The Impact of Early Childhood Education on Early Achievement Gaps : Evidence from the Indonesia Early Childhood Education and Development Project

This paper assesses whether the Indonesia Early Childhood Education and Development project had an impact on early achievement gaps as measured by an array of child development outcomes and enrollment. The analysis is based on longitudinal data collected in 2009 and 2010 on approximately 3,000 four-year-old children residing in 310 villages located in nine districts across Indonesia. The study begins by documenting the intent-to-treat impact of the project. It then compares the achievement gaps between richer and poorer children living in project villages with those of richer and poorer children living in non-project villages. There is clear evidence that in project villages, the achievement gap between richer and poorer children decreased on many dimensions. By contrast, in non-project villages, this gap either increased or stayed constant. Given Indonesia's interest in increasing access to early childhood services for all children, and the need to ensure more efficient spending on education, the paper discusses how three existing policies and programs could be leveraged to ensure that Indonesia's vision for holistic, integrated early childhood services becomes a reality. The lessons from Indonesia's experience apply more broadly to countries seeking to reduce early achievement gaps and expand access to pre-primary education.

Saved in:
Bibliographic Details
Main Authors: Jung, Haeil, Hasan, Amer
Format: Policy Research Working Paper biblioteca
Language:English
en_US
Published: World Bank, Washington, DC 2014-02
Subjects:ACHIEVEMENT, ADOLESCENCE, AGING, AVERAGE SCORE, BASIC EDUCATION, BEHAVIOR PROBLEMS, CARE CENTERS, CAREGIVERS, CHILD DEVELOPMENT, CHILD DEVELOPMENT PROGRAMS, CHILDHOOD DEVELOPMENT INTERVENTIONS, COGNITIVE DEVELOPMENT, COGNITIVE SKILLS, COMMUNICATION SKILLS, COMMUNITIES, COMPETENCE, CURRICULUM, DAY CARE, DEVELOPMENTAL POTENTIAL, DISADVANTAGED CHILDREN, DISTRICTS, EARLY CHILD DEVELOPMENT, EARLY CHILDHOOD, EARLY CHILDHOOD CARE, EARLY CHILDHOOD DEVELOPMENT, EARLY CHILDHOOD EDUCATION, EARLY CHILDHOOD INTERVENTIONS, EARLY INTERVENTION, EARLY INTERVENTIONS, EDUCATION SECTOR, EDUCATION SPENDING, ELEMENTARY EDUCATION, EMOTIONAL DEVELOPMENT, ENROLLMENT, ENROLLMENT RATE, ENROLLMENT RATES, GIRLS, GROSS ENROLLMENT, GROSS ENROLLMENT RATES, HEAD START, HEIGHT FOR AGE, HOMES, HOUSEHOLDS, HUMAN DEVELOPMENT, INFANCY, INTERVENTIONS, KINDERGARTEN, KINDERGARTENS, LABOR MARKET, LANGUAGE SKILLS, LEARNING, LEARNING ACTIVITIES, LITERACY, MOTIVATION, MOTOR SKILLS, NEIGHBORHOOD, NUTRITION, ONLY CHILDREN, PARENTAL EDUCATION, PRIMARY EDUCATION, PRIMARY SCHOOL, PRIMARY SCHOOL AGE, PRIMARY SCHOOL ENROLLMENT, RURAL AREA, RURAL AREAS, RURAL COMMUNITIES, SCHOOL QUALITY, SCHOOL READINESS, SCHOOLING, SCHOOLS, SKILL DEVELOPMENT, SOCIAL BEHAVIOR, SOCIAL INTEGRATION, TEACHER TRAINING, TEACHERS, URBAN AREA, URBAN AREAS, VILLAGE LEVEL, VILLAGES, WORK EXPERIENCE, YOUNG CHILDREN, YOUNGER CHILDREN,
Online Access:http://documents.worldbank.org/curated/en/2014/02/19154785/impact-early-childhood-education-early-achievement-gaps-evidence-indonesia-early-childhood-education-development-eced-project
http://hdl.handle.net/10986/18340
Tags: Add Tag
No Tags, Be the first to tag this record!