Fifth Meeting of the Ministers of Education November 15-16, 2007 Cartagenas, Colombia
Early Child Development Policy and Program: The First Step to Sustainable Economic Growth and...
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Transcript of Early Child Development Policy and Program: The First Step to Sustainable Economic Growth and...
Early Child Development Policy and Program:
The First Step to Sustainable Economic Growth and Development
Fifth Meeting of the Ministers of Education
November 15-16, 2007Cartagenas, Colombia
Mary E. YoungHuman Development Network
World Bank
Consulta de San José2007
The best ways to improve public spending in Latin America prioritized by top-economists
“If Latin America were willing to spend, say, $10 billion over the next five years on improving welfare, which projects would have the greatest benefits?”
Out of the 29 specific projects identified to tackle Latin America’s biggest challenges, top priority given to:
• Early childhood development to meet the challenge of poverty and inequality
Literacy vs. Income
80%
82%
84%
86%
88%
90%
92%
94%
96%
98%
100%
0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 11,000 12,000 13,000
GDP per capita
Lite
racy
Rat
es
Argentina
Bolivia Brazil
Ecuador
Chile
Colombia
Cuba
Mexico
Peru
Paraguay
Uruguay
Venuezuela
Source: OECD, UNESCO (2003) Literacy skills for the world of tomorrow, Fig. 2.5, p.76
Mean Reading Literacy of 15-year-olds
325
350
375
400
425
450
475
500
525
550
575
600
Education of the new generations in Latin America
Source:Juan Luis Londono (1996), Poverty, Inequality and Human Capital Development in LA, 1950-2025
Expected Abilities
Industrial• Special skills• Planning &
implementation• Navigating the
bureaucracy• Following the
heritage
Post-industrial• Communications• Teamwork• Human relations• Problem-solving• Design & innovation • Personal responsibility• Self-management• Ethics, values, principles
Source: Cheng, Kai-ming, Education versus Learning: the Post-Industrial Challenge, presentation at the World Bank Human Development ForumOctober 31, 2006
Findings from Neuroscience: Early Experiences Shape…
Brain architectureNeurochemistryGene expression
Cognitive+
Emotional+
Social Behavior
Prerequisitefor a healthy,
competent, tolerant population.
Experience and Brain Development
• Stimuli switch on genetic pathways that differentiate the function of billions neurons and connections (synapses) among the billions of neurons
• Cognitive, linguistic, social, and emotional competencies are interdependent and are all shaped by early experience.
• Neural pathways follow a bottom up, hierarchical sequence. Later attainment build on foundations that are laid down earlier.
0 1 4 8 12 16
AGE
SensingPathways
(vision, hearing)
LanguageHigherCognitive Function
3 6 9-3-6
Months Years
C. Nelson, in From Neurons to Neighborhoods, 2000
Con
cep t
i on
Window of Opportunity - ECD
Literacy and Vocabulary Growth
– First 3 Years
High SES
Middle SES
Low SES
1200
600
012 16 20 24 26 32 36
Vocabulary
Age (Months)
Source: B.Hart & T. Risley. Meaningful Differences in Everyday Experiences of Young American Children, 1995.
Vocabulary Scores by SES quartiles in 36 to 72 month old children Ecuador
age in months
Source: C. Paxson, N. Schady: Cognitive development among young children in Ecuador : The roles of wealth, health
and parenting, The World Bank, Policy Research Working Paper, 3605, 2005.
Cognitive Development Gap
Source; Barnett, W. S. (2007). Original analysis of data from the US Department of Education, National Center for Educational Statistics, ECLS-K Base Year Data files and Electronic Codebook (2002).
Median Abilities of Entering Kindergarteners by Family Income
40.00
45.00
50.00
55.00
60.00
Lowest 20% 4th Quintile Middle 20% 2nd Quintile Highest 20%
Reading
Math
GeneralKnow ledge
Lost Potential Growth
Health and Income for Children and AdultsU.S. national health interview survey 1986-1995:
High Score is Bad
Source: Case, Lubotsky, and Paxson (2002)
Impacts of Quality Early EducationIncreased Educational Success and Adult Productivity• Achievement test scores• Special education and grade repetition• High school graduation• Behavior problems, delinquency, and crime• Employment, earnings, and welfare dependency Decreased Costs to Government• Schooling costs • Social services costs• Crime costs • Health care costs (teen pregnancy and smoking)
Source: Barnett, W. S. (2002) Early childhood education. In A. Molnar (Ed.) School reform proposals: The research evidence (pp.1-26). Greenwich, CT: Information Age Publishing
High/Scope Perry Preschool: Educational Effects
Source; Berrueta-Clement, J.R., Schweinhart, L.J., Barnett, W.S., Epstein, A.S., & Weikart, D.P. (1984). Changed lives: The effects of the Perry Preschool Program on youths through age 19. Ypsilanti, MI: High/Scope Press
45%
15%
34%
66%
49%
15%
0% 10% 20% 30% 40% 50% 60% 70%
Graduated from highschool on time
Age 14 achievementat 10th %ile +
Special Education(Cog.)
Program groupNo-program group
High/Scope Perry Preschool: Economic Effects at 40
Source; Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The High/Scope Perry Preschool study through age 40 (Monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Educational Research Foundation
50%
62%
40%
76%
76%
60%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Had SavingsAccount
Employed
Earned > $20K
Program groupNo-program group
Brain Growth
Rates of Return to Investment in Human Capital
Preschool School Post School
Preschool Programs
Schooling
Job Training
Age0
Brain Growth and Rates of Return
Source: Heckman & Carneiro Human Social Policy, 2003, RAND, Benefits and Costs of Early-Childhood Interventions, A Documented Briefing, Lynn A. Karoly, Susan S. Everingham, Jill Hoube, Rebecca Kilburn, C. Peter Rydell, Matthew Sanders, Peter W. Greenwood, April, 1997
Messages for Policymakers
• Child Development – early experience shapes brain architecture, determines all future learning, behavior and health outcomes later in life
• Effective - • Cost Efficiency - save money in the long run
because they prevent problems before they start and reduce later needs for special education and other remedial measures.
• Economics -the need for different skill sets in the
21st century.
Implement an Overall ECD Strategy
Intervene early, often and effectively
Allocate sufficient resources
Ensure relevant trainingNew generation competent in the understanding of human development
Build systems, not just projects.Emphasize equity, sustainability, and population health.
Monitor and evaluate. Measure child development outcomes
Monitoring Child Development Outcomes
Building monitoring systems
Collecting population-based child outcome data
Child Development Program in Singapore
Inter-Ministerial Committee
Health, Education, Community Development, Youth and SportsOverall policy directions & funding, Service guidelines & Coordination,
and Professional standards
Director, Child Development ProgramMinistry of Health
Child Development Unit National Healthcare Group
Child Development UnitSingapore Health Services
Cuba ECD Programs: Initial Link
Strong National Institutions
Formal Sector
Local Capacity
Non Formal Sector
Pregnancy Childcare Centers Preschool ProgramsParent Programs (0 years) (0 to 5 years) (5 – 6 years)
French ECD System
1. Emphasis on very young children
2. Voluntary, free preschool
3. More for those with less (Educational Priority Areas (ZEP)
4. Integration of all children
5. Quality standards and accountability
6. Highly trained and well-paid teachers
7. Secure funding and infrastructure
Public and Private PartnershipsNew Zealand
• Centers must comply with minimum licensing standards.
• Bulk funding: per-child funding based on a sliding scale.
• Demand-side financing: seed fund to develop services through grants, offer loans to ECD teachers, and supplement incomes to pay for ECD fees.
South Australia – Coordinated Early Childhood Policies
• Legislative reform to integrate Education Act and Children’s Services Acts
• Creating a Birth through Age 17, Education and Childhood Development System
• Government collect child development outcome (EDI) data across state every 3 years
Sweden - Continuum of Services Children Birth to 7
Birth 1 52 43 6 yrs
Paternal Leave Pre-school programs
Preschool
Class
After school childcare
Brain Growth
Rates of Return to Investment in Human Capital
Preschool School Post School
Preschool Programs
Schooling
Job Training
Age0
Brain Growth and Rates of Return
Source: Heckman & Carneiro Human Social Policy, 2003, RAND, Benefits and Costs of Early-Childhood Interventions, A Documented Briefing, Lynn A. Karoly, Susan S. Everingham, Jill Hoube, Rebecca Kilburn, C. Peter Rydell, Matthew Sanders, Peter W. Greenwood, April, 1997
Sweden’s Public Expenditure for Children 0-17 age old
Ultimate Goal!!
Source: S. Bremberg (2006), National Institute of Public Health, Karolinska Institute, Stockholm, Sweden