Education
EducationBrief introduction to the topic Integrated early childhood development (ECD) is a comprehensive starting point for research, policy and service development. As the HEART Early Childhood Development Topic Guide (Woodhead et. al., 2014) points out, ECD spans the period from conception through to eight years and covers a range of sectors including early learning and… Read more
Introduction to the topic This reading pack briefly highlights some of the research and programme work that are showing positive benefits for young children with disabilities in low-resource settings. The international evidence that high quality early childhood development (ECD) programmes benefit all children’s development, life experiences, and life chances is overwhelming. The evidence comes from… Read more
Introduction to the topic The international evidence that high quality early childhood development (ECD) programmes benefit all children’s development, life experiences, and life chances is overwhelming. The evidence comes from studies of all kinds, including well-known large quantitative longitudinal studies (e.g. High/Scope Perry studies in the USA and the work of Heckman at http://heckmanequation.org/) to… Read more
The issue Skills training (often referred to as TVET – technical and vocational education and training) is now regarded as a key factor for economic growth and social development, and as such, has grown in importance for governments and donor agencies. This trend is noticeable within DfID itself where several studies and business cases have… Read more
The issue Higher education has seen astounding growth across the world in recent decades, and about a third of the population globally now go on to some form of post-secondary study. Yet while there are increasing participation rates in all regions there remain significant disparities, with a gross enrolment ratio of 68% in Europe, 23%… Read more
Introduction The international evidence that high quality early childhood development (ECD) programmes benefit all children’s development, life experiences, and life chances, is overwhelming. The evidence comes from studies of all kinds, including well-known large quantitative longitudinal studies (e.g. High/Scope Perry studies in the USA and the work of Heckman, at http://heckmanequation.org/) to more localised qualitative… Read more
Skills for development has been a neglected part of many bilateral and multilateral agencies’ work for the past quarter-century. In the late 1980s, the momentum for a renewed priority for primary education drew heavily on research from the World Bank that showed that rates of return to vocational education and training were comparatively low (e.g.,… Read more