Early Childhood Services for Young Refugee Children: Cross-Country Analysis

This report presents a cross-country analysis of three qualitative case studies completed in Jordan, Uganda, and Bangladesh in late 2019. It reflects a snapshot of information about the refugee experience of early childhood services, based on interviews, focus group discussions, site visits and policy document review. The crosscountry analysis investigates individual and group stories and experiences to synthesize common themes with the goal of identifying recommendations to improve the provision of early childhood services for young refugee children and their families.

Early Childhood Services for Young Refugee Children: Uganda Case Study

This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Uganda in late 2019. The study team collected data through key informant interviews with representatives of the Ugandan government, national non-governmental organizations, humanitarian agencies and service providers. Focus group discussions were held with refugee families living in Bidi Bidi and Nakivale settlements. The study team supplemented key informant interviews and focus group with policy document review. Analysis is presented along the lines of policy and practice, with a focus on the respective roles of the government and international agencies in delivering ECD services to refugee families.

Early Childhood Services for Young Refugee Children: Bangladesh Case Study

This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Bangladesh in late 2019. The study team collected data through key informant interviews with representatives of the Bangladesh government, national non-governmental organizations, humanitarian agencies and service providers. Focus group discussions were held with refugee families living in both older and newer (post-2017 influx) camps near Cox's Bazar. The study team supplemented key informant interviews and focus group with policy document review. Analysis is presented along the lines of policy and practice, with a focus on the respective roles of the government and international agencies in delivering ECD services to refugee families.

Early Childhood Services for Young Refugee Children: Jordan Case Study

This qualitative case study describes the experiences of young refugee children and their families accessing early childhood development (ECD) services in Jordan in late 2019. The study team collected data through key informant interviews with representatives of the Jordanian government, national non-governmental organizations, humanitarian agencies and service providers. Focus group discussions were held with refugee families living in the host community in Amman, as well as families in Za'atari and Azraq refugee camps. The study team supplemented key informant interviews and focus group with policy document review. Analysis is presented along the lines of policy and practice, with a focus on the respective roles of the government and international agencies in delivering ECD services to refugee families.

Longitudinal impacts of the medium-scale Tayari pre-primary intervention in Kenya: Resisting fadeout effects? [CIES 2019 Presentation]

This presentation shares findings from a longitudinal study of the Kenya Tayari program, examining whether ECD effects persisted into primary school, presented by Dr. Benjamin Piper at CIES 2019.

ACR-Asia Early Childhood Landscape Report [CIES 2019 Presentation]

CIES presentation of Early Childhood Education landscape report for the Asia region under All Children Reading - Asia.

Jordan Kindergarten Data for Decision Making

This report presents findings of a national survey of parents regarding enrollment in preprimary education (kindergarten) in Jordan. The findings are surprising because they suggest that the real enrollment rate is significantly higher than what government statistics indicate. The discrepancy seems to be due to a high level of kindergarten provision from private sector and civil society actors who are not licensed by the Ministry of Education.

Stumbling at the First Step: Efficiency implications of poor performance in the foundational first five years

This paper highlights patterns in school enrollment indicators that affect the efficiency and effectiveness of education systems in a set of low-income countries: those that have expanded access quickly in the last decade or two, but have not yet absorbed that expansion efficiently. Although the patterns in these indicators are observable in the first few years of schooling, they could constitute a cause of low learning outcomes at the end of primary school. The data show strong empirical relationships between an early primary enrollment bulge, low levels of pre-primary participation, and poor performance on early grade cognitive skills. This work does not attribute causal precedence to these patterns but instead argues that the indicators are reflections of each other, constituting a ‘‘knot’’ of issues undermining the foundations of the affected education systems. The article presents some of the cost implications and suggests that many countries are already paying for pre-primary education without realizing it.

Kindergarten in Jordan: data for decision-making- CIES 2018 Presentation

CIES 2018 Presentation, given by Katherine Merseth and Manar Shukri. The Minister of Education has requested that USAID Early Grades Reading and mathematics Project (RAMP) assist the Ministry of Education (MoE) to assess the overall KG situation in Jordan and to develop recommendations for how the Government of Jordan can expand quality kindergarten (specifically, the second year of kindergarten, or KG2) to serve all 5year old children by 2025. In response to the need, RAMP is conducting a study of KG2 with the objective of enabling the MoE to equitably expand and improve KG2.

Uganda Early Years Study Policy Brief: Causes and Implications of Hidden Repetition in Early Primary

The Uganda Early Years Study policy brief describes the findings and presents policy recommendations from the associated research study funded by the British Department for International Development. The study investigates the magnitude of repetition in primary 1 in Uganda, examines the financial impact of repetition, and presents a cost-projection model which underscores the importance of investing in pre-primary and early primary education in reducing inefficiency.

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