Uganda : Early Childhood Development

World Bank

Uganda : Early Childhood Development

2012

World Bank

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.

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Mots clés AGROVOC

aged basic education basic needs breastfeeding child development child health community development curriculum diseases domestic violence education systems families folic acid gender health care health services hospitals hydrocephalus hygiene immunization infant infant feeding infants iron laws learning legal status life cycle literacy malaria malnutrition marketing mortality nutrition nutritional status pregnancy pregnant women preschool education public health quality assurance quality control rural areas sanitation secondary education social development social welfare teaching teaching materials tetanus tuberculosis vaccines violence world health organization youth

Informations bibliographiques

Editeur

Washington, DC

D'autres materias

Primary schools; Preschools; Preschool teacher training; Low birth weight; Hepatitis b; Poliomyelitis; Nursery schools; Policy lever; Universal education; Curriculum development; School age; Development policy; National laws; Classrooms; Service delivery; Ministry of health; Birth attendant; Child protection; Population groups; Net enrollment; Equitable access; Practitioners; Preschool enrollment; Stds; Level of development; Caregivers; Early learning; Health policy; Skilled attendants; Child mortality; Progress; Preprimary schools; Quality of education; Primary school; Ecd policies; Home visiting; Service providers; Level of education; Rights of children; International comparisons; Free basic education; Day care centers; Early childhood; Enrollment rates; Enrollment rate; Cognitive development; Health care professionals; Rural children; Early childhood care; Influenza; Ministries of health; Ner; Education policies; Mother-to-child; Young children; Immunizations; Preschool management; Policy makers; Parental leave; Disadvantaged children; Prisons; Mother to child transmission; Child abuse; Early childhood development assessment; National council; Services for children; Protection of children; Prostitution; Infant mortality; Growth monitoring; Instructional materials; Low-income country; Mother; Preschool teachers; Registration of children; Financial commitment; Emotional development; Referral systems; Convention on the rights of the child; Preventable diseases; Preschool teacher; Live births; Household level; Diphtheria; Primary education curriculum; Policy development; Preprimary school enrollment; Intervention; Policy framework; Health interventions; Upe; Universal primary education; Family care; Vulnerable families; Disabilities; Mandates; Day care; Kindergartens; Instruction; Preprimary education services; Universal basic education; Newborns; National policy; Human development; Breast milk; Ecce; Access to health services; Prenatal nutrition; Citizens; Early childhood educators; Health management; Physical development; Preprimary education; Health sector; Parenting; Operational framework; Official entry age; Nursery school; Local governments; Special needs; Mother to child; Socioeconomic status; Iodine deficiency; Policy goals; Wellness; International conventions; Effective policies; Skilled attendant; Early childhood development programs; Birth registration; Armed conflict; Breast milk substitutes; National level; Childcare; Public health problem; Orphans; Maternity leave; Ecd; Nurses; Early childhood development; Measles; National levels; Government support; Access to preschool; Maternal health; Ministry of education; Formal primary education; Primary school classes; Children with disabilities; Respect; Free universal primary education; Maternal health services; Education services; Mother-to-child transmission; Primary education system; Global health; Integrated assessment; Paternity leave; Mother tongue; Child prostitution; Early childhood education; Education sector; Ecd programs; Service provision

Licence

Systems Approach for Better Education Results (SABER) country report;2012http://creativecommons.org/licenses/by/3.0/igo/CC BY 3.0 IGO

Source

Systems Approach for Better Education Results (SABER) country report;2012

Sur AGRIS depuis: 2014-09-15

Format: AGRIS AP

Fournisseur de données

Cette notice bibliographique a été fournie par World Bank

Découvrez la collection de ce fournisseur de données dans AGRIS

Liens

http://hdl.handle.net/10986/17516

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