Republic of Kiribati Early Childhood Development

World Bank Group

Republic of Kiribati Early Childhood Development

2014

World Bank Group

This report presents an analysis of the Early Childhood Development (ECD) subsector, including programs and policies that affect young children in the Republic of Kiribati. This was a collaborative effort between UNICEF and the World Bank Group; it combines the World Bank Group’s Systems Approach for Better Education Results SABER-ECD framework, which includes analysis of early learningand child p, health, nutrition, and social rotection policies and interventions in Kiribati, along with regional and international comparisons, as well as the regionally developed UNICEF National Situational Analysis ECD, which takes a greater in-depth look at the following system components, which have been highlighted by the Pacific Region as priority components for quality Early Childhood Care and Education (ECCE) implementation: policy, legislation, and governance; human resources; curriculum, child assessment, and environment; performance monitoring and assessment; and community partnerships. In 2008, the Ministry of Education (MOE) drafted the Kiribati Early Childhood Care and Education (ECCE) Policy, which was formally endorsed by Cabinet in 2010. The ECCE policy, targeting ages three to five, calls ECCE a “national responsibility” with a mission “to culturally nurture young children in a loving and caring environment to enhance through interactive play the fullest potential of their physical, intellectual, social, emotional and spiritual growth in line with trends and development”. This country report presents a framework to benchmark Kiribati’s ECD system; each of the nine policy levers and five system components are examined in detail, and policy options to strengthen ECD are offered. This report is intended to serve as a first step for decision making within the government of Kiribati to improve the ECD system. Now that some areas in need of policy attention have been identified, the country can move forward in prioritizing policy options to promote healthy and robust development for all children during their early years.

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age groups birth birth weight child care child development child health children curriculum decision making education education systems gender groups health care hygiene immunization infant feeding infants investment kindergarten knowledge learning legal status life cycle literacy malnutrition mortality nutrition participation partnerships primary education private enterprises public expenditure quality assurance rural areas schools science social development students teacher training teachers teaching training vocational training women youth

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Preschools; Low birth weight; Childhood; School curriculum; Reading; Classrooms; State schools; Child protection; Learning resources; Quality schools; Net enrollment; Childhood care; Formal training; New entrants; Caregivers; Early learning; Churches; Child mortality; Preprimary schools; School quality; Parenting education; Quality of education; Primary school; Ecd policies; Home visiting; Training opportunities; Fees; Community teachers; Primary teachers; Head teachers; Technical assistance; Childhood development; Enrollment data; Early childhood; Enrollment rates; Enrollment rate; Ner; Early childhood care; Education policies; Tuition; Young children; Access to education; Preschool management; Accreditation system; Child abuse; Class size; Learning outcomes; Safe motherhood; Infant mortality; Growth monitoring; Teacher certification; Ger; Enrollment; Girls; Emotional development; Exams; Individual development; Equal access; Interventions; Day care; Numeracy; Instruction; Preprimary education services; Human development; Ecce; Learning materials; Prenatal nutrition; Play; Holistic development; Toddlers; Enrolment rate; Preprimary education; Student performance; Childhood education; Parenting; Special needs; Attendance records; Iodine deficiency; Gross enrollment rates; School readiness; Birth registration; Assessments; Classroom environment; Writing; Orphans; Schooling; Ecd; Classroom; Access to preschool; Early childhood development; Child survival; Polio; Child health services; Children with disabilities; Education services; Certification level; Formal schooling; Young people; Mother tongue; Gross enrollment; Early childhood education; Primary school curriculum; Education sector; Ecd programs

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En AGRIS desde: 2021-06-15

Formato: AGRIS AP

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http://hdl.handle.net/10986/24473

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