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This literature review aims to understand the design and content of successful preprimary parenting programs specifically those implemented in fragile, conflict, and violent contexts. This document serves as a resource guide for the creation of a preprimary parenting program for the South Sudanese context, to enhance school readiness of children between the ages of 3 to 5 years through basic literacy, numeracy, and socio emotional skills. This paper provides a brief overview of the benefits of parent engagement early in life and explores eight parenting programs whose design and implementation can be useful to increase the engagement of parents in preprimary skill development in South Sudan. Bearing in mind the context of South Sudan, five key criteria that guided selection of the programs included: (i) low cost of implementation, (ii) use of local resources, (iii) creation of contextually relevant curriculum, (iv) supporting parents who do not know how to read and write, and (v) evidence of benefits following empirical testing. It is important to have a clear picture of the lived experience of young children, their families and communities in South Sudan prior to designing a program that is relevant and appropriately meets their needs. This paper provides a brief overview of existing literature on the benefits of parent engagement early in life and explores eight parenting programs that have been designed and implemented in Ghana, Chad, Cameroon, Rwanda, Liberia, Syria, Jordan, and Lebanon to boost parent engagement in the lives of their young children. By doing this, the paper aims to create a resource document that can inform the development of a context-specific parenting program model for South Sudan.

Adult Outreach --- Early Childhood Development --- Early Childhood Education --- Education --- Literacy

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Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world's higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce in the current world of work, little is known about the contribution they make to students' outcomes, above and beyond student or peer characteristics. This paper estimates the contribution of all short-cycle higher education programs in Colombia. It estimates value-added contributions by program, using unique administrative data on student outcomes and background, as well as program- and institution- level data. For a given outcome, the programs vary greatly in their raw outcomes and in their contribution to student outcomes. Although program-level contributions vary across fields, they vary even more within fields. Regression analysis shows that formal employment and wage contributions are greater for programs that are longer, delivered in a traditional mode, or taught in large cities, selective institutions, or institutions specialized in the field. The paper ends with a word of caution about the use of average program outcomes or contributions to build program rankings, as these vary greatly depending on the metric used.

Adult Outreach --- Higher Education --- Lifelong Learning --- Short-Cycle --- Student Learning --- Tertiary Education --- Value Added Contribution

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Worldwide, approximately 781 million adults are unable to read or write in any language. While adult literacy rates have increased significantly over the past several decades, recent progress largely reflects a more-educated younger generation replacing a less-education older generation. The Philippines has made remarkable progress in improving its public basic education system over the past decade, yet half of Filipino students fail to complete the full cycle of basic education. While lowering the dropout rate is a top priority of the Philippine Department of Education (DepEd), much can be done to improve the educational and employment prospects of those who have already dropped out. For the past five decades, DepEd has operated parallel education systems for youth and adults who did not complete basic formal education. The current incarnation of the Alternative Learning System (ALS) includes two core components, the Basic Literacy Program and the Accreditation and Equivalency (A and E) Programs. Obtaining this credential enables ALS participants to apply to higher education and training institutions or to jobs that require a high school education. In partnership with DepEd, the World Bank conducted a series of assessments of the ALS designed to shed light on the obstacles it faces and assist the government in developing a strategy to address them.This policy note summarizes the empirical evidence obtained from these assessments and other program data and presents policy options to increase the effectiveness of the ALS. This policy note is divided into six sections. Following the introduction,the second section describes the ALS and its target population. The third section examines demand-side challenges and identifies strategies for supporting ALS participants. The fourth section considers supply-side challenges and outlines priorities for strengthening the implementation of the ALS. The fifth section evaluates the returns generated by the ALS, and the sixth section recommends policies to expand its scope and enhance its impact.

Adult Education --- Adult Outreach --- Education --- Education for All --- Educational Institutions and Facilities --- Educational Sciences --- Employment --- Lifelong Learning --- Literacy --- Primary Education