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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)
India
Lao People's Democratic Republic
Ghana
This paper evaluates and compares two randomized interventions in Tonga, one targeting the home environment of children up to age 5 and one targeting the school environment for first and second grade students. The first intervention supports communities to set up and run playgroups that aim to improve caregiver-child interaction at home and ultimately improve children's readiness for school. Among children of mothers without high school education, being in a treatment community positively affects the school readiness literacy domains and overall score by 0.19 and 0.2 standard deviation, respectively, for girls and the literacy domains for boys by 0.17 standard deviation. The second intervention provides teachers with training, materials, and coaching to improve reading instruction practices and students’ reading ability. It increased average early grade reading scores by approximately 0.18 standard deviation per year of exposure. Two cohorts of children were potentially exposed to both interventions, providing an opportunity to compare, for the same population of children, the effects of an early childhood intervention with a school-based intervention using a common measure of learning achievement. The school readiness intervention is found to have positive effects on early grade reading scores only among children in the reading intervention’s control group; effect sizes of approximately 0.29 standard deviation were found at the end of second grade for children exposed to one year of the school readiness intervention and at the end of first grade for girls exposed to two years of the intervention. (Tonga)
