Early Childhood Development in Qatar
Early childhood development (ECD) is a multidimensional process that takes place from conception until age five. These years mark the most important period for an individual's development. In this period, the building blocks of the brain and nervous system are formed, and critical skills and capacities begin to develop across a number of interrelated domains (Nelson 2000). Despite this ample international evidence, the state of ECD in Qatar has thus far been understudied. Child development outcomes in Qatar are below what is expected given its level of economic development. Gaps in self-regulation skills persist, with a third of children ages three and four being unable to attend to, and focus on, simple tasks without being distracted easily. As a tripartite collaboration between the World Innovation Summit for Education (WISE) at Qatar Foundation, the Ministry of Education and Higher Education of the State of Qatar and the World Bank, this study begins to fill this gap by providing an overview of the state of ECD in Qatar and setting forward recommendations to strengthen ECD in the country. The report first analyzes ECD outcomes in Qatar, examining how Qatar fares in five ECD domains compared to other countries. Section two builds the evidence base in the Qatari context by testing whether specific ECD programs are associated with improved child outcomes in the country. Section three takes a systemic view, analyzing the policies that govern ECD in Qatar and offers recommendations for their enhancement. Finally, section four concludes with a summary of key policy recommendations and some considerations for their implementation.
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Format: | Working Paper biblioteca |
Language: | English |
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World Bank, Washington, DC
2017-10
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Subjects: | EDUCATION, SCHOOL, STUDENTS, TEACHERS, FINANCE, POLICY, EARLY CHILDHOOD DEVELOPMENT, |
Online Access: | http://documents.worldbank.org/curated/en/666721510643002582/Early-childhood-development-in-Qatar-status-and-opportunities-for-the-future https://hdl.handle.net/10986/28950 |
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dig-okr-10986289502024-08-07T19:32:59Z Early Childhood Development in Qatar Status and Opportunities for the Future Adams, Lindsay Sarah Nikaein Towfighian, Samira EDUCATION SCHOOL STUDENTS TEACHERS FINANCE POLICY EARLY CHILDHOOD DEVELOPMENT Early childhood development (ECD) is a multidimensional process that takes place from conception until age five. These years mark the most important period for an individual's development. In this period, the building blocks of the brain and nervous system are formed, and critical skills and capacities begin to develop across a number of interrelated domains (Nelson 2000). Despite this ample international evidence, the state of ECD in Qatar has thus far been understudied. Child development outcomes in Qatar are below what is expected given its level of economic development. Gaps in self-regulation skills persist, with a third of children ages three and four being unable to attend to, and focus on, simple tasks without being distracted easily. As a tripartite collaboration between the World Innovation Summit for Education (WISE) at Qatar Foundation, the Ministry of Education and Higher Education of the State of Qatar and the World Bank, this study begins to fill this gap by providing an overview of the state of ECD in Qatar and setting forward recommendations to strengthen ECD in the country. The report first analyzes ECD outcomes in Qatar, examining how Qatar fares in five ECD domains compared to other countries. Section two builds the evidence base in the Qatari context by testing whether specific ECD programs are associated with improved child outcomes in the country. Section three takes a systemic view, analyzing the policies that govern ECD in Qatar and offers recommendations for their enhancement. Finally, section four concludes with a summary of key policy recommendations and some considerations for their implementation. 2017-12-05T19:58:32Z 2017-12-05T19:58:32Z 2017-10 Working Paper Document de travail Documento de trabajo http://documents.worldbank.org/curated/en/666721510643002582/Early-childhood-development-in-Qatar-status-and-opportunities-for-the-future https://hdl.handle.net/10986/28950 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank application/pdf text/plain World Bank, Washington, DC |
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EDUCATION SCHOOL STUDENTS TEACHERS FINANCE POLICY EARLY CHILDHOOD DEVELOPMENT EDUCATION SCHOOL STUDENTS TEACHERS FINANCE POLICY EARLY CHILDHOOD DEVELOPMENT |
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EDUCATION SCHOOL STUDENTS TEACHERS FINANCE POLICY EARLY CHILDHOOD DEVELOPMENT EDUCATION SCHOOL STUDENTS TEACHERS FINANCE POLICY EARLY CHILDHOOD DEVELOPMENT Adams, Lindsay Sarah Nikaein Towfighian, Samira Early Childhood Development in Qatar |
description |
Early childhood development (ECD) is a
multidimensional process that takes place from conception
until age five. These years mark the most important period
for an individual's development. In this period, the
building blocks of the brain and nervous system are formed,
and critical skills and capacities begin to develop across a
number of interrelated domains (Nelson 2000). Despite this
ample international evidence, the state of ECD in Qatar has
thus far been understudied. Child development outcomes in
Qatar are below what is expected given its level of economic
development. Gaps in self-regulation skills persist, with a
third of children ages three and four being unable to attend
to, and focus on, simple tasks without being distracted
easily. As a tripartite collaboration between the World
Innovation Summit for Education (WISE) at Qatar Foundation,
the Ministry of Education and Higher Education of the State
of Qatar and the World Bank, this study begins to fill this
gap by providing an overview of the state of ECD in Qatar
and setting forward recommendations to strengthen ECD in the
country. The report first analyzes ECD outcomes in Qatar,
examining how Qatar fares in five ECD domains compared to
other countries. Section two builds the evidence base in the
Qatari context by testing whether specific ECD programs are
associated with improved child outcomes in the country.
Section three takes a systemic view, analyzing the policies
that govern ECD in Qatar and offers recommendations for
their enhancement. Finally, section four concludes with a
summary of key policy recommendations and some
considerations for their implementation. |
format |
Working Paper |
topic_facet |
EDUCATION SCHOOL STUDENTS TEACHERS FINANCE POLICY EARLY CHILDHOOD DEVELOPMENT |
author |
Adams, Lindsay Sarah Nikaein Towfighian, Samira |
author_facet |
Adams, Lindsay Sarah Nikaein Towfighian, Samira |
author_sort |
Adams, Lindsay Sarah |
title |
Early Childhood Development in Qatar |
title_short |
Early Childhood Development in Qatar |
title_full |
Early Childhood Development in Qatar |
title_fullStr |
Early Childhood Development in Qatar |
title_full_unstemmed |
Early Childhood Development in Qatar |
title_sort |
early childhood development in qatar |
publisher |
World Bank, Washington, DC |
publishDate |
2017-10 |
url |
http://documents.worldbank.org/curated/en/666721510643002582/Early-childhood-development-in-Qatar-status-and-opportunities-for-the-future https://hdl.handle.net/10986/28950 |
work_keys_str_mv |
AT adamslindsaysarah earlychildhooddevelopmentinqatar AT nikaeintowfighiansamira earlychildhooddevelopmentinqatar AT adamslindsaysarah statusandopportunitiesforthefuture AT nikaeintowfighiansamira statusandopportunitiesforthefuture |
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1807160336962289664 |