early childhood education
About 4 percent of the Sri Lankan population live in plantations. And . The Mount Vernon Estate, Middle Division, Hatton had an old Child Development Center (CDC) closer to the road with very limited space for the children to move around.
Until recently, the facilities were beyond repair.
That is, until the World Bank-funded provided financial assistance to build a spacious new CDC.
The construction work was completed in October 2017 and handed over to the community.
Nearly 20 children now attend the CDC every day.
Kamala Darshani, the Child Development Officer in charge is pleased that the children now have a brand new center with new tables, chairs, and toys. She finds that the children love various colors and feels that the children could benefit from attending the center every day.
As the editor of the World Bank’s education blog, I get weekly submissions from our education experts from all corners of the globe. Provocative and informative, our bloggers write about some of the education sector’s most hotly debated issues today.
Here are 2017’s most-read blog posts:
#10 There are cost-effective ways to train teachers
are the single most important factor affecting how much students learn. However, talent and heart aren’t enough to make a good teacher- as in all professions, one must train (and continue to train!) to be truly effective. This can be a big challenge in countries with fewer resources for education. Read about how 8,000 teachers in disadvantaged districts in Ghana upgraded their skills while simultaneously teaching in schools.
Indonesia continues to make strides in expanding access to early childhood education (ECE) across its vast archipelago, now reaching some . Yet despite this increased availability, quality of services continue to be poor, especially in rural and low-income areas. In particular, there continues to be reliance on under-qualified teachers, with many having received inadequate formal training, or none at all.
- Sure, that intervention delivered great results in a well-managed pilot. But it doesn’t tell us anything about whether it would work at a larger scale.
- Does this result really surprise you? (With both positive results and null results, I often hear, Didn’t we already know that intuitively?)
A recent paper – “” – by Dillon et al., provides answers to both of these, as well as giving new insights into the design of effective early child education.
“The first five years have so much to do with how the next 80 turn out,” billionaire philanthropist Bill Gates once said, summing up the importance of early childhood education.
Early education is featured prominently in the World Bank’s Education Strategy 2020, which lays out a ten-year agenda focused on the goal of “learning for all.” With the tagline ‘Invest early, invest smartly, and invest for all,’ the strategy says that an investment in early education will support the development and growth of a nation, particularly for emerging economies such as Indonesia.
Today, on the Day of the African Child, we interview our World Bank colleague, Christin McConnell, about early childhood programs and her work in Malawi.
Today, I had the pleasure of participating in a keynote discussion at the in London--a large annual gathering of education decisionmakers from around the world. We focused this morning on how to use and translate data generated by education systems into better policies and effective results.
My fellow panelists which included , Parliamentary Undersecretary of State at the UK’s Department for International Development, and from Stanford University, made excellent points about the link between education outcomes and economic growth. They also spoke about the ways to reach the 58 million children from marginalized communities who remain out of school.
I chose to focus on investments in the youngest children, from birth to age 5, before they even enter primary school.