ii workshop internacional - early human development country studies
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II Workshop Internacional - Early Human Development Country StudiesTRANSCRIPT
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By J. Fraser Mustard
The Founders’ Network
Founding Chairman
Council for Early Child Development
October 3, 2008
Early Human Development –
Country Studies
Sao Paulo, Brazil
Second Annual Workshop of Fundacao
Maria Cecilia Souto Vidigal
(2nd presentation)
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08-022 Levels of Literacy:
A Reflection of ECD
Level 1:
Level 2:
Level 3:
Level 4:
indicates persons with very poor skills.
people can deal with material that
is simple.
is considered a suitable minimum for
coping with the demands of everyday life.
people who demonstrate command of
higher-order processing skills.
Level 5: competence in sophisticated reading
tasks, managing information and
critical thinking skills.
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Level 3
Considered minimum for coping
with the demands of every day life
and work in a complex advanced
society.
OECD, 2000
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02-061
Document Literacy1994 – 1998, Ages 16 to 65
Level 1 and 2 Level 4 and 5
Sweden
Canada
Australia
United States
Chile
23%
42%
43%
48%
85%
34.0%
23.0%
17.0%
18.0%
3.0%Mexico 84% 1.7%
OECD
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Socioeconomic Gradients for Adult
Document Literacy Scores (16 to 65)
OECD, 2000
06-114
Mean Scores
Parents’ Education (years)
3 95 7 151311 19170
270
230
190
350
310
U.S.
Canada
Australia
Sweden
Finland
Intern’l Mean
Chile
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CENDI - Monterrey
UNESCO study
Introduced me to Cuba early
human development program
08-131
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Grade 3 Language Scores
UNESCO, 1998
100 250 300 350 400150 200
Argentina _ _ _ _ _ _ _ _
Brazil _ _ _ _ _ _ _ _ _ _
Chile _ _ _ _ _ _ _ _ _
Cuba _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Mexico _ _ _ _ _ _ _
05-066
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ENROLMENT IN ECD PROGRAMS
0
10
20
30
40
50
60
70
80
90
100
Age 0-1 Age 1-2 Age 2-3 Age 3-4 Age 4-5
Finland
Sweden
Cuba
Brazil
Sources: OMEP (2005), OECD (2006), UNESCO 2007, World Bank 2001
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Grade 3 Reading Scores
UNESCO, 2008
08-135
<1 1 2 3 4
Brazil 6.29 25.25 39.84 21.5 7.07
Ecuador 16.62 37.47 34.20 11.61 2.10
Mexico 3.65 19.64 37.09 27.52 12.09
Nuevo Leon 1.70 12.71 34.82 32.4 18.38
Cuba 0.56 6.48 21.09 27.61 44.27
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Difference Between Urban and Rural Schools
Grade 3 Reading
Country Urban/Rural
Brazil 62.67
Ecuador 42.83
Mexico 62.47
Nuevo Leon 37.24
Cuba 15.94UNESCO, 2008
08-102
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Grade 6 Reading Scores
UNESCO, 2008
08-142
<1 1 2 3 4
Brazil 0.57 14.83 34.65 27.47 22.46
Ecuador 4.47 33.69 39.48 16.63 5.73
Mexico 0.23 12.23 33.40 29.75 24.39
Nuevo Leon 0.21 9.12 29.99 32.37 28.31
Cuba 0.3 5.26 19.57 24.20 50.68
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Difference Between Urban and Rural Schools
Grade 6 Reading
Country Urban/Rural
Brazil 49.35
Ecuador 46.22
Mexico 57.71
Nuevo Leon 39.23
Cuba 12.75UNESCO, 2008
08-143
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Prenatal
Birth Childhood
Age 5-62 weeks Childhood
Program “Educa a Tu Hijo” (69%)
Program “Circulos Infantiles” (15,5%) Preschools (15%)
ECD Programs in Cuba
Non
Formal
Education
Formal
Education
Age 5
Age 5
Offered to children of working mothers
Offered to children and
their families
07-197
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05-134
GDP & Grade 3 Language Scores
Country
Chile
Mexico
Colombia
Brazil
Cuba
GDP
9.930
6.769
6.347
5.928
3.100
Language
Score
351
247
242
240
236UNESCO 1998
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Ecuador Program
Nuestros Ninos
2005
Test Control Cuba Preschool
ETHGross Motor 21.1 22.3 * 22.2 *
Fine Motor 19.3 20.6 * 20.7 *
Language 18.7 20.0 * 20.1 *
Social 20.5 21.6 * 21.6 *
Children 80,000 6,000
* Significantly different from ControlA. Tinajero
08-136
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Brazil – Rio Grande do Sul
(60,000 children)
Test Children % at Development Standard
Start 2 Yrs Later
Cognitive 377 37 78
Language 387 71 79
Motor 386 50 80
Social 416 69 86
Primeira Infancia Melhor
08-137
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Abecedarian Study – Reading
Age 8 Age 12 Age 15 Age 21
Age at Testing
0
1.2
0.8
0.4
Effect Size Special
Primary
Grades
Preschool
(4 mths to
School)
Preschool &
Special
Primary Grades
04-153
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CENDI - Monterrey
No. Children % Vulnerable
CENDI 341 18.2
Informal Care 789 38.0
08-138
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CENDI vs Informal Care
Domain Means
I II III IV V No.
CENDI 9.33 9.45 8.25 8.19 9.33 341
Informal Care 8.39 8.62 7.70 7.95 8.40 792
08-139
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CENDI vs Canadian Normative Sample
Domain Means
I II III IV V No.
CENDI 9.31 9.45 8.25 8.16 9.29 341
Canada 8.79 8.29 8.05 8.36 7.73 116,824
08-140
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EDI – Canada and Monterrey, Mexico
% Low on % Low on
One Domain Two Domains
CENDI 18.5% 3.8%
(Monterrey)
Canadian
Sample 25.9% 12.9%
08-046
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Preschools
Local school authorities
Public health
Munici-palities
Community
servicesParks &
recreation
Early interventionHealth Social
servicesEducation Family
support
Chaos
Child care
Parenting centres
Children’s mental health centres
Kindergartens
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Canada Latin America Study
Study 1
EDI
Cuba, Age 5-6
CENDI and non-CENDI – Monterrey
Brazil, PIM and non-PIM
Canada, Age 5-6 population (Chaos)
08-144
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Canada Latin America Study
Study 2
EDI – Follow up school performance
Cuba
CENDI and non-CENDI
Brazil, PIM and non-PIM
Canada EDI study
08-145
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Canada Latin America Study
Study 3
Country comparisons re
ECD programs and non ECD
programs (Brazil, Monterrey)
Canada – Chaotic ECD programs
08-146
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Closing the Gap in a Generation
WHO, August 2008
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Chapter 5
Equity From the Start
WHO, August 2008
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Recommendation 5.1
WHO and UN Children’s Fund
(UNICEF) set up an interagency
mechanism to ensure policy
coherence for early child
development such that, across
agencies, a comprehensive
approach to early child development
is acted on.
WHO, August 2008
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WHO, August 2008
Recommendation 5.2
The Commission recommends that:
Governments build universal
coverage of a comprehensive
package of quality early child
development programmes and
services for children, mothers, and
other caregivers, regardless of ability
to pay.
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01-039
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