Early Childhood Development

External URL: 
http://saber.worldbank.org/index.cfm?indx=8&pd=6&sub=0

Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017

Submitted by Qianjing on Tue, 2017-08-01 20:24

Sustaining in recent years expenditure on early childhood education (ECE) at over a fifth of its education budget, Mongolia is a relatively high spender on pre-primary education. This report examines structural and process aspects of quality in Mongolian kindergartens, along with early development outcomes among children enrolled in these kindergartens, to assess the effectiveness and equity of the country's public investments in ECE.

Bangladesh: Educating Tomorrow's Generation

Submitted by Qianjing on Sat, 2017-06-10 02:55

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.

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.

SABER in Action: Pacific

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

Over the past several years, SABER has convened country workshops, conducted research, and produced reports assessing education systems in the Pacific Islands. SABER analyses in the Pacific span several domains, including Early Childhood Development (ECD), Education Management Information Systems (EMIS), School Autonomy and Accountability (SAA), Student Assessment (SA), Teachers, and Workforce Development (WfD).

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.