Yemen : Early Childhood Development 2013
2015
World Bank
This report presents an analysis of the Early Childhood Development (ECD) programs and policies that affect young children in Yemen. This report is part of a series of reports prepared by the World Bank using the SABER-ECD framework and includes analysis of early learning, health, nutrition, and social and child protection policies and interventions in Yemen, along with regional and international comparisons.
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书目信息
出版者
Washington, DC
其它主题
Classroom instruction; Technical training; Target populations; People with disabilities; Essential health services; Primary healthcare; Girls; Access to preschool; Stds; Ministry of education; Preschool teachers; Public health problem; Education law; Skilled attendants; Vulnerable families; Health facilities; Parental leave; Educational attainment; Enrollment rates; Effective policies; Cognitive development; Enrollment ratio; Maternal mortality; Victims; Illnesses; Street children; Public awareness; Rights of children; Public schools; Disadvantaged children; General education; Public perceptions; Early childhood; Children with disabilities; Service provision; Caregivers; Health education; Public understanding; Services for children; Socioeconomic status; Iodine deficiency; Primary schools; Social affairs; Care centers; Service delivery; Service providers; Primary enrollment; Primary education system; Training programs; Health care services; Print media; National plan; Prenatal care; Human development; Early childhood development; Net enrollment; Primary teachers; Integrated assessment; Early learning; Early childhood education; Depression; Quality preschool; Illness; Classrooms; National laws; Special needs; Policy development; Registration fees; National strategy; Poor families; Education services; Maternal mortality ratio; Mental; Mother; Gross enrollment; Preprimary education; Primary school enrollment; Immunizations; Learning materials; International labor organization; Infant mortality; Primary health care; Child mortality; Disabilities; Breast milk; Reproductive health services; Registration of births; Educational performance; Orphans; Mother to child transmission; Maternity leave; Head teacher; Breast milk substitutes; Psychosocial support; Preschool enrollment; Government support; Female labor force; Physical disabilities; Nurses; Primary school; Level of development; Child health services; Holistic approach; Education programs; Right to education; International comparisons; School readiness; Child protection; Wellness; Child abuse; Quality of education; National levels; Intervention; Access to healthcare; Mother to child; Levels of education; Equitable access; Tuition; Mandates; Student characteristics; Preschool curriculum; Newborns; Registration of children; Labor code; Primary enrollment rate; Policy goals; Family members; Young children; Use of resources; School year; Education policies; Health outcomes; Paternity leave; Health workers; Treatment services; Numeracy; Private schools; Medical professionals; Citizens; National level; Education sector; Shadow reports; Live births; Number of children; Disabled children; Runaway children; Early childhood care; Enrollment figures; Parenting; Curricula; Health interventions; Birth registration; Health effects; Policy lever; Classroom; Inservice training; Early stimulation
语言
英语
类型
Text; Working Paper
2016-03-15
AGRIS AP