This policy guide is designed to provide state policymakers with a blueprint for developing better-coordinated early childhood support systems. Policymakers can build on the concrete action steps set out in this document and adapt the highlighted strategies to meet their own states' needs. This guide should help lawmakers take a fresh look at the delivery of early childhood supports in their own states and ask questions about how states can best promote and sustain early education systems.
This document is part of the Roadmap to Effective Intervention Practices series of syntheses, intended to provide summaries of existing evidence related to assessment and intervention for social-emotional challenges of young children.
One core principle for good international engagement in fragile and conflict-affected states is to ensure all assistance is “conflict sensitive.” This principle has been endorsed by USAID and the international community. It is based upon the recognition that all foreign assistance—education programs included—interacts with conflict dynamics in some way, whether positively or negatively, intentionally or unintentionally.
AB-Sé es una revista trimestral publicada por la Fundación Empresarial para el Desarrollo Educativo (FEPADE). Los artículos son escritos por casi 2.500 maestros, y ellos también los distribuyen a través de las escuelas públicas en El Salvador. La meta principal es mejorar la calidad de enseñanza en el país por crear una plataforma donde maestros puedan compartir las mejores practicas y experiencias en la clase.
Integrating Information and Communication Technologies into Communication for Development Strategies to Support and Empower Marginalized Adolescent Girls
This paper examines the potential that information and communication technologies (ICTs) present for marginalized, adolescent girls in developing countries. The authors discuss gaps in access to technology and risks for this population before analyzing specific ICT initiatives, trends, and the perspectives of adolescent girls interviewed from 13 developing countries. The conclusion features recommendations for development agencies, policymakers, and civil society organizations to integrate ICT tools in a way that effectively targets marginalized girls.
This paper gives a high-level overview of how impact evaluation can be used in the particular context of government-funded privately provided schools. It also illustrates how more generally impact evaluation can support evidence-based policy making.It is a tool for policy makers that are interested in engaging the private sector to help them assess the appropriate options available taking into consideration the benefits and challenges.