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June 2000 - Economic incentives have a powerful effect on the work behavior of women with children in Kenya. In addition to increasing the future productivity of children, government subsidies of low-cost early childhood development programs would increase the number of mothers who work, thus increasing the incomes of poor households and lifting some families out of poverty. They would also increase older girls' enrollment in school, by releasing them from child care responsibilities. About 20,000 early childhood development centers provided day care for and prepared for primary school more than 1 million children aged three to seven (roughly 20 percent of children in that age group) in Kenya in 1995. The number of child care facilities reached 23,690 by the end of 1999. Lokshin, Glinskaya, and Garcia analyze the effect of child care costs on households' behavior in Kenya. For households with children aged three to seven, they model household demand for mothers' participation in paid work, the participation in paid work of other household members, household demand for schooling, and household demand for child care. They find that: A high cost for child care discourages households from using formal child care facilities and has a negative effect on mothers' participation in market work; The cost of child care and the level of mothers' wages affect older children's school enrollment, but these factors affect boys' and girls' schooling differently. An increase in mothers' wages increases boys' enrollment but depresses girls' enrollment; Higher child care costs have no significant effect on boys' schooling but significantly decrease the number of girls in school. This paper - a joint product of Poverty and Human Resources, Development Research Group; Poverty Reduction and Economic Management Sector Unit, South Asia Region; and Human Development 1, Africa Technical Families - is part of a larger effort in the Bank to study the role of gender in the context of the household, institutions, and society. The authors may be contacted at mlokshin@worldbank.org, eglinskaya@worldbank.org, or mgarcia1@worldbank.org.
Age --- Boys --- Child Care --- Child Development --- Children --- Children and Youth --- Day Care --- Dropout Rates --- Early Child Development --- Early Childhood Development --- Education --- Enrollment --- Enrollment Of Girls --- Exams --- Finance and Financial Sector Development --- Financial Literacy --- Girls --- Health, Nutrition and Population --- Participation --- Population Policies --- Primary Education --- Primary School --- Schooling --- Street Children --- Unemployment --- Urban Development --- Wages --- Women --- Youth and Government
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This policy note is a diagnostic of the state of Nigerian skills and human capital. It seeks to understand the kinds and levels of human capital that Nigeria possesses to support its efforts toward economic competitiveness over the next two decades. It also looks at inefficiencies of the Nigerian skills-building system, including the barriers to growth, barriers to sharing prosperity, and presents policy recommendations and actions to overcome these constraints. The policy note offers key insights into the drivers of the labor market, the underlying analysis of why Nigeria has been unable to reduce its poverty rate over time, the jobs landscape, and the drivers, dimensions, and directions for skills development to transform the Nigerian economy. The emphasis is on directions for public sector responsibility and public-private partnerships. The study reinforces the nexus between the jobs and the employability. Finally, it provides the analytical bases and policy and programmatic directions for the government of Nigeria in keeping with the World Bank country partnership strategy (FY2014-17).
Access to Education --- Curriculum --- Distance Learning --- Early Childhood --- Education --- Education For All --- Education For the Knowledge Economy --- Educational Outcomes --- Employment and Unemployment --- Higher Education --- Human Development --- Investment In Education --- Knowledge --- Lifelong Learning --- Literacy --- Primary Education --- Quality of Education --- Quality of Life --- Reading --- Returns to Education --- Sanitation --- School Attendance --- Schools --- Secondary Education --- Skilled Workers --- Skills Development and Labor Force Training --- Social Protections and Labor --- Teachers --- Tertiary Education --- Textbooks --- Universal Primary Education --- Vocational Schools
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Africa's Future, Africa's Challenge compiles the latest data and viewpoints on the state of Sub-Saharan Africa's children. Topics covered include the rationale for investing in young children, policy trends in early childhood development (ECD), historical perspectives of ECD in Sub-Saharan Africa including indigenous approaches, new threats from HIV/AIDS, and the importance of fathers in children's lives. The book also addresses policy development and ECD implementation issues; presents the ECD programming experience in several countries, highlighting best practices and challenges; and evaluat
Child care. --- Electronic books. --- Child care --- Early childhood education --- Child development --- Child --- Preventive Health Services --- Community Health Services --- Public Policy --- Legislation as Topic --- Health Care Economics and Organizations --- Social Welfare --- Health Services --- Age Groups --- Sociology --- Health Care --- Social Control Policies --- Social Control, Formal --- Social Sciences --- Policy --- Health Care Facilities, Manpower, and Services --- Persons --- Anthropology, Education, Sociology and Social Phenomena --- Named Groups --- Child, Preschool --- Early Intervention (Education) --- Health Planning --- Child Welfare --- Child Health Services --- Health Policy --- Social Welfare & Social Work --- Child & Youth Development --- Child study --- Children --- Development, Child --- Care of children --- Childcare --- Development --- Care --- Care and hygiene --- Developmental biology --- Developmental psychobiology --- Child rearing --- Education
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Early childhood, from birth through school entry, was largely invisible worldwide as a policy concern for much of the twentieth century. Children, in the eyes of most countries, were 'appendages' of their parents or simply embedded in the larger family structure. The child did not emerge as a separate social entity until school age (typically six or seven). 'Africa's Future, Africa's Challenge: Early Childhood Care and Development in Sub-Saharan Africa' focuses on the 130 million children south of the Sahel in this 0-6 age group.This book, the first of its kind, presents a balanced collection
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