Uganda : Early Childhood Development

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.

Bibliographic Details

Main Author:	World Bank
Format:	Working Paper biblioteca
Language:	English en_US
Published:	Washington, DC 2012-01
Subjects:	ACCESS TO HEALTH SERVICES, ACCESS TO PRESCHOOL, AGED, ARMED CONFLICT, BASIC EDUCATION, BASIC NEEDS, BIRTH ATTENDANT, BIRTH REGISTRATION, BREAST MILK, BREAST MILK SUBSTITUTES, BREASTFEEDING, CAREGIVERS, CHILD ABUSE, CHILD DEVELOPMENT, CHILD HEALTH, CHILD MORTALITY, CHILD PROSTITUTION, CHILD PROTECTION, CHILDCARE, CHILDREN WITH DISABILITIES, CITIZENS, CLASSROOMS, COGNITIVE DEVELOPMENT, COMMUNITY DEVELOPMENT, CONVENTION ON THE RIGHTS OF THE CHILD, CURRICULUM, CURRICULUM DEVELOPMENT, DAY CARE, DAY CARE CENTERS, DEVELOPMENT POLICY, DIPHTHERIA, DISABILITIES, DISADVANTAGED CHILDREN, DISEASES, DOMESTIC VIOLENCE, EARLY CHILDHOOD, EARLY CHILDHOOD CARE, EARLY CHILDHOOD DEVELOPMENT, EARLY CHILDHOOD DEVELOPMENT ASSESSMENT, EARLY CHILDHOOD DEVELOPMENT PROGRAMS, EARLY CHILDHOOD EDUCATION, EARLY CHILDHOOD EDUCATORS, EARLY LEARNING, ECCE, ECD, ECD POLICIES, ECD PROGRAMS, EDUCATION POLICIES, EDUCATION SECTOR, EDUCATION SERVICES, EDUCATION SYSTEMS, EFFECTIVE POLICIES, EMOTIONAL DEVELOPMENT, ENROLLMENT RATE, ENROLLMENT RATES, EQUITABLE ACCESS, FAMILIES, FAMILY CARE, FINANCIAL COMMITMENT, FOLIC ACID, FORMAL PRIMARY EDUCATION, FREE BASIC EDUCATION, FREE UNIVERSAL PRIMARY EDUCATION, GENDER, GLOBAL HEALTH, GOVERNMENT SUPPORT, GROWTH MONITORING, HEALTH CARE, HEALTH CARE PROFESSIONALS, HEALTH INTERVENTIONS, HEALTH MANAGEMENT, HEALTH POLICY, HEALTH SECTOR, HEALTH SERVICES, HEPATITIS B, HOME VISITING, HOSPITALS, HOUSEHOLD LEVEL, HUMAN DEVELOPMENT, HYDROCEPHALUS, HYGIENE, IMMUNIZATION, IMMUNIZATIONS, INFANT, INFANT FEEDING, INFANT MORTALITY, INFANTS, INFLUENZA, INSTRUCTION, INSTRUCTIONAL MATERIALS, INTEGRATED ASSESSMENT, INTERNATIONAL COMPARISONS, INTERNATIONAL CONVENTIONS, INTERVENTION, IODINE DEFICIENCY, IRON, KINDERGARTENS, LAWS, LEARNING, LEGAL STATUS, LEVEL OF DEVELOPMENT, LEVEL OF EDUCATION, LIFE CYCLE, LITERACY, LIVE BIRTHS, LOCAL GOVERNMENTS, LOW BIRTH WEIGHT, LOW-INCOME COUNTRY, MALARIA, MALNUTRITION, MANDATES, MARKETING, MATERNAL HEALTH, MATERNAL HEALTH SERVICES, MATERNITY LEAVE, MEASLES, MINISTRIES OF HEALTH, MINISTRY OF EDUCATION, MINISTRY OF HEALTH, MORTALITY, MOTHER, MOTHER TO CHILD, MOTHER TO CHILD TRANSMISSION, MOTHER TONGUE, MOTHER-TO-CHILD, MOTHER-TO-CHILD TRANSMISSION, NATIONAL COUNCIL, NATIONAL LAWS, NATIONAL LEVEL, NATIONAL LEVELS, NATIONAL POLICY, NER, NET ENROLLMENT, NEWBORNS, NURSERY SCHOOL, NURSERY SCHOOLS, NURSES, NUTRITION, NUTRITIONAL STATUS, OFFICIAL ENTRY AGE, OPERATIONAL FRAMEWORK, ORPHANS, PARENTAL LEAVE, PARENTING, PATERNITY LEAVE, PHYSICAL DEVELOPMENT, POLICY DEVELOPMENT, POLICY FRAMEWORK, POLICY GOALS, POLICY LEVER, POLICY MAKERS, POLIOMYELITIS, POPULATION GROUPS, PRACTITIONERS, PREGNANCY, PREGNANT WOMEN, PRENATAL NUTRITION, PREPRIMARY EDUCATION, PREPRIMARY EDUCATION SERVICES, PREPRIMARY SCHOOL ENROLLMENT, PREPRIMARY SCHOOLS, PRESCHOOL EDUCATION, PRESCHOOL ENROLLMENT, PRESCHOOL MANAGEMENT, PRESCHOOL TEACHER, PRESCHOOL TEACHER TRAINING, PRESCHOOL TEACHERS, PRESCHOOLS, PREVENTABLE DISEASES, PRIMARY EDUCATION CURRICULUM, PRIMARY EDUCATION SYSTEM, PRIMARY SCHOOL, PRIMARY SCHOOL CLASSES, PRIMARY SCHOOLS, PRISONS, PROGRESS, PROSTITUTION, PROTECTION OF CHILDREN, PUBLIC HEALTH, PUBLIC HEALTH PROBLEM, QUALITY ASSURANCE, QUALITY CONTROL, QUALITY OF EDUCATION, REFERRAL SYSTEMS, REGISTRATION OF CHILDREN, RESPECT, RIGHTS OF CHILDREN, RURAL AREAS, RURAL CHILDREN, SANITATION, SCHOOL AGE, SECONDARY EDUCATION, SERVICE DELIVERY, SERVICE PROVIDERS, SERVICE PROVISION, SERVICES FOR CHILDREN, SKILLED ATTENDANT, SKILLED ATTENDANTS, SOCIAL DEVELOPMENT, SOCIAL WELFARE, SOCIOECONOMIC STATUS, SPECIAL NEEDS, STDS, TEACHING, TEACHING MATERIALS, TETANUS, TUBERCULOSIS, UNIVERSAL BASIC EDUCATION, UNIVERSAL EDUCATION, UNIVERSAL PRIMARY EDUCATION, UPE, VACCINES, VIOLENCE, VULNERABLE FAMILIES, WELLNESS, WORLD HEALTH ORGANIZATION, YOUNG CHILDREN, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2012/01/18078616/uganda-early-childhood-development http://hdl.handle.net/10986/17516
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