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The purpose of this study was a critical analysis on impact of centralized Early Childhood Development (ECD) Policy on quality service delivery in Early Childhood Development centers in Kenya. As much as early childhood education has been devolved, the Centralized Early Childhood Development Policy is still under the mandate of the National government. This has made many to still misunderstand the policy, leading to inequalities in resource distribution, quality teacher recruitment and recruitment and funding of these centers. This study was solely to critically analyze impact of centralized Early Childhood Development (ECD) policy on quality service delivery, impact of teacher training and recruitment, impact of resources allocation and distribution, and impact of government involvement and funding of schools on quality service delivery in Early Childhood Development centers in Kenya. This study employed qualitative research design that was used to conduct a critical analysis. This study constituted recommendations to the national government, county government, and stakeholders in early childhood education on centralized Early Childhood Development policy, leading to equality in distribution of resources, recruitment of quality teachers, and better remuneration of the teachers. This study also recommended on entrepreneurs on establishment of quality Early Childhood Development centers and emphasized on proper understanding of Centralized Early Childhood Development Policy of the early childhood education.

The purpose of this study was a critical analysis on impact of centralized Early Childhood Development (ECD) Policy on quality service delivery in Early Childhood Development centers in Kenya. As much as early childhood education has been devolved, the Centralized Early Childhood Development Policy is still under the mandate of the National government. This has made many to still misunderstand the policy, leading to inequalities in resource distribution, quality teacher recruitment and recruitment and funding of these centers. This study was solely to critically analyze impact of centralized Early Childhood Development (ECD) policy on quality service delivery, impact of teacher training and recruitment, impact of resources allocation and distribution, and impact of government involvement and funding of schools on quality service delivery in Early Childhood Development centers in Kenya. This study employed qualitative research design that was used to conduct a critical analysis. This study constituted recommendations to the national government, county government, and stakeholders in early childhood education on centralized Early Childhood Development policy, leading to equality in distribution of resources, recruitment of quality teachers, and better remuneration of the teachers. This study also recommended on entrepreneurs on establishment of quality Early Childhood Development centers and emphasized on proper understanding of Centralized Early Childhood Development Policy of the early childhood education. Article visualizations:

Made available by the Northern Territory Library via the Publications (Legal Deposit) Act 2004 (NT). ; Early Childhood Series ; This publication was produced on behalf of the Department of Education and Training by the Menzies School of Health Research ; Silburn SR, Robinson G, Arney F, Johnstone K, McGuinness K, Early childhood development in the NT: Issues to be addressed. Topical paper commissioned for the public consultations on the Northern Territory Early Childhood Plan. Darwin: Northern Territory Government, 2011.

Systems approach for better education results (SABER) early childhood development (ECD) collects, analyzes, and disseminates comprehensive information on ECD policies around the world. In each participating country, extensive multi-literature is collated and interviews are conducted with a range of ECD stakeholder 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. This assessment can be used to identify how countries address the same policy challenges related to ECD, with the ultimate goal of designing effective policies for young children and their families. SABER ECD identifies three core policy goals that countries should address to ensure optimal ECD outcomes: (i) establishing an enabling environment; (ii) implementing widely; and (iii) monitoring and assuring quality.

Low levels of foundational literacy and numeracy skills in Kosovo limit the ability of young adults to develop the skills required for the labor market and to lead full and productive lives. It is well documented that early childhood development (ECD)in the first 1,000 days of life lays the foundation for a lifetime of positive outcomes in health, education, wellbeing, and labor market productivity. This period is proven to be sensitive for brain development and strengthening of the immune system. The brain grows faster during this period than any other time. Children missing appropriate health and nutrition, education, and nurturing care supports in these critical years may encounter long-term difficulties in learning and life outcomes. Evidence finds that those who fall behind early struggle to catch up, losing out on valuable higher education and human capital potential. Research confirms that efforts and investments to improve human capital outcomes must start in the earliest years and employ a multisectoral approach to help children survive and thrive. The aim of this situational analysis is to support the government of Kosovo in developing a comprehensive strategy and enabling environment that support the equitable expansion of quality ECD services. This report analyzes multi-sectoral services supporting ECD in Kosovo by taking a child growth and development approach from pregnancy to entry to primary school, around six years old.

This report presents an analysis of the early childhood development (ECD) programs and policies that affect young children in the Gambia 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 framework and includes analysis of early learning, health, nutrition, and social and child protection policies, and interventions in the Gambia, along with regional and international comparisons.