Laying the Foundation for Early Childhood Education in Sri Lanka : Investing Early, Investing Smartly, and Investing for All

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作者：

World Bank Group

来源地址：

http://hdl.handle.net/10986/23362

关键词：

SKILLS;  EARLY EDUCATION;  STUDENT CHARACTERISTICS;  PRIMARY TEACHER;  GRADE RETENTION;  SCHOOL SYSTEM;  PREPRIMARY SCHOOLS;  CAREGIVERS;  BASIC EDUCATION;  SCHOOL READINESS;  BLACKBOARDS;  TEACHERS;  MOTHER TONGUE;  REGULAR ATTENDANCE;  EARLY LEARNING;  SCHOOLING;  PRESCHOOL CENTERS;  TUITION;  NUMERACY;  EARLY CHILDHOOD DEVELOPMENT;  ENROLLMENT;  GROUPS;  NEEDS ASSESSMENT;  LEARNING ACHIEVEMENT;  PRIMARY ENROLLMENT RATE;  EARLY CHILDHOOD CARE;  GENERAL EDUCATION;  LEARNING ACHIEVEMENTS;  RURAL CHILDREN;  ACCESS TO PRESCHOOL;  LEARNING MATERIALS;  TEACHING MATERIALS;  PRIMARY GRADES;  PRESCHOOL CHILDREN;  CARE CENTERS;  TRAINING PROGRAMS;  GENDER BIAS;  DAY CARE;  ACCESS TO EDUCATION;  LITERACY;  TEXTBOOKS;  EDUCATION SECTOR;  KNOWLEDGE;  COGNITIVE DEVELOPMENT;  CLASSROOM ARRANGEMENT;  ADULT LIFE;  EARLY CHILDHOOD INTERVENTIONS;  HIGH RATES OF CHILD MALNUTRITION;  EARLY CHILDHOOD LEARNING;  NER;  QUALITY OF EDUCATION;  BENEFITS FOR CHILDREN;  CHILDHOOD EDUCATION;  HEAD START;  TRAINING;  EDUCATION POLICIES;  EARLY STIMULATION;  TEACHER TRAINING;  PARTNERSHIPS;  PRIMARY ENROLLMENT;  EDUCATIONAL ATTAINMENT;  SPECIAL EDUCATION;  EDUCATIONAL OPPORTUNITIES;  PRESCHOOL ENROLLMENT;  CHILD DEVELOPMENT;  CLASSES;  PRIMARY SCHOOL ATTENDANCE;  PROVINCIAL EDUCATION;  ENROLLMENT FOR CHILDREN;  BIRTH REGISTRATION;  LEARNING OPPORTUNITIES;  VOCATIONAL EDUCATION;  LEARNING;  TEACHING SKILLS;  PRIMARY SCHOOL;  ORPHANS;  REASONING;  TEACHING;  COGNITIVE OUTCOMES;  GROSS ENROLLMENT;  SOCIAL DEVELOPMENT;  CHILD CARE;  KINDERGARTEN;  ENROLMENT RATES;  EDUCATION SPENDING;  RETENTION RATES;  READING;  EDUCATION SYSTEMS;  STUDENT ASSESSMENT;  EARLY CHILD DEVELOPMENT;  KINDERGARTENS;  ENVIRONMENTAL AWARENESS;  EARLY CHILDHOOD YEARS;  STUDENT POPULATION;  ENROLLMENT RATES;  QUALITY PRESCHOOL;  SCIENCE;  EARLY CHILDHOOD PROGRAMMING;  TRAINING INSTITUTES;  EDUCATION LAW;  CHILDREN WITH DISABILITIES;  VALUES;  PUBLIC EXPENDITURE;  SCHOOLS;  SCHOOL ATTENDANCE;  PARTICIPATION;  QUALITY OF INFRASTRUCTURE;  CURRICULA;  EDUCATION SERVICES;  LEARNING OUTCOMES;  ENROLLMENT BY AGE;  STUDENT PERFORMANCE;  SPECIAL NEEDS;  UNIVERSAL ACCESS;  AGE GROUPS;  ENROLLMENT RATE;  PRIMARY SCHOOL PERFORMANCE;  PREPRIMARY EDUCATION;  PUBLIC AWARENESS;  GER;  EARLY CHILDHOOD EDUCATION;  EMOTIONAL DEVELOPMENT;  CAMPAIGNS;  PRIMARY EDUCATION OUTCOMES;  PRESCHOOL EDUCATION;  CLASS SIZE;  PUBLIC EDUCATION SPENDING;  CHILD PROTECTION;  NUTRITION;  CULTURAL DEVELOPMENT;  CURRICULUM;  CHILD MALNUTRITION;  EDUCATIONAL OUTCOMES;  ACCREDITATION SYSTEM;  PRE-SCHOOL EDUCATION;  PARITY;  FREE PLAY;  PUBLIC AGENCIES;  CHILDHOOD CARE;  COGNITIVE SKILLS;  EDUCATION PROGRAMS;  WRITING;  CURRICULUM DEVELOPMENT;  CHILDREN;  EDUCATION;  INVESTMENT;  RURAL AREAS;  TRAINING OF TEACHERS;  CHILDREN IN PRESCHOOL;  INSTRUCTION;  CHILDHOOD DEVELOPMENT;  PARENT-TEACHER ASSOCIATION;  GIRLS;  STUDENTS;  PRIVATE PARTNERSHIPS;  LEADERSHIP;  QUALITY ASSURANCE;  NET ENROLLMENT;  EARLY CHILDHOOD EDUCATORS;  INTERVENTIONS;  PRIMARY EDUCATION;  FEES;  WOMEN;  ENROLMENT RATE;  FORMAL SCHOOLING;  REPETITION RATES;  CLASSROOM;  CLASSROOMS;  LITERACY PROGRAMS;  QUALITY OF TEACHERS;  HUMAN DEVELOPMENT;  Report; 

年份：

2014

出版地：

Washington,USA

语种：

English

摘要：

The objective of this report is to analyze the state of early childhood education (ECE1) provision and the policy framework for delivering ECE in Sri Lanka, and suggest policy options for the future. The report is intended to serve several purposes. First, drawing upon the international literature in the field of early childhood development, it provides the rationale for investing in early childhood education in Sri Lanka. Second, it provides an understanding of the current policy framework and delivery system for ECE in the country. This policy analysis specifically looks at the extent to which there is an enabling environment for ECE, what provisions exist for monitoring and quality assurance, and how widely the policy is being implemented. Third, it presents a situation analysis of ECE provision in Sri Lanka, discussing the issues of access, equity, and quality in the delivery of ECE services. The discussion on equity focuses mainly on understanding disparities in access, and the analysis of quality looks at the quality of inputs, processes and outcomes, including cognitive and non-cognitive outcomes. And fourth, the report presents policy and program options based on the findings of the above analyses.