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Disclosable Version of the ISR - Yunnan Early Childhood Education Innovation Project (YECEIP) - P152860 - Sequence No : 05
China
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China
Sri Lanka
The Ministry of Education, Youth and Sport (MoEYS) and the Ministry of Economy and Finance (MEF), together with key Development Partners, conducted a Public Expenditure Tracking Survey (PETS) and Quality of Service Delivery Survey (QSDS) for the education sector in Cambodia. PETS identify resource use and leakages by examining flows of funds and materials from the central government to local service providers via regional and local governments. QSDS are multi-purpose surveys that examine the efficiency of frontline service delivery and the dissipation of resources by collecting information on service providers and various agents in the system. Several PETS were conducted in Cambodia in the 2005-2013 period. They generally found leakage to be low but the timeliness and consistency of funds delivery to service providers to be poor. This PETS-QSDS will assist the Royal Government of Cambodia in its aim to improve the efficiency and effectiveness of public service delivery through several key reforms. The educational structure of schooling in Cambodia is six years of primary, followed by three years of lower secondary then three years of upper secondary. Prior to primary, there is at least one year for pre-school education. Cambodia also has technical and vocational education, which commences after completion of grade 9. Higher education commences after grade 12. (Cambodia)
Early mathematics learning has garnered considerable attention globally over the past few years. This increased attention is motivated by global research pointing to the importance of early mathematics in supporting children`s later academic development. The need to ensure that children have explicit and planned opportunities to develop foundational mathematics skills has led to the development of research-based early mathematics curricula that clearly articulate the types of mathematics learning experiences young children can and should have at different points in their learning pathways. The present study was commissioned by the Palestinian Ministry of Education and Higher Education to review the Palestinian kindergarten (KG) curriculum framework with a focus on the early mathematics progression that it puts forward. Specifically, the study aims to provide answers to three questions: (1) to what extent is the curriculum structured along a developmental progression that reflects the latest cognitive research on how children learn mathematics from an early age?; (2) how does the Palestinian early mathematics curriculum compare to that of other countries with established KG systems, such as Canada, the United Kingdom, the United States, Australia, and Singapore?; and (3) how well does the curriculum align with the Grade 1 Palestinian mathematics curriculum? It then puts forward a number of recommendations to improve early mathematics learning in KG classrooms. (West Bank and Gaza)
The development objective of the Multisectoral Nutrition and Child Development Project for Cote d'Ivoire is to increase the coverage of early childhood nutrition and development interventions i selected areas in the Recipient’s territory. This restructuring aims to extend the closing date from January 2018 to June 2023. (Cote d'Ivoire)
Uzbekistan
Marshall Islands
Serbia
Ratings of the Third Global Partnership for Education Project for Kyrgyz Republic were as follows: outcome was highly satisfactory, Bank performance was satisfactory, and monitoring and evaluation quality was high. Some of the lessons learned include: (i) the simplicity of the project design and the PDO increased the chances of the project’s success, as the project followed a well-focused results chain of outcome indicators and outputs to monitor equity, quality and efficiency of the interventions; (ii) proactive communication and advocacy played an important role in increasing awareness of the project’s objectives and key interventions to ensure active participation by various beneficiary groups (parents, teachers, school administration, and methodologists); (iii) class observation tool changed the perception toward the assessment of teachers’ practices and shifted the paradigm among teachers from complying with requirements to seeking and incorporating the feedback into their daily practice; and (iv) community-based preschools are a low-cost and effective alternative when the Government is determined to provide equitable access to education for children in remote, impoverished areas. (Kyrgyz Republic)
This paper examines the potential for bringing together cash transfer and parenting programs focused on child stimulation to boost child development, particularly for children ages 0-3 years. The paper reviews the rationale for linking both types of programs and the evidence to date on the impact of cash transfer programs, parenting programs, and their combination. The paper reviews the main operational features of 10 examples of combining cash transfer and parenting interventions and identifies four models for structuring the combination: integrated, convergence, alignment, and piggy-backing. The paper finds promising evidence for combining the interventions, where adding the parenting program to the cash transfer program has improved some parental practices and child development outcomes, with results in cognition and language. However, the evidence is still scarce, and more research is needed to understand the key elements of the optimal combinations, fidelity of implementation, cost-effectiveness of different design features, replicability, and sustainability of results. (World)