![]() The COVID-19 pandemic has only exacerbated the learning crisis, with learning poverty predicted to rise above 70 percent. An estimated 53 percent of children in low- and middle-income countries are “learning poor,” meaning they are unable to read and understand a short text by age 10. Low access and poor-quality ECE contribute to the global learning crisis. “Getting this right early – both in the early years of children’s lives and in the early stages of setting up an ECE system – is easier and more efficient than remedying gaps in foundational learning and fixing systems of delivery later.” ![]() “Many countries have a unique window of opportunity now to put in place the policies and system to deliver quality and equitable ECE progressively as access to ECE grows,” underscored Jaime Saavedra, World Bank Global Director for Education. Investments in ECE establish the foundation to build the human capital needed for individual well-being and more equitable and prosperous societies. High quality ECE can help children develop the cognitive and socioemotional skills, executive function, and motivation that will help them succeed both in school and beyond. The report emphasizes that young children have enormous capacity to learn during their early years – a capacity that must be nurtured and harnessed in a deliberate manner. The volume brings together a group of leading, multi-disciplinary experts in the field of early learning to distill the evidence on cost-effective practices to support children’s early learning in low- and middle-income countries. Released today, the World Bank’s new volume Quality Early Learning: Nurturing Children’s Potential reviews the science of early learning and offers practical advice on key elements and principles to deliver quality ECE. COVID-19 has hit the youngest children’s learning the hardest, especially in low-income countries, accentuating the need for actionable and evidence-based strategies to deliver quality early childhood education (ECE) at scale.
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