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Sri Lanka - Early Childhood Development Project (English)

The objective of the Early Childhood Development Project (ECD) for Sri Lanka is to enhance equitable access to and improve the quality of ECD services. There are two components to the project, the first component being expanding and strengthening the delivery of ECD services. This component aims to improve the provision of ECD services in Sri Lanka by: (i) improving the quality of ECD provision across the country, (ii) expanding equitable access to ECD services across the country, and (iii) improving the quality of ECD services in the plantation sector. This component include three sub-components: Improving the quality of ECD provision; expanding equitable access to ECD services; and improving the quality of ECD services in the Plantation sector. Finally, the second component is the project management, and monitoring and evaluation (M&E). This component finances different inputs, including technical assistance in specific areas, to support the project management team in achieving the project objectives. It also supports the project’s monitoring and evaluation activities.

Details

  • Document Date

    2015/06/04

  • Document Type

    Project Appraisal Document

  • Report Number

    PAD1311

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Sri Lanka,

  • Region

    South Asia,

  • Disclosure Date

    2015/06/25

  • Disclosure Status

    Disclosed

  • Doc Name

    Sri Lanka - Early Childhood Development Project

  • Keywords

    public private partnership;Annual Work Plan and Budget;public-private partnership;central bank of sri lanka;children with special need;Child development;nutritional status of child;cost financing;economic and financial analysis;early childhood development program;acquisition of language skill;monitoring and evaluation system;data collection and analysis;public investment in education;Work Program and Budget;public expenditure on education;source of drinking water;equitable access;Teachers;health and nutrition;primary school teacher;capacity for implementation;mother and child;minimum quality standard;quality and relevance;human capital formation;decentralized governance structure;capacity development activity;social development program;local government authority;exchange rate;Exchange Rates;centers for child;grievance redress mechanism;net enrollment rate;incidence of poverty;millennium development goal;national poverty line;flow of fund;Safeguard Policies;safeguard policy;readiness for implementation;parent support program;services for children;early child development;quality of teaching;international good practice;central government agency;child care services;quality assurance standard;support to parents;Finance & Procurement;health care system;social and environmental;development of information;impact on child;teacher training program;enrollment of child;parent education programs;Learning for All;lack of awareness;multiple regression analysis;disparities in access;start primary school;human capital investment;awareness program;age range;short-term training;young child;result indicator;physical facility;resource center;curriculum framework;supply-side interventions;rural area;grievance handling;quality improvement;preschool program;government commitment;cognitive ability;sanitation facility;developmental outcomes;retroactive financing;eligible state;fee waiver;governance environment;supply side;non-governmental organization;inequitable access;procurement staff;Labor Market;poor child;earning opportunity;procurement capacity;consulting service;internal auditor;participation rate;civil works;enhancing access;procurement system;strategic areas;poor household;Consulting services;plantation worker;learning opportunity;cultural reasons;procurement performance;competitive economy;procurement rule;awareness campaign;tuition fee;community awareness;information gap;demand-side interventions;people knowledge;secondary level;process monitoring;disadvantaged family;fiduciary risk;disadvantaged area;parenting education;limited capacity;evaluation activity;community-based approaches;child right;early warning;domain knowledge;teaching learning material;market failure;administrative capacity;skill development;conceptual framework;government's commitment;credit constraint;works procurement;Higher Education;procurement monitoring;social inclusion;living standard;procurement manual;disadvantaged child;social policies;infrastructure facility;child outcome;marginalized group;social policy;government land;outreach campaign;parental knowledge;community base;student learning;democratic socialist;orientation program;peer-to-peer learning;strategic development;professional training;train activity;school readiness;cognitive competency;resource persons;home visit;public health;pregnant woman;higher grade;preschool child;direct beneficiaries;registration system;water connection;play area;water filter;safety equipment;administrative support;classroom material;educational material;primary beneficiaries;global recession;provincial authority;children's nutrition;child nutrition;children of ages;school participation;primary level;public support;Learning and Innovation Credit;basic requirement;instructional equipment;population group;rural parent;adequate facility;teaching force;resident worker;public provision;significant evidence;reducing inequality;procurement function;learning standard;formal schooling;development operation;job description

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Citation

Sri Lanka - Early Childhood Development Project (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/748601468190137956/Sri-Lanka-Early-Childhood-Development-Project