So much has been written recently about the individual, economic and social benefits of investing in early childhood development (ECD), that it is becoming a challenge to summarize these studies. However, ECD is an area that I’m increasingly involved in with my work at The World Bank. Among others, Nobel Laureate Economist, James Heckman and his colleagues have provided very convincing evidence of the benefits of early childhood interventions, including preschool education, on later individual and social outcomes (my colleague and fellow blogger, Jishnu Das looked at Heckman's work in his last blog post "Are Non-Cognitive Gains in Education More Important than Test-Scores?"). These benefits are substantial and varied, ranging from improved education outcomes for the individual, access to better jobs, higher wages, and even lower risks of engaging in criminal activities – which, of course benefits society as a whole. Moreover, investing early is a better investment than waiting until the child is older, because the costs of achieving comparable benefits through interventions later in life – remedial education in basic education, programs to target at-risk youth, and the like – are so much more costly and also less likely to have an impact.
Co-authored by Jennifer Pye, Tertiary Education Team
Globally the disabled population continues to be the most disadvantaged and marginalized group within society with limited access to educational opportunities. According to UNESCO’s Global Education for All Monitoring Report 2010, “disability is one of the least visible but most potent factors in educational marginalization.”
Today, the U.N.'s International Day of Persons with Disabilities, provides us with an opportunity to share preliminary findings from our on-going work on equity of access and success in tertiary education for people with disabilities.
Co-authored by Roberta Bassett and Jennifer Pye, Tertiary Education Team
We are reaching out to the global tertiary education community to create a forum for discussing equity in access and success. For us, as part of the growing community of bloggers on education at the World Bank, feedback from our readers is important to help fulfill the institution’s mission of fighting poverty and supporting human development. Your views on our work, insights and knowledge contribute to our quest to further our understanding on how best to go about providing equitable access to educational opportunities for all. We hope you will take some time to read this blog entry and explore our web site on Equity of Access and Success in Tertiary Education to learn more. Your comments will feed into our report on the situation of equity in tertiary education that we will be drafting over the next few months based on the background reports and studies found on our website. We hope you will take advantage of this opportunity to help us to drive our work forward and improve equitable access to education for all.
By Roberta Bassett, Tertiary Education Specialist, Human Development Network
The ability of a society to produce, select, adapt, commercialize, and use knowledge is critical for sustained economic growth and improved living standards. As a locus for both knowledge creation and dissemination, tertiary education institutions help countries build globally competitive economies by developing a skilled, productive and flexible labor force and by creating, applying and spreading new ideas and technologies. In middle and low-income countries, tertiary education works to build the institutional capacity that is essential to reducing poverty and achieving the Millennium Development Goals.
For that growth to be inclusive, opportunities to access and succeed in higher education must be as equitable as possible. A global study is being undertaken on Equity of Access and Success in Tertiary Education, funded by the government of the Netherlands through the Bank-Netherlands Partnership Program (BNPP).