Publication: Republic of Guinea : Early Childhood Development 2013
Loading...
Published
2014-06-16
ISSN
Date
2015-02-26
Author(s)
Editor(s)
Abstract
This report presents an analysis of the Early Childhood Development (ECD) programs and policies that affect young children in Guinea and recommendations to move forward. This report is part of a series of reports prepared by the World Bank using the SABER-ECD framework and includes analysis of early learning, health, nutrition and social and child protection policies and interventions in Guinea, along with regional and international comparisons.
Link to Data Set
Citation
“World Bank. 2014. Republic of Guinea : Early Childhood Development 2013. SABER Country Report;. © http://hdl.handle.net/10986/21536 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Related items
Showing items related by metadata.
Publication What Matters Most for Early Childhood Development : A Framework Paper(World Bank, Washington, DC, 2013-01)Around the world, inequalities in child development are stark. These inequalities often begin before birth and expand during a child's early years. A child's earliest years present a window of opportunity to address inequality and improve outcomes later in life. The potential benefits from supporting early childhood development (ECD) include: improved cognitive development, better schooling outcomes, and increased productivity in life. In response to the convincing evidence on the benefits of investing in young children, and demand from client countries, the World Bank is increasingly supporting ECD around the world. To guide the implementation of the Bank's education strategy 2020 and achieve the goal of learning for all, the human development network has launched systems approach for better education results (SABER) to help countries systematically examine education policies. Despite the manifold benefits of investing in ECD, and government interest in promoting ECD, the policy environment in many countries remains deeply inadequate to ensure that all children have the opportunity to achieve full potential. The SABER-ECD framework utilizes a comparable and comprehensive approach to multisectoral data collection and analysis. This information will assist client countries to develop country-specific roadmaps and improve ECD policies to ensure that all children have equal opportunity to succeed in life. This paper provides the evidence base and a present framework for analyzing ECD policies and programs cross-nationally. The paper is organized as follows: section one gives introduction. Section two presents a brief overview of ECD and the rationale for investment in ECD. Section three presents the SABER-ECD analytical framework and describes the identified three key policy goals of effective ECD systems. Section four reviews the literature and provides the evidence base on what matters most for ECD policies. Section five briefly details efforts to link SABER-ECD with related World Bank initiatives and those led by other institutions engaged in similar work. In section six, the methodology that will be used to conduct a SABER-ECD analysis in participating countries is described, including the data collection process, tools, and deliverables.Publication Independent State of Samoa Early Childhood Development : SABER Country Report 2013(Washington, DC, 2013)This report presents an analysis of the Early Childhood Development (ECD) programs and policies which affect young children in the Samoa. This report is part of a series of reports prepared by the World Bank using the SABER-ECD framework. The country report includes analysis of early learning, health, nutrition, social and child protection policies and interventions in Samoa, along with regional and international comparisons. The SABER-ECD initiative is designed to enable ECD policy makers and development partners to identify opportunities for further development of effective ECD systems. The SABER-ECD classification system does not rank countries according to any overall scoring; rather, it is intended to share information on how different ECD systems address the same policy challenges. This country report presents a framework to benchmark the Samoa s ECD system; each of the nine policy levers are examined in detail and some policy options are recommended.Publication Uganda : Early Childhood Development(Washington, DC, 2012-01)This report presents an analysis of the Early Childhood Development (ECD) programs and policies that affect young children in Uganda and recommendations to move forward. This report is part of a series of reports prepared by the World Bank using the Systems Approach for Better Education Results (SABER)-ECD framework1 and includes analysis of early learning, health, nutrition and social and child protection policies and interventions in Uganda, along with regional and international comparisons. Uganda's population is estimated at 35.8 million people, of which almost half (49.9 percent) is below 14 years of age. SABER-ECD collects, analyzes and disseminates comprehensive information on ECD policies around the world. In each participating country, extensive multi-sectoral information is collected on ECD policies and programs through a desk review of available government documents, data and literature, and interviews with a range of ECD stakeholders, including government officials, service providers, civil society, development partners and scholars. The SABER-ECD framework presents a holistic and integrated assessment of how the overall policy environment in a country affects young children's development. SABER-ECD identifies three core policy goals that countries should address to ensure optimal ECD outcomes: establishing an enabling environment, implementing widely and monitoring and assuring quality. Improving ECD requires an integrated approach to address all three goals.Publication Jamaica Early Childhood Development : SABER Country Report 2013(Washington, DC, 2013)This report presents an analysis of the early childhood development (ECD) programs and policies that affect young children in Jamaica and recommendations to move forward. This report is part of a series of reports prepared by the World Bank using the systems approach for better education results (SABER)-ECD framework and includes analysis of early learning, health, nutrition, and social and child protection policies and interventions in Jamaica, along with regional and international comparisons. In 2003, the early childhood commission (ECC) was established as a body corporate reporting to the Minister of Education and Youth with responsibility to coordinate the various sectors involved in ECD and oversee the quality of early childhood institutions (ECIs). As of 2013, the Government of Jamaica (GoJ) is in the process of developing a new national strategic plan (2013-2017) as well as a national multi-sector ECD policy. The present SABER-ECD analysis is intended to identify achievements, as well as gaps, in Jamaican ECD policies and programs in hopes of informing the development of the new plan.Publication Sierra Leone Early Childhood Development : SABER Country Report 2013(Washington, DC, 2013)This report presents an analysis of the Early Childhood Development (ECD) programs and policies which affect young children in Sierra Leone. This report is part of a series of reports prepared by the World Bank using the SABER-ECD framework. The country report includes analysis of early learning, health, nutrition and social and child protection policies and interventions in Sierra Leone, along with regional and international comparisons. The SABER-ECD initiative is designed to enable ECD policy makers and development partners to identify opportunities for further development of effective ECD systems. The SABER-ECD classification system does not rank countries according to any overall scoring; rather, it is intended to share information on how different ECD systems address the same policy challenges. This country report presents a framework to compare Sierra Leone s ECD system with other countries in the region and internationally. Each of the nine policy levers are examined in detail and some policy options are identified to strengthen ECD are offered.
Users also downloaded
Showing related downloaded files
Publication The Journey Ahead(Washington, DC: World Bank, 2024-10-31)The Journey Ahead: Supporting Successful Migration in Europe and Central Asia provides an in-depth analysis of international migration in Europe and Central Asia (ECA) and the implications for policy making. By identifying challenges and opportunities associated with migration in the region, it aims to inform a more nuanced, evidencebased debate on the costs and benefits of cross-border mobility. Using data-driven insights and new analysis, the report shows that migration has been an engine of prosperity and has helped address some of ECA’s demographic and socioeconomic disparities. Yet, migration’s full economic potential remains untapped. The report identifies multiple barriers keeping migration from achieving its full potential. Crucially, it argues that policies in both origin and destination countries can help maximize the development impacts of migration and effectively manage the economic, social, and political costs. Drawing from a wide range of literature, country experiences, and novel analysis, The Journey Ahead presents actionable policy options to enhance the benefits of migration for destination and origin countries and migrants themselves. Some measures can be taken unilaterally by countries, whereas others require close bilateral or regional coordination. The recommendations are tailored to different types of migration— forced displacement as well as high-skilled and low-skilled economic migration—and from the perspectives of both sending and receiving countries. This report serves as a comprehensive resource for governments, development partners, and other stakeholders throughout Europe and Central Asia, where the richness and diversity of migration experiences provide valuable insights for policy makers in other regions of the world.Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.