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  • 1
    Online Resource
    Online Resource
    How are Tongan Children Developing? Results from the Second National Census and Policy Recommendations for Better Child Development in Tonga (2019)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Bank E-Library Archive
    Series Statement: Other Education Study
    Abstract: This policy brief presents findings from the second national census of children's early development in Tonga; the Tongan early Human Capability Index. First conducted in 2014 and then again in 2017, results provide a snapshot of the current status of early childhood development in Tonga, demonstrate how children's development has changed over time, highlight factors that are playing an important role in influencing children's outcomes across the country, and provide policy recommendations for ways forward to provide all Tongan children with the opportunity to reach their developmental potential
    DOI: 10.1596/32256
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    The Impact of Expanding Access to Early Childhood Services in Rural Indonesia : Evidence from Two Cohorts of Children (2015)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (61 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Brinkman, Sally Anne The Impact of Expanding Access to Early Childhood Services in Rural Indonesia: Evidence from Two Cohorts of Children
    Abstract: This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended
    DOI: 10.1596/1813-9450-7372
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Early Childhood Development in Tonga : Baseline Results from the Tongan Early Human Capability Index (2016)
    Washington, D.C : The World Bank
    Details
    ISBN: 9781464810008
    Language: English
    Pages: Online-Ressource (1 online resource (96 p.))
    Edition: Online-Ausg.
    Series Statement: World Bank Studies
    Series Statement: World Bank E-Library Archive
    Parallel Title: Druckausg.
    Keywords: EHCI ; ECD ; Early childhood development ; Skills ; Health ; Parent ; Maternal
    Abstract: Early Childhood Development in Tonga offers a comprehensive assessment of early child development across Tonga using the Tongan Early Human Capability Index instrument. The data has information on more than 6,600 children, ages three to five, living across 36 inhabited islands, and reported for 129 communities. On the basis of population figures from the Tongan census data collection provided by the Tonga Department of Statistics, 81 percent of three- to five-year-olds participated in the Tongan Early Human Capability Index. The report details the development of the instrument used to collect the child development data to ensure cultural validity and local relevance, while still capturing the fundamental aspects of child development that are consistent across countries and cultures. As well as the development of the instrument, other countries will also be interested in learning about h the method of data collection across a country with remote and isolated islands using an innovative partnership between health and education. Using existing systems and community governance structures, the data was not only collected but also disseminated back to communities to raise awareness and prompt community and government mobilization to support early child development. The process of developing and implementing the Tongan Early Human Capability Index across Tonga helped build national and district capacity, and is encouraging the establishment of community-based supports for children. Researchers, policy makers, and practitioners as well as advocates for the development and enhancement of systems to monitor early child development worldwide will find this publication highly significant
    Note: Description based on print version record
    DOI: 10.1596/978-1-4648-0999-6
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    How are Tuvalu's Children Developing? Evidence-based Policy Recommendations for Better Early Childhood Development of Tuvaluan Children (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Bank E-Library Archive
    Series Statement: Other Education Study
    Abstract: This brief presents findings from a census of the early development of Tuvalu's children, identifies areas of need, and puts forth recommendations to address gaps in service delivery to provide every child in Tuvalu with the best start in life. Universal health care and education are essential in supporting a strong and healthy development of Tuvalu's citizens. Access to quality health care services and the opportunity to participate in quality Early Childhood Care and Education (ECCE) provides children with the foundation they need to be ready to learn at school. The Government of Tuvalu has invested heavily in health and education, health care is free for all citizens and education is free for those aged 3-18 years. As such, encouragingly the country exhibits few disparities in access to health and education services, including that for children. For example, boys and girls have equitable access to pre-primary education, and policy mandates that ECCE centers cater to the needs of children with special needs. The Pacific Early Age Readiness and Learning (PEARL) program funding by the Global Partnership for Education (GPE), implementing by the World Bank, provides technical assistance and analytical work to improve the participating country's evidence-base on school readiness and early grade literacy to inform short and medium-term policy agendas, including baseline survey on school readiness and early grade reading levels and piloting interventions. Herein, this brief presents data regarding the status of children's early health and development, as well as their participation in preschool and their learning environments at home. At a country level, this evidence will help to inform intervention strategies and policy planning in early childhood to strengthen the ECCE system with the goal of ensuring thatall children in Tuvalu reach their developmental potential
    DOI: 10.1596/32257
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    The Status of Early Childhood Health and Development in Kiribati : Results from a Population Wide Census (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Bank E-Library Archive
    Series Statement: Other Education Study
    Abstract: Kiribati is among the first few countries in the world to have undertaken a national census of children's early health and development. This report presents data collected for 7,194 children aged 3 to 5 years across 21 of the country's islands. Data were collected on children's health and development, their learning environments at home, and their early childhood education experience, which together, provide a snapshot of how children in Kiribati are developing in their early years and highlights factors that are playing an important role in influencing children's outcomes. Overall, these results provide the country with valuable evidence to guide policy makers and service providers in their program planning and design, evaluation of interventions, and monitoring of children's outcomes. It is hoped that in future, the country will drive repeat census collections, as only with repeat data over time will policy makers, service providers, and communities be able to understand if their work to support children is making a difference
    DOI: 10.1596/32253
    URL: Deutschlandweit zugänglich
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Early Childhood Development in Samoa : Baseline Results from the Samoan Early Human Capability Index (2017)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Bank E-Library Archive
    Series Statement: Other Education Study
    Abstract: The Pacific early age readiness and learning (PEARL) program aims to support Pacific Island countries and their development partners in building capacity to design, implement, and monitor evidence-based integrated policies and programs that prepare children and their families for primary school. PEARL's two focus areas are reflected in its two visions: (1) that all children in the Pacific have access to and benefit from programs in their communities that promote healthy, stimulating, and culturally relevant experiences that prepare them for pre-primary, primary schooling, and life; and (2) all classrooms in the early grades of primary education are equipped with the knowledge and the resources to ensure children become literate in a language they are familiar with, and that they are able to use these skills and knowledge to engage in lifelong learning. This report provides a comprehensive picture of the current status of children's early development in Samoa, the environments in which children in Samoa are growing up, and how these environments are having an impact on children's early developmental outcomes. Results produced some expected findings reflecting international evidence, as well as some surprising ones, providing the country with a valuable evidence base on which policy makers and service providers can base their planning around, and policy monitoring and program evaluation can be measured against
    DOI: 10.1596/32262
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
  • 7
    Book
    Book
    Early childhood development in Tonga : baseline results from the Tongan Early Human Capability Index (2017)
    Washington, DC, USA : World Bank Group
    Details
    ISBN: 9781464809996
    Language: English
    Pages: xvii, 76 Seiten , Illustrationen
    Series Statement: A World Bank study
    DDC: 305.231
    Keywords: Kinder ; Entwicklungsindikator ; Capability-Ansatz ; Tonga ; Child development ; Child development Evaluation ; Early childhood education ; Early childhood education Evaluation
    Abstract: Offers a comprehensive assessment of early child development across Tonga using the Tongan Early Human Capability Index instrument. The data has information on more than 6,600 children, ages three to five, living across 36 inhabited islands, and reported for 129 communities. On the basis of population figures from the Tongan census data collection provided by the Tonga Department of Statistics, 81 percent of three- to five-year-olds participated in the Tongan Early Human Capability Index. The report details the development of the instrument used to collect the child development data to ensure cultural validity and local relevance, while still capturing the fundamental aspects of child development that are consistent across countries and cultures. As well as the development of the instrument, other countries will also be interested in learning about h the method of data collection across a country with remote and isolated islands using an innovative partnership between health and education. Using existing systems and community governance structures, the data was not only collected but also disseminated back to communities to raise awareness and prompt community and government mobilization to support early child development. The process of developing and implementing the Tongan Early Human Capability Index across Tonga helped build national and district capacity, and is encouraging the establishment of community-based supports for children. Researchers, policy makers, and practitioners as well as advocates for the development and enhancement of systems to monitor early child development worldwide will find this publication highly significant
    DOI: 10.1596/978-1-4648-0999-6
    URL: Inhaltsverzeichnis
    URL: https://openknowledge.worldbank.org/handle/10986/25674
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    GBV
  • 8
    Online Resource
    Online Resource
    Early Childhood Development in Tonga (2016)
    Washington, D.C : The World Bank
    Details
    ISBN: 9781464810008
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: World Bank Studies
    Series Statement: World Bank E-Library Archive
    Series Statement: World Bank E-Library Archive
    DDC: 305.231099612
    Abstract: Early Childhood Development in Tonga offers a comprehensive assessment of early child development across Tonga using the Tongan Early Human Capability Index instrument. The data has information on more than 6,600 children, ages three to five, living across 36 inhabited islands, and reported for 129 communities. On the basis of population figures from the Tongan census data collection provided by the Tonga Department of Statistics, 81 percent of three- to five-year-olds participated in the Tongan Early Human Capability Index. The report details the development of the instrument used to collect the child development data to ensure cultural validity and local relevance, while still capturing the fundamental aspects of child development that are consistent across countries and cultures. As well as the development of the instrument, other countries will also be interested in learning about h the method of data collection across a country with remote and isolated islands using an innovative partnership between health and education. Using existing systems and community governance structures, the data was not only collected but also disseminated back to communities to raise awareness and prompt community and government mobilization to support early child development. The process of developing and implementing the Tongan Early Human Capability Index across Tonga helped build national and district capacity, and is encouraging the establishment of community-based supports for children. Researchers, policy makers, and practitioners as well as advocates for the development and enhancement of systems to monitor early child development worldwide will find this publication highly significant
    DOI: 10.1596/978-1-4648-0999-6
    URL: http://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-0999-6
    URL: Inhaltsbeschreibung der Sammlung und Zugangshinweise
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HeBIS
  • 9
    Online Resource
    Online Resource
    Intervening at home and then at school : a randomized evaluation of two approaches to improve early educational outcomes in Tonga (2018)
    Washington, DC, USA : World Bank Group, Education Global Practice
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 62 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8682
    Series Statement: Policy research working paper
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-8682
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    MPI Ethno. Forsch.
  • 10
    Online Resource
    Online Resource
    Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades : Evidence from Rural Indonesia (2016)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (43 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Nakajima, Nozomi Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades: Evidence from Rural Indonesia
    Abstract: This paper examines gender gaps in cognitive and non-cognitive skills among a sample of more than 10,000 children between the ages of 6 and 9 in rural Indonesia. In terms of cognitive skills, the analysis finds evidence of gender gaps favoring girls at each age in test scores of language (0.158-0.252 standard deviations) and mathematics (0.155-0.243 standard deviations) in the early years of primary school. Girls also perform significantly better than boys in non-cognitive skills, with higher scores on the social competence (0.086-0.247 standard deviations) and emotional maturity domains (0.213-0.296 standard deviations) of the Early Development Instrument, a finding consistent with research from high-income countries. Decomposition analyses are used to investigate the extent to which enrollment patterns in preschool and primary school as well as parenting practices contribute to these gender gaps in cognitive and non-cognitive skills. Standard decomposition approaches are extended to correct for selection on observables. The findings show that gender differences in enrollment patterns play a role in explaining gender gaps in test scores, while differences in parenting practices do not. However, the relative contribution of observed factors to gender gaps depends on the available quality of preschool services in the child's village and whether the outcome of interest is cognitive or non-cognitive skills
    DOI: 10.1596/1813-9450-7833
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
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