“The child who has gone to a preschool can study in primary school with more ease than a child who joins a primary school directly.” Unfortunately, “preschool fees range from 50,000 to 150,000 Shillings (US$ 20-60) per term of three months. Most parents cannot afford this, so many of them wait until their children are of age to start primary school.”
These quotes from Ugandan villages illustrate how parents value investments in young children, but often cannot afford them. The same is true for healthcare and nutrition. Early years are essential for children’s development. The reality is that investments in early childhood development (ECD) remain low in most countries, in part because of the complexity of the field. ECD policies and programs are managed by multiple public and private service providers, regulatory agencies, and ministries. It is of course not necessary for everyone to be experts on all matters related to ECD, but more awareness of the comprehensive nature of these investments would help in improving ECD programs and marshalling more resources towards them.
“I want my children to be able to go to school. I don't want them to suffer like me.” Little by little this dream disappears as a piece of sugar, as water that runs through your hands. The long lists of material, a simple button that is missing on a shirt, this can be the end of a dream for learning to read and write.
By educating girls, we reduce poverty, improve maternal and child health, prevent HIV and AIDS, and raise living standards for everyone. Despite the overwhelming evidence of the benefits of girls’ education, however, 37 million school-age girls around the world are not in class.
This weekend marks the 20th anniversary of World Teachers' Day. Since 1994, the day, which is celebrated on October 5, has been an occasion to mobilize support for teachers. Teachers are not only tasked with imparting knowledge, they often have the power to inspire or suppress intellectual curiosity. Primary school teachers in particular help to lay the foundations upon which pupils’ attitudes towards education are built.
A good quality basic education equips students with the foundational skills (reading, writing and numeracy) they need to function in today’s society and prepare them for lifelong learning. But in many parts of the world, schooling alone is not yielding the expected results, and countries are experimenting with innovative learning and teaching tools, including online platforms.
In Brazil, a Portuguese version of the Khan Academy’s free online education platform (see World Bank Group President Jim Kim’s post last week) is helping thousands of students master basic skills. This effort has been spearheaded by the Fundação Lemann (Lemann Foundation), an organization dedicated to improving the country's education quality.
Sally McGregor was a newly trained physician when she moved to Jamaica in 1965 from England for what she called a one-year “adventure.” She ended up marrying and staying 35 years. It’s a good thing she did. The impact evaluation of a program she designed to improve the development of chronically malnourished toddlers in Jamaica is changing how the development world views – and tries to improve – the problems faced by disadvantaged children all over the world.
Vietnam’s education system is receiving a lot of international attention following the country’s strong performance in the 2012 Program for International Student Assessment (PISA). Vietnam’s 15 year-olds performed as well in mathematics, reading and science as their peers in much richer Germany and Austria, and better than the international average. In an earlier blog I reviewed possible explanations for this success.
New analysis of data for Vietnam from the World Bank’s Skills Toward Employment and Productivity (STEP) skills measurement surveys confirms the message from PISA.
Since the early 1960s (at the conference of Addis Ababa), and with the best intentions, the international community has been setting goals to solve educational problems in developing countries. Unfortunately, and for various reasons, these have not been met. Even the most recently agreed targets in the Millennium Development Goals, which should be achieved next year, will not be met. In fact, 54 countries will not have achieved universal primary education by the end of 2015.
Very soon, tens of millions of children around the world will start a new school year. It’s supposed to be the time for children to acquire the skills and knowledge they need to succeed in life. Are they getting that education in school? Not always. Nearly 25 percent of primary school-age children around the world can’t read, write or do basic mathematics. About one-quarter of these children have never had the chance to learn because they aren’t in school. Making sure that children learn – in other words, giving children the tools needed so they can reach their potential – is a global priority. Success requires understanding the most effective way to do this. That’s where evidence matters.