World Bank Group2015-12-152015-12-152014-06-01https://hdl.handle.net/10986/23362The 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.en-USCC BY 3.0 IGOSKILLSEARLY EDUCATIONSTUDENT CHARACTERISTICSPRIMARY TEACHERGRADE RETENTIONSCHOOL SYSTEMPREPRIMARY SCHOOLSCAREGIVERSBASIC EDUCATIONSCHOOL READINESSBLACKBOARDSTEACHERSMOTHER TONGUEREGULAR ATTENDANCEEARLY LEARNINGSCHOOLINGPRESCHOOL CENTERSTUITIONNUMERACYEARLY CHILDHOOD DEVELOPMENTENROLLMENTGROUPSNEEDS ASSESSMENTLEARNING ACHIEVEMENTPRIMARY ENROLLMENT RATEEARLY CHILDHOOD CAREGENERAL EDUCATIONLEARNING ACHIEVEMENTSRURAL CHILDRENACCESS TO PRESCHOOLLEARNING MATERIALSTEACHING MATERIALSPRIMARY GRADESPRESCHOOL CHILDRENCARE CENTERSTRAINING PROGRAMSGENDER BIASDAY CAREACCESS TO EDUCATIONLITERACYTEXTBOOKSEDUCATION SECTORKNOWLEDGECOGNITIVE DEVELOPMENTCLASSROOM ARRANGEMENTADULT LIFEEARLY CHILDHOOD INTERVENTIONSHIGH RATES OF CHILD MALNUTRITIONEARLY CHILDHOOD LEARNINGNERQUALITY OF EDUCATIONBENEFITS FOR CHILDRENCHILDHOOD EDUCATIONHEAD STARTTRAININGEDUCATION POLICIESEARLY STIMULATIONTEACHER TRAININGPARTNERSHIPSPRIMARY ENROLLMENTEDUCATIONAL ATTAINMENTSPECIAL EDUCATIONEDUCATIONAL OPPORTUNITIESPRESCHOOL ENROLLMENTCHILD DEVELOPMENTCLASSESPRIMARY SCHOOL ATTENDANCEPROVINCIAL EDUCATIONENROLLMENT FOR CHILDRENBIRTH REGISTRATIONLEARNING OPPORTUNITIESVOCATIONAL EDUCATIONLEARNINGTEACHING SKILLSPRIMARY SCHOOLORPHANSREASONINGTEACHINGCOGNITIVE OUTCOMESGROSS ENROLLMENTSOCIAL DEVELOPMENTCHILD CAREKINDERGARTENENROLMENT RATESEDUCATION SPENDINGRETENTION RATESREADINGEDUCATION SYSTEMSSTUDENT ASSESSMENTEARLY CHILD DEVELOPMENTKINDERGARTENSENVIRONMENTAL AWARENESSEARLY CHILDHOOD YEARSSTUDENT POPULATIONENROLLMENT RATESQUALITY PRESCHOOLSCIENCEEARLY CHILDHOOD PROGRAMMINGTRAINING INSTITUTESEDUCATION LAWCHILDREN WITH DISABILITIESVALUESPUBLIC EXPENDITURESCHOOLSSCHOOL ATTENDANCEPARTICIPATIONQUALITY OF INFRASTRUCTURECURRICULAEDUCATION SERVICESLEARNING OUTCOMESENROLLMENT BY AGESTUDENT PERFORMANCESPECIAL NEEDSUNIVERSAL ACCESSAGE GROUPSENROLLMENT RATEPRIMARY SCHOOL PERFORMANCEPREPRIMARY EDUCATIONPUBLIC AWARENESSGEREARLY CHILDHOOD EDUCATIONEMOTIONAL DEVELOPMENTCAMPAIGNSPRIMARY EDUCATION OUTCOMESPRESCHOOL EDUCATIONCLASS SIZEPUBLIC EDUCATION SPENDINGCHILD PROTECTIONNUTRITIONCULTURAL DEVELOPMENTCURRICULUMCHILD MALNUTRITIONEDUCATIONAL OUTCOMESACCREDITATION SYSTEMPRE-SCHOOL EDUCATIONPARITYFREE PLAYPUBLIC AGENCIESCHILDHOOD CARECOGNITIVE SKILLSEDUCATION PROGRAMSWRITINGCURRICULUM DEVELOPMENTCHILDRENEDUCATIONINVESTMENTRURAL AREASTRAINING OF TEACHERSCHILDREN IN PRESCHOOLINSTRUCTIONCHILDHOOD DEVELOPMENTPARENT-TEACHER ASSOCIATIONGIRLSSTUDENTSPRIVATE PARTNERSHIPSLEADERSHIPQUALITY ASSURANCENET ENROLLMENTEARLY CHILDHOOD EDUCATORSINTERVENTIONSPRIMARY EDUCATIONFEESWOMENENROLMENT RATEFORMAL SCHOOLINGREPETITION RATESCLASSROOMCLASSROOMSLITERACY PROGRAMSQUALITY OF TEACHERSHUMAN DEVELOPMENTReportWorld Bank10.1596/23362