18.5 million (5% of total project cost); Phase II: US$8.8 million (2% of total cost) table continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Snapshot of Case Studies of Operations 131 (continued) Jordan: ECD Component of Education Reform for Knowledge Economy I and II P075829; P105036 Funding IBRD loan: US$6.2 million in Phase I (5 of US$120.0 million of total IBRD fund- ing) (No Bank funding for ECD component in Phase II); Other financiers: Government of Jordan; US Agency for International Develop- ment (USAID); Arab Fund for Economic and Social Development; Cana- dian International Development Agency (CIDA); British Department for International Development (DFID); EC: European Investment Bank; Islamic Investment Bank; Japan International Cooperation Agency (JICA); Germany Kreditanstalt fur Wiederaufabau (KFW) Lending Instrument Sector Investment and Maintenance Loan Target Population Preschool-aged children, focusing particularly on disadvantaged groups Partner agencies Ministry of Education; USAID; WB project manager Peter Buckland, Juan Manuel Moreno Olmedilla, Tomomi Miyajima (ECD component) ICR Ratings Outcomes: Satisfactory (ECD component received Highly Satisfactory rating) Risk to Development Outcome: Moderate Bank Performance: Satisfactory Borrower Performance: Satisfactory (December, 2009) Results • Increased enrollment in kindergarten (Target of 51 was fully achieved well before end of project) • All kindergarten teachers trained on National Curriculum and pedagogy appropriate for ECE • Appropriate regulations and standards for kindergarten developed • Governorates piloted four integrated child development centers to serve families and communities in remote and poor areas Sources: PAD (April, 2003); ICR (December, 2009); Project performance assessment report (June, 2011); Personal communication with Tomomi Miyajima (Education Specialist, November, 2012); “KG Study Report: Monitoring and Evaluation Partnership Project”, 2012. USAID and World Education Note: ECD = early childhood development; ECE = early childhood education; IBRD = International Bank for Reconstruction and Development; KG = Kindergarten; USAID = U.S. Agency for International Development. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 132 Snapshot of Case Studies of Operations Mexico: ECD component in Compensatory Education Project P101369 Overall Project Development Objec- To improve access to improve access to Early Childhood Education services and tive: learning outcomes in the most marginalized municipalities of Mexico. To improve the competencies and practices in caring for children and contribute to ECD Component: children’s comprehensive development and school readiness ECD Component and subcomponents: Component 1: Early Childhood Development Intervention (1 out of 3) 1.1. Technical assistance and training to ECD promoters and staff 1.2. Provision of out-of-school training to parents, relatives, and caregivers 1.3. Technical assistance to design training materials ECD-specific Project Development 1. Number of children 0 to 4 years who attended at least 80% of the sessions objective indicators: of the early childhood development intervention in the 172 target municipalities Sector Board Education Status Active Duration four years (FY10–FY14) Borrower United Mexican States ECD Component Cost US$30 million (18% of Total project cost) Funding IBRD loan: US$100 million; Government of Mexico: US$66.7 million Lending Instrument Specific Investment Loan Target Population 58,685 children below 6 years old and their parents (52,670 parents; 1,761 pregnant women) Partner agencies CONAFE (National Council for Education Development), Secretary of Public Education WB project manager Peter Anthony Holland Most recent ISR ratings Progress towards achievement of PDO: Satisfactory Overall Implementation Progress: Moderately Satisfactory (December 2011) Expected Results • Increased number of ECD service points that are established and complete the minimum number of sessions provided for by the model • Increased number of fathers and mothers trained, that is, who attend at least 80% of the total number of sessions of the ECD model • Increased number of pregnant women trained, that is, who attended at least 80% of the total number of sessions of the ECD model specific to pregnant women • Increased number of fathers trained, that is, who attended at least 80% of the sessions of the ECD model specific to fathers • Establishment and application of instrument that measures competencies of parents and children age 0–4 years old • Longitudinal study on operation Sources: PAD (February, 2010); ISRs (February, 2011; May, 2011; December, 2011); ICR of related Basic Education Development Phase III APL-P085851 (June 2008); Holland and Evans (2010); Personal communication with Peter Anthony Holland (TTL) (November, 2012). Note: ECD = early childhood development; IBRD = International Bank for Reconstruction and Development; ISR = Implementation Status and Results; PDO = project development objective. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Snapshot of Case Studies of Operations 133 Senegal: Nutrition Enhancement Program (Phases I and II) P070541; P097181 Project Development Objective: Phase I: To improve the growth of children under three in poor rural and urban areas and build the institutional and organizational capacity to carry out and evaluate nutrition interventions. Phase II: To expand access to and enhance nutritional conditions of vulnerable populations, in particular those affecting growth of children under five in poor urban and rural areas. Components: 1. Community-based Nutrition and Growth Promotion Program (Phase I and II) 1.1. Growth monitoring and promotion 1.2. Nutrition and health group education 1.3. Integrated Management of Childhood Illnesses 1.4. Basic health services 1.5. Fighting the roots of malnutrition 2. Capacity Building and Monitoring and Evaluation (Phase I and II) 2.1. Institutional and organization capacity building 2.2. Monitoring and Evaluation and research 3. Multisectoral Support for Nutrition (Phase II) Project Development objective 1. Program coverage of children under the age of five in rural areas indicators: 2. Proportion of children exclusively breastfed until 6 months 3. Proportion of pregnant women and children under five sleeping under ITN Sector Board Health, Nutrition, and Population Status Active Duration 11 years (Phase I: FY02–FY07) (Phase II: FY07–FY13) Borrower Government of Senegal Total Project Cost US$62.6 million (US$20.2 million in Phase I; US$42.4 million in Phase II) Funding IDA credit: US$29.7 million; Government of Senegal: US$ 17.8 million; World Food Program: US$6.7 million; African Development Bank: US$4.5 million; UNICEF: US$3.3 million; Foreign multilateral institutions, including Canadian Government and European Union: US$600,000 Lending Instrument Adaptable Program Loans Target Population 1.7 million children below 5 years old/ pregnant and lactating women (Phase II) Partner agencies Cellule de Lutte Contre la Malnutrition; World Food Program, Ministry of Econo- my and Finance, UNICEF WB project manager Menno Mulder-Sibanda, Claudia Rokx ICR Ratings Outcomes: Highly Satisfactory Risk to Development Outcome: Low or Negligible Bank Performance: Satisfactory Borrower Performance: Highly Satisfactory (January 2007) table continues next page Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 134 Snapshot of Case Studies of Operations (continued) Senegal: Nutrition Enhancement Program (Phases I and II) P070541; P097181 Results • Reduced prevalence of severe underweight (21 reduction) • Reduced prevalence of underweight children below (44 reduction) • Increased proportion of children exclusively breastfed for 6 months (17–49) • Increased prenatal care use (at least three visits) (65–78) • Increased proportion of caregivers who recognize at least two danger signs in sick children (61–81) • Increased consumption of iodized salt (46–59) • Increased proportion of children sleeping under ITN (28–59) • Increased Vitamin A supplementation coverage of children aged 6–59 months (42–85) Sources: PAD-P070541 (February, 2002); ICR- P070541 (January, 2007); PAD- P097181 (October, 2006); ISR- P097181 (September, 2012); Personal Communication with Menno Mulder-Sibanda (TTL) (December, 2012). Note: IDA = International Development Association; UNICEF = United Nations Children’s Fund; ITN = insecticide-treated bed net. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Bibliography Banerji, A., W. Cunningham, A. Fiszbein, E. King, H. Patrinos, D. Robalino, and J. Tan. 2010. Stepping up Skills for More Jobs and Higher Productivity. Washington, DC: World Bank. Cole, M., and S. R. Cole. 2000. The Development of Children. 4th ed. New York: Worth. Denboba, A., R. K. Sayre, Q. Wodon, L. Elder, L. Rawlings, and J. Lombardi. 2014. Stepping Up Early Childhood Development: Investing in Young Children with High Returns. Washington, DC: World Bank. Engle, P. L., L. C. H. Fernald, H. Alderman, J. Behrman, C. O’Gara, A. Yousafzai, M. Cabral de Mello, M. Hidrobo, N. Ulkuer, and the Global Child Development Steer Group. 2011. “Strategies for Reducing Inequalities and Improving Developmental Outcomes for Young Children in Low-income and Middle-income Countries.” The Lancet 378 (9799): 1339–53. Garcia, M., A. Pence, and J. Evans. 2008. Africa’s Future, Africa’s Challenge: Early Childhood Care and Development in Sub-Saharan Africa. Washington, DC: World Bank. Glewwe, P., H. G. Jacoby, and E. M. King. 2001. “Early Childhood Nutrition and Academic Achievement: A Longitudinal Study.” Journal of Public Economics 81 (3): 345–68. Grantham-McGregor, S., Y. Bun Cheung, S. Cueto, P. Glewwe, L. Richer, B. Trupp, and the International Child Development Steering Group. 2007. “Developmental Potential in the First 5 Years for Children in Developing Countries.” The Lancet 369 (9555): 60–70. Grantham-McGregor, S., S. Walker, S. Chang, and C. Powell. 1997. “Effects of Early Childhood Supplementation with and without Stimulation on Later Development in Stunted Jamaican Children.” American Journal of Clinical Nutrition 66 (2): 247–53. Hasan, A., M. Hyson, and M. C. Chang, eds. 2012. Early Childhood Education and Development in Indonesia: Strong Foundations, Later Success. Washington, DC: World Bank. Heckman, J. J. 2008a. “Schools, Skills, and Synapses.” Economic Inquiry 46 (3): 289–324. ———. 2008b. The Case for Investing in Disadvantaged Young Children, in Big Ideas for Children: Investing in Our Nation’s Future. Washington, DC: First Focus. Heckman, J. J., and D. V. Masterov. 2007. “The Productivity Argument for Investing in Young Children.” Applied Economic Perspectives and Policy 29 (3): 446–93 Holland, P., and D. Evans. 2010. Early Childhood Development Operations in LCR: Jamaica, Mexico, and Brazil in Focus. Washington, DC: World Bank. Lefebvre-Hoang, I., and W. Cunningham. 2011. “Children and Youth Investments in the World Bank Portfolio, 2000–2010.” Child and Youth Development Notes 4 (3). Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8   135 136 Bibliography Moss, P., G. Dahlberg, and A. Pence. 2000. “Getting Beyond the Problem with Quality.” European Early Childhood Education Research Journal 8 (2): 103–15. Naudeau, S. 2009. “Supplementing Nutrition in the Early Years: The Role of Early Childhood Stimulation to Maximize Nutritional Inputs.” Child and Youth Development Notes 3 (1), Washington, DC: World Bank. Naudeau, S., A. Valerio, M. J. Neuman, and L. K. Elder. 2011. Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation. Washington, DC: World Bank. Neuman, M. J., and A. Epstein Devercelli. 2013. “What Matters Most for Early Childhood Development.” SABER Working Paper Series No. 5, World Bank, Washington, DC. Shonkoff, J., L. Richter, J. van der Gaag, and Z. Bhutta. 2012. “An Integrated Scientific Framework for Child Survival and Early Childhood Development.” Pediatrics 129 (2): 460–72. Vegas, E., and L. Santibáñez. 2010. The Promise of early Childhood Development in Latin America and the Caribbean. Washington, DC: World Bank. Wang, Y., A. Denboba, M. McLin, M. Neuman, R. Sayre, and Q. Wodon. 2014. Early Childhood Development for Policymakers and Practitioners: eLearning Course. Washington, DC: World Bank. World Bank. 2007. Healthy Development: World Bank Strategy for Health, Nutrition, and Population Results. Washington, DC: World Bank. ———. 2011a. Education Sector Strategy 2020. Washington, DC: World Bank. ———. 2011b. Jamaica and Mexico Exchange Strategies for Early Childhood Development and Parent Support. South-South Knowledge Exchange Hub. Washington, DC: World Bank. ———. 2012. Resilience, Equity, and Opportunity: World Bank Social Protection and Labor Strategy. Washington, DC: World Bank. World Health Organization and UNICEF. 2003. Global Strategy for Infant and Young Child Feeding. Geneva: World Health Organization. Young, M. E. 2001. A Global Directory of Early Child Development Projects. Washington, DC: World Bank. Young, M. E., ed. 2002. From Early Child Development to Human Development. Washington, DC: World Bank. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 Environmental Benefits Statement The World Bank is committed to reducing its environmental footprint. In support of this commitment, the Publishing and Knowledge Division leverages electronic publishing options and print-on-demand technology, which is located in regional hubs worldwide. Together, these initiatives enable print runs to be lowered and shipping distances decreased, resulting in reduced paper consumption, chemical use, greenhouse gas emissions, and waste. The Publishing and Knowledge Division follows the recommended standards for paper use set by the Green Press Initiative. Whenever possible, books are printed on 50 percent to 100 percent postconsumer recycled paper, and at least 50 percent of the fiber in our book paper is either unbleached or bleached using Totally Chlorine Free (TCF), Processed Chlorine Free (PCF), or Enhanced Elemental Chlorine Free (EECF) processes. More information about the Bank’s environmental philosophy can be found at http://crinfo.worldbank.org/wbcrinfo/node/4. Investing in Early Childhood Development  •  http://dx.doi.org/10.1596/978-1-4648-0403-8 I nvesting in Early Childhood Development: Review of the World Bank’s Recent Experience provides an overview of World Bank investments in early childhood development (ECD) from 2000 to 2013 within three of the Bank’s Global Practices: Education; Health, Nutrition, & Population; and Social Protection & Labor. The study summarizes trends in operational and analytical investments, including lending and trust-funded operations at the country, regional, and global levels. Findings are presented on both the funding for and the number of ECD investments. Case studies are also provided to highlight lessons learned and inform future Bank support for ECD. Finally, the study discusses recent new approaches to support ECD within the World Bank and in client countries. The World Bank Studies series is available online through the Open Knowledge Repository (https://openknowledge.worldbank.org/) and the World Bank e-Library (www.worldbank.org/ elibrary). ISBN 978-1-4648-0403-8 SKU 210403