Cambodia

This bulletin showcases a World Bank supported study in Cambodia, where researchers set out to study the effects of scholarships on encouraging primary school students to continue their studies in lower secondary school, and whether bigger grants worked better than smaller ones. The results of the study underscore the importance impact evaluation can have for policymakers, even as researchers plan a second round of data collection to answer some important questions raised by the results. Building on the lessons learned from this evaluation, the government of Cambodia is planning a revised approach in its 2014-2018 strategic education plan to strengthen the quality of preschools and ensure demand for these services. This Evidence to Policy note was jointly produced by the World Bank Group, the Strategic Impact Evaluation Fund (SIEF), and the British governments Department for International Development.

Bibliographic Details

Main Author:	World Bank
Format:	Brief biblioteca
Language:	English en_US
Published:	Washington, DC 2013-11
Subjects:	ACCESS TO PRESCHOOL, BASIC LEARNING, CHILDREN WITH ACCESS, CHILDREN WITHOUT ACCESS, CLASSROOM, CLASSROOMS, COGNITIVE SKILLS, COMMUNITY PROGRAMS, CONTROL GROUPS, EARLY CHILDHOOD, EARLY CHILDHOOD DEVELOPMENT, EARLY CHILDHOOD DEVELOPMENT PROGRAMS, EARLY CHILDHOOD EDUCATION, EARLY CHILDHOOD PROGRAMS, EARLY LEARNING, ENROLLMENT RATE, FINE MOTOR SKILLS, HUMAN DEVELOPMENT, INTERVENTIONS, LEARNING, LEARNING OPPORTUNITIES, PARENTING, PHYSICAL DEVELOPMENT, PRESCHOOL CURRICULUM, PRESCHOOL ENROLLMENT, PRESCHOOL PROGRAMS, PRESCHOOL TEACHERS, PRESCHOOLS, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PRIMARY SCHOOLS, RETENTION, RURAL AREAS, SCHOOL ADMINISTRATORS, SCHOOL READINESS, SCHOOL YEAR, SCHOOLS, TEACHER, TEACHERS, YOUNG CHILDREN,
Online Access:	http://documents.worldbank.org/curated/en/2013/11/18612749/cambodia-challenges-scaling-up-preschools https://hdl.handle.net/10986/22608
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