We are living in a learning crisis. According to the World Bank’s 2018 World Development Report, millions of students in developing countries are in schools that are failing to educate them to succeed in life. According to the UNESCO Institute of Statistics, there are 617 million children and youth of primary and secondary school age who are not learning the basics in reading, two-thirds of whom are attending school. The urgency to invest in learning is clear.
250 million children under the age of five in the developing world are failing to reach their full development potential. Faced with this challenge, governments and donors across the globe have turned to early childhood education and development (ECED) services. These are a cost-effective way to overcome the developmental losses associated with growing up in a disadvantaged environment. The services can be delivered in different ways, such as through kindergartens and community-based playgroups.
Ed’s note: This guest blog is by Dirk Wouters, Ambassador of the Kingdom of Belgium to the United States of America in Washington DC
A Kenyan mother seated in the hallway of a hospital, holding a newborn. She looks troubled, the baby has one thin arm up in the air. An Indian mother is resting after giving birth to twin girls. She already has two daughters at home. A Cambodian family looks to the future with hope as they take their newborn child back to their village. Nine babies, wrapped in colorful blankets, have been placed on a hospital bed in Kenya’s Pumwani hospital just after their birth. In this hospital, a 100 children are born every day.
Natalie Roschnik was a newly minted graduate student when she accepted her first job with Save the Children in Mali. Nearly 20 years later, Roschnik knows Mali well: it’s one of the countries she travels to often as a Senior Research and Impact Advisor for Save the Children.
Ed's note: This guest blog is by Heather Biggar Tomlinson (Executive Director, Roshan Learning Center) and Syifa Andina (Chairperson, Foundation for Mother and Child Health)
There is a dynamic and growing energy in Indonesia focusing on parenting education, particularly for low-income families. However, little is known about parenting styles and related outcomes, much less the coverage and effectiveness of various parenting education approaches.
Providing quality early learning to children is one of the most important investments a country can make. Evidence has linked investments in the early years to better outcomes in school, improved work prospects and higher wages in adulthood, and even better health. Inequities in education start in early childhood, with consequences that ripple through later stages in life. We also know that quality counts: poor-quality early learning environments can be unhelpful or even detrimental for a child’s future.
Less well understood, however, is how countries can deliver high-quality early learning services equitably and at scale. How do countries get from a small-scale, well monitored pilot—which is where a lot of our evidence comes from—to a national program, without diluting quality too much or leaving behind the most disadvantaged children? How can countries build a motivated, well-trained workforce that understands and can serve the distinctive developmental needs of children before the primary years? What are effective models to work with private providers?
The Early Learning Partnership (ELP) is embarking on a new research program to generate some answers to these questions. ELP is a multi-donor trust fund at the World Bank which provides analytic and operational support to World Bank teams and client countries who want to invest in early childhood. With support from the UK Department for International Development, we are launching the ELP Systems Research Program, with an initial focus on Ethiopia, Liberia, the Punjab province in Pakistan, and Tanzania.
Have you ever heard the phrase “Inequality starts at birth”? This is one of the most sobering statements in development but one that has an answer and it’s called early childhood development or ECD. No other development investment boasts a higher payoff for people and for economies than ECD.
¿Escucharon alguna vez la frase “La desigualdad comienza en el nacimiento”? Es una de las afirmaciones más serias del ámbito del desarrollo, pero plantea un problema que ya tiene respuesta: el desarrollo en la primera infancia (DPI). No hay ninguna otra inversión en el desarrollo que genere tantos beneficios para las personas y para las economías como el DPI.
Recent studies in neuroscience and economics show that early childhood experiences have a profound impact on brain development and thus on outcomes throughout life. A growing number of impact evaluations from low- and middle-income countries underscore the importance of preschool for children’s development (to highlight a few: Cambodia, Mozambique, and Indonesia).