A Global Compact on Learning - Brookings Institution

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M. A. Rihani, Keeping the Promise: Five Benefits of Girls’ Secondary Education (Washington: Academy for Educational Development, 2006), http://
www.aed.org/Publications/upload/Girls-Ed-Final.pdf
88
L. Schweinhart et al., Lifetime Effects: The HighScope Perry Preschool Study through Age 40—Monograph of the HighScope Educational Research
Foundation (Ypsilanti, Mich.: HighScope Press, 2005).
89
UNESCO, EFA <strong>Global</strong> Monitoring Report 2007.
90
C. Cardona et al., Home-Based Community Day Care and Children’s Rights: The Colombian Case (Bogotá: UNICEF, 1993).
91
World Bank, Learning for All: Investing in People’s Knowledge and Skills to Promote Development—World Bank Education Strategy 2010–2020
(Washington: World Bank, 2010).
92
UNESCO, EFA <strong>Global</strong> Monitoring Report 2011.
93
Akhter Ahmed, Impact of Feeding Children in School: Evidence from Bangladesh (Washington: International Food Policy Research Institute, 2004);
Aga Khan Foundation, Improving Learning Achievement.
94
Committee on the Rights of the Child, “General Comment No. 7, Implementing Child Rights in Early Childhood (Fortieth Session, 2005),” UN
Doc. CRC/C/GC/7/Rev.1, 2006.
95
Ibid.
96
C. Super et al., “Long-Term Effects of Food Supplementation and Psychosocial Intervention on the Physical Growth of Colombian Infants at Risk
of Malnutrition,” in Annual Progress in Child Psychiatry and Child Development (New York: Bruner/Mazel, 1992); S. Grantham-McGregor et al.,
“Developmental Potential in the First 5 Years for Children in Developing Countries,” The Lancet 369 (2007): 60–70.
97
L. Irwin et al., “Examining How Contexts Shape Young Children’s Perspectives of Health,” Child: Care, Health and Development 33, no. 4 (2007):
353–59.
98
P. Stansbery, ECD Inter-Secotral Approach presentation at the Brookings Institution. Washington: Save the Children, April 2011.
99
Republic of Kenya, National Early Childhood Development Policy Framework 2006 (Nairobi: Ministry of Education, 2006).
100
Committee on the Rights of the Child, “General Comment No 7.”
101
Ibid.
102
E. Vargas-Barón, “Toward establishing national and international investment targets to expand early childhood services,” Funding the Future:
Strategies for Early Childhood Investment, Costing and Financing. Coordinators’ Notebook, no. 30 (2008): 17-19.
103
Lewin and Sabates, Changing Patterns.
104
Connect to Learn, Dropping Out from School, Policy Brief 8 (Brighton: Consortium for Research on Education, Access, Transitions, and Equity,
2009).
105
UNESCO, EFA <strong>Global</strong> Monitoring Report 2011.
106
Lewin and Sabates, Changing Patterns.
107
K. Lewin, Taking Targets to Task Revisited: How Indicators of Progress on Access to Education Can Mislead, CREATE Pathways to Access, Research
Monograph 54 (Brighton: Consortium for Research on Education, Access, Transitions, and Equity, 2011).
108
R. Little, “Selection and pattern-mixture models.” Longitudinal Data Analysis, p. 409-431. Boca Raton: Chapman & Hall/CRC Press, 2009; Sabates
et al., School Drop Out in Bangladesh.
109
G. Psacharopoulos, et al. “Achievement Evaluation of Columbia’s “Escuela Nueva”: Is Multigrade the Answer?” Comparative Education Review. Vol
37, No. 3, (1998).
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P. McEwan and L. Benveniste, “The Politics of Rural School Reform: Escuela Nueva in Colombia,” Journal of Education Policy 16, no. 6 (2001):
547–59.
111
For more on Khan Academy, see www.khanacademy.org.
112
Literacy is most commonly defined as the ability to read and write independently. Literacy should explicitly include the building blocks of reading:
print concepts, phonological awareness, comprehension, vocabulary and fluency; see National Reading Panel, Teaching Children to Read: An Evidence-Based
Assessment of the Scientific Research Literature of Reading and Its Implications for Reading Instruction (Washington: National Institute
of Child Health and Human Development, 2000); Ghana Education Service, Literacy Standards and Milestones (Accra: Ghana Education Service,
2006); and S. M. Burns, P. Griffin, and C. E. Snow, eds., Starting out Right: A Guide to Promoting Children’s Reading Success (Washington: National
Academy Press, 1999). And it should also include writing: writing concepts, the writing process, descriptive language, informational writing,
grammar and mechanics; see Ghana Education Service, Literacy Standards and Milestones; and Burns, Griffin, and Snow, Starting out Right.
113
H. Abadzi, Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience (Washington: World Bank, 2006).
114
H. S. Scarborough, “Connecting Early Language and Literacy to Later Reading (Dis)Abilities: Evidence, Theory, and Practice,” in Handbook of
Early Literacy Research (Volume 1), edited by S. B. Neuman and D. K. Dickinson (New York: Guilford Press, 2001); A. Cunningham and K. Stanovich,
“Early Reading Acquisition and Its Relation to Reading Experience and Ability 10 Years Later,” Developmental Psychology 33 (1997): 934–45; F.
He, L. Linden, and M. MacLeod, A Better Way to Teach Children to Read? Evidence from a Randomized Control Trial (Cambridge: J-Pal, 2009); and
Gove and Cvelich, Early Reading.
115
Aga Khan Foundation, Improving Learning Achievement; World Bank, Early Childhood Development and Education in China: Breaking the Cycle of
Poverty and Improving Future Competitiveness, China Policy Note 53746-CN (Beijing: World Bank, 2011).
A <strong>Global</strong> Compa c t on Learning: Taking Action on Educat i o n in Developing Countries
C e n t e r for Universal Educat i o n at Brookings
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