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Measuring and forecasting progress in education: what about early childhood?

A recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims t...

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Autores principales: Richter, Linda M., Behrman, Jere R., Britto, Pia, Cappa, Claudia, Cohrssen, Caroline, Cuartas, Jorge, Daelmans, Bernadette, Devercelli, Amanda E., Fink, Günther, Fredman, Sandra, Heymann, Jody, Boo, Florencia Lopez, Lu, Chunling, Lule, Elizabeth, McCoy, Dana Charles, Naicker, Sara N., Rao, Nirmalo, Raikes, Abbie, Stein, Alan, Vazquez, Claudia, Yoshikawa, Hirokazu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Nature Publishing Group UK 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8433172/
https://www.ncbi.nlm.nih.gov/pubmed/34508088
http://dx.doi.org/10.1038/s41539-021-00106-7
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author Richter, Linda M.
Behrman, Jere R.
Britto, Pia
Cappa, Claudia
Cohrssen, Caroline
Cuartas, Jorge
Daelmans, Bernadette
Devercelli, Amanda E.
Fink, Günther
Fredman, Sandra
Heymann, Jody
Boo, Florencia Lopez
Lu, Chunling
Lule, Elizabeth
McCoy, Dana Charles
Naicker, Sara N.
Rao, Nirmalo
Raikes, Abbie
Stein, Alan
Vazquez, Claudia
Yoshikawa, Hirokazu
author_facet Richter, Linda M.
Behrman, Jere R.
Britto, Pia
Cappa, Claudia
Cohrssen, Caroline
Cuartas, Jorge
Daelmans, Bernadette
Devercelli, Amanda E.
Fink, Günther
Fredman, Sandra
Heymann, Jody
Boo, Florencia Lopez
Lu, Chunling
Lule, Elizabeth
McCoy, Dana Charles
Naicker, Sara N.
Rao, Nirmalo
Raikes, Abbie
Stein, Alan
Vazquez, Claudia
Yoshikawa, Hirokazu
author_sort Richter, Linda M.
collection PubMed
description A recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning’s large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children’s education.
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spelling pubmed-84331722021-09-24 Measuring and forecasting progress in education: what about early childhood? Richter, Linda M. Behrman, Jere R. Britto, Pia Cappa, Claudia Cohrssen, Caroline Cuartas, Jorge Daelmans, Bernadette Devercelli, Amanda E. Fink, Günther Fredman, Sandra Heymann, Jody Boo, Florencia Lopez Lu, Chunling Lule, Elizabeth McCoy, Dana Charles Naicker, Sara N. Rao, Nirmalo Raikes, Abbie Stein, Alan Vazquez, Claudia Yoshikawa, Hirokazu NPJ Sci Learn Article A recent Nature article modelled within-country inequalities in primary, secondary, and tertiary education and forecast progress towards Sustainable Development Goal (SDG) targets related to education (SDG 4). However, their paper entirely overlooks inequalities in achieving Target 4.2, which aims to achieve universal access to quality early childhood development, care and preschool education by 2030. This is an important omission because of the substantial brain, cognitive and socioemotional developments that occur in early life and because of increasing evidence of early-life learning’s large impacts on subsequent education and lifetime wellbeing. We provide an overview of this evidence and use new analyses to illustrate medium- and long-term implications of early learning, first by presenting associations between pre-primary programme participation and adolescent mathematics and science test scores in 73 countries and secondly, by estimating the costs of inaction (not making pre-primary programmes universal) in terms of forgone lifetime earnings in 134 countries. We find considerable losses, comparable to or greater than current governmental expenditures on all education (as percentages of GDP), particularly in low- and lower-middle-income countries. In addition to improving primary, secondary and tertiary schooling, we conclude that to attain SDG 4 and reduce inequalities in a post-COVID era, it is essential to prioritize quality early childhood care and education, including adopting policies that support families to promote early learning and their children’s education. Nature Publishing Group UK 2021-09-10 /pmc/articles/PMC8433172/ /pubmed/34508088 http://dx.doi.org/10.1038/s41539-021-00106-7 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Richter, Linda M.
Behrman, Jere R.
Britto, Pia
Cappa, Claudia
Cohrssen, Caroline
Cuartas, Jorge
Daelmans, Bernadette
Devercelli, Amanda E.
Fink, Günther
Fredman, Sandra
Heymann, Jody
Boo, Florencia Lopez
Lu, Chunling
Lule, Elizabeth
McCoy, Dana Charles
Naicker, Sara N.
Rao, Nirmalo
Raikes, Abbie
Stein, Alan
Vazquez, Claudia
Yoshikawa, Hirokazu
Measuring and forecasting progress in education: what about early childhood?
title Measuring and forecasting progress in education: what about early childhood?
title_full Measuring and forecasting progress in education: what about early childhood?
title_fullStr Measuring and forecasting progress in education: what about early childhood?
title_full_unstemmed Measuring and forecasting progress in education: what about early childhood?
title_short Measuring and forecasting progress in education: what about early childhood?
title_sort measuring and forecasting progress in education: what about early childhood?
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8433172/
https://www.ncbi.nlm.nih.gov/pubmed/34508088
http://dx.doi.org/10.1038/s41539-021-00106-7
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