The Critical Importance of Foundational Pre-School Education: An Economic Analysis

The Critical Importance of Foundational Pre-School Education: An Economic Analysis Professor Jeremy B Williams Chief Academic Officer Knowledge Universe Education Early Childhood Education Global Conference: ECE: Opportunities and Challenges Grand Hyatt Hotel, Santa Cruz, Mumbai 17 July 2010

The standard economic analysis of the net benefits tosocietyof education Social Costs/Returns SC SR Years in education A B C ECE/K-8 9-12 Post-Sec Life-long learning

Recent brain development research has upset mainstream thinking …

The human brain and critical periods for learning in a person’s development John Abbott, President of The 21st Century Learning Initiativewww.21learn.org

The link between social and emotional development and cognitive development “ …When it comes to brain circuitry, it’s better to get it right the first time, than to try and fix it later.” Professor Jack P. Shonkoff, M.D.Harvard University

A speech from a little known US Senator in 2006 …

J.J. Heckman (2000) ‘Policies to foster human capital’, Research in Economics, 54(1), 3-56. The economic debate is over

Rate of Return:Why Early Investment Matters

Professor W. Steven Barnett Director of the National Institute for Early Education Research (NIEER) at Rutgers University

What Barnett (2008) tells us …

High rates of return Comparing the costs of public investment in ECE against a variety of benefits: ,[object Object]

higher earnings and resulting higher tax revenues

increased labour-force participation of parents

lower risks of delinquency, crime and teenage pregnancy,[object Object]

Change the early years. Change life.

The 2008 EFA Global Monitoring Report stated that only 53% of the world’s countries have ECE programmes for children under 3 These are mostly in North America and Western Europe, Central Asia, and Latin America and the Caribbean

Population: 1.17 billion; 1.38% p.a. Per capita income: US$1089 (US$4542 in PPP) 50% of the population is below 25 years 360 million children of school-going age The largest child population in the world

India will need the greatest inflow of new teachers in the world – more than 20 lakh,[object Object]

25 3.4% of children aged 2-4 yrs are in pre-school (cf. 14.4% in the US)

361 million should be in school 219 million are in school Drop-out rates … Grades 1-4: 16% (25m) Grades 5-8: 43% (39m) Grades 9-12: 68% (78m)

What does a strategic approach to ECE look like? …

1. Proven effectiveness Using ‘available funds wisely’ (Heckman 2000), policy makers will be focusing on replicating ECE models that have proven their effectiveness. Typically these models have relatively small class sizes and well-educated teachers with adequate remuneration

2. Quality assurance Teachers in these model ECE programmes (whether public or private) will be receiving intensive supervision and mentoring They will be involved in a continuous improvement process for learning and teaching

3. Regular review These ECE programmes will be regularly assessing a child’s learning and development to monitor the extent to which they are meeting their institutional goals

4. Holistic approach ECE programmes will embrace a pedagogy that develops the whole child (including social and emotional development and self-regulation) This will help to produce positive effects on children’s behaviour, which leads to later reductions in crime and delinquency.

5. Public policy More broadly, ECE policy needs to be developed within the context of comprehensive public policy to support child development from birth to age 5 and beyond With priority for socioeconomically disadvantaged children who are likely to benefit most.

The Critical Importance of Foundational Pre-School Education: An Economic Analysis

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