{"id":87305,"date":"2023-05-10T01:20:59","date_gmt":"2023-05-09T22:20:59","guid":{"rendered":"https:\/\/www.csregypt.com\/?p=87305"},"modified":"2023-05-10T01:20:59","modified_gmt":"2023-05-09T22:20:59","slug":"report-providing-quality-pre-primary-education-yields-large-long-term-economic-benefits","status":"publish","type":"post","link":"https:\/\/csregypt.com\/en\/report-providing-quality-pre-primary-education-yields-large-long-term-economic-benefits\/","title":{"rendered":"Report: Providing quality pre-primary education\u00a0yields large long-term economic benefits"},"content":{"rendered":"

The new\u00a02<\/em>023<\/em> Cost-Effective Approaches to Improve Global Learning<\/em><\/strong><\/a>\u00a0report\u00a0said providing quality pre-primary education<\/a>\u00a0also yields large long-term economic benefits in low- and high-income countries.<\/p>\n

Several studies have shown how to provide preschool at low cost and at large scale, by leveraging existing education infrastructure and improving the quality of teacher training. Adapting preschool curricula to integrate them better into with primary education programs also helps sustain these gains over time.<\/p>\n

\u201cWith more countries investing in early childhood education and development, the strengthened evidence on \u2018what works\u2019 in early childhood development is critical to ensure that money produces the best results,\u201d\u00a0said\u00a0Rachel Glennerster, Associate Professor, Division of the Social Sciences and the College, University of Chicago; former Chief Economist at FCDO.<\/p>\n

T<\/strong>he new\u00a02023 Cost-Effective Approaches to Improve Global Learning<\/em><\/strong><\/a>\u00a0report summarizes the latest evidence on what the \u201csmart buys\u201d, most cost-effective interventions are for improving learning of all children in low- and middle-income countries. Launched today at the Education World Forum in London, the report is authored by the\u00a0Global Education Evidence Advisory Panel (GEEAP)<\/a>, an independent, multidisciplinary panel of leading global experts in education evidence and policymaking that is co-hosted by the\u00a0UK\u2019s\u00a0Foreign, Commonwealth & Development Office<\/a>\u00a0(FCDO),\u00a0UNICEF Office of Research-Innocenti<\/a>,\u00a0the U.S. Agency for International Development<\/a>\u00a0(USAID<\/a>), and the\u00a0World Bank<\/a>.<\/p>\n

The report finds that investing in\u00a0parent-directed early childhood development interventions, which coach parents in how to provide early childhood stimulation, has been proven to have a significant impact on children\u2019s future learning. The GEEAP also found strong research evidence that in low-income countries, young children who benefit from these early childhood stimulation programs can enjoy benefits that last into adulthood. For example, an early-stimulation home visiting program in Jamaica yielded substantial gains in children\u2019s educational attainment, IQ, mental health, and earnings in adulthood \u2013 up to a 37 percent gain at age 31. The panel also identified ways to\u00a0reduce delivery costs<\/em>, such as providing group sessions or leveraging community health workers who are already making regular home visits.<\/p>\n

\u201cThis matters because the education challenge remains huge \u2013 according to the World Bank, 57 percent of children living in low- and middle-income countries could not read and understand a simple age-appropriate text by the age of ten. That was before the pandemic. Now, after the pandemic, that rate is estimated to have risen to 70 percent. Moreover, low- and middle-income countries closed schools for longer, on average, than in high-income countries, leading to increasing gaps in learning outcomes. So, it is urgent to invest in interventions we know are going to work,\u201d\u00a0said\u00a0Hirokazu Yoshikawa, Panel member and Professor of Globalization and Education, NYU Steinhardt.<\/p>\n

The Panel has sifted through over 13,000 research papers, and every approach recommended in the new report has been rigorously tested in multiple countries and has been shown to work when introduced by governments at large scale. The Panel has grouped interventions into different categories based on cost and learning impact:\u00a0 three approaches are ranked as \u201cGreat Buys\u201d, five as \u201cGood Buys\u201d, and eight as \u201cPromising, but Limited Evidence\u201d. \u00a0In addition, the Panel rated two common input-focused interventions as belonging in the \u201cBad Buys\u201d category: 1)\u00a0investing in computer hardware<\/em>, and 2)\u00a0investing in other education inputs without addressing major underlying problems<\/em>\u00a0\u2013 such as lack of teacher training or poor system governance.\u00a0 Neither of these usually lead to additional student learning.<\/p>\n

\u201cThe COVID-19 shock compromised spending on education in many low- and lower-middle income countries.\u00a0 The GEEAP report is designed to help countries maximize the impact of their education budgets by highlighting cost-effective ways to ensure every dollar spent has an impact on the experience of the student in the classroom. Otherwise, their children will not gain the knowledge and skills they need for life,\u201d\u00a0said\u00a0Jaime Saavedra, Panel member and Global Director for Education at the World Bank.<\/p>\n

Another key cost-effective recommendation highlighted in the report is\u00a0support to teachers with structured pedagogy programs<\/em>, which has been successful in increased learning \u2013 especially foundational literacy and numeracy \u2013 at relatively low cost in Kenya, Liberia, and South Africa.\u00a0USAID\u2019s Primary Math and Reading<\/a>\u00a0(<\/u>PRIMR<\/a>) Initiative, a structured pedagogy intervention in Kenya, produced reading fluency gains equivalent to over one full year of normal learning in Kenya, and was then scaled up across Kenya as\u00a0Tusome Early Grade Reading<\/a>. Early Grade Reading, a partnership between USAID and the Government of Kenya\u2019s Ministry of Education.<\/p>\n

Similarly, another \u201cGreat Buy\u201d is\u00a0targeting teaching instruction by learning level instead of by grade<\/em>. Teaching at the Right Level (TaRL) is a holistic approach to improving foundational skills. A version of this approach that includes an interactive pedagogy, has been developed and tested in Ghana and implemented at large scale in India, Cote d\u2019Ivoire, and Zambia. \u00a0Now, after the pandemic, this approach of targeting instruction by children\u2019s learning level \u2013 rather than just following a grade-based curriculum \u2013 is more important than ever.<\/p>\n

\n

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The new\u00a02023 Cost-Effective Approaches to Improve Global Learning\u00a0report\u00a0said providing quality pre-primary education\u00a0also yields large long-term economic benefits in low- and high-income countries. Several studies have shown how to provide preschool at low cost and at large scale, by leveraging existing education infrastructure and improving the quality of teacher training. 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