Early Childhood

Level code: 
EC

Bangladesh: Educating Tomorrow's Generation

Submitted by Qianjing on Tue, 2017-06-06 19:10

Bangladesh has made remarkable progress in primary education. Today, nearly 98% children attend primary school. 80% children completed primary education in 2015, which increased from 60% completion rate in 2010. The dropout rate has gone down significantly. With a vision of ‘education for all’, the government of Bangladesh has undertaken the Third Primary Education Development Program (PEDP3), which covers Grades I through V and one year of pre-primary education. As PEDP 3 provides the necessary tools, Bangladesh has shown how access to education can build a better tomorrow.

SABER in Action: Tunisia

Submitted by sep_admin on Thu, 2017-04-13 19:12

As Tunisia emerges from the Arab Spring, its new constitution explicitly recognizes the rights of the child and the responsibility of both the State and parents to act in the child's best interest to guarantee dignity, healthcare, protection, and education. In accordance with these guarantees, the Tunisian Ministry of Women, Family, and Childhood (MFFE) has utilized the Systems Approach for Better Education Results (SABER) diagnostic tools to analyze policies and programs that affect young children in Tunisia.

The status of early childhood health and development in northern Lao PDR

Submitted by sep_admin on Thu, 2017-04-13 19:12

This report presents baseline data from 7,520 children in 7,355 households, across five provinces, 14 districts and 376 villages in northern Lao PDR. These results are the starting point for the impact evaluation of the Early Childhood Education (ECE) Project which seeks to support the expansion of quality ECE services in order to improve the overall development and school readiness of children aged three to five years in disadvantaged communities across Lao PDR.

Dynamics of child development : analysis of a longitudinal cohort in a very low income country

Submitted by sep_admin on Thu, 2017-04-13 19:12

Longitudinal patterns of child development and socioeconomic status are described for a cohort of children in Madagascar who were surveyed when they were 3–6 and 7-10 years old. Substantial wealth gradients were found across multiple domains: receptive vocabulary, cognition, sustained attention, and working memory. The results are robust to the inclusion of lagged outcomes, maternal endowments, measures of child health, and home stimulation. Wealth gradients are significant at ages 3–4, widen with age, and flatten out by ages 9-10.

Vietnam - Early Childhood Care and Development: A Pro-Minority, Multi-Disciplinary Approach Impacts the Ethnic Poor in Remote Communities

Submitted by sep_admin on Fri, 2017-02-17 23:46

The Japan Social Development Fund (JSDF) Project was the first of its kind, aiming to effectively expand both the supply and demand for preschool education and services for the ethnic poor in rural Vietnam and raising societal awareness on the importance of early childhood development. The project sparked changes not only in the mindsets and practices of villagers, but also in policy and decision-making. Beginning in 2009, the Vietnamese government has made preschool education universal for all 5 year-olds.

Investing in Your Country's Children and Youth Today: Good Policy, Smart Economics

Submitted by sep_admin on Fri, 2017-02-17 23:46

Investing in young children is the responsible thing to do. All children deserve a chance to grow into healthy, educated, and competent people, no matter where and when they were born. While parents bear most of the responsibility for raising their children, especially in the early years of life, governments also have an important role during this critical time of human capital accumulation. For example, governments can ensure that all expectant mothers and young children have access to quality health services and nutrition.