The note explores the need to identify both cost effective, and adaptable interventions in the promotion of early childhood care and education (ECCE) programs, to benefit communities, and countries at large. To this end, based on a Bank sector study that examines such programs in Cape Verde, as a relatively wealthy African country, and in comparison Guinea, as a relatively poor country, it is emphasized that the feasibility of different approaches may be country specific. The study questions the overall status, and profile of early childhood development programs, and the factors determining child enrollment in pre-school programs, as well as the extent of influence of pre-school attendance in child development. It also reviews the program characteristics, seemingly effective in terms of child development, including the policy implications of these programs in terms of costs, financing, and implementation. Findings, and recommendations suggest that pre-school education can be a double-edged sword, that can both alleviate, and exacerbate disparities, while wide variations in pre-school effectiveness indicate the many factors influencing its success. But government plays a critical role in supporting ECCD programs, that is, it can improve efficiency, and equity. Highlights feature longer-term impact of pre-school for primary school performance, and how to best expand access to pre-school, without raising public expenditures.
Detalhes
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Autor
Jaramillo, A. , K. Tietjen
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Data do documento
2002/02/28
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TIpo de documento
Informativo
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No. do relatório
23568
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Nº do volume
1
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Total Volume(s)
1
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País
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Região
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Data de divulgação
2002/03/15
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Disclosure Status
Disclosed
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Nome do documento
Early childhood development in Cape Verde and Guinea
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Palavras-chave
Early Childhood Development;early childhood care;sector work;cognitive development;early intervention programs;early childhood program;per capita gnp;poor child;preschool center;preschool program;Teachers;teacher ratio;rural area;parental involvement;school student;public expenditure;rural setting;socioeconomic status;early stimulation;Child development;cost structure;independent variable;geographic distribution;public program;preschool enrollment;public resource;poverty alleviation;parental education;adult illiteracy;human capital;learning quality;long-term impact;credit funds;cultural context;health status;educational planning;geographic region;health school;public policy;physical development;school resource;equitable allocation;
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