Bhutan's National ECCD Impact Evaluation: Local, National, and Global Perspectives

Autor/inn/en	Pisani, Lauren; Dyenka, Karma; Sharma, Parvati; Chhetri, Nar; Dang, Sara; Gayleg, Karma; Wangdi, Chencho
Titel	Bhutan's National ECCD Impact Evaluation: Local, National, and Global Perspectives
Quelle	In: Early Child Development and Care, 187 (2017) 10, S.1511-1527 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2017.1302944
Schlagwörter	Foreign Countries; Early Childhood Education; Child Development; Child Care; Access to Education; Preschool Education; Program Effectiveness; Educational Quality; Socioeconomic Influences; Family Environment; Correlation; Skill Development; Regression (Statistics); Surveys; Scores; Multivariate Analysis; Bhutan + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Kinderfürsorge; Kinderbetreuung; Access; Bildung; Zugang; Bildungszugang; Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Sozioökonomischer Faktor; Familienmilieu; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Regression; Regressionsanalyse; Survey; Umfrage; Befragung; Multivariate Analyse
Abstract	Early childhood care and development (ECCD) services have been steadily expanding with structures on the community, national, and international levels. However, many low- and middle-income countries still have very limited ECCD coverage, and there is a lack of global guidance on best practices for effectively expanding pre-primary education. In 2015, Bhutan completed a national evaluation of existing ECCD programmes in the country in order to begin an evidence-based way forward with this process. The study used the international development and early learning assessment to evaluate programme impact on children's learning and development. Results find that children with access to centre-based programmes gain more skills than children without access to these programmes. Analyses also display that higher quality centres and those with fewer children are associated with stronger child learning gains. Finally, family wealth and positive home care and learning environments are significantly positively related to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01