The UN Economic Commission for Africa (UNECA), WHO, and the World Bank co-hosted a global consultative meeting on Civil Registration And Vital Statistics (CRVS) in Addis Ababa on April 28-29, 2014 to discuss and obtain input on a draft investment plan.
... Vea más + Civil registration is the act of recording and documenting of vital events in a persons life (including birth, marriage, divorce, adoption, and death) and is a fundamental function of governments. The goal of the Civil Registration and Vital Statistics (CRVS) plan is to register births, deaths and other vital events, including reporting cause of death, and access to legal proof of registration for all individuals by 2030. This global plan has three key components concerning the following: 1) national CRVS strengthening that removes the barriers to birth registration, improving reporting of deaths and determining cause of death, strengthening CRVS institutions and ICT systems, strengthening national ID mechanisms, and improving the response to deaths and vital statistics; 2) international support for CRVS that will focus on strengthening international standards for CRVS, and preparing and sharing guidance based on country experience; and 3) sharing knowledge and building the evidence base that analyzes barriers and programs of implementation research, together with rigorous impact evaluation, that will share lessons on what works in different situations.
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This report presents a comprehensive diagnostic assessment of Bulgaria's workforce development (WfD) policies and institutions. The results are based on a new World Bank tool designed for this purpose, SABER-WfD.
... Vea más + SABER-WfD is part of the World Bank's initiative on Systems Approach for Better Education Results (SABER) whose aim is to provide systematic assessment and documentation of the policy and institutional factors that influence the performance of key areas of national education and training systems. The SABER-WfD tool encompasses initial, continuing and targeted vocational education and training that are offered through multiple channels and focuses largely on programs at the secondary and post-secondary levels.
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Yunnan is a medium-sized and relatively poor Chinese province on the southwestern border of China. In 2012, the Yunnan department of education formally requested Bank support in conducting a review of early childhood education policies and programs in order to gain an in-depth and evidence-based understanding of the challenges the province faces in expanding early childhood education-in particular to rural and mountainous regions.
... Vea más + The Bank's China education team embarked on raising funds, designing and implementing a rather elaborate research agenda around early childhood education. The goal was to investigate key challenges, and to propose policy interventions for expanding the Early Child Development (ECD) coverage in rural Yunnan. This report presents the findings from the background studies, and draws potential policy implications for improving the access to and quality of preschool education in Yunnan province. China has now almost achieved universal 9-year basic education. Over the last decade, the country has devoted increasing attention to policy development in early childhood education. Even though China does not yet have a specific early childhood education law, it has established a rather elaborate set of guidelines and regulations pertaining to early childhood education. Early childhood education has expanded significantly within the last few years. There are two main types of preschool programs for 3-6 year olds including: a regular 3-year program which is called kindergarten, and a one-year program attached usually to primary schools. The rapid growth of preschool teacher supply has contributed to the drop in pupil-teacher ratios across the nation. In Yunnan in particular, the ratio has decreased from approximately 30 to 20 in recent years. However, urban areas still enjoy a more favorable pupil-teacher ratio, as well as a higher proportion of qualified teachers compared to rural areas. Rural areas account for 50 percent of total preschool enrollment, but only 22 percent of all trained teachers serve in rural areas.
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It has been shown that pre-schools are beneficial in helping children develop the skills that are necessary for them in primary school. However, the implementation of pre-school in countries such as Cambodia is challenging due to social and economic constraints.
... Vea más + Research in co-ordination with the government of Cambodia, to evaluate the impact of pilot early childhood development programs being scaled up with assistance from the World Bank, has revealed new challenges that might not be apparent when working on smaller pilots. Issues such as parents who work all day or who work far from the village center have resulted in low use of the preschool services. The results of the evaluation highlight challenges governments face as they move from pilot to scale up. Building on the lessons learned from this evaluation, the government of Cambodia is planning a revised approach in its 2014-2018 strategic education plan to strengthen the quality of preschools and ensure demand for these services.
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This brief summarizes the giving children a better start: preschool attendance and school-age profiles in Uruguay for the period 1995. The author study the effect of pre-primary education on children's subsequent school outcomes by exploiting a unique feature of the Uruguayan household survey (ECH) that collects retrospective information on preschool attendance in the context of a rapid expansion in the supply of pre-primary places.
... Vea más + Using a within household estimator, we find small gains from preschool attendance at early ages that get magnified as children grow up. By age 15, treated children have accumulated 0.8 extra years of education and are 27 percentage points more likely to be in school compared to their untreated siblings. Instrumental variables estimates that attempt to control for non-random selection of siblings into preschool lead to similar results. Pre-primary education appears as a successful and cost-effective policy to prevent early grade failure and its long lasting consequences in low income countries.
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Resumen 81335 AUG 14, 2013
Berlinski, Samuel; Galiani, Sebastian; Manacorda, Marco
This brief summarizes the results of a gender impact evaluation study, entitled Early childhood development through an integrated program : evidence from the Philippines, conducted in 1999 in Philippines.
... Vea más + The study observed the impact of early childhood development (ECD) to control a variety of observed characteristics measured at the municipality, barangay, household, and child level and unobserved fixed characteristics, with differential impacts by age of children and duration of exposure to the program on the child level. For children exposed to the program there is a statistically significant positive impact on outcomes related to child cognitive, social, motor skills, language development, and short term nutritional status. The program impacts tend to increase with duration. Younger children experienced greater impacts. Funding for the study derived from the National Institutes of Health or Fogarty International Center, National Institute of Child Health and Human Development (NICHD), Office of Behavioral and Social Science Research, the Global Development Network, the Department of Social Welfare and Development of the Government of the Philippines, the World Bank Research Support Budget, and NICHD postdoctoral training fellowship at the University of Michigan.
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This brief summarizes the results of a gender impact evaluation study, entitled Labor market returns to early childhood stimulation : a 20-year follow-up to the Jamaica study, conducted during the time period between 1986-1987 in Jamaica.
... Vea más + The study observed that large effects on earnings of a randomized intervention that gave stimulation to stunted toddlers living in poverty. The intervention was a one-hour weekly visit from a community health worker over a 2-year period that taught and encouraged mothers to interact and play with their children in ways that would develop their children's cognitive and socio-emotional skills. The stimulation at an early age led to an increase in earnings of 50 percent for all workers and 63 percent for workers in full time permanent jobs. The treatment group caught up with a matched non-stunted comparison group. Overall there is no clear difference in outcomes between the genders. However, cognitive skills were significantly improved for men, but not women and internalizing and externalizing behaviors significantly improved for only females. Funding for the study derived from Strategic Impact Evaluation Fund, the American Bar Foundation, The Pritzker Children's Initiative, NICHD, the Human Capital and Economic Opportunity Global Working Group, Institute for New Economic Thinking, European Research Council.
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This brief summarizes the results of a gender impact evaluation study, entitled The promise of preschool in Africa : a randomized impact evaluation of early childhood development in rural Mozambique, conducted during the time period early 2008 to 2010 in Mozambique.
... Vea más + The study observed that primary school enrollments increased significantly by 24 percent in treatment communities. Beneficiary children spend a significantly greater amount of time on schooling and homework activities (7.2 hours) and a significantly less amount of time on family farm activities. There are consistent significant improvements in cognitive and problem-solving abilities, fine-motor skills and socio-emotional and behavioral outcomes. The program also has a positive externality on other household members by increasing schooling and increasing the propensity to work of adults in the household. Finally, the program leads caregivers to adopt more appropriate punishment and increase the practice of daily routine. Funding for the study derived from Spanish Impact Evaluation Fund.
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Ratings for the Early Childhood Education Project for Dominican Republic were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory.
... Vea más + Some lessons learned included: lack of attention to country context in project design can lead to considerable delays and inefficiencies. The solutions given by the capacity assessment conducted at appraisal were inadequate to mitigate the well-known shortfall in procurement capacity, particularly in light of frequent staff turnover. Greater proximity to pre-primary education is necessary but not sufficient for poor parents to enroll their children. In the absence of strong selection criteria and explicit mechanisms for evaluating new approaches, learning from innovation funds will be limited. Without strong monitoring and evaluation, there was no way to identify projects worthy of replication and scaling-up, as well as learn from the fund. Providing teachers with training, the necessary classroom supplies, and ongoing support from pedagogical groups, coupled with monitoring the implementation of the pedagogical model can improve quality in pre-primary classrooms.
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Informe de evaluación de proyecto 78275 JUN 27, 2013
Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of Early Childhood Education and Development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives.
... Vea más + The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. ECED services are privately provided in multiple formats intended to cater to distinct age groups, and several different government ministries regulate the services. These arrangements underscore the continuing challenges in coordinating services and ensuring high quality across service providers. This book uses Indonesian data to answer five questions with significance for research, policy, and practice within and beyond Indonesia: (1) shat does global evidence tell us about the importance of ECED, and what policies and programs has Indonesia implemented to promote ECED?; (2) what is the pattern of development among young children in poor villages in Indonesia, and how is that development linked with their families' characteristics and the ECED services typically available to them?; (3) what were the processes and challenges of implementing a community-driven ECED project across 50 poor districts in Indonesia?; (4) what can be learned from the short-term results of a randomized evaluation of the project's impact on childrens development?; and (5) what insights can be derived from this body of research to inform future policies and practices in Indonesia and beyond? With support from the World Bank and other development partners, the government has provided new early childhood services in 6,000 poor communities across 50 districts in the country. The lessons from this experience are focused in this book.
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Influenced by the condition of young children within its own country and by the pattern of international evidence about the value of Early Childhood Education and Development (ECED), the government of Indonesia has implemented policies and programs that prioritize the early years of children's lives.
... Vea más + The first critical step was taken in 2001, when a new directorate dedicated to early childhood was established within the Ministry of Education and Culture. The second critical step was taken when early childhood education was included in a succession of key policy documents-the National Education System Law No. 20 in 2003 and the Ministry of Education and Culture's Strategic Plan (Rencana Strategis or Renstra) in 2004. ECED services are privately provided in multiple formats intended to cater to distinct age groups, and several different government ministries regulate the services. These arrangements underscore the continuing challenges in coordinating services and ensuring high quality across service providers. This book uses Indonesian data to answer five questions with significance for research, policy, and practice within and beyond Indonesia: (1) shat does global evidence tell us about the importance of ECED, and what policies and programs has Indonesia implemented to promote ECED?; (2) what is the pattern of development among young children in poor villages in Indonesia, and how is that development linked with their families' characteristics and the ECED services typically available to them?; (3) what were the processes and challenges of implementing a community-driven ECED project across 50 poor districts in Indonesia?; (4) what can be learned from the short-term results of a randomized evaluation of the project's impact on childrens development?; and (5) what insights can be derived from this body of research to inform future policies and practices in Indonesia and beyond? With support from the World Bank and other development partners, the government has provided new early childhood services in 6,000 poor communities across 50 districts in the country. The lessons from this experience are focused in this book.
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The World Bank is focused on developing and supporting programs that help children reach their potential and live lives free of poverty. To help build a body of evidence of what works, the World Bank financed an evaluation of a program in Jamaica that targeted mothers of babies stunted due to malnutrition.
... Vea más + The mothers received either support or guidance on how to encourage their babies' development through play and language, or nutritional supplements, or a combination of the two. The children whose mothers had received the extra guidance were doing as well financially as the less disadvantaged (and non-stunted) children. This study is a rare look at the effects of early childhood intervention over the decades, giving policymakers and development experts tangible proof of the potential effects of early childhood development programs. A rare long-term study of the effects of an early childhood development program shows that children's lives can be improved by ensuring that they have the right stimulation and emotional support as babies and toddlers.
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How can we help kids reach their full potential? Experts know that the first years of life are crucial to healthy development. And that's just the start.
... Vea más + Children need regular mental and physical stimulation along with healthcare and proper nutrition to keep their development on track. Preschool programs are a great way to give kids the educational building blocks to help them learn and prepare for primary school. But in low-income countries, parents don't always have the opportunity: governments haven't invested in preschools; private sector offerings may be too pricey or not close by; and parents may not understand the benefits. Children need regular mental and physical stimulation along with healthcare and proper nutrition to keep their development on track. Preschool programs are a great way to give kids the educational building blocks to help them learn and prepare for primary school. But in low-income countries, parents don't always have the opportunity: governments haven't invested in preschools; private sector offerings may be too pricey or not close by; and parents may not understand the benefits.
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Uzbekistan is a lower middle-income country of 29.5 million people, located in Central Asia, with an economy that has been growing by over 8 percent per annum since the mid-2000s.
... Vea más + Given international evidence about the high returns that can be realized from investing in pre-primary education ranging from promoting childrens school readiness to equalizing opportunities across the income distribution, policymakers are keen to explore ways to expand access and promote the provision of high-quality early childhood education. This report is divided into four sections. Section two presents an analytical framework for analyzing early childhood interventions. Section three conducts an in-depth analysis of Early Childhood Care and Education (or Pre-primary Education), or ECCE in Uzbekistan, with a focus on increasing access and equity, promoting quality, and ensuring adequate and effective financing. Section four makes some recommendations for expanding access to high-quality ECCE in Uzbekistan.
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Over the past decade, Turkey has experienced significant socioeconomic progress and demographic changes. The benefit of Early Childhood Education (ECE) programs is maximized when the interventions are targeted to children from disadvantaged families.
... Vea más + This report examines the ECE provision in Turkey, and offers policy options for improving and expanding the ECE system in the future. The report endorses the goal of the expansion plan and provides detailed recommendations for achieving this ambition in an efficient and equitable manner. This report is divided into following four sections: section one gives introduction, section two presents an analytical framework for analyzing early childhood interventions, section three conducts an in-depth analysis of ECE in Turkey and identifies key challenges, and section four recommends and outlines proposals for a dual-program strategy for expanding quality ECE in Turkey.
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Over the past decade, Turkey has experienced significant socioeconomic progress and demographic changes. The benefit of Early Childhood Education (ECE) programs is maximized when the interventions are targeted to children from disadvantaged families.
... Vea más + This report examines the ECE provision in Turkey, and offers policy options for improving and expanding the ECE system in the future. The report endorses the goal of the expansion plan and provides detailed recommendations for achieving this ambition in an efficient and equitable manner. This report is divided into following four sections: section one gives introduction, section two presents an analytical framework for analyzing early childhood interventions, section three conducts an in-depth analysis of ECE in Turkey and identifies key challenges, and section four recommends and outlines proposals for a dual-program strategy for expanding quality ECE in Turkey.
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